LEARNING OUTCOMES

1
LEARNING OUTCOMES THE TEACHING OF POLITICAL
SCIENCE Improving the Dynamics Dimensions of
Student Learning Mary C. Murphy Department of
Government University College Cork
Introduction One of the most significant
challenges of a university teaching career is
delivering modules to groups of students
numbering 200 plus (see Biggs, 199999-102).
There are many factors to be considered in
teaching groups of this size including
communicating successfully with all students,
instilling knowledge and skills effectively and
engaging and holding the attention of the group.
There may often be a presumption that such
challenges limit and constrain the teaching
options and opportunities for the lecturer. In
reality, this is not true though it does require
imagination and courage!
GV1101 Politics of the European Union Politics
of the European Union is a core module delivered
to BCommerce I and BCommerce (European) I. In
all, there are approximately 280 students
registered for this module every year. The module
itself explores the creation, development,
operation future of the European Union (EU).

• Learning Outcomes
• Explain the logic for the creation of the
  European Union
• Understand the difference between
  supra-nationalism intergovernmentalism
• Identify the stages of economic integration
• List the key institutions of the EU
• Criticise the structure operation of key EU
  institutions
• Define apply the notion of the democratic
  deficit
• Evaluate the political economic impact of the
  single currency
• Appreciate the difficulties of developing a
  Common Foreign Security Policy (CFSP)
• Predict the future shape nature of the EU
• List the advantages disadvantages of Irish
  membership of the EU
• Communicate effectively accurately in the
  written form
• Research effectively comprehensively
• Interrogate information fully comprehensively
  
• Question the meaning of motivation for
  political developments generally
• Think creatively imaginatively in seeking
  solutions to political problems challenges

• Revised Teaching Assessment Strategies
• Revised module outline including improved detail
  on the dimensions content of the
  module
• Changes to the lecture plan lecture subjects
• First lecture dedicated to explaining the logic
  of the module
• Greater use of diverse range of visual aids in
  delivering lectures
• Questions dialogue facilitated
• More imaginative effective use of Blackboard
• Assessment process more focused targeted
• Explicit advice guidelines on the assessment
  process

Conclusion Thinking more deeply about what
precisely students should learn and achieve in
the context of GV1101 has resulted in valuable
important changes revisions to the course. The
new approach has not just been to the benefit of
students. As a lecturer, the process of enacting
and engaging with learning outcomes has inspired
greater confidence and belief in the potential of
a creative engagement with university teaching of
large groups.