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Research-Informed Teaching and Assessment in European Studies

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Researching European Security Integration

Part of the book series: The European Union in International Affairs ((EUIA))

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Abstract

The literature on teaching and learning European Studies indicates that this research field lends itself to pedagogical innovations, particularly revolving around problem-based teaching and simulations. This chapter contributes to that pedagogical literature by reflecting on a research-based teaching methodology as applied in an undergraduate module at a UK university. As such, this chapter challenges the idea that innovative methodologies, such as problem-based learning, should be adopted in the name of student-centred learning. Instead, the chapter argues that a more balanced (hybrid) approach is more appropriate in the majority of the institutional contexts, in which traditional lectures should continue to coexist with student-led work. In the second part, the chapter discusses assessment, focusing on essays and simulations.

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Authors and Affiliations

  1. Social Sciences, University of Southampton, Southampton, UK

    Kamil Zwolski

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  1. Kamil Zwolski
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Correspondence to Kamil Zwolski .

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Zwolski, K. (2024). Research-Informed Teaching and Assessment in European Studies. In: Researching European Security Integration. The European Union in International Affairs. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-49822-0_7

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