0x010088F6312065A70A44B630A6848498EAD80093CFEAFE161DC94D83C7C5C9A5A748B8

This was the second time the course was taught in the new format, and it worked even better than last time. The course continues to alternate theory and methods lectures and to have four seminars that each deal with a specific methodology. One instructor taught the theory component and the other taught the methods and ran the seminars. This time around, the students were made aware at the beginning of the course that the semester assignment was to be the basis of their final research paper/exam, and they liked this very much. They understood that this was an opportunity to start developing their research topics for the BA thesis the following semester in a continuous manner. Most of them did a very good job of taking the semester assignment feedback and working on it for the final research paper. There is one key issue that will have to be resolved in the future. The theory component is still hard for the students to grasp. They very much liked their instructor this semester and thought he did a great job of introducing the theories and engaging the students in discussion. However, as was evident from their compulsory assignments, the students were still really confused about which theory they should pick for their research question. We still have the problem that the theories that are presented are not really the ones that students use in their papers and they are not motivated enough to find the appropriate theories on their own. It seems that they attend the first theory lecture and then try to pick the theories that are presented, regardless of whether they fit their RQ or not. Therefore, what we need to do in the theory modules is not only present them with theories, but also teach them how to select an appropriate theory. This was one of the major points of feedback from the reference group. Additionally, we need to think about the theories we present and how we sequence them.

The students indicated in their reference groups report that the learning outcomes were definitely met in this course. They felt very prepared to tackle the BA thesis the following semester. They would have liked to see more seminars with hands-on instruction. However, they already have four, so the only alternative would be to make some of the lectures more like the seminars. There was an issue with the evaluation of the course's semester assignment. The two instructors split up the assignments. Due to time constraints, one of the instructors has less time to give comprehensive feedback. Hence, some of the students felt that they were "shorted" on their opportunity to rework their paper. The real issue is that this course, or at least the grading of the assignments, should be done by one person. That person must also have the time to give comprehensive feedback to about 45 students during the seamster in order for the course to reach its full potential.

This course has been co-taught for two years because funding shortages have prevented a permanent or temporary hire to teach this course. As it is now, and how it is to be next year, two full-time teaching staff will co-teach this course in addition to an already full course load. This is not a desirable situation -- this course is critical for the BA thesis course the following semester. Once again, this course should ideally be taught or graded by one person who will keep grading standards consistent across all the course assignments and exams.

NTNU:TIA:REST

Institutt for historiske og klassiske studier

Department of Historical and Classical Studies

Engelsk

Norsk

Mer om vurdering

Du må bestå semesteroppgaven for å gå opp til eksamen.

Anbefalte forkunnskaper

EUR1001, EUR2101, EUR1201/EUR2102, EUR2915

Faglig innhold

Hvorfor har europeiske nasjonalstater valgt å avstå suverenitet til den Europeiske Union? Hvordan kan vi forklare både de store milepælene i den europeiske integrasjonen i form av traktatendringer og den mer gradvise utviklingen av samarbeidet som har funnet sted i periodene mellom disse milepælene? Hvem er hovedaktørene som driver integrasjon framover? Hvordan kan vi forklare at noen europeiske land har bestemt seg for å bli fullverdige medlemmer av EU, mens andre forblir mindre integrert? Kurset presenterer sentrale teoretiske tilnærminger til studier av europeisk integrasjon og det som i dag er EU og andre samarbeidsformer mellom europeiske land. Disse tilnærmingene blir brukt til å vurdere, forklare og forstå europeisk integrasjon, og til å analysere dagens EU som politisk system.Kurset introduserer samtidig studentene til sentrale metoder i europastudier, som studiet av begivenhetsforløp («historical process tracing»), casestudier, innholdsanalyse og (enkel) statistisk analyse. Fokus er rettet mot hvordan ulike metoder benyttes i kombinasjon med integrasjonsteori. Studentene lærer å formulere forskningsspørsmål, å gjennomføre en litteraturgjennomgang, og hvordan de begrunner valg av metode i egne undersøkelser. Målet er å forberede studentene på å gjennomføre egen forskning innenfor rammen av bacheloroppgaven i europastudier.

Kursmateriell

Læringsutbytte

Kandidater som har bestått emnet, forventes å ha oppnådd følgende kunnskaper og ferdigheter:Kunnskaper Kandidatene<ul><li>har kunnskap om normative teorier om europeisk integrasjon</li><li>har kunnskap om teoretiske tilnærminger til studier av europeisk integrasjon (EEC/EF/EU), med vekt på hvordan integrasjon kan forklares</li><li>har kunnskap om hvordan EU som politisk system kan forklares og analyseres, med vekt på interaksjon mellom ulike styringsnivåer (overnasjonalt, nasjonale, regionale/lokale)</li></ul>FerdigheterKandidatene kan:<ul><li>anvende relevant teori i en drøfting av årsaker til europeisk integrasjon </li><li>anvende relevant teori i en drøfting av EUs virkemåter </li><li>gjennomføre en konsis og relevant litteraturgjennomgang </li><li>vurdere hvilke metodiske tilnærminger som er best egnet for å undersøke et valgt forskningsspørsmål </li></ul>

Læringsformer og aktiviteter

Forelesninger. Obligatorisk skriftlig oppgave (godkjent/ikke godkjent).

Individuell oppgave

Europeisk integrasjonsteori og metode

Europastudier med fremmedspråk

Europastudier

Europastudier - bachelorstudium

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(24597)/FieldValuesAsText

This was the first time this course was taught in the new format. The goals was to take the existing EI theory course and to convert it to Theory and Methods. This was done so as to prepare BA students for writing their thesis the following semester. Heretofore, the students have not received any official methodological training and 90% of them struggle with figuring out the the methods section of their BA thesis. Additionally, we thought that the theory section could be streamlined somewhat, so that students were not overwhelmed with dry theory lectures. The course was co-taught and altered weekly between instructors -- one week theory, one week methods, etc. Additionally, there were four seminars, each one focusing on a different methodology that the students had to use in practice. Overall, the course worked really well, considering that this was the first time it was taught and we were sometimes thinking on the fly. As far as theory, we need to reassess the theories they present. As it stands now, some of them are not applicable to the research appear that the students have to write in the course -- or rather, the students do not have sufficient expertise to handle certain theories in their papers: specifically federalism and neofunctionalism. A huge proportion of the class chose to write a paper using one of these two theories, and most of these papers missed the mark. I don't blame the students or the instructor, just that the theories are outdated and beyond the scope of this class. We need to think about some more useful and contemporary theories to complement what we already have that works. The methods section turned out well, and they can all now write serviceable methods sections in their theses. It would be nice, the second time around, however, to match up the theory readings directly to the methods readings to reinforce what students are learning. I tried to do that this time around, but there simply aren't good readings that showcase methodology in light of federalism or neofunctionalism.

The students really liked the structure of the course, as far as alternating theory and methods. They were, however, split on how much interaction they were willing to tolerate. Some preferred to be passive learners and wanted mostly lecture. Others liked the hand's on style. One critique they had, and ti was a valid one, is that the compulsory assignment was later turned into the final exam/reserach paper. Students said they wished we had told them sooner the we were going to do that. I agree -- unfortunately, we did not decide this early enough. We will make this clear from the outset of the course next year.

One novel thing that was tried this semester was how students received feedback on their compulsory assignment, which was a lit review and a proposed research plan. I delivered feedback to them in the form of a roughly ten-minute video where I moved through the sections of their paper and critiqued them in real time. They all really liked this and pointed out they have never received such thorough feedback on their writing. This will definitely be kept for the next time the course is taught.

Europeisk integrasjonsteori

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(19112)/FieldValuesAsText

Despite this being a theory course, this year we applied a more balanced approach in covering theory and practical topics on the current European and global affairs. This was discussed in detail with students and implemented according to the outcome of the discussion and available timeframe.

This was the last time this course was running in this format, and I was teaching it for the last time. So, these circumstances allowed me and the students to work on a more balanced symbiosis of theory, its implementation to the chosen topics and coverage of the current events in European and global affairs. I was pleased that students were so eager to support my eagerness to transform lectures into a functional discussion ground relating conceptual and theoretical frameworks with the most recent events. I would recommend people who will teach this course after me to consider this experience. Addressing the initial confusion and complexity with an open approach, it is a natural development with everything new, and I understand that such assignments are new to students. Still, they are excellent preparation for the BA dissertations, which are open in their nature. Indeed, the feedback on drafts is aimed to reduce any additional uncertainty and to improve critical and analytical skills. Overall, after teaching this course for three years, this was the largest cohort of students, and they did a grand job learning theories and practical topics and applying theories to practice. As a result, they most certainly are well-prepared for writing their BA dissertations. It has been a pleasure working with them.

Hvorfor har europeiske nasjonalstater valgt å avstå suverenitet til den Europeiske Union? Hvordan kan vi forklare både de store milepælene i den europeiske integrasjonen i form av traktatendringer og den mer gradvise utviklingen av samarbeidet som har funnet sted i periodene mellom disse milepælene? Hvem er hovedaktørene som driver integrasjon framover? Hvordan kan vi forklare at noen europeiske land har bestemt seg for å bli fullverdige medlemmer av EU, mens andre forblir mindre integrert? Kurset presenterer sentrale teoretiske tilnærminger til studier av europeisk integrasjon og det som i dag er EU og andre samarbeidsformer mellom europeiske land. Disse tilnærmingene blir brukt til å vurdere, forklare og forstå europeisk integrasjon, og til å analysere dagens EU som politisk system. 

Forelesninger. Obligatoriske skriftlige oppgave (godkjent/ikke godkjent).

Kandidater som har bestått emnet forventes å ha oppnådd følgende kunnskaper og ferdigheter:Kunnskaper Kandidatene<ul><li>er kjent med normative teorier om europeisk integrasjon</li><li>har kunnskap om teoretiske tilnærminger til studier av europeisk integrasjon (EEC, EF, EU), med fokus på hva som kan forklare integrasjon</li><li>har kunnskap om forskjellige måter man kan forklare og analysere hvordan EU fungerer som politisk system, med fokus på interaksjon mellom forskjellige nivåer (overnasjonale, nasjonale, regionale/lokale)</li></ul>FerdigheterKandidatene kan:<ul><li>bruke teoretiske tilnærminger til å diskutere grunnlaget for europeisk integrasjon på en analytisk måte</li><li>bruke teoretiske tilnærminger for å diskutere hvordan EU fungerer -knytte teorier om europeisk integrasjon til historiske og nåtidige hendelser og utvikling i den europeiske integrasjonsprosessen</li><li>gi kritisk og konstruktiv tilbakemelding på essay i europeiske studier</li><li>utlede konkrete empiriske forventninger fra abstrakte teoretiske tilnærminger</li></ul>

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(13544)/FieldValuesAsText

Overall, the course serves its purpose of teaching students about Theories of European Integration. It fits ok with the previous courses and the BA dissertation in the next semester, in which students still need to use theories in their more practical research. The downside of the course is that it is a bit dated and could be made more interactive if the focus was shifted to the multitude of more empirical and contemporary theories in the Social Sciences that students will be using in their dissertations and future research instead of being focused on European Integration theories per se (but that is my humble opinion of empiricist rather than a theorist). Hence, I would most certainly recommend this course to be revised entirely when the permanent member of staff becomes responsible for it during the next round of revision of the European programme. Overall, I would like to thank everyone involved in this course: students for their patience, devotion and motivation to succeed in such difficult times, Prof Wolfram Keiser for his 2 insightful lectures in the course, Prof Michael Geary for his invaluable help with feedback and grading of the Norwegian language drafts and portfolios. We all have a lot to work on to achieve teaching perfection in the course and programme, but I am sure we can do it successfully together.

Learning outcomes in alignment with the course and programme objectives. They are discussed at the beginning of the course and all the way through.

Regarding compendium, I was made aware by our students only this year that it has not been changed for a good decade or so. Teaching this course the second time, and being a temporary member of staff this, of course illustrates to me the necessity of substantial updating of the materials for the compendium, which I will do this spring 2021. On the other hand, I was surprised to hear from some students that they do not check the suggested literature indicated in the Module guidelines after each lecture. Those lists were updated by me personally last spring and included articles on practical topics… Having seminars, which were the main physical contact hours, at 8:00 in the morning was unfortunate, but I am glad that students who valued various practical and theoretical discussions woke up and attended the seminars. Following the programme guidelines we received this year, there will be fewer seminars. There will be only 3 topics to choose from for the portfolio assessment. I also consider that the theoretical course being taught online is far from being ideal and made it difficult for all of the students to engage with the lecturer as they would usually do during the discussions on the physical lectures. Nevertheless, I got to know well students who attended both seminars and lectures.

A portfolio assessment consisting of three essays students worked on during the semester while receiving feedback for each of them is an excellent method of formative assessment. Students progress from the first drafts to the final portfolio was remarkable and impressive. The overall grades for the final assessment were very good. It was a pleasure observing that students learned various lessons from the course and acquired the necessary knowledge and analytical skills. It is also worth mentioning that it is a very heavy grading and feedback providing the course, that demands a lot from both students and lecturer during the semester. I am grateful that Prof Michael Geary helped with the Norwegian language drafts since my proficiency in Norwegian is far from being on the needed academic level for assessing student works.

Minst 3 av 5 essays må være godkjent for å kunne levere eksamensoppgaven.

Ved gyldig fravær eller stryk på eksamen kan studenten søke til Institutt for historiske studier om å få utsatt eksamen neste semester. Ved gjentak av bestått eksamen må studenten melde seg opp til undervisning og avlegge ordinær eksamen i høstsemesteret. Obligatoriske aktiviteter fra tidligere semester kan godkjennes av instituttet.

Forelesninger og diskusjoner. Obligatoriske skriftlige oppgaver (godkjent/ikke godkjent).


Kandidater som har bestått emnet forventes å ha oppnådd følgende kunnskaper og ferdigheter:

Kunnskaper:
Studentene
- er kjent med normative teorier om europeisk integrasjon
- har kunnskap om teoretiske tilnærminger til studier av europeisk integrasjon (EEC, EF, EU), med fokus på hva som kan forklare integrasjon
- har kunnskap om forskjellige måter man kan forklare og analysere hvordan EU fungerer som politisk system, med fokus på interaksjon mellom forskjellige nivåer (overnasjonale, nasjonale, regionale/lokale)

Ferdigheter:
Studentene kan
- bruke teoretiske tilnærminger til å diskutere grunnlaget for europeisk integrasjon på en analytisk måte
- bruke teoretiske tilnærminger for å diskutere hvordan EU fungerer, - knytte teorier om europeisk integrasjon til historiske og nåtidige hendelser og utvikling i den europeiske integrasjonsprosessen
- gi kritisk og konstruktiv tilbakemelding på essay i europeiske studier
- utlede konkrete empiriske forventninger fra abstrakte teoretiske tilnærminger



3-5 oppgaver (essay)

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(7435)/FieldValuesAsText

Europeisk integrasjonsteori og metode - EUR2201