Descriptive Statistics - Is there a difference between course and major choices for students who have taken the reformed POLSCI 101, in comparison to my earlier versions and to my colleagues' versions? If there are differences, what are they? - Does the reformed POLSCI 101 have an effect on students' performance in their subsequent courses, in contrast to the comparison courses? If yes, what kind? - Does the reformed POLSCI 101 have an effect on different types of students, in comparison to the contrast groups? For example, do some groups of students perform better or worse than expected (McKay et al., 2012)? Thick(er) Descriptions - How do students describe their experience in the reformed POLSCI 101, in contrast to the other courses they have taken? - How do students describe the differences that the course made for their choices and successes at the UM?
A survey of 1600 students, including qualitative follow-up interviews, revealed that the approach of gameful pedagogy works to engage students more, have them do work, and enjoy material that they would not otherwise have enjoyed. The findings have informed my own teaching as as well as the teaching of colleagues at Michigan and elsewhere. My approach received the 2014 APSA-Congressional Quarterly Teaching Innovation Prize and thereby quite a bit of national attention among political scientists.