In my 2016 first-year seminar, I had teams of students build games, something that originated with a vaguely-defined classroom exercise that I had created on the spur of the moment in class the year before. I’m going to include game design in the course again this fall, but with a few tweaks. Here is an overview of what’s going to happen:
Teams of students will go through three iterations of game design. An individually-written policy memo serves as a preparatory assignment for each round. The respective contexts of the games are the flight of a refugee from a location in South Sudan, the construction and operation of an NGO-managed camp for Rohingya refugees who have fled to Thailand, and the resettlement of a group of Afghan refugees in a relatively small community in the USA. Complete instructions for all of these game design exercises are at TeachersPayTeachers. Teams design their games in class over a few days and then they beta test each other’s games, evaluating them against a rubric. Points from the rubric get added to each student’s grade. Continue reading →
The editors of the Journal of Political Science Education invite submissions for a special issue dedicated the use of simulations and games in teaching political science. Submissions can be systematic studies (quantitative or qualitative) on the pedagogical use of simulations and games, narrative descriptions of simulations and games that authors have created for use in their own classrooms, or reflective essays on the opportunities, accomplishments, and/or challenges inherent in incorporating this type of active learning methodology into one’s teaching. The deadline for submitting a manuscript for the special issue is 1 February 2018. Full information on submitting to JSPE is here. The editors also welcome submissions on other topics related to the teaching of political science, broadly construed, for inclusion in regular issues of the journal.
Along the lines of some of my cheery past posts on U.S. colleges and universities, here are a few more to put on the deathwatch:
Cheyney University has been given a show cause order by its accreditor. It must demonstrate by September 1 why its accreditation should not be pulled. For international readers of this blog who might be unfamiliar with the U.S. system of higher education, I explain the significance of accreditation here. Cheyney is a public institution that is part of the Pennsylvania State System of Higher Education (PASSHE). I’ve referenced PASSHE before; its basic problem is over-capacity — too many campuses for too few students. Making matters worse, Cheyney is what’s known in the United States as a historically black college or university (HBCU). HBCUs were created to serve African-Americans who, during the pre-Civil Rights Act era of segregation, were denied admission to many colleges and universities. Today college-bound African-Americans have a much wider range of choices of where to attend, and many HBCUs are struggling as a result.
Georgetown College of Kentucky and MacMurray College of Illinois are, like Cheyney University, on probation. Georgetown College has one more year to sort out its problems. MacMurray must file evidence that it has met the criteria of its accreditor by November 1 and it will be subject to an on-site evaluation in December. In June of 2018, the accreditor will make a final determination on whether MacMurray complied with the terms of its probation or if its accreditation should be revoked. Continue reading →
Today’s post is by guest contributor William R. Wilkerson, Professor of American Government and Politics at SUNY-Oneonta. He can be reached at bill [dot] wilkerson [at] oneonta [dot] edu.
As I noted in my previous post, I am teaching Law Courts and Politics as an online course this summer. In the past, I have used email and the Blackboard LMS for communication in online courses. Students don’t respond to email as they once did, and while Blackboard has about every tool you could imagine, discussion forums are clunky and the mobile app is unsatisfactory. After listening to a podcast interview with political scientist Steven Michels, I decided to give Slack a try. My wife uses Slack at work as an officer of a professional association board and she had good things to say about it. Examples of teaching with Slack are described here and here.
Slack is an integrated team communication tool. Only invited participants can be part of a team workspace, and it has tools for group discussion that can be divided into forums that are called channels. Channels can be open to the entire team or part of the team. Slack also has features like direct messaging, file sharing, video conferencing, and tagging of individuals. The free version works great for most purposes and its apps are fully compatible across platforms. Continue reading →
The Noreen Stonor Drexel Cultural and Historic Preservation program at Salve Regina University, Newport, Rhode Island, will host its annual conference on October 13 and 14. The theme for this year is “Gentrification & Preservation: A Reappraisal.” The conference will explore the relationship between gentrification, preservation, and the community – broadly construed.
“Gentrification” is a term that carries a great deal of emotional weight. It is frequently tied to issues of class and race, and historic preservation efforts are often accused of being a handmaid to gentrifiers.
The conference’s keynote speaker is Dr. Lance Freeman, professor of Urban Planning at Columbia University. Dr. Freeman is a leading researcher in the study of gentrification, particularly the various relationships connecting race, ethnicity, socioeconomic class, and housing markets.
Today we have another post by guest contributor William R. Wilkerson, Professor of American Government and Politics at SUNY-Oneonta. He can be reached at bill [dot] wilkerson [at] oneonta [dot] edu.
This summer for the first time I am teaching an online version of my judicial process course, Law Courts and Politics. I adopted a specifications grading system, something that has been discussed by people like Linda Nilson at Inside Higher Ed and Amanda Rosen on this blog. With specifications grading all assignments are graded on a satisfactory or unsatisfactory basis and course grades are based on assignment bundles.
My course is five weeks long with a distinct theme for each week’s lesson. Each lesson includes an online quiz made up of multiple choice and short essay questions on the textbook (Corley, Ward and Martinek’s American Judicial Process ), various discussion topics on the text, other assigned readings, video and audio, as well as a 600-750 word writing assignment. Each of these elements—quizzes, discussion, and the writing assignment, along with a summative assignment for those wishing earn a B or an A—are tied to course learning objectives. The grade bundles are as follows: Continue reading →
The APSA Centennial Center for Political Science and Public Affairs will host a two-day, teaching-oriented workshop for faculty in the field of international relations. The workshop is scheduled for October 20-21 and will be led by Joyce Kaufman (Whittier College) and Victor Asal (University at Albany – SUNY). A full description of the workshop and link to submit a proposal is here.
Please note that the deadline for submitting a proposal is August 6.