Teaching Trump 4: the view from outside

After all the great suggestions from colleagues (here, here and here), I thought I’d chip in with some ideas from outside, given that this Trump thing seems to be global in impact.

In particular, I’d point you towards the endless memes and gifs out there, the new President being a gift for such vehicles. Just trawl your Facebook or Twitter feed, or simply google it, for more material than you could ever want for. I’d then point you to Jack Holland’s post here for ideas on how to then use these in the classroom.

Personally, I’m interested in how Trump plays into European politics. One ‘resource’ that I’ve found really interesting is the Every Second Counts site.

This started with a Dutch late-night chatshow picking up on Trump’s inauguration statement of ‘America first’, by putting together a package about why that should also mean ‘the Netherlands second‘. Having duly gone viral, equivalent packages have been made by other European countries and are collecting on the main site: personally, I like the Swiss one.

As well as being entertaining, they also contain pointed critiques of both American and domestic politics: watch one as a non-resident of either the US or the other state and you’ll find that you’ve been left behind at several points.

However, as stepping-off points for class discussion about political identities, self-images and othering (and gender, for that matter), these are great. Indeed, if you felt bold then you’d ask students to make their own version.

The Lithuanians don’t even aim for second…

Links to the full Teaching Trump series:

Making alignment work

Still not…

I’ve just been helping a young child who lives in my house with their French homework, practising sentences for a test that’s coming up. I imagine that many of you will have done the same, either in the parent role or the child role (or both, for that matter).

For me, it was a pointed demonstration of the perils of alignment in teaching. The child is going to be testing on their ability to write out a series of sentences, so is focused entirely on that. Thus, when I ask them to read out the sentences, I get something that even I know isn’t good pronunciation: ‘magasins’ is remembered as ‘being like mega, but maga, and then sins’.

In short, this child, like pretty much every learner, is learning to the incentives that are provided: if the teacher isn’t going to be bothered about the speaking, then why should the child? Continue reading

Table for one

Interestingly, much like my own office. Different dynamic, though

I’d like to pretend that the situation I’m about to describe is the result of some very careful planning, but I’ll assume that you all know enough about how universities work these days to know that it very much isn’t the case. Whatever the reason, when semester starts in a fortnight, I’m going to be teaching a module/course to a single student.

I’ve met my class earlier in the year and he seems very pleasant, so I’m sure it’ll be a great experience. But it’ll also be a brand new experience: that Oxbridge post that I never quite managed to secure, perhaps.
Of course, I’m prepping for this, because I won’t be able to use a lot of the tools in my pedagogic kit. No ‘discuss in pairs’, no simulations (not of the kind I run, in any case), not even flipping, since every single bit of face-to-face contact will be individually tailored to the one person. Continue reading

A final Brexit sim reflection

In our last post on this, Matthew LeRiche (Memorial) talks about his takeaways from our Brexit game held before Christmas.

 

With the semester now over and course commentary and review in progress it is clear that the Brexit simulation lead by Simon Usherwood in conjunction with Chris Huggins was one of the highlights for my undergraduate students. This past semester the Political Science Department at Memorial University of Newfoundland (MUN for short) was able to run its Public Policy Certificate program based at our UK based Harlow Campus – a gift from Lord Taylor many moons ago and a great platform to link our North American students to Europe and the world.

Although tardy in my contribution to the de-brief from the exercise, the following is a reflection on the exercise from my perspective and that of my students. The multi-layered nature of this simulation afforded great opportunity for learning. In particular, it afforded different learning to take place for the different groups involved, since the various groups of students involved from different institutions were undertaking quite different courses. For the MUN group, the key challenge and thus most important learning opportunity was the need to reconcile internally and manage the process of balancing several internal interests to then engage in a single front in a negotiation. For a group of public policy students this afforded an opportunity to think more deeply about the public policy process. Continue reading

Evaluating module evaluations

As for many of you, January is the time when students’ evaluation of your autumn courses and modules come in. It might also be the time when you have exciting conversations with line managers.

I think that I’ve laid out my view on such evaluations over the years – managerialist and often mis-directed questions – but perhaps its useful to think about how you can make the most of the information they provide.

As so often, three ideas to frame all of this.

The first is that course evaluations are useful, if properly contextualised. That means using them together with all the other feedback you get from students, plus your own reflection. I like using the ABC method for more constructive student input, but there are also all those chats you have with students, plus their assessed work: if no-one seems to understand concept X, or confuses A and B, then maybe you’re not presenting things very well to them. The key point here is triangulation: does a piece of evidence have support elsewhere?

The second idea is that you have to engage properly with the evaluations and the reflection. I, probably like you, have been known to skim through the comments, find the thing that it is obviously ridiculous and use that to roll my eyes about the whole exercise. As political scientists, we should know that just because people sometimes say and do silly things doesn’t mean that they are silly, or that everyone is silly. Instead, we need to understand why they say these things and how we might respond.

Of course, this is a bit tricky, especially when evaluations are anonymous and asynchronous to the class activities. Hence the importance of you running your own running evaluations throughout your contact time. Often, the source of the frustration is that you feel you’ve done something and the student hasn’t recognised that: this autumn, I laid on much more support on my assessment than before, only to read one student’s comments that even more was needed. The point should be that I need to think about how I communicate what I provide more clearly next time, rather than trying to track down this year’s lot and justify myself.

And this is the third point. Course evaluations are not meant to be character assassinations and – in the very large majority of cases – are not used as such by students. Much more common, in my experience, are staff taking comments as personal attacks.

Just as evaluations are about the students’ experience of the course, rather than about the student themself, so too should you treat them as about the specific instance of the course, rather than about you.

There’s the old teacher-training trope – which is actually very useful – that says people go through three stages in their teaching practice: they start by thinking everything’s about them (as teachers), then think it’s all about the students, and finally realise that it’s about the specific instance of interaction between them and the students. And so it is here.

One of the things we keep on returning to here at ALPSBlog is the idea that there is no one right way of doing things, only a series of choices that you can explore with your students. That requires self-awareness and self-criticality, underpinned by a sense that things will never be completely ‘right’ in any lasting sense.

Course evaluations might be flawed, but that doesn’t mean they’re not useful. But it also doesn’t mean that they are the be-all and end-all.

Another Brexit sim roundup

This is as guest post from Christopher Huggins (Keele):

Over the course of this semester my students at Keele have been taking part in a Brexit negation simulation alongside students from the University of Surrey and Memorial University in Canada. Simon has been posting regular updates about it, but, given the three groups of students came at this from different perspectives, I wanted to offer my own take.

Why do it?

My students all study a third year module titled ‘Debating the Future of the European Union’. This module gets the students to examine some of the main issues which feature in the wider debate about what the future holds for the European Union. This includes the Eurozone crisis, the EU’s international role, and, of course, Brexit.

As Simon has already noted, the challenge with teaching Brexit is that it is hideously complex. It’s also a ‘live’ contemporary political event – it’s happening while the students study it. This makes using traditional teaching tools difficult. There’s no textbook for the students to use a reference and academic literature is only stating to emerge. While there is a constant stream of information from the media, think tanks and the, it can be difficult to make sense of the barrage of information. Given the students are based in a British university and are largely digesting British media, the information they’re being exposed to is heavily UK-centric.

All of this made Simon’s open invitation to participate in the simulation an offer too good to refuse. It was directly relevant to my students’ studies. It was a way for them to actively engage with the complexities of a political event unfolding around them. It would help them to focus their attention on a specific aspect of Brexit (the process of negotiation), while also encouraging them to look beyond a narrow UK perspective.

The successes

There were two main motivations for getting involved. Firstly to expose students to the inherent complexity involved in negotiating Brexit. Secondly to get them to recognize that the UK is not the only party in this negotiation.

In this respect the simulation was a success. Talking to my students afterwards, many commented how it encouraged them to find out to the positions of other EU member states, and they all seemed to come away with an appreciation that the internal politics of the other EU member states would play a significant role in shaping their positions and, therefore, the outcome of the negotiations. Some were even brave enough to admit they probably wouldn’t have bothered to consider this had the simulation not prompted them to.

There were other learning points too. For example we decided on sending a delegation of six of my students (rather than all 22) to the live negotiation. This was mainly for financial reasons, but it also had the advantage of reinforcing the multi-level nature of EU negotiations. Groups would first have to develop their own position based on internal political preferences, before bringing that to the wider negotiation. Sending delegates to act as ‘ambassadors’ also mirrored how some EU negotiations work in real life. During the simulation the Netherlands group agreed one of their ‘red lines’ would be any restrictions on freedom of movement. And yet in the excitement of the final vote the lone Netherlands delegate voted to give the UK single market access/membership and emergency brake on freedom of movement without sanction, going against their national position. This promoted some nice discussions with the students about the desire for consensus in EU decision making, the presence of an ‘esprit de corps’ between EU negotiators and the potential role of socialization dynamics.

It was also great to get the students interacting outside their normal cohort. Universities not only foster students’ learning, but also develop their wider cultural awareness and communication and interpersonal skills. So it was great to see students across all three groups build a good rapport, talk to each other over the length of the semester, and socialize.

The challenges

Simon has already spoken of the ‘on the fly’ approach we adopted for this. It all worked out in the end, but there were moments of miscommunication and misunderstanding. There was also the added complication of distance for us. To make the most of it we needed students to travel down to Surrey and take part in the live negotiation. As mentioned we sent down a delegation of six, with the school covering travel and accommodation costs. The amount of money required was relatively modest and I had the full support of my head of school, but we still had to go through an internal process of gaining approval, checking there was enough money in the school budget and then, as this was an officially university sanctioned trip, making all the arrangements through the university’s approved travel agents. All of this really highlights the importance of thinking through the practicalities of organizing these sorts of simulations.

The other main challenge was trying to maintain student involvement over a semester long simulation. Simon noted we basically left the students to it and this inevitably meant some disengaged. As Simon suggested in his post more structure might have helped here. Because we joined the simulation relatively late on (in part due to the lengthy approval process described above), it was effectively an informal add-on to the module. With extra planning it could have been more rigorously incorporated into the teaching programme.

Another issue was that not all the students felt fully invested in the simulation. To begin with all were involved in the initial discussions in their country-specific groups. However only six were going to Surrey for the live negotiation, and maintaining the involvement of those who weren’t coming, especially in the latter stages (when assessment deadlines also started to hit), proved difficult.

These issues aside, engaging the students in the simulation was worth it.  They came away with a greater appreciation with the complexities of Brexit and the position of the other EU member states. On a more personal level it’s taught me more about simulations, both the benefits of collaborating with colleagues and students from other institutions, but also the need to better prepare and address the practicalities.

Would you wiki?

Did you know…? Oh, you did?

It seems that Brexit has not sorted itself out over the Christmas break, so I’m still deep in people asking me to give my views (despite last week’s hopes). But I’m going to try to build some synergies with my L&T by using some new approaches to it all.

This week, I’m trying to get back into wikis. As you doubtless know – not least from your TurnItIn reports – wikis are webpages that can be edited and refreshed by multiple people. They are a good way of getting near-simultaneous input into building a collective output, coupled to clear tracking of who’s done what and when. As wikipedia regularly demonstrates, the results can be very impressive. We’ve used them before for our students, but never with a public audience. Continue reading