The Change All Around, Part 2

An ideal teaching environment

In my second post about factors that are affecting my teaching this semester, I’m going to zoom out to the institutional environment. When the spring semester ends, I will have taught seven distinct courses, two of which were online and in two sections each, so a total of nine classes for the academic year. I am also a department chair, for which I receive one course release each semester. My contractual teaching load is seven courses per academic year, so as calculated by the university, the overload teaching and department chair duties boost my workload by 57 percent. Yet in relation to my salary, I am only compensated an additional 18 percent.

Economically this is irrational, so why do it? Continue reading

Pedagogical Defense: Avoiding Soul Crushing Writing Assignments

Recently I’ve been working on decoupling/narrowing what I expect in my writing assignments. For those of us who teach 70+ students at a shot and do not have TAs , the prospect of grading their papers is not only daunting…it is SOUL CRUSHING.

Even if their work is well-intentioned with good editing and citation, most undergraduate student work is still under development in nearly every area: structure, readability, sophistication of hypotheses, strength of argument, etc etc etc…

In prior courses I’ve laid out complex rubrics with several categories, points, and lots of very specific feedback. The net result was not only that I hated reading blah papers, but now I had tons of blah feedback to provide which tended to overwhelm and demoralize my students more than help.

This semester I’m trying a different tack with my first-year students: Two developmental criteria per paper ONLY, plus an invitation for creativity. The first criteria is to advance the some aspect of their writing’s quality of thought, the second, to advance one aspect of formatting, the third is to save my soul.

Example: My most recent assignment is an early attempt at synthesizing and discussing the work of more than one author. (Preparatory work for eventual literature reviews) PLUS…and remember this part…I don’t want to have my soul crushed trying to read them all. Note the areas where I’m trying to stop them from killing my soul.

Author Synthesis Assignment (see what I did there?)
Cocktail Party Script: (Soul Crush Avoidance Technique)

Imagine you’re at a cocktail party with three prominent scholars who have published research related to your question. (**Questions and sources were developed and vetted these in a prior class.) Write a script that details the conversation you would have with these authors.

Content: Your script must include…
1. Your question and why it is important
2. Each author’s research and insights and how they pertain to your question. NOTE: Accuracy and specificity get higher grades, vagueness and misinterpretation get lower values.
(Writing Development Emphasis)
3. Potential disagreements and agreements between each member in the party—including yourself.
4. Humor or Drama of some kind. (Soul Crush Avoidance Technique)

Formatting: Your script must focus on …
1. Careful attention to citation frequency, format, and accuracy. (choose any style you like but be consistent) (**Format Development Emphasis)

Dazzle me with your concision and creativity! No more than 6 pages. Focus on citation and accuracy. If you’re all freaked out about margins and font size you’re missing the point. 

I’ll post results next week. Wish me LUCK!

A Place For My Stuff

Here is a quick report on using Leanne’s international trade scavenger hunt and a related exercise:

I awarded five points to any student who found an item from all five regions and five points for each unique item; all other rules were the same. In a class of thirteen students, nine posted photos to the online discussion. Points earned ranged from zero to twenty-five, for a course with a grading scale of 1,500 points. One student said he was unable to upload his photos; my response was “not my problem.”

As Leanne experienced, my class found very few items from sub-Saharan Africa. Two students took photos of clothing made in Mauritius, which really isn’t part of Africa, but I counted it as such anyway. When I asked what the scavenger hunt revealed about trade flows, they were for the most part clueless, and it took a lot of prodding on my part to get them to see the possible implications of the scavenger hunt’s results.

I found this a bit disappointing because the class had engaged in a similar exercise the week before, in which teams of students tried to identify the country of origin for every item they had with them in the classroom. After about ten minutes of students searching for labels, I compiled a digest of what they had discovered by writing on the board categories of items — such as “clothing” — and the countries from which the items originated. The purpose of the exercise, which I communicated to students after some discussion, was to demonstrate that everyone in the room was a participant in globalization, whether they were conscious of it or not.

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…

From Tabletop Games to the Classroom

Today we have the first in a six-part series of guest posts by Tomer Perry, Research Associate at the Edmond J. Safra Center for Ethics, Harvard University. He can be contacted at tperry [at] ethics [dot] harvard [dot] edu.

One of the projects I’m working on at the Edmond J. Safra Center for Ethics focuses on effective pedagogies for teaching ethics. Simulations, of the kind that readers of this blog are familiar with, are one way of engaging students by grounding abstract ethical theories in particular situations. Recently, I’ve reframed the project more generally: using game design principles to create fun and effective learning experiences.

Two books on game design that I can recommend for teachers are Josh Lerner’s Making Democracy Fun and James Paul Gee’s What Video Games Have To Teach Us About Learning and Literacy. Lerner argues that game design principles can be used to redesign political institutions and reinvigorate democracy, but his review of game design theory is useful for anyone interesting in implementing game design ideas in different contexts, and I use his taxonomy of game mechanics as a starting point. Continue reading

Teaching Trump 3

Today we have a third installment in a spontaneous series on teaching political science in the time of Trump, written by William R. Wilkerson, Professor of American Government and Politics at SUNY-Oneonta. Previous posts in this series are here and here.

I too have struggled. My focus so far has been to spend more class time on two things: 1) the founding and how it informs what is happening in American politics today, and 2) on what political science, and social science generally, can tell my students about the rise of President Trump. I agree that neutrality is important. I need to be able to potentially reach all my students, regardless of their position on issues or their party affiliation. Three syllabi that helped guide my teaching this semester:

I also found the following blog posts, mostly by political scientists, particularly useful in putting together readings for students on various topics: Continue reading

Public Health Simulation

This is a guest post from Sarah Fisher, Assistant Professor Politics at Emory & Henry College, written with Roger Yu, PhD Candidate in Biomedical Engineering at University of North Carolina, Chapel Hill. 

Public health crises require coordination between scientists, government officials, and the public. This past summer, we had the opportunity to combine courses on biotechnology (taught by Roger) and international relations (taught by Sarah). We created a simulation to illustrate some of the challenges officials face when dealing with epidemics. Prior to the simulation, students in the biotechnology course learned about viruses and watched 2011 film Contagion. The international relations students focused on state responses to the recent Ebola crisis (some resources included the Stuff You Should Know podcast and discussion of Ebola songs).

Continue reading