Check out Anth101.com, a free online course in cultural anthropology created/hosted by Michael Wensch of Kansas State University. This project is one of the best designed exercises in online learning I’ve ever seen. Michael and his collaborator, Ryan Klataske, discuss the deep pedagogical principles behind the project at the anthropology blog Savage Minds. As someone with a long history of being a pretend anthropologist — which began by sneaking into an American Anthropology Association meeting long before I started my doctoral studies — I’m very impressed with how the course abandons teaching about anthropology as an academic discipline in favor of presenting it as an understanding of one’s individual and collective existence in the world. I know that sounds like the lofty clap-trap one often hears from idealistic academics, but Wensch has built the course around a series of exercises that show people how to experience the concept in some very practical and relevant ways. And his textbook The Art of Being Human, which accompanies the course for free, is an excellent read.
Our series on “teaching Trump” continues today with a guest post by Martin S. Edwards, Associate Professor and Director of Graduate Studies at the School of Diplomacy and International Relations, Seton Hall University. He can be reached at Martin [dot] Edwards [at] shu [dot] edu.
Teaching in a professional international affairs program offers some unique challenges. The focus at the graduate level is on professional skill development rather than preparing students for comprehensive examinations, and our students come from a wide variety of disciplines rather than as political science undergraduates. The election brought a unique challenge for those of us that teach International Organizations. It made clear that we need to better train students to speak up in defense of multilateralism, especially at a time in which the White House is suspicious of it. So, given the current climate, in which the White House is openly dismissive of the value of the United Nations, the World Trade Organization, the International Financial Institutions, and NATO, how can one rethink an established course so as to demonstrate its relevance? My approach to “Teaching with Trump” during the Spring semester was to refocus my graduate course on problem-based learning. Continue reading
Today we have a guest post from Guy Zohar, an instructor at Bar-Ilan University, Israel. He can be contacted at guyzoharbiu [at] gmail [dot] com.
The Syrian civil war is already one of the bloodiest and most devastating conflicts in the 21st century, and it is far from over. To explore various dimensions of the war, seventy-five people at the recent International Studies Association (ISA) annual convention in Baltimore, Maryland participated in “The Syrian Civil War and the Spread of Terror” simulation.
Participants assumed roles such as Bashar al-Assad, Donald Trump, Vladimir Putin, Recep Tayyip Erdoğan, and Abū Bakr al-Baghdadi and were assigned to teams that represented major actors in the conflict. Team size varied depending on the actor’s complexity and its power status. Each participant was given short and long range goals to accomplish in the face of challenges such as terror attacks. The ultimate long range goal was to agree on a framework for settling the entire conflict. Continue reading
For anyone teaching geography, urban planning, or public policy, the Brand New Subway game is a fun digital tool. Created for a competition in honor of the book “The Power Broker,” it allows players to design New York City’s subway system. Players can create an entirely new system from scratch, or modify past, present, and future systems. The game also includes an option for creating subways from scratch for other U.S. cities.
Players get three kinds of continuous feedback on their designs: the price of a single fare, the average weekly ridership, and the overall rating of the system. The overall goal is to design a system that attracts the largest number of riders and efficiently gets them to where they want to go at the lowest price. The trade-offs between ridership, operating cost, and system quality make the problem very difficult to solve.
The game’s user interface is fairly easy to figure out and players can save works in progress. A simple way to use this game: have student teams compete against each other to build the best subway. Include as part of the competition a presentation where each team defends its design against questions from other teams.
Professors have long relied on movies like Dr. Strangelove (1964), Red Dawn (1984), and Thirteen Days (2000) to teach about the dangers of nuclear proliferation and the Cold War. While the active-learning literature validates the effectiveness of using movies like these, today’s college students may relate better to more contemporary movies. Do unconventional movies, from such franchises as Fast and Furious, Star Trek, DC Comics, and Marvel’s X-Men and Avengers, work just as well? My experience suggests that they do. When combined with activities derived from the cognitive domain of Bloom’s taxonomy of learning, I find that they are valuable tools for teaching important political science theories and concepts.
Although many students may have seen these movies by the time they enroll in my courses, I often leave this activity until the end of the term so that they have acquired sufficient knowledge of course material. The key to the assignment is that students are not told where the course content is portrayed in the movie. Students have to think more critically while viewing the film, and thereby apply what they have learned to a new setting. They use this worksheet to help make these connections. Continue reading
It’s there on your computer: Microsoft Excel. Maybe you use it to calculate grades. Maybe you use it for charts in your PowerPoints. Maybe you just ignore it. But have you ever thought of teaching with it?
Excel can be used in instruction in a number of ways, from a simple interactive graphing tool, to a random number generator that is much more flexible than dice, to a sophisticated engine for designing interactive simulations.
For my introductory World Politics course, I designed an Excel-based role-play simulation in which students act as a U.S. trade representative in the late 1980s. Players must satisfy different parties involved in a trade negotiation: the U.S. President who wants a minimal number of trade agreements; the protectionist “Senator Maddux” who opposes too many concessions, and the Japanese, who want their own issues favorably resolved, all within a fairly short time period. Failure to meet all four criteria results in the user getting “fired.” Each of the twenty possible issues in the simulation is based upon an actual dispute between the U.S. and Japan. Continue reading
I’ll confess that I’m disappointed that my wit and charm weren’t the biggest talking points from last week’s ALPS workshop here at Surrey. Instead, people seemed more interested in one of my games, which they got to play. Therefore, I’m going to try and do the ju-jitsu move and try to write about said game in a witty and charming manner.
The premise of the game came from an observation many years ago that Twitter (which I didn’t use at all) seemed to be a nonsensical medium: you pump out stuff (in tiny short chunks) and maybe someone reads it. Sounds lame, my (deeply suppressed) American side said.
So, not being one to waste an opportunity to share my powerful insight, I thought about how I could turn this into a game for the negotiation module/course I was re-writing at the time. The result, with only minor variations, stands before you. Continue reading