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 →
Today we have another guest post by Gigi Gokcek of the Dominican University of California.
Students are often surprised to learn how little the average person knows about politics, or even current events. In response, I encourage my students to ask their friends and neighbors how much they know about government in the United States or elsewhere. Occasionally a student reports back to me about his or her conversation in the dining hall with a few friends. I decided to create an assignment to demonstrate to students how much they knew about world events relative to their peers. Continue reading →
Today we have the first of two more guest contributions by Gigi Gokcek of the Dominican University of California.
Political development courses are inherently interdisciplinary, drawing upon economics, history, anthropology, sociology, geography, and political science. For students, however, this is a course about the politics of less-developed countries. I first taught this subject in a traditional way: readings on theory, methods, and cases about the Global South, with exams and a final research paper. This approach left me unsatisfied, despite positive teaching evaluations from students. I wanted to deliver a more animated, meaningful experience, the kind that comes from actually traveling to the places being studied. I also felt it was important that students understand the usefulness of creativity, discovery, and expression across a variety of disciplines. How could I do this without turning the course into a study abroad program that would exclude students who couldn’t afford the extra cost?
Albert Einstein once said that, “imagination is more important than knowledge.” I wondered if a thorough re-imagining of this course might allow it to better engage students in the analysis of development problems in the Global South. I redesigned the course as if I were the CEO of an international consulting firm, with students as employees who were regional and disciplinary experts on development issues. Working in pairs, their task for the semester was to investigate a specific development challenge in a country of their choice and offer a viable solution to the challenge to the country’s government. As the CEO, I required that each group present an oral and written report on their project. A pair of students even came up with a name for this imaginary firm: Gokcek Global Consulting.
Student projects included access to clean water, providing high quality public education in rural areas, safe travel through roads for children in gang-infested areas, and local policing of terrorism. Coincidentally all regions of the Global South (Middle East, Latin America, Africa, and Asia) were represented, even though this was not something I set out to achieve. Students selected countries or topics based on their own familiarity or curiosity. In most cases students already had traveled to or studied the selected country. Students learned about the multiplicity of factors that need to be considered when addressing a development problem, and the need to take a holistic approach to the study of any country. In short, without getting on a plane, students gained an appreciation and empathy for people living in the Global South.
Today we have a guest post from David Young, Head of Theory of Knowledge and Ideas, The English College in Prague. He can be reached at david [dot] young [at] englishcollege [dot] cz.
A while ago I was asked to develop a critical thinking course for an International Baccalaureate (IB) school as a preparation for its Theory of Knowledge course. As someone who teaches global politics, I was drawn to two books: David T. Moore’s Critical Thinking and Intelligence Analysis (2nd ed 2007), and the invaluable The Art of Intelligence (2014) by William J. Lahneman and Ruben Arcos. Both have had a significant impact on my teaching and my position as the school’s co-coordinator for Theory of Knowledge (ToK), a core element in the IB programme.
In ToK, students are supposed to formulate and evaluate knowledge claims and ask questions about the acquisition of knowledge, making it one of the most challenging elements in a congested pre-university curriculum. I’ve found the analysis of intelligence and the ethical issues surrounding its collection and dissemination to be an exciting way for students to learn about ToK concepts such as reason, imagination, intuition, and sense perception. From my perspective, using principles of intelligence analysis has both enhanced my understanding of ToK and improved the course for students. Continue reading →
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 →
This is part 6 of 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. Tomer discussed the ideas presented in this blog series at a Stanford MediaX event.
For this final post of the series, I saved the best for last. And by ‘best’ I mean prettiest.
Kemet is a great game but it has very little educational value. Although set in ancient Egypt and incorporating some Egyptian mythology, the game itself has nothing to do with Egypt but weirdly pits players against each other on a sandy board. Yet Kemet teaches an important lesson because it is absolutely beautiful. Like many of the most successful crowdsourced games, players of Kemet use gorgeous miniatures to move around the board. The pyramids players build while playing Kemet are actually 4-sided dice that are rotated to show each pyramid’s ‘rank’. Continue reading →