Today we have a guest post from John McMahon, Assistant Professor of Political Science at SUNY Plattsburgh. He can be contacted at jmcma004 [at] plattsburgh [dot] edu.
Podcast assignments make students the creators of political knowledge, allow them to actively research subjects of interest, and offer them the opportunity to improve their writing, listening, and speaking abilities. The format is more interesting and authentic to students than that of traditional assignments, in part because of the popularity of podcasts among people under the age of thirty-five.
In my experience, there are two especially salient components of podcast assignment design. First, it is necessary to be intentional and clear with oneself and one’s students about the assignment’s required elements. A podcast’s political content, length, required sound elements (clips, effects, music, etc.), type of interview subjects (if any), how its creation is scaffolded—all require careful consideration. The requirements of the assignment need to match course learning objectives.
Second, do not worry too much about the technology. Instructional technology and library staff usually can provide support and resources, from workshops to USB microphones to campus recording studios. If needed, students can simply use their phones to record audio. Audio editing tools like Audacity and GarageBand are easy for students to learn, and instructional videos on podcast creation abound online. In my experience, students have also found Spotify’s Anchor to be an easy platform to use.
Podcast assignments are adaptable to a range of courses. I have used them successfully when teaching political theory and American politics at the 100-, 200-, and 300-level. Crucially, as we enter another pandemic academic term, this kind of assignment is suitable for online, hybrid, and in-person courses, including those that change modality in the middle of the term.