What to Do When You Don’t Like a Topic You Teach?
Some dislike very narrow things, such as single concepts, specific time periods or empirical cases. Others dislike broad theories, large-scale phenomena, and entire (sub-)disciplines.
Working with and Supporting Teaching Assistants
Working with Teaching Assistants means considering an additional set of issues, but this time is well worth the while.
Nurturing Cognitive and Affective Empathy: The Benefits of Perspective-Taking
Course intention and design must balance cognitive learning with affective learning, while also incorporating psychomotor learning through engaging class activities.
Structuring a Mixed-Methods Course
With some fine-tuning, the mixed-method model has the potential to be an effective and economical teaching approach.
Teaching Our Students to Critique Again
Failing to teach our international relations/politics is a failure to guide students in the process of developing their own value judgments.
Student Feature – Advice on Citing Smart
You cannot merely use diverse citation types to guarantee a grade, you need to see it as tool to help show that you are not merely reproducing knowledge, but transforming it.
Being a ‘Whole Educator’
Instructors of multi-cultural classrooms must branch out and begin to devote some of their time to understanding their students as a whole.
Grade Less and Assess More: The Value of Ongoing Feedback
Ongoing and formative assessment is especially valuable for students to observe their own progress and to identify areas for improvement.
Drawing on Universal Design Principles in Interdisciplinary Teaching
Interdisciplinary co-teaching is beneficial because students require knowledge beyond politics if they want to be effective in future study and / or careers.
Towards a ‘Challenge-Driven’ International Relations Education?
One of the problems that IR faces is that its students cannot do it in the way that engineers, for example, can design and build in workshops.
