CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Designing and teaching an effective undergraduate seminar on Asia-Pacific international relations
Tác giả
Lau J.M.
Năm xuất bản
2022
Source title
Journal of Political Science Education
Số trích dẫn
0
DOI
10.1080/15512169.2022.2058954
Liên kết
Tóm tắt
This article describes the process of pedagogical thinking and design behind an advanced undergraduate seminar at a liberal arts college on “the international relations of the Asia-Pacific.” From the perspective of the instructor, a former research analyst from Singapore who switched to academia in the United States in mid-career, key lessons were learned about effective pedagogy while designing and teaching two iterations of the course to students generally unfamiliar with Asian politics and history. This article details the use of an iterative process in course design and pragmatism in teaching students how to acquire skills in political analysis and understanding, when faced with the fact that some students would take the course without any background knowledge of either the region or international relations theory. It shows how using student feedback and being flexible with assessment methods can improve course design and enhance student satisfaction and active learning. Having students take turns leading discussions, using a small crisis simulation exercise to consolidate knowledge and to hone students’ debating skills, and granting the option for a final via a viva rather than a written examination, were beneficial mechanisms for instructor and students. The instructor’s desire to create a classroom that was open to multicultural perspectives also influenced the teaching methods and tenor of the course. © 2022 Taylor & Francis Group, LLC.
Từ khóa
active learning; international relations of the Asia-Pacific; Pedagogy; simulations
Tài liệu tham khảo
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Nơi xuất bản
Routledge
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus