Designing and Teaching an Effective Undergraduate Seminar on Asia-Pacific International Relations

Autor/in	Lau, Julia M.
Titel	Designing and Teaching an Effective Undergraduate Seminar on Asia-Pacific International Relations
Quelle	In: Journal of Political Science Education, 18 (2022) 2, S.182-191 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lau, Julia M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2022.2058954
Schlagwörter	Political Science; Undergraduate Students; Teaching Methods; Seminars; Instructional Design; Advanced Courses; Liberal Arts; International Relations; College Faculty; Teacher Attitudes; Career Change; Instructional Effectiveness; Asian History; Thinking Skills; Skill Development; Feedback (Response); Active Learning; Student Attitudes; Debate; Cultural Pluralism; Classroom Communication; Foreign Countries; Teacher Characteristics; Singapore + Suchen Sie Ihr Suchwort? Staatslehre; Politikwissenschaft; Politische Wissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Seminar; Lesson concept; Lessonplan; Unterrichtsentwurf; Fortgeschrittenenunterricht; Internationale Beziehungen; Fakultät; Lehrerverhalten; Career changes; Berufswechsel; Unterrichtserfolg; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Aktives Lernen; Schülerverhalten; Debating; Streitgespräch; Kulturpluralismus; Klassengespräch; Ausland; Singapur
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01