Bøker i Political Pedagogies-serien

The diverse contributors (from a variety of institutional contexts, sub-disciplines, and countries) describe their development as teachers, articulate mission statements for their teaching, and link both to pedagogical practices that exemplify their teaching philosophies.

This Handbook addresses why political science programs teach the research process and how instructors come to teach these courses and develop their pedagogy. Across four sections-information literacy, research design, research methods, and research writing-authors share personal reflections that showcase the evolution of their pedagogy.

This volume asks how we, as International Relations scholars, support our students, and indeed each other, to create classroom spaces that foster the critical curiosity and engagement required to understand and live in a world that feels dangerously disrupted?

The COVID-19 pandemic has dramatically disrupted instruction across higher education. Contributors to this volume consider three themes: how they have adapted to new modes of instruction, what constitutes appropriate care for our students amid crisis, and how we as an epistemic community should prepare for future disruptions.

This book provides a resource for political science faculty wanting to increase their research productivity and/or teaching effectiveness in a time and resource efficient way. Faculty from various subfields and institution types offer examples of how they align their research and teaching activities to ¿get more bang for their buck.¿ While some contributors discuss projects within the Scholarship of Teaching and Learning (SoTL) research tradition, others go beyond this approach and integrate their teaching and research in other ways. As a result, this volume offers diverse, innovative, and practical ways faculty can leverage the teaching/scholarship connection to both improve scholarly productivity and ground political science instruction in pedagogical literature.