Making Human Connections in Online Teaching by Rebecca A. Glazier, University of Arkansas at Little Rock Effective teaching is not simply delivering content. More than 40 years of research shows that increased interactions and meaningful […]
Simulating “Normalcy” in a Global Pandemic: Synchronous e-Learning and the Ethics of Care in Teaching By Stéphanie Martel, Serena Rourke, Sydney Wade, Munro Watters, Queen’s University The benefits of using simulations as an active-learning activity […]
No Right to Be Wrong: What Americans Think about Civil-Military Relations By Ronald R. Krebs, University of Minnesota, Robert Ralston, Harvard Kennedy School and Aaron Rapport, Georgia State University An influential model of democratic civil-military […]
Concluding Thoughts: What Can(’t) we Research About Emergency e-Learning? By Michael P. A. Murphy, University of Ottawa The interventions in this spotlight draw attention to various ways that political science and international relations experienced the […]
Raising the Red Flag: Democratic Elitism and the Protests in Chile By Matthew Rhodes-Purdy, Clemson University and Fernando Rosenblatt, Universidad Diego Portales The recent surge of global populism has led many intellectuals to call for […]
Toward an Ethic of Care and Inclusivity in Emergency E-Learning By Emma Hutchison, University of Queensland The COVID-19 pandemic has brought about rapid and dramatic changes to higher education. In this article, I reflect on […]
Examining Democratic and Republican National Committee Party Branding Activity, 1953–2012 By Boris Heersink, Fordham University Recent scholarship on the role of national party organizations in American politics—specifically, the Democratic and Republican National Committees—has argued that […]
Not All Pain is Gain: Lessons From Teaching Critical Thinking Online By John LaForest Phillips, Austin Peay State University Those who teach political science—especially those like me who teach political theory—overwhelmingly see critical thinking (CT) […]
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