Teaching

Social Presence as Best Practice: The Online Classroom Needs to Feel Real By Delton T. Daigle and Aaron Stuvland, George Mason University Due to COVID-19, colleges have moved into digital spaces at an unprecedented scale […]

Teaching in Times of Crisis: Covid-19 and Classroom Pedagogy By Ayesha Ray, King’s College COVID-19 brought unexpected challenges to institutions of higher learning. Like most academics, as a full-time faculty member teaching political science at […]

A Format-Flexible Pedagogy of Civil Discourse By Jennie Sweet-Cushman, Chatham University College can be a formative time for exploring our political beliefs. As teachers, political scientists should be keenly interested in fostering this development through […]

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 […]

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 […]

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) […]