1
This paper was written for presentation at the 3
rd
Annual American Political Science Association Teaching and Learning
Conference, Renaissance Hotel, Washington DC, 18-20 February, 2006.
2
Educational Researcher 19, 2:2-11; Kristi Andersen, (2001) “Faculty Roles and Student Projects” PS: Political Science and
Politics 34, 4:847-848.
3
Christopher M. Clark (1988) “Asking the Right Questions about Teacher Preparation: Contributions of Research on Teacher
Thinking”, Educational Researcher 17, 2:5-12. See also, Wayne L. Herman, Jr., James E. Potterfield, C. Mitchell Dayton, and
Kathleen G. Amershek (1969) “The Relationship of Teacher-Centered Activities and Pupil-Centered Activities to Pupil
Achievement and Interest in 18 Fifth-Grade Social Studies Classes” American Educational Research Journal 6, 2:227-239;
and David E. Wong (1995) “Challenges Confronting the Researcher/Teacher: Conflicts of Purpose and Conduct” Educational
Researcher 24, 3:22-28.
4
Michael A. Faia (1980) “Teaching, Research, and Role Theory” Annals of the American Academy of Political and Social
Science 448:36-45.
5
Rosemary Shinko, “Teaching, Learning and Doing IR Theory”, paper presented at the APSA TLC, Bethesda Marriott, MD,
2005, pp. 1-26.
6
Data supporting the three main benefits of IVLE use is available from the author upon request.
7
A more detailed technical specifications sheet will be made available to scholars who are interested in this area of teaching
and learning. However, for the purposes of this paper and the time limitation given for delivery, it is currently not possible to
include the specific technical data that the NUS IVLE system is based on. Scholars are encouraged to write to the author at
the email address above for more information.
8
George Kateb, “Momentary Democracy” in William E Connolly and Aryeh Botwinick (eds.) Democracy and Vision: Sheldon
Wolin and the Vicissitudes of the Political (Princeton, NJ: Princeton University Press, 2001), p. 50.
9
I personally do not use handouts except for one or two classes. Students strive on handouts at NUS. But this spoon feeding
has negative effects on feedback because professors who do not give handouts have to answer the question of why he or
she isn’t like that other professor who does give out handouts or buys pizza for the class. The absence of handouts
sometimes emerges in the student feedback because students inevitably compare classes. See also, Totton J. Anderson
(1958) “The Expectations of a Political Science Major”, Western Political Quarterly 11, 2:377-379, for the distinct similarities
between teaching in the late 1950s and in the early 21
st
century and we realize that we might not have come as far as we had
initially anticipated.
Convention