All Academic, Inc. Research Logo

Info/CitationFAQResearchAll Academic Inc.
Document

Teaching Global Citizens: Following the News
Unformatted Document Text:  Jennifer Rutledge and Serena Laws “Educating Global Citizens” **DRAFT ** taught the course for many years and the other professor has taught the course four times. All but one of the interviewees were men. This also matches past trends—in the past three years, eight instructors of 1025 were men, and four were women. The one woman was a graduate instructor. The interviews were conducted in a semi-structured way, focusing mostly on their approach to the course and whether or not current events were integrated into the course in any way. There were some similarities between the respondents, particularly in regards to the goals of the class, but there were some pronounced differences between interviewees regarding their incorporation of current events. There were also some interesting differences between the instructors and the professors, particularly regarding the goals of the course. The commonalities between respondents included a general dislike for all the available textbooks. Instructors suggested the textbooks were dull, poorly written and ahistorical. One instructor commented that she disliked the books because students become too attached to the definitions in the book and become inflexible with their understandings of concepts. There were many interviewees who noted that there is too much emphasis on international relations theory in most textbooks. One instructor noted that he had chosen his textbook because it seemed the easiest one with which to under-emphasize theory. The concern with the emphasis on theory in the textbooks reflected another common response: most interviewees thought that the Intro class was not the place to teach International Relations (IR) theory. Most interviewees noted that theory is taught explicitly in the upper division IR course and that that is where it belongs. There was some sense that it might be useful to expose the students to theory so that they were not totally surprised when they reached that upper division class, but that in general, teaching theory was not the primary purpose of the Intro class. 13

Authors: Rutledge, Jennifer. and Laws, Serena.
first   previous   Page 13 of 29   next   last



background image
Jennifer Rutledge and Serena Laws
“Educating Global Citizens” **DRAFT **
taught the course for many years and the other professor has taught the course four times. All
but one of the interviewees were men. This also matches past trends—in the past three years,
eight instructors of 1025 were men, and four were women. The one woman was a graduate
instructor. The interviews were conducted in a semi-structured way, focusing mostly on their
approach to the course and whether or not current events were integrated into the course in any
way. There were some similarities between the respondents, particularly in regards to the goals
of the class, but there were some pronounced differences between interviewees regarding their
incorporation of current events. There were also some interesting differences between the
instructors and the professors, particularly regarding the goals of the course.
The commonalities between respondents included a general dislike for all the available
textbooks. Instructors suggested the textbooks were dull, poorly written and ahistorical. One
instructor commented that she disliked the books because students become too attached to the
definitions in the book and become inflexible with their understandings of concepts. There were
many interviewees who noted that there is too much emphasis on international relations theory in
most textbooks. One instructor noted that he had chosen his textbook because it seemed the
easiest one with which to under-emphasize theory.
The concern with the emphasis on theory in the textbooks reflected another common
response: most interviewees thought that the Intro class was not the place to teach International
Relations (IR) theory. Most interviewees noted that theory is taught explicitly in the upper
division IR course and that that is where it belongs. There was some sense that it might be useful
to expose the students to theory so that they were not totally surprised when they reached that
upper division class, but that in general, teaching theory was not the primary purpose of the Intro
class.
13


Convention
All Academic Convention can solve the abstract management needs for any association's annual meeting.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.
Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!
Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!
Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

first   previous   Page 13 of 29   next   last

©2012 All Academic, Inc.