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| 1 |
ID:
156202
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| Summary/Abstract |
Many African politics courses rely heavily on readings authored by North American and European scholars. Scholarly and primary sources written or created by Africans are often underrepresented, and a similar problem persists across regionally focused politics courses. Yet a diversity of sources and perspectives are essential to providing students with a well-rounded understanding of African politics. This article offers a brief argument for the pedagogical benefits of increasing the number of African-authored materials in African politics courses and provides a list of suggested resources for instructors eager to diversify their own courses.
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| 2 |
ID:
092567
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| Publication |
2009.
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| Summary/Abstract |
A simulation of the foreign policy decision-making process, as described in this article, can assist an instructor in linking students' abstract understanding of complex political events, circumstances, and decision making to the real-world interplay of the multiple factors involved in decision making. It is this type of active learning that helps bring a student's abstract understanding into the concrete world. Instead of being passive learners relying on an instructor's knowledge, students are active participants in the learning process.
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| 3 |
ID:
092559
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| Publication |
2009.
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| Summary/Abstract |
Self-reflective political scientists have extensively reviewed the history of the discipline and argued over its future, but to date there has been little effort to systematically survey undergraduate scope and methods courses (for an exception see Thies and Hogan 2005). This lack of data leaves the discipline unable to assess how much we are teaching undergraduates about the scope of political science or, indeed, what we mean by the scope of the discipline. Similarly, though there have been many battles waged over the appropriateness of various methodologies, it is not clear how much of this discussion, or how many of these methods, make it into the undergraduate classroom. Survey results from a nation-wide sample of political science departments indicate that most departments require a scope and methods course of their majors and that, while there is a great deal of variety in topics covered, some common themes exist and some common assignments are used.
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