| Srl | Item |
| 1 |
ID:
126426
|
|
|
|
|
| Publication |
2013.
|
| Summary/Abstract |
Political science instructors commonly emphasize the importance of effective writing. However, it is unclear that students either understand or share the norms about what this entails. A notable example is the appropriate use of voice. Prior literature has shown that academic writers often believe it is appropriate to use the pronoun "I" for a variety of rhetorical purposes but suggests that students may be unaware of this reasoning. We examine this topic by determining more precisely how commonly "I" is used in a major political science journal, conducting a survey of political science undergraduate students at a large comprehensive university, and interviewing political science faculty at the same university. Although each group's attitudes are complex, we find evidence that students' views commonly conflict with disciplinary norms. We close by considering the implications for teaching about writing in political science.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 2 |
ID:
117589
|
|
|
|
|
| Publication |
2012.
|
| Summary/Abstract |
The traditional format for teaching courses to undergraduate students has long been that of lecture when professors speak and students listen. However, as times have evolved so too have the pedagogical methods in the classroom. In teaching a course on diversity and discrimination in the society, this instructor opted to combine several teaching methods as a means of not only conveying the substantive material to the class but, more importantly, engaging the students at an interactive learning level. By combining traditional lecture with watching/discussing documentaries and incorporating structured student debate, a dynamic learning environment was created. As a result of incorporating the students into every aspect of the class, the students learned from both the instructor and students alike. Thus, the use of this multifaceted approach created a positive and engaging learning environment for the whole class.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|