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Teaching Political Science to Undergraduates. Active Pedagogy for the Microchip Mind

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ISBN: 9783110450552 9783110450682 Year: Pages: 154 DOI: 10.1515/9783110450552 Language: English
Publisher: De Gruyter
Subject: Social Sciences --- Political Science
Added to DOAB on : 2016-01-07 14:27:42
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By 2020, half of the world’s population and most university students will have a supercomputer in their pockets. This revolution will affect the way students respond to higher education. The university classroom must henceforth engage students, and the classic lecture format alone might not be enough to do so. This book answers the question how university students can learn in the classroom what they cannot learn in any other way.The answer is inspired by options that are not available to political scientists – in the way that they are in the laboratories for the sciences, in the performances for the live arts, and in the studios for visual arts – as well as ideas that are already present, but not widespread in the discipline: problem-solving and case studies, as in the professional schools, and simulation exercises in many other disciplines. This book proposes therefore an active pedagogy for political science, at a time when active pedagogy is more important than ever.

Towards Excellence in Engineering Education

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ISBN: 9783039212514 / 9783039212521 Year: Pages: 174 DOI: 10.3390/books978-3-03921-252-1 Language: eng
Publisher: MDPI - Multidisciplinary Digital Publishing Institute
Subject: Technology (General) --- General and Civil Engineering
Added to DOAB on : 2020-01-07 09:08:26
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Acquiring knowledge is a life-long process; we constantly need to keep abreast of developments and progress in science and other disciplines. Embracing a scholarship of teaching and learning (SoTL) means practicing constant self-reflection, involving evaluation of the academic career and the ways in which strategies are designed to examine, interpret, and share learning about teaching. This practice not only yields benefits to the lecturer but also enriches the scholarly community in the discipline. In general, SoTL is regarded as a vibrant practice of ongoing self-criticism and sharing, which results in accumulated teaching experiences for teachers, students, and the teaching community at large. This book is a contribution from authors sharing their experiences, how their teaching portfolios reflect their personal development as teachers, and how their teaching experiences are embedded in the scholarship of teaching and learning.

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