TA01 & TC01

Presented by Victor Asal (SUNY-Albany) and Amanda Rosen (Webster University)

This workshop will explore how simulations and games can promote effective learning and help energize the international studies classroom experience. We will engage in several simulations and games that instructors can use to teach themes of political violence and realism, and thus be able to analyze theories based on their own experiences. Key issues we explore include:

• What are the educational objectives of using simulations and games?
• What simulations and games have proven especially effective for teaching?
• How do instructors implement these simulations and games in their teaching?

The workshop will also assess the benefits and challenges of running such exercises with students through broad discussions of experiences. Materials for take away will include resources on the many games and simulations available and guidelines on how to use these simulations effectively in class.

TB02 & TD02

Presented by Laura Neack (Miami University-Ohio) and John Ishiyama (University of North Texas)

This workshop will explore publishing opportunities related to teaching and learning—to help innovative educators share their ideas with a wider audience and perhaps even attain professional credit for publication in peer-reviewed journals. Our workshop leaders—editors and former editors of major journals in the discipline—will offer their perspectives regarding the peer review and publication process at journals. This workshop will address themes including:

• What is the landscape of publication outlets for pedagogical research in political science?
• How is the scholarship in teaching evaluated and published in political science, with particular attention to the standards of evidence typically required by peer-reviewers?

Much of the session will be dedicated to a question and answer and discussion between participants and the editors about standards and how to elevate the visibility of peer-reviewed scholarship about political science pedagogy. Materials to take away will include guidelines for successful publishing and information about numerous journal outlets on the scholarship of teaching and learning.

TA02 & TC02

Presented by Marijke Breuning (University of North Texas) and Heidi Hobbs (North Carolina State University)

Interdisciplinary International Studies is one of the fastest growing majors in colleges and universities across the United States. This workshop will address the following questions related to this development:

• What is the state of International Studies? How does it differ from international relations?
• How are international studies majors organized and administered?
• What are the transferable skills that International Studies can impart to students? How do these skills and experiences interact with one another?
• What resources do International Studies programs need to get buy-in from faculty and administration?

Workshop participants will apply these questions to the development of their own programs. Materials to take away will include a bibliography of current research on this emerging field and links to exemplary programs

TB01 & TD01

Presented by Carolyn Shaw (Wichita State University)

Despite a growing number of published “out-of-the-box” simulations, many faculty are interested in more customized simulations that meet the specific learning objectives of their courses. In order to facilitate the design of customized simulations, this workshop will provide the following:

• An introduction to the core elements necessary for a successful simulation;
• Dialogue among participants about various design parameters that will fit best in a variety of individual classrooms;
• An opportunity to begin creating new scenarios with input from other workshop participants;

The workshop material is designed to accommodate those who have never used simulations before as well as those who are veterans of active learning. Materials to take away include simulation design guidelines and a workbook with resource materials for future use.

TA04 & TC04

Presented by Mary Jane Parmentier (Arizona State University) , Amy Below (Oregon State University), and Mandy Nydegger (Arizona State University)

Short-term and faculty-led study abroad programs represent the fastest growing sector in international education. Often, these short-term programs take the form of between-semester or summer educational trips abroad, and they sometimes also incorporate volunteering, internships, or work abroad. This workshop focuses on development of faculty-led study abroad programs, with special attention to integrating the experience into the broader educational journey for students. Practical issues that will be discussed include:

• What are best practices in development of faculty-led study abroad?
• How can we facilitate the integration of the education abroad experience into students’ personal development, academic curriculum, and future career?
• What can we do to ensure that we build reciprocal relationships with the host community that are respectful, sustainable, and mutually beneficial?

The workshop is designed to accommodate those who have never led study abroad experiences before as well as those who are veterans. Materials to take away include resources and suggested readings on the structure and educational goals of the program.

TB03 & TD03

Presented by Matthew Krain (College of Wooster) and Kent Kille (College of Wooster)

This workshop addresses a critical theme in higher education and international studies head-on: assessment. For instructors to successfully employ active learning in their classrooms, it is important to carefully set out the educational objectives of exercises and then to assess how well those educational objectives are being met. Thus, this workshop session will work with participants to:

• Get participants to think critically about their educational objectives, and how to identify whether those teaching and learning objectives are being met.
• Discuss the variety of approaches instructors can use to assess active teaching and learning techniques, from brief feedback mechanisms to more detailed assessment designs.
• Identify educational objectives within their own courses, and begin to design assessment that meets their needs.

This session can serve as an important bridge for participants to connect to and employ the information provided in the other workshop sessions. Participants will also be provided with a bibliography of key assessment resources.

TB04 & TD04

Presented by Laura Brunell (Gonzaga University)

This workshop will focus on sharing active learning techniques aimed at enmeshing students into their local and global communities. Papers will explore innovative approaches for community engagement that also foster learning about international studies themes. We will examine themes including:

• How service learning opportunities also may extend across disciplines, across the campuses, and into area communities;
• Broad questions include how to involve students in civic engagement and what do we know from careful assessment about what works and what doesn’t?
• What is necessary to get the entire university involved in civic learning and civic engagement?

We will also explore the value of these techniques for civic participation, class participation, or political knowledge and student learning. Take away materials include guidelines for development of a civic engagement calendar of activities in which all students can participate, promoting community activism on local-global connections, in working with immigrant populations in local communities, or assessment of effectiveness of civic engagement.

TA03 & TC03

Presented by Paul Diehl (University of Texas-Dallas) and Mark A. Boyer (University of Connecticut & Executive Director of ISA)

A basic course in international studies or international relations often fulfills core curriculum requirement and serves as a gateway course for political science and an increasing number of international studies majors. What are the “essential components” that make up the basic course such that we can certify students as literate in this subject matter? How can this course better prepare students as citizens and prospective majors? This workshop will assist participants in crafting strategies that address salient concerns, including:

• To what extent should theory be covered, and if so to which frameworks should students be exposed?
• What is the mixture of general topics (e.g., power, theory, foreign policy making) versus issue-specific concerns (e.g., conflict, political economy, human rights)?
• Should students be assigned original research readings and articles?
• To how methodology and approaches should students be exposed?
• What innovative pedagogical techniques (e.g., gaming) best promote student understanding of international studies?