ISA Pedagogy 2022 Program and Events

We're excited to announce our 2022 program in Nashville!

Getting Started

  1. Review our description of proposed workshops on interesting topics and techniques. Participants will ‘learn something new’ and/or contribute to a dialogue about innovative teaching, assessment, or student engagement in international studies education. Participants will attend up to four different workshops of their choice at the conference.

  2. Plan your conference reservation; Our workshop takes place directly before the ISA 2022 Annual Convention. Participants are welcome to register for both the Pedagogy Conference and ISA 2022 Annual Convention. Registration details are here.

  3. Prepare for active engagement in the Innovative Pedagogy Conference by bringing copies of syllabi or even draft papers on active teaching and learning. There will be many opportunities for sharing these ideas with others.


Conference Schedule

Tuesday, March 29, 2022  
8:15a Registration Open (Location: TBD)
9:00a-9:20p Plenary Welcome Session (Room TBD)
This first session is designed to welcome participants to our conference and provide valuable orientation information for a successful day. The session will introduce key organizers and workshop leaders to attendees. Networking opportunities will also begin with this first session.
9:30a-11:00a First Workshop Session
11:00a-11:15a Coffee & Networking Break
11:15a-12:45p Second Workshop Session
1:00p-2:00p Lunch (on own)
Graduate Teacher Training Program (1:00p-1:50p)
This mid-day workshop offers hands-on learning opportunities for advanced graduate students who are instructing their own classes at their universities.
[Light lunch provided; advance registration required]
2:15p-3:45p Third Workshop Session
3:45p-4:00p Coffee & Networking Break
4:00p-5:30p Fourth Workshop Session
6:00p-7:00p Reception, Keynote Address
Our evening reception celebrates the spirit of active teaching and learning and features terrific opportunities for professional networking. The highlight of this session will be a keynote address. Refreshments will be served.
Appetizers and Cash Bar

More About Our Workshops

We have 7 workshops, presented twice during the conference, each of which have a morning and an afternoon session. We also have 2 roundtables. Click through each item below to read their abstracts.

Presenters: Joseph W. Roberts, Roger Williams University, and Victor Asal, State University of New York, Albany

This workshop will share simulations and games to be used to teach about ethnicity, discrimination, and ethnic conflict. Engaged teaching is universally considered to be essential to student learning. Simulations and games in education are also widely considered to be high impact practices in creating an engaged classroom. What happens when your classroom topics are difficult and have the potential to create discord? Can you still engage students using simulations and games? We will demonstrate that there are effective simulations and games that can get at critical issues of ethnicity and ethnic identity, discrimination, and ethnic conflict. Using several well tested short games and simulations, participants will learn how to engage students in these difficult subjects teaching both concepts and empathy.

Six interactive games will be presented with the participants actively learning how to run the games as they play them. Each of the six games will run for 10-15 minutes to allow time to play and a short debrief. Materials to run the games will be made available to all participants -- including the presentation notes.

Presenters: Esther Jordan, Kennesaw State University, and Jamie Frueh, Bridgewater College

Increasing metacognitive awareness among students enhances their learning and sense of agency over their education. This is because they are more likely to engage successfully with a course if they are able to connect it to what they value and identify the steps to take to reach their learning goals. To that end, an effective pedagogical technique is to teach students metacognitive practices -- to teach them to think more about their own thinking and approaches to learning. This session will provide a brief overview of the research on pedagogies of metacognition, including strategies for efficiently embedding metacognitive learning activities into courses in global politics. Participants will then workshop how to integrate these strategies into their own courses.

Participants will:

  • • learn the value of implementing Transparency in Learning and Teaching (TILT) in international studies courses,
  • • gain procedures for embedding metacognitive practices in assignments and courses,
  • • workshop implementing transparency and metacognitive practices in syllabi, lesson plans, and assignment prompts for courses they teach

Presenters: Jessica Auchter, University of Tennessee Chattanooga, and Sandra Sirota, University of Connecticut

As many universities emphasize experiential learning and community partnership, this workshop focuses on a practical guide to service learning, using the example of human rights education. We begin with a broad survey on the role of service learning and its potentials and pitfalls, and then, focusing on advocacy work with Scholars at Risk and the co-leaders’ experience incorporating this partnership in the classroom, discuss ways human rights advocacy work can be incorporated, from small projects to entire course sequences. While one aim of this workshop is to engage the practice of pedagogy of education through human rights, we also focus on ways human rights advocacy work could be used in classes to teach research processes and to give students practical understanding about the policy world.

The workshop leaders will share a set of best practices to help attendees develop their own partnerships for service learning, both within and outside of the topic of human rights. Attendees will leave with a guide to the mechanics and logistics of building a community-based partnership and engaging in human rights advocacy work in a class, including syllabus design, case selection, and the practical components of partnering with an external advocacy organization.

Presenters: Petra Hendrickson, Northern Michigan University, and Daisy Lupa, Northern Michigan University

This workshop will have two primary focuses, both concerning the use of board games (and games that require only paper, pencil, and perhaps dice) in international politics education. We will discuss how (board) games can be used to illustrate concepts in international relations and comparative politics, as well as how board game creation/modification can be used by students to highlight their learning and mastery of content. We will guide participants through several examples of gameplay and reflective discussion to highlight how (board) games can be used as an active learning technique to both increase student engagement and help cement course content through hands-on application.

We will focus on games that highlight the trade-offs leaders face in trying to build their societies (Dice Catan), realist conceptions of international relations (free Risk app), the Cuban Missile Crisis/broader Cold War (13 Minutes), and the challenges of successfully carrying out a coup (pen-paper-and-dice game designed by one of the presenters). The co-presenters will work through each game (each of which can take no more than 20-30 minutes) with participants, discussing tips on how to make the process run more smoothly and priming, in-game, and reflection questions that can help students gain the most from the experiences.

Presenters: Kelly McFarland, Georgetown University, and Eric Leonard, Shenandoah University

This workshop provides participants with a unique perspective on the case study method and its benefits within the active IR classroom. The workshop begins with a pedagogical discussion of how case studies can enhance and invigorate the classroom. This discussion includes a look into why instructors should consider using case studies and how to employ them within a course. Then, participants will have the opportunity to consider exactly how they might employ case studies in a future course. This portion of the workshop will have participants work on a specific course to investigate how case studies might enhance that course. This will entail an investigation of the case studies available and how they fit into the course objectives. Finally, participants will investigate publication options within the area of case studies.

In general, participants will investigate the following questions:

  • • Why should I use case studies in my classroom?
  • • What are the pedagogical advantages of the case study method?
  • • How do I incorporate case studies into my course?
  • • How do I go about writing a case study?

Presenters: Joshua McKeown and Lisa Glidden, SUNY Oswego

This hands-on workshop focuses on transitioning from a textbook-based approach to a "textbook-less" introductory global studies course. Faculty observations (and complaints) about students not reading, lack of engagement, and short attention spans heightened during COVID-19, when many students shifted to remote learning modalities with even less connection to faculty. We describe our process of trial and error with different textbooks, approaches, and ultimately our decision to transition away from textbooks. Concerns about high textbook prices and student debt burdens have increased as have issues of access to higher education and sensitivity towards real and perceived barriers to higher education. Going textbook-less can be using an Open Educational Resource (OER) and free media current events approach, and also can use technology-based resources that are not free. Over the five-year transition, students displayed generally higher levels of engagement with course material, greater preference for these resources, and increased likelihood of using them compared to traditional textbooks. Evidence including comparative student evaluations, student comments, and faculty engagement will be shared as participants work on guided exercises designed to push them towards adopting this effective approach. Bring your syllabus!

Presenters: Danielle Gilbert and Karin Becker, US Air Force Academy

Lack of reading completion and poor reading comprehension are common challenges faculty face in classrooms across the disciplines. Poor reading engagement in turn impedes class discussions and engagement. In this interactive workshop, we will explore the challenges and best practices for improving student reading strategies based on a research pilot conducted in an international studies course. We use the example of a piloted reading intervention to showcase the challenges and opportunities surrounding undergraduate reading in the International Relations classroom. To do so, we will first simulate our reading intervention by sharing our reading guides and reading instruction. Next, we will ask for participant feedback before we share our findings. Then, we will share lessons learned and provide recommendations for creating effective reading guides, and invite participants to share experiences from their own classrooms. Last, participants will work in pairs to create their own student reading guides for lessons from their own courses.

Participants will prepare for the workshop by choosing two lessons from their own International Relations courses and bringing any pertinent lesson materials (readings, objectives, key terms, lesson plans) to the workshop. During the workshop, participants will apply guidance from our discussion to craft 1-2 reading guides for their own courses.

Presenter: Amanda Rosen, US Naval War College, with panelists representing IEDUC, ALIAS, IPC, Global International Relations

How should ISA best support the teaching and learning efforts of its members? Unlike other associations like APSA, PSA, and ECPR, ISA does not have a singular stand-alone teaching and learning group that focuses on all aspects of this crucial part of our profession. Instead, we have several different sections and groups with occasionally overlapping goals and missions, including Active Learning in International Affairs (ALIAS), International Education, the proposed section Global International Relations, and the Innovative Pedagogy Conference itself. With the disruption of Covid-19 on the classroom, it is a good time to take stock of how well this format meets the current and future needs of the ISA teaching and learning community.

This roundtable invites participants to join us to discuss the current architecture and programming of ISA's teaching and learning efforts, and what benefits and costs there might be to different structures and approaches. This is an opportunity for the ISA community to pitch ideas and proposals outside of the confines of section business meetings or small gatherings and to have an open forum to consider what else ISA could be doing to support our work in the classroom. On the roundtable will be representatives from current and past leadership of the four existing groups, but participation from IPC attendees is essential. We hope to springboard an ongoing conversation of the effectiveness of current practices and what the future of teaching and learning at ISA might look like.

Presenters: J Simon Rofe and Ashley Cox, SOAS University of London

This roundtable provides the opportunity and space for a broad ranging and active discussion of pedagogic approaches drawn from the Global South. The terminology employed will be scrutinised; embracing decolonising approaches to address inequalities and promote Equality, Diversity, and Inclusion. Recognising distinct pedagogic practices arising from differentiated spatial and cultural experiences, not least the relationship between learners as students and faculty, the roundtable will provide a platform to otherwise silenced voices within ISA while providing the opportunity for reflection amongst all those engaged in ISA and its pedagogic practices. This breadth of experience and practice will be showcased through roundtable discussions and active learning experiences for participants.

The ambition of the roundtable is to address potentially uncomfortable matters within ISA’s pedagogic approaches; not for the sake of solely critique, but as a means of learning, reflection, learning and enhanced levels of inclusion that ISA is seeking to address. These learnings can enhance individual practices, but also build bonds between ISA’s historical ‘homeland’s and individuals and institutions within the Global South that can in turn foster greater levels of partnership and the mutual understanding that higher education seeks to provide.


Amy Below

California State University, East Bay

Meet the Committee

Conference Schedule