Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-27T16:43:34.603Z Has data issue: false hasContentIssue false
  • English
  • Français

Current Events And The International Relations Curriculum: Instructional Strategies

Published online by Cambridge University Press:  26 September 2016

Harry I. Chernotsky
Harry I. Chernotsky*
Affiliation:
University of North Carolina at Charlotte
Get access Rights & Permissions [Opens in a new window]

Extract

One of the more significant challenges confronting instructors of international politics survey courses is the coverage of current events issues. Most students have limited knowledge of the unfolding events, leaders and institutions shaping the present global environment. Perhaps even more disturbing is their general disinclination to seek out information which might enhance their overall awareness.

The task of devising appropriate infusion strategies is not a simple one. On the one hand, one must resist the temptation of devoting too much classroom time to a discussion of current issues. The range of historical material and theoretical concepts which must be addressed in such courses is simply too great to allow inordinate concentration on breaking news items. At the same time, however, a failure to consider these issues might prevent students from appreciating the relevance and significance of some of the more abstract ideas and past events incorporated into the core curriculum.

To be sure, a number of approaches may be utilized to focus attention on contemporary matters. The use of up-to-date examples when presenting material pertaining to some of the broader themes covered in the course is particularly helpful. A willingness to deviate from the syllabus periodically to describe and assess the implications of emerging crises or especially noteworthy events might also prove useful. Moreover, the selection of a supplementary text oriented toward current issues could serve to organize discussions in a more systematic and sustained fashion.

Type
For the Classroom
Information
The Political Science Teacher , Volume 2 , Issue 1 , Winter 1989 , pp. 13 - 14
Copyright
Copyright © American Political Science Association 1989

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1. For an elaborate assessment of student awareness of international affairs, see College Students' Knowledge and Beliefs: A Survey of Global Understanding (Educational Testing Service, Global Understanding Project, 1981)Google Scholar. Also see Woyach, Robert B., Understanding The Global Arena: A Report on The Ohio State University Global Awareness Survey (Mershon Center, Ohio State University, March 1987)Google Scholar.

2. The Annual Editions: World Politics (Dushkin Publishing Group, Inc.) is a particularly good choice as a supplementary text. Updated annually, it offers brief, non-technical articles on a range of international issues and themes.

3. With regard to the Roundtable, majors responded a bit more favorably to all items included in the survey. The mean scores for majors, in contrast to those for non-majors were: knowledge of issues 1.63/1.91; knowledge of foreign policy decision making 1.56/1.98; productive technique 1.50/1.72; opportunities for participation 1.66/2.09; use of student facilitators 1.94/2.17; seek additional information 2.19/2.33; prior reading of text 2.16/2.39. The mean scores for majors on questions pertaining to the Sweepstakes, as compared to those for non-majors, were: knowledge of events 1.44/1.72; understanding of broader material 1.94/1.98; productive technique 1.41/1.54; learning environment 1.56/1.72; follow current events 1.88/2.00.

4. The survey was administered to students in two sections of the introductory international politics course in which these activities were implemented. No significant differences were detected in the response sets. Similarly, no distinguishable patterns were evident when controlling for the class year of the students surveyed.