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Hamilton, Mark D. – Journal of Political Science Education, 2020
This article introduces a class simulation on inequality entitled "Networks of Power." Its usage and effectiveness are analyzed in light of four critical factors: "activity complexity, teaching model, learning outcomes," and "potential risks". Simulation mechanics are discussed in some detail and complemented with…
Descriptors: Teaching Methods, Social Differences, Social Networks, Power Structure
Fischer, Beth A. – Journal of Political Science Education, 2019
Stories can be employed in a variety of ways in college classrooms--such as in case studies, simulations, and problem-based learning (PBL) activities. Sometimes these stories are historically accurate, while in other instances they are fictional. What might be the benefits and challenges of using fictional narratives? This article draws upon data…
Descriptors: Active Learning, Teaching Methods, Problem Based Learning, College Students
Chagas-Bastos, Fabrício H.; Burges, Sean W. – Journal of Political Science Education, 2019
When new graduates begin employment in industries such as government, consultancies, or the nongovernmental sector they are expected to have the skills needed to write politically-informed reports accurately. Teaching how to write briefing notes provides students with an important skill, but also provides an effective instrument for examining…
Descriptors: Teaching Methods, Political Science, International Relations, Skill Development
Williamson, Jonathan; Gregory, Alison S. – Journal of Political Science Education, 2010
Problem-based learning (PBL) is a student-centered learning model used heavily in the natural sciences. By supplying students with contextualized problems and stopping short of handing them the tools to solve the problems, instructors take on the role of facilitator rather than expert. Use of PBL in political science, and more generally the social…
Descriptors: Introductory Courses, Political Science, Problem Based Learning, Teaching Methods
Williams, Victoria C. – Journal of Political Science Education, 2006
This paper describes a pedagogical technique employed for an interdisciplinary course on Cold War America. Students had to "become" a fictional person and discuss how political and social changes during the Cold War era would have impacted that person. By doing a semester-long project that required primary source research, this…
Descriptors: United States History, Conflict, Active Learning, Primary Sources