Edited by John Ishiyama, William J. Miller and Eszter Simon
Chapter 23: Teaching international relations
In recent years, the calls to internationalize the curriculum and to prepare our students to be global citizens have grown ever louder (e.g. Barber et al. 2007; Breuning and Ishiyama 2007; Rajaee 2005). The demand comes from university administration, government and industry, but also from the students themselves. Global intelligence is seen as increasingly important in terms of career and life preparedness. In the face of these demands, the question of how best to teach international relations becomes ever more important. This chapter outlines some best practices for teaching international relations (IR), drawn from research in the field, peer-reviewed publications and my own experience. The diverse ideas presented here are by no means exhaustive. Instead, the purposes of this chapter are twofold. First, because learning happens best when students are interested in what they are studying (Colby et al. 2003), I present the case for making student engagement a central teaching goal. Second, I provide readers with a variety of proven teaching strategies to help reach that goal.
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