Handbook on Teaching and Learning in Political Science and International Relations
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Handbook on Teaching and Learning in Political Science and International Relations

Edited by John Ishiyama, William J. Miller and Eszter Simon

With a focus on providing concrete teaching strategies for scholars, the Handbook on Teaching and Learning in Political Science and International Relations blends both theory and practice in an accessible and clear manner. In an effort to help faculty excel as classroom teachers, the expert contributors offer representation from various types of institutions located throughout the world. Split into three distinct parts, this book discusses curriculum and course design, teaching subject areas and in class teaching techniques.
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Chapter 4: Best practices in professional development in graduate education

Clodagh Harris

Extract

Analyses of professional development in political science education have traditionally focused on undergraduate students. However, changes in the postgraduate labor market as well as advances in the nature and delivery of postgraduate programs have required faculty to pay greater attention to professional development in graduate education (Listokin and McKeever 2011). It is recognized that the approaches, techniques and tools used in the professional development of undergraduate students may not be ‘as well suited for graduate students’ in terms of preparing them for an academic career (Obst et al. 2010, p. 571), which requires developing a specialized skill set they will need as researchers, teachers and contributors to the faculty and the wider community (service).

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