Teaching and Learning Professional Skills Through Simulations

Simulations can build professional character based on autonomy, collaboration, responsibility, and empathy.

Teaching International Relations as a Liberal Art

Lisa MacLeod • Apr 16 2021 • Articles

Teaching International Relations as a liberal art is about nurturing your students’ love of learning and coaching them to become better critical thinkers and communicators.

Incorporating Race into Introductory International Relations Courses

Audie Klotz • Dec 17 2020 • Articles

To engage credibly and constructively, academics need to un-learn professing, in order to reconfigure our courses and classrooms.

Review – Decolonising the University

Siobhan O’Neill • May 7 2020 • Features

This book presents a broad account of the discussions around the call to decolonise the university, providing a useful introduction to students, activists and academics.

Let’s Talk: Transformative Leadership and International Relations

Jan Lüdert • Feb 4 2020 • Articles

By exploring transformative leaders’ practice, students gain a deeper understanding when, how, and under what conditions political or social transformation takes place.

The Evolution of International Relations in France

French approaches to IR which sit between a sociology of IR and international political sociology might prepare scholars to increase their international impact.

Interview – Gustav Meibauer

E-International Relations • Apr 23 2019 • Features

Postdoctoral Fellow, Gustav Meibauer, discusses the effectiveness of ‘hybrid tools’ of foreign policy, neoclassical realism, diversity within IR and teaching innovations.

Review – Race, Gender, and Culture in International Relations

Lisa Tilley • Apr 11 2019 • Features

The book crafts unique and insightful approaches to security, political economy, nationalism and IR which build upon a wealth of scholarship on race, gender, and culture.

Getting the Most Out of Class Discussion

Daniel Clausen • Apr 8 2019 • Articles

Good and bad discussions seem to occur at all levels, introductory levels, advanced classes, even graduate classes. For teaching academics, this raises some interesting issues.

What to Do When You Don’t Like a Topic You Teach?

Gustav Meibauer • Mar 12 2019 • Articles

Some dislike very narrow things, such as single concepts, specific time periods or empirical cases. Others dislike broad theories, large-scale phenomena, and entire (sub-)disciplines.

Working with and Supporting Teaching Assistants

Benedict Docherty • Feb 14 2019 • Articles

Working with Teaching Assistants means considering an additional set of issues, but this time is well worth the while.

Nurturing Cognitive and Affective Empathy: The Benefits of Perspective-Taking

Jan Lüdert and Katriona Stewart • Nov 19 2017 • Articles

Course intention and design must balance cognitive learning with affective learning, while also incorporating psychomotor learning through engaging class activities.

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