NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1034507
Record Type: Journal
Publication Date: 2014
Pages: 21
Abstractor: As Provided
Reference Count: 93
ISSN: ISSN-1551-2169
The Promise and Potential Pitfalls of a "Learning-Centered" Approach to Creative Social Inquiry: Lessons Learned from an Undergraduate Seminar on Authoritarianism through Literature and Film
Junisbai, Barbara
Journal of Political Science Education, v10 n3 p331-351 2014
Political science faculty have access to a wealth of innovative pedagogies thanks to a comprehensive literature on teaching and learning in the discipline and related fields. Yet, from among the hundreds of documented possibilities, how does one go about deciding which to incorporate into a given course? Few articles have much to say in response to this basic question, as most begin with a particular method, assignment, or assessment in mind and proceed from there. Drawing on the work of Fink (2003) and Wiggins and McTighe (2005), among others, I argue that, instead of taking the choice of activities as the starting point in course design, teachers--and, by extension, students--would be better served by first contemplating the desired results of the course and only thereafter devoting consideration to content and instructional methods. In making this claim, I reflect critically on my experience teaching a writing-intensive first-year seminar on comparative authoritarianism using "learning-centered" and "backward" course design. My experience speaks to both the potential pitfalls associated with the learning-centered model and the enormous promise that it represents.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A