Teaching of a specific subject Books

Book SynopsisCourse Design and Assessment offers design strategies, educator-in-action perspectives, and real-world suggestions for engaged educators, creating inclusive and meaningful learning opportunities and developmental student growth. With a brief history situating engaged learning among educational models, the book shows the vital and practical connections between an educator’s overall learning philosophy and their pedagogical choices.The authors unpack the definitions and practices common to engaged learning, exploring the assumptions educators make about students, teaching, learning, and instructional contexts that underlie engaged educators’ pedagogical decisions. Ultimately a vehicle for inclusive learning and transparent design, the book outlines pre-course planning steps, suggestions for adjusting the course mid-stream, and a thorough discussion of assessment activities with planning and implementation steps.For beginning and advanced instructors worldwide, this book serves as a real-world workbook and resource for engaged course design and assessment practices.Trade Review‘I can’t think of a better time to be providing resources on course design and assessment, and these authors are well positioned to provide them! Thoughtful synthesis of the foundational material resulting in a useful model for student learning which is, after all, why we teach.’ -- Cindi Fukami, University of Denver, US‘Course Design and Assessment takes us from the philosophy through to the practice of engaged learning, helping to shape a pedagogy that is critical, creative and centred on learner outcomes. This is persuasive and practical text that is useful for those starting out, as well as experienced educators struggling with recent challenges in the education landscape. It is no surprise that three such distinguished educators have produced a book that we can all learn from.’ -- Paul Hibbert, University of St Andrews, UKTable of ContentsContents: 1. Conceptual/theoretical framework 2. Considerations for creating an engaged course design and assessing learning outcomes 3. How to prepare and implement Annotated bibliography Works cited Index

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Book SynopsisCourse Design and Assessment offers design strategies, educator-in-action perspectives, and real-world suggestions for engaged educators, creating inclusive and meaningful learning opportunities and developmental student growth. With a brief history situating engaged learning among educational models, the book shows the vital and practical connections between an educator’s overall learning philosophy and their pedagogical choices.The authors unpack the definitions and practices common to engaged learning, exploring the assumptions educators make about students, teaching, learning, and instructional contexts that underlie engaged educators’ pedagogical decisions. Ultimately a vehicle for inclusive learning and transparent design, the book outlines pre-course planning steps, suggestions for adjusting the course mid-stream, and a thorough discussion of assessment activities with planning and implementation steps.For beginning and advanced instructors worldwide, this book serves as a real-world workbook and resource for engaged course design and assessment practices.Trade Review‘I can’t think of a better time to be providing resources on course design and assessment, and these authors are well positioned to provide them! Thoughtful synthesis of the foundational material resulting in a useful model for student learning which is, after all, why we teach.’ -- Cindi Fukami, University of Denver, US‘Course Design and Assessment takes us from the philosophy through to the practice of engaged learning, helping to shape a pedagogy that is critical, creative and centred on learner outcomes. This is persuasive and practical text that is useful for those starting out, as well as experienced educators struggling with recent challenges in the education landscape. It is no surprise that three such distinguished educators have produced a book that we can all learn from.’ -- Paul Hibbert, University of St Andrews, UKTable of ContentsContents: 1. Conceptual/theoretical framework 2. Considerations for creating an engaged course design and assessing learning outcomes 3. How to prepare and implement Annotated bibliography Works cited Index

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Book SynopsisCompiling the experience and expertise of over 50 leading international scholars, this Handbook of Teaching Public Administration provides critical insights into the questions, issues, and challenges raised by teaching practitioners and aspiring professionals. Its global scope ensures a comprehensive overview of the diversity of current practice in teaching public administration. Featuring international examples of curriculum design and practice, the Handbook positions public administration against a backdrop shaped by global politics, history, philosophy, and social change. Applied case studies on teaching public administration and in-depth analyses of critical pedagogical concepts illuminate the diverse and multidisciplinary approaches to public administration across the globe, as well as emphasising the widely contested nature of its teaching. Contributions from field professionals explore questions of accreditation, curriculum design, assessment, innovation, and practice, ultimately serving to inform and inspire readers’ pedagogical decisions. Theoretical, empirical, and practice-focused, this incisive Handbook will be an essential resource for public administration students, educators, and practitioners at any stage in their study or career. It will also serve as an engaging reference text for public administration accreditation and approvals organisations.Trade Review‘In this insightful collection, more than fifty international scholars reflect on Public Administration traditions and their connections with PA teaching, explore relationships between research, theory, pedagogic scholarship, and practice, and offer a rich and diversified set of case studies. A must-read for PA researchers and practitioners worldwide!’ -- Alketa Peci, Fundação Getulio Vargas, Brazil‘This Handbook not only brings to the fore the importance of a Higher Education public administration curriculum from a multi-continental perspective, but it also highlights the necessity of a curriculum that incorporates both an academic and practitioner perspective that takes into consideration diverse pedagogical approaches to the teaching of public administration. These approaches are central to imparting, sharing and developing knowledge of public administration that prepares and enables current and future public servants who are fit for purpose in times of wicked and disruptive problems, and who display attributes of empathy, flexibility and responsiveness, much needed in this time of the pandemic and beyond.’ -- Michelle Esau, Faculty of Economic and Management Sciences, University of the Western Cape, South AfricaTable of ContentsContents: Foreword xx Mary E. Guy and Sofiane Sahraoui Preface xxv Karin A. Bottom, John Diamond, Pamela T. Dunning, and Ian C. Elliott Acknowledgements xxvi 1 Making the case for research informed practice and situated pedagogy 1 Karin A. Bottom, John Diamond, Pamela T. Dunning, and Ian C. Elliott PART I STATE OF THE DISCIPLINE 2 A global perspective on public administration? The dynamics shaping the field and what it means for teaching and learning 13 Janine O’Flynn 3 The fourfold nature of public administration as science, art, profession, and humanism: implications for teaching 26 Edoardo Ongaro 4 A historical and global perspective on teaching and learning public administration: how to govern and what to do when governing 35 Jos C.N. Raadschelders PART II NATION-BASED TRADITIONS 5 Public administration education in Central and Eastern Europe 45 György Gajduschek and György Hajnal 6 History of public administration education in the United States 57 Bruce D. McDonald III, William Hatcher, and Michaela E. Abbott 7 Teaching public administration in Europe 65 Eckhard Schröter and Christoph Reichard 8 British public administration: the status of the taught discipline 75 Karin A. Bottom, Ian C. Elliott, and Francisco Moller 9 Public affairs education in Latin America and the shape of the state: the cases of Brazil, Chile, and Colombia 86 Ricardo Corrêa Gomes, Pablo Sanabria-Pulido, Cristian Pliscoff, and Marco Antonio Carvalho Teixeira 10 Splintered voices: Australian/New Zealand traditions of teaching public administration 98 Amanda Smullen and Catherine S. Clutton 11 Public administration teaching and scholarships within Indonesian administrative system developments 109 Eko Prasojo and Desy Hariyati 12 Administrative education, training, and capacity building: the role of the Indian Institute of Public Administration 117 Aroon P. Manoharan and Nandhini Rangarajan 13 The teaching of public administration in Africa 127 Robert Mudida PART III PEDAGOGY AND LEARNING 14 Real-world ethical experiential practice-based action learning for the ‘new normal’ 139 Josephine Bleach 15 Planning for a midcareer MPA program: pedagogical and strategic considerations 148 Kevin P. Kearns and Lorna R. Kearns 16 Executive education and leadership development: round peg, square hole? 157 Catherine Mangan and Christopher Pietroni 17 Continuing professional learning 168 Peter K. Marks 18 The challenges of developing reflective practice in public administration: a teaching perspective 178 Monika Knassmüller 19 Inquiry-based learning and the crisis competences for addressing the climate emergency 188 John Connolly and Alice Moseley 20 Teaching with experiments 198 Claire A. Dunlop PART IV CONTESTED CONCEPTS 21 Accreditation in public administration education 210 Taco Brandsen 22 Democracy, governance, and participation: epistemic colonialism in public administration and management courses 218 Abena Dadze-Arthur 23 Preparing graduates to address big global issues: is accreditation helping or hindering? 227 Nadia Rubaii 24 Teaching research methods in public administration: on the way to normal science? 236 Sandra van Thiel 25 Using service learning in public administration programs: best practices and challenges 244 Mark T. Imperial and Christopher R. Prentice PART V TEACHING CASE STUDIES 26 Using pop culture to teach public ethics: the case of Parks and Recreation 254 Erin L. Borry 27 Teaching public administration with visual methods 263 Ian Robson 28 Collective learning from and with social movements 273 Eurig Scandrett 29 Show me the money: financial management curricular concerns in public administration education 282 Thad D. Calabrese and Daniel L. Smith 30 Teaching leadership in public administration: an integrative approach 290 Barbara C. Crosby 31 Let’s talk about race: considerations for course design in public administration 300 Dayo Eseonu 32 Applying queer theory to public administration: reimaging police officer recruitment 309 Roddrick A. Colvin and Seth J. Meyer 33 Gamification: using the escape room for teaching public administration 319 Janez Stare, Maja Klun, and Jernej Buzeti 34 Teaching dilemmas with street-level bureaucracy 327 Mike Rowe Index 334

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Book SynopsisPragmatic, progressive and global in its approach, this Handbook centres around the key question: how can we teach public policy? Presenting a wide variety of theoretical and methodological perspectives, it expertly examines current approaches to teaching public policy and critically reflects on potential future developments in the field.Bringing together contributions from over sixty leading public policy scholars, chapters examine the many different orientations to teaching and learning public policy, spanning traditional, current and emerging approaches. Employing a multi-jurisdictional approach, contributors discuss key theories surrounding the policy process, analyse diverse teaching strategies, and investigate the different publics engaged in learning about public policy. Through detailed case studies, the Handbook also explores the differences in international public policy programmes, and suggests possible explanations for the plurality in content.This forward-thinking Handbook will be an essential resource for educators in the field of public policy looking to enhance their teaching practices as well as those interested in the latest developments within the discipline. Offering a comprehensive overview of modern public policy pedagogy, it will also be of interest to academics and students.Trade Review‘By the time we start teaching, most of us have already settled on one or two schools of policy research as our preferred framework. This marvelous collection opens the mind to the full range of approaches and provides a wealth of practical teaching exercises and resources.’ -- Deborah Stone, Brandeis University, US‘This Handbook provides a comprehensive and accessible resource for public policy faculty and instructors. Its detailed pedagogical guidance, from top policy scholars around the globe, fills an important gap in the field. It will enrich how we engage with diverse audiences in our classrooms and how we train future leaders to devise, implement, and adapt public policies. Whether you’re a brand-new instructor or have decades of teaching experience, it has something to teach us all.’ -- Tanya Heikkila, University of Colorado Denver, US‘This Handbook provides a timely, comprehensive, and inspiring guide and reflection for teaching public policy. It is an indispensable toolbox for any scholar working in the field.’ -- Christoph Knill, Ludwig-Maximilians-University of Munich, Germany‘This volume is a tremendous resource for university and executive educators in public policy. It has the good and great of the field worldwide reflecting on their experiences of making concepts, research and theories of public policy analysis come alive in curriculum designs and classroom encounters. I found it inspiring and enriching to read personal stories by excellent colleagues that inform us about how they have learned to construct their courses and find ways of engaging public policy students.’ -- Paul 't Hart, Utrecht University, the Netherlands‘The Handbook offers a comprehensive collection of essays on the subject of public policy. While ostensibly on “teaching”, the broad range of topics – approaches, theories, methods, audiences, and regions – covered in the book would be of interest to anyone involved in studying public policy.’ -- M Ramesh, National University of SingaporeTable of ContentsContents: 1 Introduction to the Handbook of Teaching Public Policy 1 Emily St.Denny and Philippe Zittoun PART I APPROACHES TO TEACHING PUBLIC POLICY 2 Teaching public policy through the history of discipline, theories, and concepts 17 B. Guy Peters and Philippe Zittoun 3 Teaching public policy with cases 35 R. Kent Weaver 4 Teaching public policy by interactive pedagogy 48 Bruno Dente and Giancarlo Vecchi 5 Teaching public policy to mid-career MPA students: recalibrating the online balance 64 Evert Lindquist PART II TEACHING PUBLIC POLICY THEORIES 6 Theories of the policy process: Ways to think about them and strategies for teaching with them 76 Christopher M. Weible and David P. Carter 7 Pedagogical approaches in teaching the multiple streams framework 92 Nikolaos Zahariadis, Evangelia Petridou and Annemieke van den Dool 8 Teaching an historical institutionalist approach to public policy 106 Grace Skogstad 9 Teaching punctuated equilibrium theory 120 JoBeth S. Shafran 10 Teaching pragmatist and constructivist approaches to the policy process 140 Patrick Hassenteufel and Philippe Zittoun 11 Street-level bureaucracy: teaching policy (theory) in practice 155 Vincent Dubois and Gabriela Lotta PART III TEACHING METHODS AND METHODOLOGY FOR POLICY RESEARCH 12 Teaching quantitative methods to students of public policy 168 Matthew C. Nowlin and Wesley Wehde 13 Teaching qualitative methods in times of global pandemics and beyond 181 Anna Durnová, Eva Hejzlarová, and Magdalena Mouralová 14 Teaching comparative public policy methods 201 Isabelle Engeli and Christine Rothmayr Allison 15 Teaching Qualitative Comparative Analysis 217 Markus B. Siewert 16 Teaching process tracing methods in public policy 232 Derek Beach 17 Teaching qualitative interviewing for policy process studies 247 Sébastien Chailleux and Philippe Zittoun PART IV TEACHING ANALYTICAL TOOLS FOR PUBLIC POLICY 18 ‘Learning how to learn’: Teaching policy analysis from the perspective of the ‘new policy sciences’ 263 Emily St.Denny and Paul Cairney 19 Teaching policy design: themes, topics and techniques 278 Caner Bakir, Azad Singh Bali, Michael Howlett, Jenny M. Lewis and Scott Schmidt 20 Teaching discourse and dramaturgy 293 Maarten A. Hajer 21 Teaching ‘evidence-based’ policy: reflections from practice 307 Katherine Smith 22 Teaching introductory policy evaluation: a philosophical and pedagogical dialogue across paradigms 324 Jill Anne Chouinard and James McDavid PART V TEACHING PUBLIC POLICY BY AUDIENCE 23 Teaching public policy to undergraduate and graduate students 342 Raúl Pacheco-Vega 24 Teaching public policy in doctoral programs 361 Claudio M. Radaelli 25 Challenges of teaching public policy to practitioners: a case for andragogy 377 Jean-François Savard and Isabelle Caron 26 Teaching public policy to the public 391 Jale Tosun PART VI TEACHING PUBLIC POLICY BY CONTINENT: CURRICULUM, TRAINING AND RESEARCH 27 Teaching public policy in Africa: comparing Cameroon and Kenya 406 R. Mireille Manga Edimo and Joseph Okeyo Obosi 28 Teaching public policy in Asia: is a unique identity emerging? 421 Sreeja Nair, Ola G. El-Taliawi, and Zeger van der Wal 29 Teaching public policy in Europe 433 Nils C. Bandelow, Johanna Hornung, and Ilana Schröder 30 Teaching public policy in Latin America 453 Osmany Porto de Oliveira, Cecilia Osorio Gonnet, Raúl Pacheco-Vega, and Norma Muñoz del Campo 31 Teaching public policy in North America: adapting to uncertain times 475 Rachel Laforest and Steven Rathgeb Smith 32 Internationalising public policy teaching 491 Marleen Brans Index

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Book SynopsisTeaching the Essentials of Law and Economics covers the core areas of law and economics, also known as the economic analysis of law, in non-technical terms with guiding notes throughout the text. Replete with cases and illustrations, it may be used both as a lecture guide for instructors, and as a basic text for students. The author provides an up-to-date and succinct account of the application of economic analysis to legal doctrines, institutions and legal reform. Classic cases taken from Anglo-American common law, with some consideration of civil law, along with more recent material, are used to illustrate the analysis. The book has a non-technical, built-in system designed to guide teaching as well as private study of the material. Professors and instructors teaching this growing field of inquiry as well as legal scholars interested in the influence of economics on American law, economists analyzing the incentive structure of legal systems and doctrines, public-policy students considering legal reform and judges and legal personnel seeking a succinct treatment of economics of law will be indebted to the author for this guide to Teaching Essentials of Law and Economics.Trade Review'Professor Antony Dnes has written a few books in Law and Economics to general audiences in the last decades. But this is not just another book introducing law and economics to lawyers, economists, social scientists and policy makers. This is a different book in teaching the essentials of law and economics. Why different? The reason is that it provides for a unique combination of the standard introduction to law and economics, as typically taught in advanced degrees in universities across the world, with a novel approach to focusing on fundamental concepts and practical examples. Furthermore, each chapter concludes with a thorough state-of-the-art literature review offering different perspectives. The book can be explored alongside more traditional study materials, thus benefitting students and instructors. It can be used by legal practitioners as a quick access to specific topics or notions in law and economics. It can be read by the general public looking for a simple, yet rigorous, explanation for economic insights to legal policy.' --Nuno Garoupa, George Mason University, USTable of ContentsContents Preface 1. What is “Law and Economics?” 2. Property rights. 3. Conflicts over property rights 4. Contracts, information and trade 5. Breach of contract 6. Essential economics of tort law 7. Crime and punishment Index

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Book SynopsisThis book explores how entrepreneurship can be taught through case studies, arguing that entrepreneurship education needs specific cases and case methods to teach students entrepreneurial skills and mindsets. Providing unique perspectives and examples on how case teaching can be applied in entrepreneurship education, the book draws together a wide range of real-life case studies. Informing and inspiring entrepreneurship educators, Part I employs theoretical perspectives and practical procedures related to case teaching in entrepreneurship education. Novel and innovative case methods for entrepreneurship education are explored as well as the theoretical foundations of case-based entrepreneurship education. Part II offers 15 Nordic case studies divided into three main groups relating to becoming an entrepreneur, early-phase venture creation, and acting entrepreneurially in established organisations. Supplemented by online teaching notes, this thought-provoking book will be a valuable resource for entrepreneurship educators at higher education institutions. Questions and activities included in the case studies will also be useful for students with an interest in entrepreneurship.Trade Review‘Entrepreneurship education is a rapidly growing research and teaching field. This volume offers a comprehensive and critical discussion of how to design and utilize the case method for increased entrepreneurial learning from a Nordic perspective. Containing both concepts and practices in case teaching as well as actual cases, the volume provides an outstanding collection of works that expands our understanding of case-based entrepreneurship education.’ -- Diamanto Politis, Lund University, Sweden‘While the case method is a long-standing approach to entrepreneurship education, this volume, for the first time, brings together a strong foundation of entrepreneurship education theory and perspectives, a deep analysis of approaches to the case method, and a contextual lens which focuses on the Nordic perspective. This is a perfect reference for those interested in learning practical techniques for teaching cases as well as for those desiring to develop deeper theoretical knowledge of the case methodology in entrepreneurship.’ -- Candida G. Brush, Babson College, US, Nord University, Norway and Dublin City University, Ireland‘This all-star team of entrepreneurship educators from across Scandinavia has assembled a comprehensive, engaging discussion of the many components of case education. The distinctly Nordic focus is apparent in the unique individual entrepreneur, company, and context case studies as well as in overarching conversations about best practices in teaching and learning, and is a must read for any entrepreneurship educator, whether preparing to teach for the first time, or an experienced educator looking for new tools and repertoires.’ -- Siri Terjesen, Florida Atlantic University, US and Norwegian School of Economics, NorwayTable of ContentsContents: PART I INTRODUCTION 1 Case-based entrepreneurship education in and for the Nordic region 2 Lise Aaboen, Dag Håkon Haneberg, Siri Jakobsen, Thomas Lauvås, and Karin Wigger PART II REFRAMING THE CASE METHOD FOR TEACHING ENTREPRENEURSHIP FRAMING THE CASE METHOD FOR ENTREPRENEURSHIP EDUCATION 2 Understanding cases as narratives in entrepreneurship education: a conceptual framework 20 Michael Breum Ramsgaard and Robert D. Austin 3 How to conduct live cases in entrepreneurship education 31 Meredith Woodwark and Karin Schnarr 4 Bringing environmental sustainability and the circular economy into entrepreneurship education with stakeholders: four case methods from hackathons to role-model cases 40 Leena Aarikka-Stenroos, Anil Engez, Linnea Harala, Kaisa Henttonen, Hanna Lehtimäki, and Sara Malve-Ahlroth APPLYING THE CASE METHOD IN ENTREPRENEURSHIP EDUCATION 5 Experiences from live casework with Nordic micro-enterprises: contextualizing learning designs in entrepreneurship education 54 Mette Lindahl Thomassen and Michael Breum Ramsgaard 6 Using self as case in teach-the-teacher courses in entrepreneurship to reflect on experiences as student and teacher 67 Mats Westerberg 7 Teaching together in entrepreneurship education: live case method 76 Sanna Ilonen and Ulla Hytti 8 The moral perils when positioning student entrepreneurs in real-life contexts: balancing the nature–nurture of educative live case experience 87 Gustav Hägg METHODS FOR CASE TEACHING IN ENTREPRENEURSHIP EDUCATION 9 Student case development based on entrepreneurial experiences: a guide for entrepreneurship educators 98 Even Haug Larsen and Karoline Kaspersen 10 Student challenges in entrepreneurship education: planning for uncertainty 110 Sølvi Solvoll and Dag Håkon Haneberg 11 Teaching as guiding: live business cases 121 Bjørn Willy Åmo 12 From Utopia to sustainable entrepreneurship: a novel case methodology 130 Karin Wigger, Ingebjørg Vestrum, Fufen Jin, and Sølvi Solvoll PART III TEACHING CASES FROM THE NORDICS THE JOURNEY OF BECOMING AND BEING AN ENTREPRENEUR 13 Arts student applying effectual principles and various value perspectives 141 Vegar Lein Ausrød and Helle Meibom Færgemann 14 Fishing for sustainability: a case about recreational fishing, tourism, and sustainable entrepreneurship 150 Ulrika Persson-Fischier, Göran Lindström, Magnus Larsson, and Patrik Rönnbäck 15 From university research to student-driven spin-off: the case of Biodata 163 Katja Lahikainen, Markku Ikävalko, Noora Heino, and Terhi Virkki-Hatakka 16 ‘Cultivating and fighting at the same time’: an immigrant’s innovative entrepreneurial journey in the agricultural scene in Norway 172 Norma Wong and Marte C. W. Solheim 17 ZU4R bicycle-wear: from pain to world leadership 184 Bjørn Willy Åmo EARLY-PHASE CENTURE CREATION 18 DataBoard ApS: start-ups and downs 194 Thomas J. Howard, Carina Lomberg, Rasmus Bushøj, and Jesper Hart-Hansen 19 Fabricomp AB: developing a collaboration strategy for a newly started university spin-off company in Sweden 203 Jens Laage-Hellman and Frida Lind 20 Sustainable entrepreneurship: firm growth and the balance between saving the planet, people, and profits 217 Martin Senderovitz, Simon Jebsen, and Hannah Suder 21 Entrepreneurship on a deadline: the role of time constraints in student ventures 228 Jørgen Veisdal 22 HydroSafe: Emma’s investment issues 237 Torgeir Aadland and Roger Sørheim ACTING ENTREPRENEURIALLY IN ESTABLISHED ORGANIZATIONS 23 ‘I cannot give up now!’: the story of a Norwegian public sector entrepreneur’s endeavours to revolutionize communication between two healthcare organizations 245 Petter Gullmark and Ingebjørg Vestrum 24 Running the firm and the island: social, economic, and environmental sustainability at Kvarøy Fish Farm 258 Thomas Lauvås, Siri Jakobsen, Karin Wigger, and Morten Dahle Selfors 25 Steering the global value chain of an SME under uncertainty: the case of GlobeNet 270 Taina Eriksson and Niina Nummela 26 Mobilizing resources for developing a community enterprise in a rural community: the case of a jazz music festival 275 Ingebjørg Vestrum 27 Going sustainable in a traditional industry?: seizing opportunities in the furniture industry 288 Thomas Lauvås and Siri Jakobsen Index

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Book SynopsisThere is a dire need for a comprehensive pedagogical resource both on diverse approaches to teaching sports economics and the use of sports to teach broader principles of economic concepts. This book does exactly that. The contributions from leading scholars and teachers in both fields will help all instructors looking to raise their teaching game.The pedagogy in this book covers a wide array of active and engaged teaching techniques to demonstrate interesting ways to engage students and to get them excited about sports economics and economic concepts in general. Chapters cover topics such as legal case studies that impact North American leagues, discrimination and gender bias in sports economics and best practices for supervising undergraduate student research. The innovative approaches and methods presented are applicable to both small and large class sizes. Practical advice for designing field trip-, guest speaker-, and case-study-based classes, and techniques for using data-driven exercises, film and straightforward classroom experiments are included.This book will appeal to two primary audiences: undergraduate economics instructors and sports economics/management instructors. The teaching methods may be easily adapted to most economic classes, and the breadth of material provides instructors with assistance in creating course syllabi, outlining teaching plans, generating student interest, and increasing the efficacy of their pedagogy.Table of ContentsContents: Introduction to Teaching Sports Economics and Using Sports to Teach Economics xi Victor A. Matheson and Aju J. Fenn PART I USING SPORTS TO TEACH ECONOMICS 1 Integrating sports into economics teaching 2 John J. Siegfried and Allen R. Sanderson 2 Using sports-related empirical research to teach critical reading skills in intermediate microeconomics 34 Peter von Allmen 3 Using ESPN 30 for 30 to teach economics – revisited 49 Abdullah Al-Bahrani and Darshak Patel 4 Uncovering bias: using sports to teach about the economics of discrimination 65 Jill S. Harris 5 Supervising sports economics research 79 Brad R. Humphreys and Jane E. Ruseski PART II TEACHING SPORTS ECONOMICS 6 Using guest speakers and day trips to teach sports economics 94 Aju J. Fenn 7 Sports and the law: using court cases to teach sports economics 103 Victor A. Matheson 8 Making sports economics inclusive: why you aren’t teaching sports economics well if women are not part of your story 128 David Berri 9 Incorporating media into the sports economics curriculum 165 Jadrian Wooten PART III CLASSROOM ACTIVITIES FOR SPORTS ECONOMICS – MOVING AWAY FROM CHALK AND TALK 10 The jigsaw reading 181 Victor A. Matheson 11 Starting point bias and final offer arbitration: a classroom experiment 188 Victor A. Matheson 12 Randomness and the hot hand fallacy 195 Joshua Congdon-Hohman and Victor A. Matheson 13 This class is a Kahoot! Using Kahoot! to test student knowledge in class 200 Jadrian Wooten 14 Arbitration in the classroom: a classroom experiment to model MLB’s salary arbitration 208 Amber Brown 15 Measuring productivity in Major League Baseball 226 Stacey Brook 16 Teaching marginal revenue product using Moneyball 235 Dustin White and Jadrian Wooten 17 Economical sports economics classroom activities 241 Rodney Fort Index

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Book SynopsisThis comprehensive Handbook illustrates the wide range of approaches to teaching and learning social research methods in the classroom, online, in the field and in informal contexts. Bringing together contributors from varied disciplines and nations, it represents a landmark in the development of pedagogical culture for social research methods.Spanning qualitative, quantitative and mixed methods research, this Handbook covers all aspects of teaching and learning, from introductory research methods courses to post-doctoral learning. Offering practical guidance, research evidence and reflective insights, it addresses some of the biggest challenges facing teachers and learners. It further advances ongoing debates, such as facilitating experiential learning online, supporting the development of reflexivity, embedding quantitative methods learning in university programmes and challenging orthodoxies with feminist, anti-racist, and decolonising pedagogies.This Handbook will be an invaluable resource for teachers of research methods across the social sciences, and for research methods training organisations looking to improve their courses. Researchers and students of pedagogy in higher education will also find it an enlightening read.Trade Review‘The Handbook of Teaching and Learning Social Research Methods is a path-breaking contribution toward closing the pedagogical culture gap in social research methods education. This gap will widen over time as the teaching and learning of methods shift from the classroom to various online digital environments that include learning and teaching emergent methods and new technologies. The Handbook Editor, Melanie Nind, strongly advocates “putting pedagogic models to work in research methods education.” She follows through with this goal brilliantly by curating a stellar array of Handbook chapters that together provide a vibrant pedagogical culture for research methods education. Handbook contributors are expert researchers and methods teachers that share their pedagogical strategies for addressing this gap. Many chapters cover different pedagogical approaches to teaching and learning online, offline, and in the field. The Handbook primarily focuses on a range of qualitative methods and analysis, with some chapters focusing on quantitative and mixed methods research. Handbook contributors provide teaching strategies and resources to address the diversity of students’ learning needs. The Handbook introduces a range of emergent teaching strategies and devices for engaging students in the learning process through applying storytelling, experiential, inclusive, and de-colonizing teaching approaches. Melanie Nind reminds the reader that teaching research methods “. . . should not be the low point of the week for teachers and learners.” Melanie Nind's Handbook builds a vibrant pedagogical culture that provides a "way forward" toward closing the pedagogical gap in teaching and learning social research.’ -- Sharlene Hesse-Biber, Boston College, US‘This premiere collection of insightful chapters by some of the world’s most notable research educators provides readers unique, behind-the-scenes pedagogical practices for both in-person and online instruction of qualitative, quantitative, and mixed methods courses. Through engaging narratives, personal stories, and curriculum outlines, this valuable resource addresses how to both teach and learn the craft and art of human inquiry in education and the social sciences.’ -- Johnny Saldaña, Arizona State University, USTable of ContentsContents: 1 Introduction to the handbook: putting pedagogic models to work in research methods education 1 Melanie Nind PART I TEACHING AND LEARNING SOCIAL RESEARCH METHODS IN THE CLASSROOM 2 Research literacy and the relationship between research and teaching: the case of research about teaching about research 15 Martyn Hammersley 3 Feminist pedagogies: careful(l) ethics in teaching qualitative research methods 27 Kelly W. Guyotte, Stephanie Anne Shelton and Maureen A. Flint 4 Facilitating learners’ reflexive thinking in qualitative research courses 39 Amy Orange 5 Pedagogies for collaborative qualitative research 51 Thalia Mulvihill and Raji Swaminathan 6 Enhancing the teaching of qualitative methods: teaching the ‘breadth and depth method’ for analysis of ‘big qual’ 67 Sarah Lewthwaite, Lynn Jamieson, Emma Davidson, Rosalind Edwards, Melanie Nind and Susie Weller 7 Teaching mixed methods research to address diverse learners’ needs: pedagogical strategies and adaptations 86 Nataliya V. Ivankova and Vicki L. Plano Clark 8 Teaching mixed methods using an open-space learning approach 107 Rebecca Johnson and Marie Murphy 9 Active learning, constructive alignment, and research methods: toward a programme level approach 120 Tom Clark and Liam Foster 10 Post-philosophies inspire the teaching/learning of qualitative inquiry 135 Candace R. Kuby 11 Shaping researcher learning through scribbles: embodied pedagogical practices in classroom inquiry 151 David Higgins and Ali Rostron 12 Teaching and learning social research methods in social work: challenges and benefits of experiential and applied learning contexts 167 Sandra Lopes and Sandra Saúde 13 Teaching the art of qualitative research interviewing: a developmental approach 184 Kathryn Roulston and Brigette A. Herron 14 What are we teaching for? Humility and responsibility in social science research 200 Jennifer R. Wolgemuth, Yi-Hsin Chen, Liliana Rodríguez-Campos, John Ferron, Eunsook Kim, Robert F. Dedrick and David Lamb PART II TEACHING AND LEARNING SOCIAL RESEARCH METHODS ONLINE 15 Using intentionality to frame how we teach research methods online 216 Cheryl Hunter, Tamara Hoffer and Joshua Hunter 16 Experiential pedagogies in the online space 228 Nicole Brown, Helen Butcher, Belen Febres-Codero and Chuying (Trista) Wu 17 Back to the basics: teaching research online in the time of the Covid-19 pandemic 242 Maja Miskovic and Jamie Kowalczyk 18 ‘No choice’ but remote learning: non-traditional students making sense of social research methods 257 Rossana Perez-del-Aguila, Heather Allison and Naveed Kazmi 19 The use of online materials to support the development of quantitative skills 274 Steve Cook and Duncan Watson 20 Teaching and learning research methods and statistics in eLearning environments pre-, during, and post-pandemic 287 Adam J. Rock, Kylie Rice, Natasha M. Loi, Einar B. Thorsteinsson and Methuen I. Morgan 21 “Mixing” traditional and non-traditional online technologies to build community in an online mixed methods research methods course 301 Jori N. Hall and Sara Campbell 22 Integrating the online teaching of qualitative analysis methods and technologies: challenges, solutions and opportunities 318 Christina Silver, Sarah L. Bulloch, Michelle Salmona and Nicholas W. Woolf 23 Teaching research methods online: informal or semi-formal professional development 334 Janet Salmons, Andy Nobes, Nicola Pallitt and Tony Carr PART III TEACHING AND LEARNING SOCIAL RESEARCH METHODS IN THE FIELD AND OTHER CONTEXTS 24 An analysis of doctoral supervision as pedagogic practice in social science and the role of social research methods in supervision 353 Rosemary Deem and Sally Barnes 25 Pedagogical approaches in inclusive research 368 Edurne García Iriarte, Maria Pallisera, Judit Fullana, Brian Donohoe, Kathleen McMeel and Marc Crespo 26 Research methods learning in temporary online communities during Covid-19 383 Andy Coverdale, Melanie Nind and Robert Meckin 27 Understanding research methods textbooks: pedagogy, production and practice 397 Patrick Brindle and Sarah Lewthwaite 28 Rethinking safeguarding: an opportunity to establish a decolonial teaching framework for social research practice 413 Leona Vaughn 29 Managing distance when teaching, learning, and doing oral history: a case study from Vietnam 428 Siobhan Warrington, Laura Beckwith, Hue Nguyen, Graham Smith, Lan Nguyen, Thuy Mai Thi Minh, Chamithri Greru, Tanh Nguyen, Oliver Hensengerth, Pam Woolner and Matt Baillie Smith Index

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Book SynopsisCultural economics deals with many aspects of the creative economy including the art market, heritage, live performing arts and cultural industries. Teaching Cultural Economics introduces the range and scope of these subjects through short chapters by experienced teachers who are expert in the topic of their chapters. The guide starts out with chapters on the experience of teaching cultural economics by leading exponents in the field. Chapters then follow grouped by general topic: financing cultural production, artists' labour markets, consumer behaviour in the cultural sector, digitisation and copyright and case studies of creative industries. The breadth of material provided within these pages is invaluable to teachers who wish to offer courses in cultural economics and are seeking guidance for developing a new course, as well as for teachers who are already teaching cultural economics and are seeking inspiration for new case studies. The material can also be used by teachers of other courses who wish to teach cultural economics as part of their curriculum. Contributors include: V. Ateca-Amestoy, H. Bakhshi, A. Baldin, F. Benhamou, T. Bille, E. Bjørnsen, R. Buijze, S. Cameron, L. Champarnaud, D.C. Chisholm, M.J. del Barrio-Tellado, L. Delomeaux, J. Denis, P. Di Caro, L. Di Gaetano, J. Farchy, K. Goto, C. Handke, S.J.C. Hemels, L.C. Herrero- Prieto, P. Kaszynska, E. Lazzaro, I. Mazza, J. McKenzie, A. Mignosa, T. Navarrete, T. Orme, G. Pignataro, I. Rizzo, B. Seaman, R. TowseTrade Review‘This is a rich and extremely useful guide on why to teach cultural economics, how it should be taught and what to teach.’ -- Jen Snowball, Journal of Cultural Economics'This book, composed by three leading scholars in the field, includes 38 articles that are most useful for courses in the Economics of Culture. They cover a broad range of topics, among them various relationships to digitization. I highly recommend it.' --Bruno S. Frey, University of Basel, SwitzerlandTable of ContentsContents: 1 Introduction 1 Trine Bille, Anna Mignosa and Ruth Towse 2 Teaching cultural economics 3 Ruth Towse 3 Cultural economics – in research and teaching 10 Trine Bille 4 Why a(nother) book on cultural economics? 20 Anna Mignosa 5 My approach to teaching cultural economics: Why, how, what? 25 Franҫoise Benhamou 6 Teaching cultural economics: The perspective of a decade 27 Bruce A. Seaman PART I ECONOMICS OF PUBLIC SUPPORT FOR ARTS AND CULTURAL ORGANIZATIONS 7 Economic arguments for public support of arts and culture 42 Trine Bille 8 Cultural value and economic value in arts and culture 51 Patrycja Kaszynska 9 Performance assessment in cultural institutions 58 Luis César Herrero-Prieto and María José del Barrio-Tellado 10 Economic impact studies 69 Trine Bille PART II FINANCING CULTURAL PRODUCTION 11 Tax incentives for the cultural sector 79 Sigrid Hemels 12 Tax incentives for international giving to the cultural sector 86 Renate Buijze 13 Philanthropy 91 Luigi Di Gaetano and Isidoro Mazza 14 The economics of crowdfunding 99 Franҫoise Benhamou PART III ARTISTS’ LABOUR MARKETS 15 Artists’ earnings and labour markets 106 Trine Bille 16 Contracts for creators and performers in the creative industries 115 Ruth Towse 17 Busking as a source of income 122 Samuel Cameron 18 Creators’ and performers’ earnings from copyright 129 Ruth Towse 19 Superstars 140 Luc Champarnaud PART IV CONSUMER BEHAVIOUR IN THE CULTURAL SECTOR 20 Demand for cultural goods: Key concepts and a hypothetical case study 149 Bruce A. Seaman 21 Consumer theory, market segmentation and audience research on cultural goods 157 Victoria Ateca-Amestoy 22 Consumer behaviour in the performing arts 166 Andrea Baldin 23 Digital consumption of cultural goods and services 175 Jordi McKenzie 24 Strategies for and experiences of audience development 182 Egil Bjørnsen 25 Big Data: The new avenue for measuring cultural consumption? 189 Lydia Deloumeaux PART V DIGITIZATION AND COPYRIGHT 26 Artificial intelligence and cultural creation 198 Joëlle Farchy and Juliette Denis 27 Digitization in museums 204 Trilce Navarrete 28 Paying for digital music 214 Christian Handke 29 The economics of e-books 220 Françoise Benhamou 30 BBC3 goes digital 225 Ruth Towse PART VI TOPICS IN ECONOMICS OF CULTURAL AND CREATIVE INDUSTRIES 31 Measuring the creative economy 230 Hasan Bakhshi 32 Art at the crossroads between creativity, innovation, digital technology and business, a case study 238 Elisabetta Lazzaro 33 Art galleries as market makers 244 Paolo Di Caro and Isidoro Mazza 34 Film economics 253 Tylor Orme and Darlene C. Chisholm 35 Cinema economics 258 Tylor Orme and Darlene C. Chisholm 36 Intangible cultural heritage 262 Kazuko Goto and Anna Mignosa 37 The economics of craft 268 Kazuko Goto and Anna Mignosa 38 Conservation of historical buildings: The rehabilitation of the Benedettini Monastery in Catania 275 Giacomo Pignataro and Ilde Rizzo Index 282

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Book SynopsisThis timely book examines advances in teaching and learning at undergraduate level from the disciplines of geography education, neuroscience and learning science. Connecting these disciplines, the chapters integrate research on how students learn and explain how to teach students to think geographically and develop a deeper understanding of their world.Questioning what it means to think geographically, the editors identify ten elements that characterize thinking geographically including the weaving of various perspectives, making connections, creating meaning through spatial thinking, relational thinking and multi-scalar thinking. The book offers a collection of turnkey exercises designed by geography educators for use in human geography courses. These insightful exercises are designed to assist with promoting geographic thinking and learning, The editors provide a matrix that serves as an outstanding resource.Teaching Human Geographymakes a unique and significant contribution to geography education as an excellent resource for instructors looking to improve their practice and facilitate learning. Addressing how geography teaching can be transformed, it will also improve undergraduates' ability to think geographically by integrating research in learning science and geography education.Trade Review‘This extremely readable book shows geography to be the world subject. More than this, it argues that “students who learn to think geographically … discover a new way of seeing the world”. In the context of Anthropocene, the educational potential of geography is therefore vast – but is not guaranteed. This book expertly melds theoretical perspectives about ‘learning’ with some brilliant examples of structured teaching and thus makes a fine contribution to the development of geography education in practice.’ -- David Lambert, UCL Institute of Education, UK‘There has arguably never been a more urgent need for young people to learn how to think geographically at a high level of proficiency. This book demonstrates the significance of geography’s powerful knowledge for understanding human systems with many practical applications to support high quality geography instruction.’ -- Michael Solem, Texas State University, USTable of ContentsContents: Foreword by Donald Zeigler xv PART I THEORIES AND PRACTICE IN THINKING GEOGRAPHICALLY 1 Introduction to theories and practice in thinking geographically 2 Erin Hogan Fouberg and Janet Stuhrenberg Smith 2 Thinking geographically 11 Janet Stuhrenberg Smith 3 Learning geographic concepts 39 Erin Hogan Fouberg 4 Learning, visualizing, and thinking through maps 58 Janet Stuhrenberg Smith 5 Personalizing geographic knowledge through fieldwork 86 Erin Hogan Fouberg 6 Plasticity and change: lifelong geographic learning 100 Erin Hogan Fouberg PART II EXERCISES IN GEOGRAPHIC THINKING 7 Introduction to exercises to promote geographic thinking and learning 112 Janet Stuhrenberg Smith and Erin Hogan Fouberg 8 Engaging group-based exercises 116 Larianne Collins, Erin Hogan Fouberg, Jody Smothers-Marcello, Jamie L. Strickland, Caitlin Finlayson, Sunita George, Amanda Rees, and Janet Stuhrenberg Smith 9 Powerful field-based and place-based exercises 178 Raymond Greene, Jacqueline L. Waite, William G. Moseley, Matthew R. Cook, and Alex Oberle 10 Integrative project-based exercises 209 Thomas R. Craig, Leslie McLees, and Ronald V. Kalafsky Index 229

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Book SynopsisProviding expert advice from established scholars in the field of political science, this engaging companion book to Teaching Undergraduate Political Methodology imparts informative guidance on teaching research methods across the graduate curriculum. Written in a concise yet comprehensive style, it illustrates practical and conceptual advice, alongside more detailed chapters focussing on the different aspects of teaching political methodology. Each chapter draws on practised teaching methods covering the what, how and when for teaching political methodology with an in-depth look at systematic research methods. The book is split into four distinct sections for graduate research methods education: the approach, the foundations of research design, quantitative analysis and qualitative analysis. Chapters offer evidence-based advice grounded in the science of teaching and learning (SoTL) literature from experienced, award-winning and highly recognized instructors of political methodology. Teaching Graduate Political Methodology will be required reading for faculty wanting to establish excellent methods for challenging subjects within the fields of political science, public administration and public policies. It will also serve as a useful resource for instructors wishing to gain greater student engagement with their courses by utilising different methods.Trade Review‘Graduate political methodology teaching requires taking students from consumers to producers of knowledge and these chapters offer excellent, short, practical, and helpful advice to support this mission. Whether it is writing a syllabus, suggestions for course content, or larger department conversations around building a graduate curriculum this book covers it.’ -- Lonna Atkeson, Florida State University, US‘Brown, Nordyke, and Thies have assembled a truly superb collection of experts teaching their craft. The very broad array of topics covered and the quality of contributions makes this book a must-use in the classroom.’ -- Douglas Gibler, University of Alabama, USTable of ContentsContents: Introduction to Teaching Graduate Political Methodology 1 Mitchell Brown, Shane Nordyke, and Cameron G. Thies PART I APPROACHING RESEARCH METHODS IN THE GRADUATE POLITICAL SCIENCE CURRICULUM 1 Transitioning from consumers of knowledge to producers of knowledge: teaching scope and methods to doctoral students 8 James C. Garand 2 Teaching an introductory graduate methods course 17 John Ishiyama 3 Place-based versus online instruction 26 Daniel Hawes 4 Selecting texts 34 Jon Parker 5 Teaching introductory applied statistics with R 43 Timothy M. Peterson PART II FOUNDATIONS OF RESEARCH DESIGN 6 Do as I say, not as I do: the need to incorporate ethics in political science research methods curricula 52 Christi Siver and Colin Hannigan 7 Abstract Blitzing and beyond: teaching political methodology 62 Victor Asal 8 Research design and establishing causality 70 Stacey Pollard and Adrian Wolfberg 9 How to think conceptually without really trying: notes on the teaching of concept analysis 79 Zachary Elkins 10 Teaching field experiments 90 Christopher W. Larimer 11 Teaching graduate students about sampling 99 Theodore Arapis 12 Teaching bias and error in research designs 108 Andrew Niesiobedzki 13 Learning by doing: re-positioning surveys from an abstract to a practical tool 118 Adriano Udani and David C. Kimball PART III QUANTITATIVE METHODS INSTRUCTION 14 Data basics for graduate students 125 Soren Jordan 15 Teaching ordinary least squares regression 134 Michelle L. Dion 16 Extending regression to binary (and more!) outcomes 169 Soren Jordan 17 Teaching time series analysis 182 Clayton Webb 18 Nonparametric data 189 Carie Steele and Stephen Meserve 19 Replication 198 Cameron G. Thies 20 How to teach social network analysis to social science students 205 Olga Chyzh 21 Building a foundation for data science researchers in political science 212 Robert Bond 22 Data visualization 218 Alexis Henshaw and Kirssa Cline Ryckman PART IV QUALITATIVE DATA COLLECTION AND ANALYSIS 23 Helping graduate students understand case study methods: rigor, process tracing, and practice exercises 227 Andrew P. Cortell 24 Field and observational research 235 Stacey Leigh Hunt 25 Teaching content analysis to graduate students 242 Steven Lloyd Wilson and Yoshiko M. Herrera 26 Teaching students better interviewing skills 250 Mitchell Brown 27 Discourse analysis 257 Bryant Harden and Laura Sjoberg 28 Teaching ethnography 265 Laura Sjoberg and Lili Chen PART V SPECIALIZED INSTRUCTION 29 Teaching applied research 276 Kathleen Hale 30 Teaching program evaluation 288 Ed Gerrish 31 Teaching modern methodology for quantitative policy analysis 299 Alexander Alexeev 32 Intelligence studies 308 Adam Jungdahl 33 Teaching how to conduct an environmental behavioral study 318 Binita Mahato Conclusion to Teaching Graduate Political Methodology 330 Mitchell Brown, Shane Nordyke, and Cameron G. Thies Index

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Book SynopsisThis insightful book guides instructors on how to introduce students to the interdisciplinary work of Peace and Conflict Studies (PACS). Mindful that many students come to PACS with a desire to create positive social change, Susan F. Hirsch and Agnieszka Paczyńska highlight engaged learning as a key method for PACS pedagogy and emphasise the need to teach theory with an inclusive and decolonialist approach. The book offers both new and experienced instructors of undergraduate and postgraduate students concrete advice regarding structuring assignments, designing classroom-based engaged learning activities and highlighting reflective practice and ethics. Key Features: Focuses on delivering an engaged, inclusive and decolonialist PACS programme. Provides practical advice on how to design introductory and elective PACS courses for undergraduate and postgraduate students. Includes detailed instructions for developing and implementing in-class experiential learning exercises alongside tools for effectively assessing student learning. Building instructors’ capacity to teach effectively and inclusively with the aim of practical post-course application, Teaching Peace and Conflict Studies will be an invaluable resource across peace and conflict studies, anthropology, sociology, history, political science, international relations, women’s studies, African American studies and global studies. It will also be essential reading for graduate students looking to move into teaching positions, as well as faculty, staff and students in graduate education schools.Trade Review‘Making peace on the ground is challenging enough, however teaching how to make peace in the classroom is also challenging and requires different and certain mastery. Teaching Peace and Conflict Studies is a highly needed resource for everyone who plans to engage in peace education and conflict resolution not only at the university level but its lessons and recommendations on how to be an effective instructor/teacher are applicable to many other educational settings. The authors managed to tackle the core dilemmas that face instructors who always struggle to convey the complexity of peacemaking due to shifting context, ethical considerations, power dynamics, etc. The book offers guidelines and insightful frameworks on how to be an effective and ethical instructor of peace.’ -- Mohammed Abu-Nimer, American University, DC, US‘This volume provides a unique overview of key challenges and opportunities in teaching PACS at university level. It offers concrete examples of pedagogic approaches combined with honest appraisals of their respective virtues and limitations. This is all done within a clear value-base which should lie at the heart of PACS.’ -- Omar Grech, University of Malta‘This is a much-needed book for a growing and vibrant field. It is a magnificent example of reflective practice and draws on extensive classroom experience. The book is alert to the challenges of teaching sensitive topics, applied teaching, and of the need to address issues of diversity and inclusion. It is highly recommended.’ -- Roger Mac Ginty, Durham University, UKTable of ContentsContents: 1 Our approach to PACS teaching and learning 2 Designing introductory PACS courses 3 Designing advanced and elective PACS courses 4 Classroom-based engaged learning 5 Field-based experiential learning 6 PACS curriculum in context 7 Challenges in PACS pedagogy References Index

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Book SynopsisProviding expert advice from established scholars in the field of political science, this engaging book imparts informative guidance on teaching research methods across the undergraduate curriculum. Written in a concise yet comprehensive style, it illustrates practical and conceptual advice, alongside more detailed chapters focussing on the different aspects of teaching political methodology.Each chapter draws on practised teaching methods covering the what, how and when for teaching political methodology with an in-depth look at systematic research methods. The book is split into four distinct sections for undergraduate research methods education: the approach, the foundations of research design, quantitative analysis and qualitative data. All the advice is evidence-based and grounded in the science of teaching and learning (SoTL) literature from experienced, award-winning and highly recognized instructors of political methodology.Teaching Undergraduate Political Methodology will be required reading for faculty wanting to establish excellent methods for challenging subjects within the fields of political science, public administration and public policies. It will also serve as a useful resource for instructors wishing to gain greater student engagement with their courses by utilising different methods.Trade Review‘These chapters on political science research methods are absolutely wonderful! They can help to develop a methods curriculum, a methods course syllabus, or a methods assignment. The book is filled with practical advice, examples, and helpful tools from seasoned faculty who cover a wide range of research related topics!’ -- Lonna Atkeson, Florida State University, USTable of ContentsContents: Introduction to Teaching Undergraduate Political Methodology 1 Mitchell Brown, Shane Nordyke, and Cameron Thies PART I APPROACHING RESEARCH METHODS IN THE POLITICAL SCIENCE CURRICULUM 1 What should be taught and when 8 Charles C. Turner 2 The case for an applied approach to teaching research methods 16 Laura C. Bucci 3 Students as consumers and producers: the research methods course and information literacy 22 B. Gregory Marfleet 4 Teaching political methodology to undergraduate students 35 John Ishiyama 5 Teaching political methodology 47 Mandie Weinandt 6 What do we teach with? An examination of texts 55 Christopher N. Lawrence 7 Teaching writing about political science research 63 Kaye Usry and Joel T. Shelton PART II FOUNDATIONS OF RESEARCH DESIGN 8 Questions, queries and problems 79 Joe Weinberg 9 Hypotheses and research expectations 87 H. Whitt Kilburn 10 Teaching experimental and quasi-experimental designs 96 Federico Vegetti 11 The history and art of sampling 104 Theodore Arapis 12 Causality reasoning: what it is and how to teach it 113 Tom Ellington 13 It’s actually not in the syllabus: incorporating ethics in research methods courses 119 Christi Siver PART III QUANTITATIVE ANALYSIS FOR UNDERGRADUATE RESEARCH METHODS EDUCATION 14 How to teach descriptive statistics 128 Joice Chang 15 Bivariate regression: a good beginning makes a good ending 137 Babak RezaeeDaryakenari 16 Basics of multivariate analysis 146 Emily Clough 17 Practical extensions of regression 153 Soren Jordan 18 Teaching big data 164 Jennifer Bachner 19 Student-led survey projects 174 Ian G. Anson 20 Data visualization 181 Alexis Henshaw PART IV QUALITATIVE DATA FOR UNDERGRADUATE RESEARCH METHODS EDUCATION 21 The case study approach 189 Weining Ai 22 Interviewing 197 Janet Elise Johnson, Candice D. Ortbals, and Lori Poloni-Staudinger 23 Content analysis as an effective teaching tool for critical thinking 205 Tijen Demirel-Pegg 24 Field and observational research 213 Stacey Leigh Hunt 25 Teaching qualitative-interpretive research methods 220 Daniel T. Kirsch Conclusion: taking the next steps 227 Mitchell Brown, Shane Nordyke and Cameron Thies Index

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Book SynopsisCan you learn to be an entrepreneur in a week? The book focuses on short entrepreneurship education initiatives and includes eleven courses from European research-based universities. The book provides insights on best practice and lessons learned from experience for potential and current organizers of such initiatives. Entrepreneurship initiatives are a common response to top-down decisions to include entrepreneurship in all disciplines and study programs. There is often also a regional or societal goal for these activities. Different types of programme are analysed, from those aiming to instil an entrepreneurial mindset, those preparing the individual for an entrepreneurial career to those based on collaborations between universities. The authors make comparisons of the audiences, goals, organization and pedagogical approaches in each case to answer whether entrepreneurship can be taught in one week. By reading this book university managers, course designers and those delivering entrepreneurship initiatives will be able to make a more informed decision regarding if and how they should be organized. Contributors include: L. Aaboen, V.L. Ausrød, O. Belousova, A. Blesa, C. Cantù, S. Costa, S. Delanoë-Gueguen, A. Groen, J. Guldager, J. Heinonen, U. Hytti, P.P. Iglesias-Sánchez, A. Jacobsson, A. La Rocca, H. Landström, E.M. Laviolette, C.J. Maldonado, L. Martínez, G.-B. Neergard, A. Ouendag, M. Ripollés, C.A.F. Rosenstand, E. Simmons, R. Sørheim, P. Stenholm, C. TollestrupTrade Review'Would it be possible to become entrepreneurial in one week? The editors and contributors of this book, all greatly experienced in designing and delivering entrepreneurship courses believe so. To convince the readers, they present and describe pedagogical activities such as week-long courses, camps and summer schools in a wide diversity of settings and contexts, showing the mechanisms by which students develop entrepreneurial ideas and initiatives. A more than needed book for those interested in learning from best practices in entrepreneurship education.' --Alain Fayolle, EMLYON Business School, France'Entrepreneurship education, like higher education, requires disruption and new approaches to content delivery and learning. This book represents a way to help students learn in quick chunks rather than over an archaic period of time we know as a semester. This book is an important step in a right direction.' --Heidi M. Neck, Babson College, USTable of ContentsContents: 1 How do you become entrepreneurial in one week? 1 Lise Aaboen, Hans Landström and Roger Sørheim PART I SKILLS, COMPETENCIES AND AWARENESS AMONG STUDENTS 2 WOFIE: Workshop For Innovation and Entrepreneurship 15 Christian Tollestrup and Claus Andreas Foss Rosenstand 3 Innovation camp for nursing students: igniting an entrepreneurial spirit in three days 29 Gunn-Berit Neergård and Antonella La Rocca 4 SEMIS (seedlings): sowing the entrepreneurial competences of first-year master’s students 47 Servane Delanoë-Gueguen and Eric Michael Laviolette 5 Entrepreneurship and society: providing learners with a social lens on entrepreneurship 65 Emilee Simmons PART II START-UPS AND ENTREPRENEURS FROM THE UNIVERSITY 6 SommarMatchen™: a student jump-start into the entrepreneurial life 84 Arne Jacobsson 7 Entrepreneurship for research professionals: triggering transformative learning? 100 Ulla Hytti, Jarna Heinonen and Pekka Stenholm 8 VentureLab Weekend: developing entrepreneurial skills from idea to action 119 Sílvia Costa, Olga Belousova, Aniek Ouendag and Aard Groen 9 Training entrepreneurial competences involving key stakeholders 140 Patricia P. Iglesias-Sánchez, Carmina Jambrino Maldonado and Carlos de las Heras-Pedrosa PART III ENTREPRENEURIAL CITIZENS 10 Pursuing Entrepreneurship: a blended approach to teaching entrepreneurship in two weeks 159 Vegar Lein Ausrød and Jeppe Guldager 11 5UCV-E2: fitting your business proposal in seven sessions 175 María Ripollés, Andreu Blesa and Laura Martínez 12 ComoNExT iStart Academy: exploring the development of managerial skills 193 Chiara Cantù Index 211

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Book SynopsisThis exemplary Handbook provides readers with a novel synthesis of international research, evidence-based practice and personal reflections to offer an overview of the current state of knowledge in the field of teaching geography in higher education. Chapters cover the three key transitions - into, through, and out of higher education - to present a thorough analysis of the topic. With key contributions from top scholars, the Handbook investigates student transitions, exploring how students require different pedagogical approaches as they progress through university or college. A wide range of learning contexts relevant to the breadth of spaces and places in which geography teaching takes place is used to provide examples of how teaching and learning in geography can be enhanced. It identifies key principles including working in partnership and acknowledging the whole student, calling for the adoption of courageous pedagogy. With a useful resources section included in each chapter, this Handbook is a vital reference source for those teaching geography in higher education settings. Written in an accessible style, it will also be of use to early career geographers and those who are new to teaching, including postgraduate students. Contributors: C. Arrowsmith, K. Barton, S. Brail, J. Bullard, G. Butt, W. Cartwright, L. Clarke, D. Conradson, M. DeMers, S. Dyer, J. Esson, M. Finn, E.H. Fouberg, D. France, I.C. Fuller, A.L. Griffin, M. Haigh, R.L. Healey, J. Hill, R. Hodgkins, P. Hopkins, M. Horswell, A. Hovorka, A. Hughes, N.T. Huynh, J. Kerski, P. Klein, P.E. Kneale, A. Last, J. Lee, A. Maddrell, N. McDuff, G. Miller, L. Mol, N. Moore-Cherry, C. Mott, A. Parton, E. Pawson, M. Poskitt, K. Ramdas, C. Ribchester, B. Rink, Z.P. Robinson, J. Salo, D.M. Schultz, I.D.H. Shepherd, M. Solem, R. Spronken-Smith, S. Tate, T. Vowles, H. Walkington, R.I. Waller, K. Whalen, E. Wigley, P. Wolf, N. WorthTrade Review'This book is a much-needed comprehensive overview of recent research and practices on teaching geography in higher education. Written by leading researchers, it provides not only insights but also practical applications for lecturing, assessment and innovation in geography pedagogy.' --Jongwon Lee, Ewha Womans University, South Korea'Written by an acclaimed team of international scholars, this Handbook is invaluable for both early career and established geography faculty in higher education internationally, as well as for individuals, course teams and departments. It provides practical and research-based advice on a wide range of disciplinary and wider higher education issues.' --Alan Jenkins, Oxford Brookes, UK and co-founding editor of the Journal of Geography in Higher EducationTable of ContentsContents: 1. Introduction to the Handbook for Teaching and Learning in Geography 1 Helen Walkington, Jennifer Hill and Sarah Dyer PART I PEDAGOGIES TO SUPPORT TRANSITION INTO HIGHER EDUCATION 2. Student perspectives on the importance of both academic and social transitions to and through their undergraduate geography degree 16 Simon Tate and Peter Hopkins 3. Bridging the divide between school and university geography – ‘mind the gap!’ 31 Graham Butt 4. Embodied teaching and learning through a large lecture: strategies for place-based pedagogies 46 Matt Finn and Carrie Mott 5. Measuring learning for the masses: assessment strategies for large classes 59 Bradley Rink 6. Finding your way in liminal space: threshold concepts and curriculum design in geography 71 Erin H. Fouberg 7. Fieldwork as transition pedagogy for non-specialist students in geography: promoting collaborative learning amidst uncertainty 87 Kamalini Ramdas 8. Supportive learning environments and the transition to university 99 David Conradson 9. Teaching in a multi- or interdisciplinary context 110 Amy L. Griffin 10. Co-pedagogy: teaching together for successful student learning 123 Sarah Dyer 11. Pedagogies for developing undergraduate ethical thinking within geography 139 Ruth L. Healey and Chris Ribchester 12. Information literacy: benefits, challenges and practical strategies 151 Richard I. Waller, Gill Miller and David M. Schultz PART II PEDAGOGIES TO FACILITATE MORE AUTONOMOUS LEARNING 13. Inclusive teaching and learning practices in geography 168 Annie Hughes and Nona McDuff 14. Developing and integrating a student-researcher pedagogy within the geography curriculum 183 Helen Walkington 15. Who owns the curriculum? Co-production of an evolving research-informed module 198 Richard Hodgkins and Joanna Bullard 16. Conveying geographic concepts through issues-based inquiry 211 Phil Klein, Karen Barton, Jessica Salo, Jieun Lee and Timothy Vowles 17. Learning and teaching about race and racism in geography 227 James Esson and Angela Last 18. Teaching challenging material: emotional geographies and geographies of death 241 Avril Maddrell and Edward Wigley 19. Geography as responsibility: sustainability through teaching and learning within geography 256 Zoe P. Robinson 20. Enhancing internationalisation in the geography undergraduate curriculum 269 Ash Parton and Martin Haigh 21. Heutagogy, personal learning environments, and multi-path entry into GIS education 284 Michael DeMers 22. Field-based pedagogies for developing learners’ independence 299 Ian C. Fuller and Derek France PART III CAPSTONE AND BRIDGING PEDAGOGIES FOR THE FINAL YEAR 23. Pedagogical partnerships, identity building and self-authorship in geography higher education 314 Niamh Moore-Cherry 24. Taking ownership: active learning and student engagement 329 Eric Pawson and Mark Poskitt 25. Examining the potential of experiential learning as pedagogy for senior undergraduate students 342 Shauna Brail and Kate Whalen 26. Fieldwork in the undergraduate geography curriculum: developing graduate skills 357 Lisa Mol, Michael Horswell and Lucy Clarke 27. Authentic assessment and feedback to develop lifelong learning 371 Jennifer Hill and Nancy Worth 28. Capstones in geography 386 Alice Hovorka and Peter Wolf 29. Learning for work 399 Ifan D.H. Shepherd 30. Embedding employability skills in the curriculum and extending into postgraduate programs 414 Colin Arrowsmith and William Cartwright 31. Graduate attributes in geography higher education 430 Rachel Spronken-Smith 32. Teaching geography students about careers 443 Michael Solem, Niem Tu Huynh and Joseph Kerski 33. Exploring pedagogic tensions in final year programme design 458 Pauline E. Kneale 34. Teaching, learning and assessing in geography: a foundation for the future 474 Jennifer Hill, Helen Walkington and Sarah Dyer Index 487

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Book SynopsisTeaching Strategic Management: A Hands-on Guide to Teaching Success provides a wide scope of knowledge and teaching resources on methods and practices for teaching strategic management theories and concepts for a multitude of settings (classroom, online and hybrid), course levels (bachelors, masters, MBA, executive) and student groups. The book brings together experienced faculty who are experts in the topic to discuss and summarize pertinent theories, concepts and approaches and provide concrete examples of strategic management education courses. All chapters offer various resources for instructors such as assignments, exercises, case studies, reading lists, etc. to apply in either physical or virtual classrooms. The breadth of material provided within this guide is invaluable to faculty and instructors of strategic management whether they are experienced and seeking inspiration for new methods or needing guidance for developing a new course. Instructors, faculty, and program directors of strategic management courses at undergraduate, graduate and executive levels can use Teaching Strategic Management: A Hands-on Guide to Teaching Success as an enlightening and instructive guide for teaching and for creating course syllabi and teaching plans. Contributors include: S. Baumann, J. Bourke, B. Boyd, G. Graybeal, S.-O. Horst, R. Jarventie-Thesleff, D.R. King, P. Maijanen, S. Reisinger, N.T. Sheehan, A.E. Sizemore, R. Smith, U. Stratmann, P. Tan, C.M. TenBrink, J. Tienari, K. Turnquest, D. Tyers, R.P. WrightTrade Review'Teaching Strategic Management is not just another traditional textbook on strategic management, but a comprehensive guide on how to successfully teach a fascinating and complex subject. Sabine Baumann has succeeded in inspiring many excellent and, above all, experienced strategic management educators to contribute. From the first to the last page, the reader benefits from the fact that the different perspectives of strategic management are highlighted in an extremely competent way and with a concrete reference to the teaching situation. Absolutely worth reading - not only for teachers.' --Michael Nippa, Free University of Bozen - Bolzano, Italy'Baumann has compiled a wonderful collection of works on the topic of teaching strategic management. Resulting from a series of academic seminars and frontline experiences, the book authors present a set of prescriptions for dealing with the exciting challenges strategy teachers continually face. Indeed, this book provides the reader with an examination of a multitude of pedagogical options for a variety of teaching settings. The book offers practical advice on a multitude of substantive issues, such as how to teach sustainability and ethics, as well as an invitation to consider interesting experiential and online methods. Altogether, this a comprehensive guide for anyone wanting to add variety and spice to his or her teaching.' --Charles B. Shrader, Iowa State University, US'This brilliant new book is an essential hands-on guide for anyone teaching strategic management today. Sabine Baumann has compiled a terrific series of mind-expanding articles, from some of the leading global thinkers on strategic management, and has woven them into an interesting and informative teaching guide. If you teach strategic management, I highly recommend listening to what they have to say.' --Alan N. Hoffman, Bentley University, US, Co-Author, Strategic Management and Business Policy, 15th edition: Globalization, Innovation and SustainabilityTable of ContentsContents: Introduction: Learning from Teaching Failures, Achieving Teaching Successes Sabine Baumann Part One: Teaching Strategic Management History and newly evolving Fields Chapter 1: Teaching the History of Strategic Management Päivi Maijanen Chapter 2: Teaching Strategy as an Ethical Practice Sven-Ove Horst Chapter 3: Teaching Sustainability in Strategic Management Britta Boyd Part Two: Methods for Teaching Strategic Management Chapter 4: Service Learning in Strategic Management – Opportunities, Challenges, and Examples Candace M. TenBrink and Krysti Turnquest Chapter 5: Experiential Approach to Strategy Formulation Richard R. Smith and Patrick Tan Chapter 6: Writing and Using your own Case Study for Strategy Teaching Uwe Stratmann Chapter 7: Interactive Exercises, Peer Coaching, and Videos in Strategic Management Education Sabine Reisinger Chapter 8: Tailored Methods of Strategizing in Undergraduate Education: From SWOT to the 6Ps of Business Strategy Norman T. Sheehan Chapter 9: Teaching Strategy by Not Teaching Strategy Robert P. Wright Part Three: Teaching Strategic Management for particular Groups of Learners and Teaching Settings Chapter 10: Strategic Management in Online and Hybrid Courses David R. King and Aiden E. Sizemore Chapter 11: Teaching Strategic Management for Media Students Geoffrey Graybeal Chapter 12: Teaching Strategy Work to Business Students Rita Järventie-Thesleff and Janne Tienari Chapter 13: Teaching Strategic Management for Executives Dianne Tyers and John Bourke Index

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Book SynopsisThis peer-reviewed edited volume provides strategies and practices for teaching nonprofit management theories and concepts in the context of the undergraduate, graduate, and online classroom environments. Each chapter discusses and summarizes pertinent theories and concepts with concrete examples of nonprofit management education courses. Concept discussions then follow up with exercises or simulations and various resources for instructors to apply in either physical or virtual classrooms. The majority of the chapters are connected to one or more core nonprofit curriculum areas as identified by the Nonprofit Academic Centers Council (NACC) curriculum guidelines. Instructors, faculty, and program directors of nonprofit management and philanthropy courses at undergraduate and graduate levels can use Teaching Nonprofit Management as a guide for teaching and for creating course syllabi. The book can also serve as a supplemental textbook, as it covers the core curricular areas identified by the NACC. Contributors include: S. Arsneault, J. Beneson, K.C. Bezboruah, T.K. Bryan, H.L. Carpenter, E.A. Castillo, L.P. Corbett, E.J. Dale, D.J. Hamann, J.A. Jones, L.-Y. Liu, D.P. Mason, L. McDougle, S.C. Mendel, L. Miltenberger, H.A. O'Connor, A. Schatteman, G.G. Shaker, C.C. Strawser, C.E. Suarez, S.K. Vaughan, P.C. Weber, M. Wooddell, J.A. YoungTrade Review'I'm thrilled to see a book on teaching nonprofit management within the framework of the NACC curricular guidelines. As a participant in the development of the graduate-level guidelines several years ago, it is a great feeling to discover how the guidelines have influenced the field to the point of crafting a book on this framework. I especially appreciate the discussion questions, suggestions for assignments and recommendations for textbooks that complete the general discussion of the topics. I know, as time goes on, the book can be one that is updated often with information from a diverse group of faculty sharing their expertise.' --Wesley E. Lindahl, North Park University, US'A doctoral degree in and of itself does little to prepare one for the role of nonprofit educator. This book does. It grounds the course topics in nonprofit life, reviews key theoretical approaches, reviews important research, and discusses activities and projects for both face-to-face classes and online instruction that can be readily implemented. It helps foster quality courses and nonprofit academic programs. This is a book that every nonprofit educator will want on their shelf to validate their course content, trigger reflection on class projects and activities, and to guide them in developing critical thinking as an integral part of their course.' --Norman A. Dolch, University of North Texas, USTable of ContentsContents: Foreword xiii Introduction: nonprofit sector management and social entrepreneurship: a teacher’s toolbox xv Karabi C. Bezboruah and Heather L. Carpenter 1 Management of nonprofit organizations – an overview 1 Karabi C. Bezboruah and Heather L. Carpenter 2 Teaching the theory and history of the nonprofit sector 21 Peter C. Weber 3 Ethics and accountability in nonprofit management curriculum 39 Karabi C. Bezboruah 4 Nonprofit governance and leadership for social impact 56 Lyn P. Corbett and Colton C. Strawser 5 Teaching 21st-century leadership in nonprofit management programs 74 Elizabeth A. Castillo 6 Teaching the public policy context of nonprofit management 94 Shelly Arsneault and Shannon K. Vaughan 7 Nonprofit law: from tax advantages to employment law challenges 110 Darla J. Hamann 8 Teaching nonprofit finance in the nonprofit curriculum 128 Alicia Schatteman and Li-Yin Liu 9 Fundraising and resource development 146 Michelle Wooddell 10 Teaching philanthropy: developing critical and compassionate approaches to giving 165 Elizabeth J. Dale, Genevieve G. Shaker and Heather A. O’Connor 11 Social innovation, entrepreneurship and enterprise: what nonprofit students need to know 181 Stuart C. Mendel 12 Teaching nonprofit human resource management: HR is for nonprofit leaders 199 Lauren Miltenberger 13 Nonprofit marketing 216 Heather L. Carpenter 14 Social media and digital literacies for nonprofit educators and professionals 237 Jimmy A. Young 15 Teaching strategic planning and evaluation: tools and techniques 254 Tara Kolar Bryan and Jodi Benenson 16 The critical pedagogy of nonprofit management education: teaching for social justice 276 Dyana P. Mason, Jennifer A. Jones, Lindsey McDougle and Cecilia E. Suarez Index 294

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Book SynopsisWith an increasing global demand for entrepreneurship education, and the need to prepare students for the challenges of an ever-changing world of work, Colin Jones tackles the difficult question: just where do these educators come from to meet this demand? How to Become an Entrepreneurship Educator is the first book to tackle how we create expert entrepreneurship educators at all levels of education. Using activity theory as a lens, the book unites the developmental trajectories of 20 eminent contemporary experts at different levels of enterprise and entrepreneurship education. Jones identifies these journeys in order to share the collective lessons learned. By highlighting a range of global insights, readers are enabled to reflect on their own strategies, creating order in the domain of enterprise and entrepreneurship education - an order that holds the power to propel the domain of enterprise and entrepreneurship education onwards to new heights. Such highly reflective accounts of how to teach entrepreneurship will be an invaluable guide to educators from numerous backgrounds to contemplate new strategies for teaching enterprise and entrepreneurship in the context of their own choosing.Trade Review'I remember my first lectures in entrepreneurship, the questions I had and the theoretical/pedagogical issues I needed to deal with. At that time there were only a few textbooks in the field, so I would have appreciated reading How to Become an Entrepreneurship Educator. As the author states in the preface, an important aim of this edited book is to ''help other educators understand the journeys other colleagues have undertaken to become entrepreneurship educators''. Reading 20 journeys of entrepreneurship educators from different countries and educational contexts is a great learning journey for the reader. This kind of reading gives inspiration, interesting ideas and raises self-efficacy, optimism, hope and resilience - four key components of our educational psychological capital.' --Alain Fayolle, EMLYON Business School, FranceTable of ContentsContents: Preface x PART I THE EARLY YEARS 1 Deep Learning and EE: engage the world, change the world 2 Max Drummy 2 EE-STEM in primary-middle years 11 James Davis 3 Space to question 19 Catherine Brentnall 4 EE teachers: agents of agency 27 Shani Hartley 5 The early years 35 Colin Jones PART II THE PRE-GRADUATE YEARS 6 The art of making it possible 39 Paz Fernández de Vera 7 Developing enterprising habits 46 Lesley Cottrell 8 Creating giants 54 Maria Sourgiadaki 9 If I could … before I do 61 Colin Jones 10 Insights of an accidental enterprise educator 69 Penny Matthews 11 The pre-graduate years 77 Colin Jones PART III THE GRADUATE YEARS 12 Sheep assisted: the importance of being open to diversion 81 Elinor Vettraino 13 From instructor to educator 90 Norris Krueger 14 Designing change: seeing beyond the obvious and influencing others 97 Andy Penaluna 15 Slow, lazy and stupid 104 Elena Oikkonen 16 Getting curious about creativity: the why and the how? 109 Kathryn Penaluna 17 The graduate years 117 Colin Jones PART IV THE POST-GRADUATE YEARS 18 If you’re riding a dead horse, dismount! 121 Zen Parry 19 Authentic grit: the elusive (but essential) entrepreneurial trait 129 Alex Maritz 20 Specialist in enterprise and employability in UK HE 137 Amy Gerrard 21 Team entrepreneurial learning: building sustainable businesses 145 Ainurul Rosli and Jane Chang 22 Student-centred action learning 153 John Dobson 23 The post-graduate years 161 Colin Jones References 169 Index 176

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Book SynopsisIssues related to teaching and learning information systems (IS) concepts have received keen interest from IS academics since the discipline’s inception over 60 years ago. Bringing together cutting-edge research from over 30 international experts, Teaching Information Systems presents a timely assessment of critical issues associated with the IS curriculum, the learner, and the learning environment.Chapters take a contemporary look at the key issues related to the teaching of IS across the globe, addressing the challenges of virtual learning environments, the drawbacks of relying solely on textbooks, and current thinking on how to align the curriculum with industry needs. Drawing lessons from faculty reflection and empirical evidence, the book provides valuable insight to IS professors and administrators invested in delivering high-quality IS education, demonstrating how instructors can design and implement a relevant and practical curriculum to meet the needs of modern-day students.Exploring non-technical skills and non-traditional instructional materials, this erudite teaching guide will prove an essential resource for instructors in information systems, computer science, information science, and related disciplines. Its practical insights will also benefit researchers and consultants interested in applying IS research findings to practice.Trade Review‘This book is a great reference for information systems educators and administrators, providing strategies on how to teach IS for the fast-changing field. With wide coverage and international perspectives, it spans many different aspects of IS teaching, from curriculum design and ideas to understanding different characteristics of IS learners and learning environments.’ -- Dr. Hongjiang Xu, Butler University, USTable of ContentsContents: PART I INTRODUCTION 1 Teaching information systems: history and current issues 2 Mark I. Hwang PART II CURRICULUM AND INSTRUCTIONAL MATERIALS 2 Addressing students’ writing challenges with the case development genre through explicit instruction: lessons learned from a design-based research project 19 Maria Pia Gomez Laich, Divakaran Liginlal, Thomas Mitchell and Silvia Pessoa 3 Go beyond the technology: emphasizing soft skills in IT/ IS capstone classes 44 Jack Zheng, Zhigang Li and Lei Li 4 Cross-disciplinary curricula in Bachelor of Information Systems education: a case study in Indonesia 68 Tjibeng Jap and Sri Tiatri 5 Directing the eye: enhancing cybersecurity education through media 87 Jacob Young, Sahar Farshadkhah and Tyler Smith 6 The tyranny of the textbook: an 8-step program on how to stop using the textbook 115 David R. Firth, Theresa Floyd and Emily Plant PART III THE LEARNER CHARACTERISTICS 7 Exploring educational settings and projects for a balanced gender representation in undergraduate information technology education 136 Dorian Stoilescu and Andreea Molnar 8 Developing career-focused curriculum to improve high school perceptions of information systems careers 159 Rohan Genrich, Mark Toleman and Dave Roberts 9 Academic integrity in digital learning 193 Khanyisa Malufu, Siduduziwe Malufu and Christinah Dlamini PART IV THE LEARNING ENVIRONMENT 10 Virtual Learning Environments: early identification of students at risk 220 Kem Z.K. Zhang, Michael Dohan, ShiKui Wu and Wesley Floriano Willick 11 The synergy of the Information Systems curriculum between academic and industry perspectives: the case in Indonesia 243 Yohannes Kurniawan and Erwin Halim 12 Transitions in Information Systems education: confronting technological and societal change in the face of global realities and disparities 264 Abdisalam M. Issa-Salwe, Nasrullah K. Khilji and Stephen A. Roberts Index 299

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Book SynopsisDrawing on the knowledge of highly experienced academics, this authoritative Handbook explains how ethics can inform the teaching of economics. It includes state-of-the-art moral theory alongside traditional approaches to emphasise why ethics should be an important consideration for economic practitioners. The Handbook of Teaching Ethics to Economists keenly demonstrates how economic analysis can reflect implicit moral judgements. Chapters include guidance on course design and lesson content, providing insight into important topics such as ecological and grassroots economics. They offer pedagogical advice alongside philosophical analyses, setting out teaching guidance and significant case-study profiles on key theories, such as Kantian and Aristotelian ethics. Importantly, they reflect on the potential of economics to cause harm and use ethics to mitigate this possibility. This expansive Handbook will be essential for academics preparing to teach courses relating to ethics and economics. Due to its detailed explanations of the societal role of economics, students of economics and finance will additionally find this Handbook to be incredibly useful.Trade Review‘Economists see “two roads”: the road taken, and the opportunity cost of the road not taken. In positivist-utilitarian economics, that is, the classrooms of most colleges and universities worldwide, these same “roads,” both heuristic and real, articulate economic decision-making and outcomes without any reference to ethics or ethical conflict. Negru, Duckworth and Meyenburg offer a much-needed corrective, a Handbook of Teaching Ethics to Economists, which will help to correct this sorry state of affairs.’ -- Stephen T. Ziliak, Professor of Economics and Social Justice Studies, Roosevelt University, US‘This important book balances criticisms of mainstream economics and its unrealistic dichotomy of positive and normative economics with alternative ethics perspectives. It can be seen as a response to the global Rethinking Economics student movement with its demand for real-world economy teaching and pluralist perspectives in the classroom.’ -- Irene van Staveren, Erasmus University Rotterdam, the NetherlandsTable of ContentsContents: 1 Introduction to the Handbook of Teaching Ethics to Economists 1 Ioana Negru, Craig Duckworth and Imko Meyenburg 2 The fate of moral philosophy in the age of economic scientism 13 Peter J. Boettke 3 Teaching economic harm to economists, in three diagrams 34 George DeMartino 4 Is it ethical to teach economics without ecological economics in the context of a climate emergency? 48 Jamie Morgan 5 Accounting as applied ethics 68 Wilfred Dolfsma 6 Aristotle, Marx, and the ethical implications of the systemic critique of capitalism 78 Dennis Badeen 7 Is it ethical to teach pluralist economics curricula, particularly in the Global South? 90 Michelle Meixieira Groenewald 8 Articulating the social role of the economist: a synthesis of Alfred North Whitehead’s philosophy of education and John Maynard Keynes’s economics 113 Dennis Badeen 9 Teaching ethics in a decision-making module: a guide for lecturers 129 Malcolm Brady and Marta Rocchi 10 Ethics and grassroots economics: a quest for collective meaning 145 Ferda Dšnmez-Atbaşõ and Irene Sotiropoulou 11 Theoretical and ethical reductionism and the neglect of subjectivity in economics and economic education 163 Giancarlo Ianulardo and Aldo Stella 12 On the analytical relationship between ethics and economics: some implications for teaching ethics to economists 188 Félix-Fernando Muñoz and María-Isabel Encinar 13 Racism, the economy, and ethics: where does it all begin? 208 Paolo Ramazzotti 14 Keeping alive non-individualistic ethics in political economy: a review of concepts from Aquinas to Habermas 226 Stefano Solari 15 Teaching ethics to economics students in one lesson 244 Huei-chun Su and David Colander 16 The kidney market debate: a retrospective on Becker and Elías 259 Jonathan B. Wight 17 A Kantian perspective on teaching ethics to economists 278 Mark D. White 18 Teaching economics and ethics 293 John B. Davis Index

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Book SynopsisThis comprehensive guide provides readers with strategies for teaching Environmental Impact Assessment (EIA) in all its forms, whether through formal university programmes or in the form of short courses offered to professionals and practitioners. Featuring contributions from 39 university teachers and short course trainers, the centerpiece of the book is the suite of 37 recipes for teaching different aspects of EIA. This internationally relevant resource collectively embodies and applies the best practice principles for teaching EIA, developed through a two-year research project with input from a diverse group of international experts. It provides practical and innovative learning activities with complete instructions for successful delivery, and thus represents a truly comprehensive and up-to-date contribution to the field. This latest contribution to our Elgar Guides to Teaching series serves as both a basis for reflection upon curricula and teaching practices, and as a source of inspiration for learning activities that can be adopted and adapted for different contexts by EIA teachers and trainers. It will be a valuable resource to help both new and seasoned EIA educators expand their toolbox in order to teach EIA more effectively.Trade Review‘The authors set out to provide comprehensive coverage of theory of EIA teaching and a practical resource for teachers and trainers. I think they have achieved both. Definitely something for those involved in EIA teaching or training to have on their bookshelf.’ -- Samuel J Hayes, Impact Assessment and Project Appraisal'A comprehensive resource for EIA training that bridges the scholar-practitioner model. Morrison-Saunders and Pope establish sound principles for EIA teaching and present a rich collection of hands-on teaching and learning activities drawn from leading EIA educators and trainers from across the globe. This one-of-a-kind resource is an essential toolkit for those engaged in the teaching and learning of EIA - both inside and outside academia.' -- Bram Noble, University of Saskatchewan, Canada'This is a pioneering publication on teaching EIA. It provides a most valuable resource to help those teaching university students or training practitioners to expand their toolbox to contribute more effectively. In addition to the core expertise of the authors, it builds on a wealth of contributions from EIA teachers from around the world with a focus on international best practice. A particular strength is the compendium of 37 teaching recipes; these provide a wonderful cookbook of clearly structured short examples and instructions for teaching activities that can be adapted to fit different teaching contexts worldwide.' -- John Glasson, Oxford Brookes University, UK'More than a teaching manual, this book summarises what EIA teachers around the world have learned. Angus Morrison-Saunders and Jenny Pope structured guidance on What to teach, How to teach and Key learning outcomes around a set of teaching ''principles'' and seasoned them with a menu of recipes. People teaching EIA in 17 countries - from young lecturers to retired professors and including me- contributed their ''recipes'' and shared their experience on engaging with students, fostering critical thinking, and ultimately using impact assessment as a tool towards a more sustainable future.' -- Luis E. Sánchez, University of São Paulo, BrazilTable of ContentsContents: Preface PART I OVERVIEW AND CONTEXT 1. Introduction: setting the scene PART II ABOUT EIA TEACHING 2. Generic EIA process and curriculum 3. Developing EIA teaching principles 4. EIA teaching principles: content 5. EIA teaching principles: pedagogy 6. EIA teaching principles: skills PART III EIA TEACHING RECIPES 7. EIA process recipes 8. Principles-focused recipes 9. Teaching EIA online 10. Epilogue References Index

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Book SynopsisThis insightful book delivers a wealth of innovative ideas, models, examples, and advice for teaching experimental political science in the classroom and beyond, emphasising that teaching experimental research is necessary to prepare students to succeed as researchers, practitioners, active citizens and civic leaders. It illustrates how teaching experimental methods sparks students curiosity by allowing them to ask and answer questions about the world they live in.With a core focus on successfully engaging a diverse range of students at all levels, this book includes a variety of approaches from contributing authors who are leading scholars in their field. Chapters provide both new and experienced teachers with concrete guidance on how to: facilitate student-designed survey experiments, use workbooks and templates to overcome mathematical and writing anxiety; use mock Institutional Review Board (IRB) reviews to teach students about the ethics of experimental research; follow an apprenticeship model to teach students to carry out their own lab experiments; and train students to go out into the field. Proposed models of teaching are supported throughout by the latest empirical research on the science of learning.Teaching Experimental Political Science will be a key resource for faculty and staff working across a variety of educational contexts including political science, international relations, international politics, domestic politics, public administration and public policy.Trade Review‘The infectious enthusiasm with which the authors convey their teaching techniques and experiences draws the reader in, much as the hands-on pedagogy of experimental political science draws in students who might otherwise be reluctant to learn about research methods. Readers will find a wealth of innovative teaching ideas, but mainly they will be struck by the authors’ deep commitment to making political science research relevant and meaningful to students from all walks of life.’ -- Donald P. Green, Columbia University, US‘This essential volume demonstrates how to bring one of the most important developments in social science—the experimental revolution—to the classroom. While teaching and research are often thought to be at odds, this book demonstrates that they can—and should—go together. Instructors will benefit from the concrete examples and advice; their students will benefit from being taught state of the art research methods. We all will benefit from a more informed citizenry.’ -- David E. Campbell, University of Notre Dame, USTable of ContentsContents: Introduction: innovative approaches to teaching experimental methods in the political science classroom 1 Elizabeth A. Bennion 1 Experiments for all! Introducing freshmen to social science research using innovative experiments 16 Debra Leiter and Beth Miller Vonnahme 2 Included and set up to succeed: an evidence-based approach to teaching experiments in the diverse classroom 33 Elaine K. Denny and Reagan Bijou 3 Engaging students as researchers: the value of an inquiry-based one-semester survey experiment 52 Jeffrey L. Bernstein 4 Using class-designed survey experiments to teach data collection, analysis, and reporting protocols 66 Jennifer Bachner 5 Using templates to make survey experiments accessible to math-anxious students 85 Eric Loepp 6 Nurturing problem-solvers: using workbooks to teach experiments in international development 105 Lindsay R. Dolan 7 Incorporating experimental methods training into your political science courses: a practical, topic-informed approach 124 Angie Bos and Bas van Doorn 8 From concept to implementation: engaging student researchers in get-out-the-vote field experiments 137 Melissa R. Michelson and Mara Ostfeld 9 Train the trainer: a field experiment workshop for graduate students and faculty 155 Elizabeth I. Dorssom 10 Teaching lab experiments using an apprenticeship model 177 Rose McDermott 11 Using mock institutional review boards to teach the ethics of experimental research 194 Christopher B. Mann 12 When things go wrong in the lab: teaching new experimenters to anticipate and adapt to the unexpected 212 Jonathan Rogers 13 Creating an experimental lab on your campus 226 Kim Fridkin, Manuel Gutierrez, Trudy Horsting, and Alexandra M. Williams Index

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Book SynopsisBusiness Teaching Beyond Silos focuses on the application of business education to the teaching of other subject areas and how other subject areas inform business teaching. It outlines the benefits of using inter- and multi-disciplinarity to enhance business education and to influence and inform business practice within other disciplines. Drawing on case studies and the contributors’ own experiences, the book showcases what cross-, inter- and multi-disciplinary learning and teaching means, and how it impacts academia and the real world. Chapters explore interdisciplinarity in STEM, as well as the humanities and social science areas, examining key topics including business teaching philosophies, cultivating business skills and team coaching. Presenting examples of where interdisciplinary teaching has been both successful and challenging, the book will enable practitioners to understand and utilise the worked examples to adapt their own practice. This practical book will be a useful resource for higher education teachers and academics who are interested in the teaching benefits of educating students with interdisciplinary knowledge and skills.Trade Review‘Traditional academic silos have developed refined pedagogies to enable knowledge transfer from the classroom to the workplace. Yet, in these silos, we’ve lost connections that facilitate greater learning opportunities for our students. Traczykowski, Goddard, Knight, and Vettraino bridge STEM, business, and the arts and humanities pedagogies and remind us to put the learner at the heart of what we do.’ -- Anthony R. Wheeler, Widener University, USTable of ContentsContents: Foreword: reflecting a diverse community in the curriculum xxiii Helen E. Higson and Hannah Bartlett Introduction to Business Teaching Beyond Silos 1 Lauren Traczykowski, Alan D. Goddard, Gillian Knight and Elinor Vettraino PART I INTERDISCIPLINARITY IN STEM 1 People management for techies: the challenges of teaching leadership and people management to technically-focused apprentices 13 Jude Preston 2 Effectively leveraging business teaching philosophies across engineering 24 Iftakar Hassan Abdulla Haji and Uche Ogwude 3 Embedding business skills through the Bioscience placement year 37 Alan D. Goddard, Stuart D. Greenhill, Alice J. Rothnie, James Heritage, Lucy Holder and Joanne R. Gough 4 Shaping design entrepreneurs in higher education: the development of a UK integrated master’s degree programme – MSci Design, Enterprise and Innovation 49 Wei Liu, Simon Finley and Lyndon Buck 5 Exclusive online delivery to work-based learners: the good, the bad, and the promising 61 Alina Patelli PART I CASE STUDIES 6 Embedding sustainable development (SD) and interdisciplinary project based learning (PBL) in the EPS: an opportunity to break down silos in engineering 75 Goudarz Poursharif, Tamer Panagiotis Doss, Rebecca Broadbent and Gillian Knight 7 A case study: post-graduation, post-formation support through facilitated peer group learning 79 Rosy A. Jones and Greg J. Sandford PART II BRINGING BUSINESS TO INTERDISCIPLINARITY 8 Moving from the why to the what: the role of the arts in executive and consulting education 84 Elinor Vettraino, Warren Linds and Leah Vineberg 9 Making the case for theory in the accounting classroom: invoking the self when teaching accounting and accountability 99 David Yates 10 Teaching accounting with inspiration from moral philosophy (ethics) 109 Richard Kenyon 11 Cultivating business skill development in healthcare courses 121 Saira Hussain 12 Teaching the business of sport (beyond the disciplinary boundary) 132 Daniel Fitzpatrick and Johan Rewilak 13 Engagement and empathy in teaching economics to non-specialists 144 Dean Garratt, Matthew Olczak and Robert Riegler PART II CASE STUDIES 14 International business in a foreign language: developing linguistic and intercultural competencies 156 Céline Benoit and Aurélia Robert 15 Team coaching as an interdisciplinary learning medium 160 Aimee Postle and Jordan Shaw PART III BEYOND BUSINESS: INTERDISCIPLINARITY FROM THE HUMANITIES AND SOCIAL SCIENCES 16 Multidisciplinary foundation years as an entry to higher education 166 Darren Campbell 17 Multidisciplinary teaching of business and law: getting the focus right 176 Daniel Cash and Adam Shaw-Mellors 18 Islands in the (learning) stream: why multidisciplinary teams are more than just the sum of their parts 186 Paul Dale, Elizabeth Dolan, Basma Ikram, Wendy Leadbeater, Kris Lines and Claire Stocker PART III CASE STUDIES 19 Using interdisciplinary teaching within a Living Lab to embed the UN Sustainable Development Goals into higher education 199 Caroline Coles 20 Clinical legal education: utilising a law clinic in an interdisciplinary setting 204 Laura Hyde Afterword 208 Ruth Ayres Index

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Book SynopsisClimate change is one of the greatest challenges of our time. For the sake of human civilization and life on earth we must do all we can to keep global warming at the lowest possible level. Addressing climate change is everyone’s duty and that includes teachers of English. In order to support students and non-native English speakers, this important work provides an introduction to climate change via simple chapters addressing different and important dimensions of climate change and helps students acquire basic language skills which will allow them to study similar or more difficult texts. Each chapter offers an introduction on the topic discussed and its relation to climate change, outlines climate change or other related environmental science terms and 6-8 exercises on grammar, syntax and consolidation of terminology. Topics covered include climate change and tourism, gender, worker safety, mental and physical health, food production, deforestation, art, and much more. Offering an interdisciplinary introduction to climate change and its intersection with numerous industries and facets of life, The Academic Language of Climate Change, provides a necessary and welcome introduction for undergraduate and graduate students, and any non-native English speakers seeking to engage with climate change research.Table of ContentsChapter 1. Climate Change: Causes and Impacts; Walter Leal Filho and Evangelos Manolas Chapter 2. Climate Change and Agriculture; Chrysovalantou Antonopoulou Chapter 3. Climate Change and Tourism: Challenges and Prospects; Fotini Bantoudi and Maria Pentaftiki Chapter 4. Climate Change: Health and Safety of Workers; Panagiota Barbouti-Baloti, Angeliki Kouna, and Constantina Skanavis Chapter 5. Gender and Climate Change; Efthalia Gerou and Dimitrios Geros Chapter 6. Adapting to Climate Change: Adaptation Options and Forms; Hacer Gören Chapter 7. Climate Change and Human Mobility; Hacer Gören Chapter 8. Climate Education Experience at University of Latvia; Indra Karapetjana and Maris Klavins Chapter 9. Climate Change and Energy; Evangelia Karasmanaki Chapter 10. Solastalgia: Looking into the Implicit Impacts of Climate Change on Mental Health; Eirene Katsarou Chapter 11. Health and Climate Change; Margarita-Eleni Manola and George Tribonias Chapter 12. Climate Change and Food Production; Ioanna Mantzourani Chapter 13. Climate Change and Deforestation; Diamantis Myrtsidis Chapter 14. Climate Change and Art; Dimitra Pantiora, Ioannis Theodoulou, and Constantina Skanavis Chapter 15. Utilizing the Systems Thinking Approach to Assess the Impact of Climate Change on Organizations; Christian Virgil and Kit Fai Pun Chapter 16. Climate Change and the Agro-food system; Elena Raptou Chapter 17. Droughts and Climate Change; Manuel Salvador da Conceição Rebelo Chapter 18. Climate change and Employment; Paschalina Siskou Chapter 19. Climate Change and Tourism: Towards a Sustainable Future; Ioanna Vasileiadou Chapter 20. Climate Change, Land Use and Land Management in Africa: The case of The Gambia; Franziska Wolf Chapter 21. The impacts of climate change on the forest ecosystems of the Mediterranean; Aikaterini Zerva Chapter 22. Climate change and health: The case of infectious diseases; Evangelia Tsagaki-Rekleitou, Vasiliki Oikonomou, Archonto-Dimitra Boukouvala, Maria Tsatsou, Theodora Skreka, and Constantina Skanavis Chapter 23. Climate Change: Five Scenarios for the Future; Evangelos Manolas and Walter Leal Filho Key to Chapter Exercises

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Book SynopsisOffering a step-by-step guide on how to write an impactful decision-based teaching case for business education, this book aids in the creation of resources that will be essential for an academic curriculum. It demonstrates how the case and teaching note can be prepared and presented for a successful submission to publishers. How to Write Great Business Cases provides concise case writing guidance applicable to case writers from any business discipline. It covers the core elements of writing a decision-based case such as interviews and case testing. Ultimately, readers of this essential book will be taught how to write an engaging business case that will pique students’ interests. This accessible book will be perfect for novice case writers endeavouring to succeed in the case writing process, with particular focus applied to North American case writing opportunities. It will additionally be beneficial for experienced case researchers as well as academics of business and management wishing to enrich their practice and author further publications.How to Write Great Business Cases delivers just what its title promises—a practical guide to crafting cases that engage students and instructors’ manuals that show how to meet learning objectives in the classroom. Useful for both new and experienced writers, this book covers it all, from selecting a topic to getting your case published."-Anne T. Lawrence, PhD Chair, Case Research Foundation, US‘How to Write Great Business Cases is a comprehensive, yet easy to read guide that can be used as a quick reference, as well as an introduction to case writing. It will prove useful to those authors new to the scholarship of business cases, as well as previously published case authors.’– John D. Varlaro, Johnson & Wales University and Past President, the North American Case Research Association (NACRA), US‘Teaching cases are a frequently underappreciated, and often misunderstood, genre of academic literature. It is hard for newcomers to apprehend what goes into writing an effective case and Instructor Manual. This book provides a straight-to-the-point practical introduction to case writing that is priceless for new case writers. Well-published case writers will also find this work a useful resource for honing their craft. The authors have distilled decades of case writing learning and wisdom into a book worth owning, that includes a case writing step-by-step process from beginning to end, with many actionable ideas. Easy to read and digest, this book is a must-read for all those interested in a rigorous approach to the case method. It also provides valuable leads and pointers to connect with the buoyant growing global case writing community.’– Maria A. Ballesteros-Sola, California State University Channel Islands, US‘How to Write Great Business Cases is a fantastic resource for any case researcher, regardless of experience. This extremely thorough and comprehensive book provides readers everything they need to get their case writing projects off the ground and to improve their existing skills. I am especially impressed with the value provided through practical, usable tips for case writers. High level and big picture is prevalent throughout the book, but it is the details that really set it apart. I have, in the past, considered the idea of writing a book on how to write a case, and now, because this one exists, I don’t see the need.’– Eric Dolansky, Editor Case Research Journal, Brock University, Canada‘Through accessible writing, illustrative examples, and in-depth research, Schnarr and Woodwark offer case writers of all levels a timely, substantial, and up-to-date guide to making an even greater scholarly and practical impact through business cases. I applaud their work and encourage its widespread usage.’– Michael M. Goldman, University of San Francisco, USTrade Review‘How to Write Great Business Cases delivers just what its title promises—a practical guide to crafting cases that engage students and instructors’ manuals that show how to meet learning objectives in the classroom. Useful for both new and experienced writers, this book covers it all, from selecting a topic to getting your case published.’ -- Anne T. Lawrence, Case Research Foundation, US‘How to Write Great Business Cases is a comprehensive, yet easy to read guide that can be used as a quick reference, as well as an introduction to case writing. It will prove useful to those authors new to the scholarship of business cases, as well as previously published case authors.’ -- John D. Varlaro, Johnson & Wales University and Past President, the North American Case Research Association (NACRA), US‘Teaching cases are a frequently underappreciated, and often misunderstood, genre of academic literature. It is hard for newcomers to apprehend what goes into writing an effective case and Instructor Manual. This book provides a straight-to-the-point practical introduction to case writing that is priceless for new case writers. Well-published case writers will also find this work a useful resource for honing their craft. The authors have distilled decades of case writing learning and wisdom into a book worth owning, that includes a case writing step-by-step process from beginning to end, with many actionable ideas. Easy to read and digest, this book is a must-read for all those interested in a rigorous approach to the case method. It also provides valuable leads and pointers to connect with the buoyant growing global case writing community.’ -- Maria A. Ballesteros-Sola, California State University Channel Islands, US‘How to Write Great Business Cases is a fantastic resource for any case researcher, regardless of experience. This extremely thorough and comprehensive book provides readers everything they need to get their case writing projects off the ground and to improve their existing skills. I am especially impressed with the value provided through practical, usable tips for case writers. High level and big picture is prevalent throughout the book, but it is the details that really set it apart. I have, in the past, considered the idea of writing a book on how to write a case, and now, because this one exists, I don’t see the need.’ -- Eric Dolansky, Editor Case Research Journal, Brock University, Canada‘Through accessible writing, illustrative examples, and in-depth research, Schnarr and Woodwark offer case writers of all levels a timely, substantial, and up-to-date guide to making an even greater scholarly and practical impact through business cases. I applaud their work an -- d encourage its widespread usage.’– Michael M. Goldman, University of San Francisco, USTable of ContentsContents: Foreword 1. Why write a business case? 2. What makes a case interesting? 3. Determining the type of case to write 4. How to get started writing your case 5. How to research your primary data case 6. How to research your secondary data case 7. The case writing process 8. Writing the accompanying instructor’s manual or teaching note to your case 9. Testing your case 10. Special types of cases 11. How to get your case published 12. Last words on writing cases Appendix: Case resources References Index

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Book SynopsisThis accessible How To Guide provides practical, expert guidance on how to successfully set up and run a law clinic. Donald Nicolson, JoNel Newman and Richard Grimes explore the process of designing a clinic to address unmet legal needs, enhance student learning, and maximise the additional benefits of a clinic. How to Set up and Run a Law Clinic is a comprehensive guide to the theory and practice of running a clinic. Based on the authors’ first-hand experience, the book analyses a variety of day-to-day issues that can arise when setting up a law clinic and provides invaluable solutions to these commonly occurring challenges. In investigating how clinics may be run, and what services they can provide, the book investigates possible tensions between educational and social justice objectives, and how they may be resolved to meet these dual aims. The book examines how the expectations of all stakeholders, including those with regulatory oversight of clinical activities, can be managed and met.Those working within law schools who are wishing to set up or expand law clinics will find this book to be highly useful. It will be a valuable resource for those aiming to enhance employability and experiential learning offerings. Students, and legal practitioners, wishing to gain insight into the value of clinical work will also find this to be a helpful guide.Trade Review‘This book is very comprehensive and well-researched. It will be particularly helpful to academics wanting or needing to start a clinic. It shows them the choices they need to make on key issues and the options they have. It will also be a useful resource for those who take clinic design seriously.’ -- Jeff Giddings, Monash University, Australia‘How I wish this book had been available when I set up my first clinic! A comprehensive and detailed resource, full of wisdom, experience and practical know-how that will prove a go-to text for clinicians new and experienced alike. I am delighted that I will have it to hand hereafter.’ -- Linden Thomas, University of Birmingham, UK‘This book is a tremendous resource for legal educators around the world. It includes a comprehensive examination of the challenges of setting up an effective and sustainable legal clinic, with insightful analysis of often competing academic and public service goals as well as practical approaches to meeting those challenges.’ -- Frank S. Bloch, Vanderbilt University Law School, US‘The book is a comprehensive smorgasbord of options for establishing, managing and developing CLE programmes with a social justice service element, based on the extensive international and national experience of the three authors and other clinical law teachers. It provides a valuable addition to the global publications in the field.’ -- David McQuoid-Mason, University of KwaZulu-Natal, South AfricaTable of ContentsContents: Preface 1 Introducing law clinics 2 Clinic goals and benefits 3 Clinic design: organisational variables 4 Clinic services: what services can clinics provide? 5 Service delivery models: who, how, where, and when? 6 Delivering quality clinical education and services 7 Setting up an effective and sustainable clinic 8 Future perfect: planning your successful clinic Index

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Book SynopsisProviding an insightful and comprehensive introduction to the world of journal publishing within the fields of political science and international relations, this book offers in-depth guidance to maximize the likelihood of publishing success. Using their extensive experience as journal editors, Marijke Breuning and John Ishiyama also include crucial advice on how to select an appropriate journal, revise manuscripts, and how to increase the impact of published work. Common questions are answered, such as: when is the right time to submit your manuscript; how to select a co-author; and when to contact an editor, as well as the challenging aspect of how to deal with rejections. Other key topics are thoroughly reviewed and explored, including guidance on ethics and integrity in publishing journal articles, emerging practices regarding research transparency, and new frontiers in academic journal publishing such as Open Access. This engaging book will be an invaluable resource for graduate students and scholars looking to improve their understanding of the journal publishing process, as well as providing an essential guide for those undertaking this journey for the first time.Trade Review‘A must read for all graduate students, and yet everyone will learn something. It democratizes the publication process by making critical information available to everyone. Importantly, the authors include reflective commentary on current issues as well: replication, open access, and promoting your own published work. Breuning and Ishiyama are ideal authors on the topic of “how to publish” as they are outstanding scholars with sustained publication records, have top-level editing experience, and reputations as strong mentors to many throughout the discipline.’ -- Janet Box-Steffensmeier, Ohio State University, US‘Breuning and Ishiyama bring a wealth of experience to bear in this excellent “how-to” book. How to Get Published in the Best Political Science and International Relations Journals is a welcome resource for graduate students and early career scholars as they learn about, and navigate, the journal publishing process. In addition to opening the black box of the publishing process itself, the book also provides informative advice on several important issues in publishing, including ethics, data transparency and citations, as well as newer developments, such as open access publishing. It is a resource that I will enthusiastically recommend to colleagues.’ -- Jae-Jae Spoon, University of Pittsburgh, US‘This comprehensive and highly readable volume contains a host of insights about how to publish in Political Science and International Relations. Subject matter includes how to select a journal based on a balance of prestige versus fit, when to send a manuscript out for review, tactics for revising in response to instructions from editors, and ways in which to maximize the impact of one’s publications. The book is essential reading for both those new to the profession and their mentors.’ -- Patrick James, Dornsife Dean’s Professor of International Relations, University of Southern California, Los Angeles, US‘Breuning and Ishiyama distill a vast amount of experience as authors and editors into this engaging book. Their advice is practical and methodical as they walk a new scholar through the steps of publishing in academic journals. Even established scholars will appreciate the discussions of newer trends, such as research transparency, open access, and strategies to maximizing the impact of published work. This is a must read for anyone looking for advice on journal publishing!’ -- Cameron G. Thies, Arizona State University, USTable of ContentsContents: Introduction: how to use this book 1. The publishing process 2. The review process 3. Ethics and integrity in publishing 4. Research transparency across different types of scholarship 5. New frontiers in publishing: understanding open access journals 6. Maximizing the impact of your scholarship References Index

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Book SynopsisThis comprehensive guide captures important trends in international relations (IR) pedagogy, paying particular attention to innovations in active learning and student engagement for the contemporary International Relations (IR) classroom.This book is organized into three parts: IR course structures and goals; techniques and approaches to the classroom; and assessment and effectiveness. It is up-to-date with teaching practices highlighted by leading journals and conferences sponsored by the International Studies Association (ISA) and the American Political Science Association (APSA). Collectively, the chapters contribute to continuing dialogues on pedagogy in the field and serve as a critical resource for faculty in IR, political science, and social science.Trade Review‘In an increasingly complex world that calls for innovation and critical thinking, Teaching International Relations provides a valuable collection of chapters to guide thoughtful instructors who want to create engaging and meaningful learning experiences for their students. This new volume is broad in scope, with a diverse and accomplished set of contributors. IR instructors will find an excellent resource for actively engaging students, structuring courses, and assessing outcomes.’Table of ContentsContents: 1 Introduction to Teaching International Relations 1 James M. Scott, Ralph G. Carter, Brandy Jolliff Scott and Jeffrey S. Lantis PART I CONTEMPORARY TRENDS IN COURSE STRUCTURES AND GOALS 2 Essentials for Introduction to International Relations 11 Paul F. Diehl and Mark A. Boyer 3 Teaching with purpose: commitment and innovation in IR pedagogy 27 Jeffrey S. Lantis 4 Teaching IR in the Global South: views from Brazil and South Africa 38 Jacqui de Matos Ala, Cristina Yumie Aoki Inoue and Marcelo Valença 5 Toward an intersectional pedagogy in IR: how to take feminist interventions seriously 52 Dovilė Budrytė PART II INNOVATIONS IN THE CLASSROOM: TECHNIQUES AND APPROACHES 6 Teaching with case studies 66 Ralph G. Carter 7 Experiential learning through faculty-led study abroad programs 77 Amy Below, Amanda Nydegger and Mary Jane Parmentier 8 Using Statecraft in the classroom 90 Eric Cox 9 Teaching political violence with games and simulations 105 Amanda Rosen and Victor Asal 10 Teaching with the IR theory toolkit 117 Eric K. Leonard 11 Teaching IR with literature and film 129 Gigi Gokcek and Patrick James 12 Engaging in inquiry: problem-based and research-focused teaching and learning 145 James M. Scott 13 Engaging with diversity through technology 160 Yasemin Akbaba and Filiz Başkan 14 Becoming an effective online teacher: five considerations for better teaching and learning in IR courses 176 Brandy Jolliff Scott 15 Collaborative learning in the IR classroom 189 Heather A. Smith PART III ASSESSMENT AND EFFECTIVENESS 16 Assessment and effectiveness of active teaching and learning in IR 201 Matthew Krain and Kent J. Kille 17 The vital role of assessment in active teaching and learning 214 Kerstin Hamann References 224 Index

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Book SynopsisThe growing chasm between rich and poor, within societies and between nations, has enormous implications not only for people’s well-being and life chances but for the prospects for democracy throughout the world. From the interpersonal to the societal level, social inequality is the central feature of social life. Helping students appreciate and understand this is the most important task of social science instruction.Garth Massey provides a down-to-earth guide to teaching and learning that emphasizes historically and comparatively the social construction and institutional maintenance of social inequality. It explores approaches to teaching big ideas and theories, along with the challenges raised by the notions and assumptions students bring to class. The author emphasizes how to unpack and make comprehensible the complexity of social inequality in society today and also how to explore the often quantitative understandings provided by contemporary research.Highly attractive is the accessible style of this book, encouraging open classroom discussion and examination of sometimes contentious topics such as class and racial privilege, homelessness, gender preference and sexual identity, shrinking opportunities for social mobility, and global human migration. Its scope makes it a useful tool for instructors of social movements, globalization, race and ethnicity, gender studies, border studies and all courses that impart an understanding of social life.Trade Review‘Practical and comprehensive, this guide is a wonderful resource for instructors seeking to engage students in an essential and timely area of sociology. Chapters step the instructor through the complexities of teaching a broad and changing field, offering approaches to engage students’ sociological imagination and critical thinking skills.’ -- Scott Sernau, Indiana University South Bend, USTable of Contents1 Introduction to Teaching Social Inequality 2 From inequality to stratification 3 Typical challenges in teaching social inequality 4 Getting started with big questions 5 Ideas about inequality 6 Theories of inequality: functionalism to power-conflict 7 Inequality as power 8 Stratification and mobility 9 Wealth and poverty 10 Global inequality 11 Consequences of inequality: spillover or by design? 12 Current trends in inequality: forces at play 13 Learning with quantitative material 14 Responding to inequality: social movements 15 Student research on inequality References Appendix: a sample syllabus Index

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Book SynopsisTeaching Research Methods in Political Science brings together experienced instructors to offer a range of perspectives on how to teach courses in political science. It focuses on numerous topics, including identifying good research questions, measuring key concepts, writing literature reviews and developing information literacy skills. Illustrating the ways in which research methods courses connect with wider topics in political science, contributors discuss how methodological considerations can result in recognition of previously silenced voices, and consider the civic education mission of research methods in political science. Chapters outline quantitative and qualitative methods, feminist methodologies and techniques for studying African-American politics, to review and demonstrate the many avenues that instructors of research methods courses might take.This crucial guide to teaching will benefit instructors of courses in research methods in political science, as well as faculty leaders instituting new courses in political science. Its theoretical insights into civic education will also be useful to scholars of education more broadly.Trade Review‘This book provides thoughtful and practical explorations of accessible pedagogical tools and approaches which can vastly improve any political science program. Bernstein and his contributors effectively make an argument for how the methods course is fundamental to achieving our discipline’s goals of developing active citizens who can evaluate information and evidence regarding problems which our democracies face in the 21st century. It should be required reading for every PhD candidate, methods course instructor, and department chair.‘Table of ContentsContents: Introduction: the citizenship imperative and the Political Science Research Methods course 1 Jeffrey L. Bernstein PART I GUIDANCE FOR TEACHING THE RESEARCH METHODS COURSE 1 Getting the basics right: finding the right research question 13 Zsolt Nyiri 2 Incorporating information literacy in political science research design 28 Amanda Shannon and Vaughn Shannon 3 Beyond the annotated bibliography: improving student literature reviews through structured heuristics 43 Shane Nordyke and Peter Yacobucci 4 Promoting course coherence by teaching with an invisible pet and other case studies 58 Kristin Makszin 5 Effectively teaching research methods as a series of simulation exercises 69 Jason Enia 6 Political methodology without the politics: reshaping the methods course to focus on real-world content and skill building 82 Amanda M. Rosen 7 Engaged statistics: building statistical skills by focusing on answering interesting and important questions 96 Michael A. Bailey 8 Teaching transparency: principles and practical considerations with illustrations in Stata and R 114 Matthew C. Ingram 9 Effectively teaching research methods in an online course 131 Robert Postic PART II FITTING RESEARCH METHODS WITHIN THE BROADER CURRICULUM AND DISCIPLINE 10 Designing and implementing methods curricula 146 Johan Adriaensen, Patrick Bijsmans and Afke Groen 11 Scaffolding research methods across the curriculum: an exploration of embedded curricular design 161 Kelly A. Clancy and Kelly Bauer 12 Incorporating and assessing methods across the political science curriculum 177 Christi Siver and Claire Haeg 13 Are students failing research methods or are research methods failing students? 194 William D. Blake and Carolyn Forestiere 14 What the traditional critiques from marginalized groups bring to comprehending political science research today 208 Harwood K. McClerking 15 Mainstreaming gender in research methods 222 Alexis Leanna Henshaw 16 A Deweyan pragmatist view on political science methods 238 Jonathan B. Isacoff Index

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Book SynopsisTeaching Research Methods in Political Science brings together experienced instructors to offer a range of perspectives on how to teach courses in political science. It focuses on numerous topics, including identifying good research questions, measuring key concepts, writing literature reviews and developing information literacy skills. Illustrating the ways in which research methods courses connect with wider topics in political science, contributors discuss how methodological considerations can result in recognition of previously silenced voices, and consider the civic education mission of research methods in political science. Chapters outline quantitative and qualitative methods, feminist methodologies and techniques for studying African-American politics, to review and demonstrate the many avenues that instructors of research methods courses might take.This crucial guide to teaching will benefit instructors of courses in research methods in political science, as well as faculty leaders instituting new courses in political science. Its theoretical insights into civic education will also be useful to scholars of education more broadly.Trade Review‘This book provides thoughtful and practical explorations of accessible pedagogical tools and approaches which can vastly improve any political science program. Bernstein and his contributors effectively make an argument for how the methods course is fundamental to achieving our discipline’s goals of developing active citizens who can evaluate information and evidence regarding problems which our democracies face in the 21st century. It should be required reading for every PhD candidate, methods course instructor, and department chair.‘Table of ContentsContents: Introduction: the citizenship imperative and the Political Science Research Methods course 1 Jeffrey L. Bernstein PART I GUIDANCE FOR TEACHING THE RESEARCH METHODS COURSE 1 Getting the basics right: finding the right research question 13 Zsolt Nyiri 2 Incorporating information literacy in political science research design 28 Amanda Shannon and Vaughn Shannon 3 Beyond the annotated bibliography: improving student literature reviews through structured heuristics 43 Shane Nordyke and Peter Yacobucci 4 Promoting course coherence by teaching with an invisible pet and other case studies 58 Kristin Makszin 5 Effectively teaching research methods as a series of simulation exercises 69 Jason Enia 6 Political methodology without the politics: reshaping the methods course to focus on real-world content and skill building 82 Amanda M. Rosen 7 Engaged statistics: building statistical skills by focusing on answering interesting and important questions 96 Michael A. Bailey 8 Teaching transparency: principles and practical considerations with illustrations in Stata and R 114 Matthew C. Ingram 9 Effectively teaching research methods in an online course 131 Robert Postic PART II FITTING RESEARCH METHODS WITHIN THE BROADER CURRICULUM AND DISCIPLINE 10 Designing and implementing methods curricula 146 Johan Adriaensen, Patrick Bijsmans and Afke Groen 11 Scaffolding research methods across the curriculum: an exploration of embedded curricular design 161 Kelly A. Clancy and Kelly Bauer 12 Incorporating and assessing methods across the political science curriculum 177 Christi Siver and Claire Haeg 13 Are students failing research methods or are research methods failing students? 194 William D. Blake and Carolyn Forestiere 14 What the traditional critiques from marginalized groups bring to comprehending political science research today 208 Harwood K. McClerking 15 Mainstreaming gender in research methods 222 Alexis Leanna Henshaw 16 A Deweyan pragmatist view on political science methods 238 Jonathan B. Isacoff Index

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Book SynopsisWhy do we teach EU politics? What should EU politics students learn? What are the practical approaches and techniques to teaching EU politics? In response to these questions, Teaching European Union Politics analyses the interdisciplinary nature of teaching this broad subject and reflects on a wide range of educational approaches. It both advances the pedagogy and practice of teaching EU politics, and provides practical support for those looking to adopt innovative and learner-oriented techniques.Bringing together contributions from a number of leading experts from across Europe, this book’s comprehensive chapters focus on topics including comparative politics, international relations, history, law, policy and economics. In assessing diverse teaching techniques, such as problem-based learning, games, simulations, and study visits, it invites teachers to rise to the challenge of bringing critical perspectives into the classroom. The book asks teachers to consider how they should (re)shape their teaching practice to better equip students with a range of skills and knowledge for today's turbulent world.Providing detailed support for course development, this progressive book will prove essential for teachers and academics in European politics and policy, European studies, public policy, and international relations.Trade Review‘This essential book brings together everything I appreciate in a volume on teaching politics: diverse, interdisciplinary voices; an emphasis on active learning in all its forms; and an approach that considers not only changes in the subject itself, but how that subject—in this case, the EU’s pathway in integration and policy—itself affects both teachers and students.’ -- Amanda Rosen, Co-founder, Active Learning in Political Science Blog‘The ambition of this collection is more than matched by its achievement. Bringing together leading scholars in European Studies both to reflect on this dynamic field and to guide the way in engaging learning for students, it highlights the rich community of practice from which we can all learn.’ -- Simon Usherwood, Open University, UKTable of ContentsContents: PART I SETTING THE SCENE 1 Introduction: teaching and learning European politics in a time of crisis 2 Christopher Huggins and Viviane Gravey 2 A field in crisis? 14 Viviane Gravey PART II DISCIPLINARY PERSPECTIVES 3 Mapping a discipline: interdisciplinarity and the core of European Studies 35 Patrick Bijsmans and Johan Adriaensen 4 Teaching the European Union from a comparative politics perspective 51 Mads Dagnis Jensen 5 Teaching international relations 63 Hanna L. Mühlenhoff 6 Teaching European Union public policy 76 Nicholas Wright 7 Teaching European Union law 93 Claudina Richards 8 Teaching European Union politics: the perspective of history 106 Carine Sophie Germond and Lise Rye 9 Integrating economics into the teaching of European Union politics 123 Robert Ackrill 10 Towards a ‘critical-pluralist’ approach to teaching the European Union 139 Owen Parker PART III ACTIVE LEARNING APPROACHES IN TEACHING EUROPEAN UNION POLITICS 11 Teaching European Union politics with technology 154 Alexandra Mihai 12 Active learning in European studies: the benefits and challenges of problem-based learning 168 Patrick Bijsmans 13 Simulations: the affordances and challenges of an immersive teaching tool 182 Karen Heard-Lauréote and Mark Field 14 Field trips and experiential learning in European Union politics 197 Christopher Huggins 15 University law clinics in practice: aims and implementation 212 Eleanor Scarlett 16 Analysing public policy in the classroom 228 Viviane Gravey 17 Teaching European Union politics beyond higher education: the case of primary school education through My Big Friendly Guide to the European Union 242 Emmanuelle Schön-Quinlivan PART IV CONCLUSIONS 18 Conclusions on teaching European Union politics 255 Viviane Gravey and Christopher Huggins Index

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Book SynopsisExploring the important role of education in both pursuing and implementing sustainable development, this timely Handbook highlights how teaching methods at schools and universities can impact the future. It looks at ways not only to inform students about matters related to sustainable development, but also to empower them to adopt behaviours and actions that lead to more sustainable lifestyles.Chapters from an international team of contributors present and analyse experiences of different learning processes and methods, showcasing the impact of curriculum-related issues and teacher training. Using different pedagogical approaches, case studies and interdisciplinary initiatives, the Handbook explores a broad range of technological approaches and tools to foster better teaching and learning for sustainable development. It provides key insights into the implementation of teaching initiatives in helping to promote sustainable development and the UN Sustainable Development Goals.This Handbook will be crucial reading for those investigating curriculum policies and issues, and looking to enhance students’ understanding of sustainability in schools and universities.Trade Review‘This is a Handbook that focuses on two key aspects of our daily lives: sustainability and education. They are presented in a way which develops a sense of internalisation and ownership as the ever-increasing links between the two aspects are fleshed out. The Handbook is well organised and utilises a diverse array of case studies from different regions and continents and a tapestry of different methodologies. This adds to the richness of the work, as it manages to engage the reader with a pragmatic approach to re-orient existing educational practices towards sustainability. The Handbook is a welcome addition to the growing literature on sustainability and education, and offers more than just a glimmer of hope that sustainability can be achieved through education - it offers an actual path.‘Table of ContentsContents: Preface xii Introduction to the Handbook on Teaching and Learning for Sustainable Development 1 Walter Leal Filho and Amanda Lange Salvia PART I TEACHING PRACTICES 1 International service-learning as a driver for sustainability competencies development 10 María Olga Bernaldo and Gonzalo Fernández-Sánchez 2 Information science and informational sustainability: a discipline in construction 29 Marli Dias de Souza Pinto and Genilson Geraldo 3 Insights into early childhood students’ interconnected learning in relation to education for sustainability through creative approaches and hermeneutics in higher education 41 Diane Boyd and Naomi McLeod 4 ‘Bad Plastics – Oceans Free of Plastic’: the role of education 62 Elisabete Linhares and Bento Cavadas 5 Sustainable higher education institutions: promoting a holistic approach 75 Usha Iyer-Raniga and Karishma Kashyap 6 Student-led sustainability actions at Latin American universities: a case study from Chile 93 Claudia Mac-lean, Isabella Villanueva and Jean Hug. 7 Understanding recycling behavior in the university: a case study from Southern Chile 109 Rodrigo Vargas-Gaete, Paula Guarda-Saavedra and Javiera Eskuche 8 Sustainability in Finnish craft education: United Nations Sustainable Development Goals of the 2030 Agenda as a frame for an overview 121 Niina Väänänen and Sinikka Pöllönen 9 Infusing education for sustainable development (ESD) into curricula: teacher educators’ experiences within the School of Education at The University of the West Indies, Jamaica 133 Carmel Roofe, Therese Ferguson, Carol Hordatt Gentles, Sharon Bramwell-Lalor, Loraine D. Cook, Aldrin E. Sweeney, Canute Thompson and Everton Cummings 10 Teaching leadership skills to sustainability professionals 152 R. Bruce Hull, David P. Robertson, and Michael Mortimer 11 Sustainability goals, mental health and violence: convergent dialogues in research and higher education 163 Sonia Regina da Cal Seixas and João Luiz de Moraes Hoeffel 12 The Sustainable Development Goals in the context of university extension projects: the Brazilian case of the Federal University of Rio de Janeiro (UFRJ) 179 Luan Santos, Victória Fernandes da Silva, Isabella Arlochi de Oliveira and Bruno Neves Amado 13 Teachers’ training as a way of increasing sustainable traditional livelihoods in the coastal region of Paraty, Brazil 196 Marina Alves Novaes e Cruz, Ana Claudia Campuzano Martinez, Cecilia Maria Marafelli, Katherine Cilae Benedict, Maria Inês Rocha de S., Leonardo Esteves de Freitas and Edmundo Gallo 14 Field notes: teaching sustainable business to environmental scientists 208 Diana Watts PART II INNOVATION AND NEW TECHNOLOGIES 15 Innovations in curriculum and pedagogy in education for sustainable development 219 Hock Lye Koh and Su Yean Teh 16 Digital storytelling as OER-enabled pedagogy: sustainable teaching in a digital world 238 Daniel Otto 17 Addressing the SDGs through an integrated model of collaborative education 252 Wendy Stubbs, Susie S.Y. Ho, Jessica K. Abbonizio, Stathi Paxinos and Joannette J. (Annette) Bos 18 Measuring transformative learning for sustainability in higher education: application of an augmented Learning Activities Survey 272 Elizabeth Sidiropoulos 19 The need to build the concept of environment within the framework of the Sustainable Development Goals 290 Rocío Jiménez-Fontana, Esther García-González and Antonio Navarrete 20 Interdisciplinary training for the transformation of teaching in the context of sustainability 306 Osvaldo Luiz Gonçalves Quelhas, Sergio Luiz Braga França, Marcelo Jasmim Meiriño, Gilson Brito Alves Lima, Luís Perez Zotes and Nicholas Van-Erven Ludolf 21 Extra-curricular activities as a way of teaching sustainability 323 Gert-Olof Boström, Katarina Winka and Katarzyna Wolanik Boström 22 Fostering empathy towards effective sustainability teaching: from the Food Sustainability Index educational toolkit to a new pedagogical model 335 Sonia Massari, Francesca Allievi and Francesca Recanati 23 Making economics relevant: incorporating sustainability 350 Madhavi Venkatesan 24 Towards sustainability as a frame of mind in higher education: thinking about sustainability rhizomatically 366 Dzintra Iliško 25 Implementing a green co-learning center to support sustainable campus development 376 Cahyono Agus, Nur Aini Iswati Hasanah, Aqmal Nur Jihad, Pita Asih Bekti Cahyanti, Muhammad Sulaiman, and Suratman 26 An exploration of interdisciplinary settings as intellectual spaces for sustainability in higher education 389 Rudi W. Pretorius 27 Stepping toward a sense of place: a choreography of natural and social science 406 Michael-Anne Noble, Hilary Leighton and Ann Dale 28 Preserving sustainability: activating the ecological university through collective food practice 418 Monica Dantas, Sherif Goubran and Nadra Wagdy 29 Taday’s agrofestive calendar – Ecuador: a methodology for creating a sustainability experience with a dialogue of knowledge approach 435 María Fernanda Acosta Altamirano, Verónica Gabriela Tacuri Albarracín and Erika Gabriela Araujo P.rez 30 Free online spaces for learning and awareness in the sustainability field: the Universidade da Coruña (Spain) project 445 María Alló, Carmen Gago-Cortés, Ángeles Longarela-Ares and Estefanía Mourelle 31 Sustainability in the workplace and the theory of planned behaviour: norms and identity predict environmentally friendly intentions 462 Dennis Nigbur, Ana Fernández, Sharon Coen, Anke Franz and Ian Hocking 32 Challenges in sustainability teaching 473 Walter Leal Filho Index

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Book SynopsisBuilding on the success of the first volume of Teaching Entrepreneurship, this second volume features new teaching exercises that are adaptable and can be used to teach online, face to face or in a hybrid environment. In addition, it expands on the five practices of entrepreneurship education: the practice of play, the practice of empathy, the practice of creation, the practice of experimentation, and the practice of reflection.This portfolio of practices leads to a holistic teaching approach designed to help students think and act more entrepreneurially under various degrees of uncertainty and across contexts. Here in Volume Two the editors and contributors demonstrate how the five practices are a framework for course development to help students make progress toward a more entrepreneurial way of thinking and develop the ability to find and create new opportunities with the courage to act on them.Educators trying to build entrepreneurship into their curriculum, from within and outside the business school, will find Teaching Entrepreneurship, Volume Two invaluable in developing experiential learning experiences.Table of ContentsContents: 1 Introduction to Teaching Entrepreneurship, Volume Two 1 Heidi M. Neck, Candida G. Brush and Patricia G. Greene 2 Are you teaching entrepreneurially? A self-assessment 17 Heidi M. Neck, Candida G. Brush and Patricia G. Greene 3 Exercises to practice play 21 Collaborative art 22 The Babson Airplane Company 28 Puzzles and stories 35 Seated bucket ball 47 Words with frenemies 53 The bake-off playwriting activity 73 Overcoming your fears through art 79 The geometric challenge 85 4 Exercises to practice empathy 91 A day in the life 92 Idea generation – a family affair 98 Successful pitching styles 108 Customer journey mapping 114 AEIOU observation 123 What if I were my own customer? 128 Fumbling in the dark 134 Sylvia Waterston interactive case 141 Investor negotiation 155 Target market buyer personas 170 5 Exercises to practice creation 176 Exploring growth options 177 Creating the future through the UN Sustainable Development Goals 184 Give–get for resource acquisition 189 Pitching with the 4H Framework 196 Idea board 204 Tell me about . . . an interview role-play for need identification 210 What should public policy be for entrepreneurs? 218 Hot seat 223 6 Exercises to practice experimentation 231 Building gender acumen as an inclusive entrepreneurial leadership competence 232 Idea testing using the business model canvas 245 Mindshifts 253 Supply chain innovation to reduce ecological impact 257 The relevance and value of pivoting – which company would you invest in? 266 Testing small in order to grow big 271 Opportunity evaluation checklist 280 Sweating the small stuff 288 Ideas in motion 300 7 Exercises to practice reflection 306 Envisioning the future 307 Why should I invest in you? 316 Uncertainty and corporate entrepreneurship – the TMRO (Tomorrow) Framework 321 Looking in – founder identity in new venture creation 332 Babson activity analysis 338 Designing the authentic brand called you 348 The organizational culture design game 359 Five strangers 366 Appendix: exercises categorized by topic 373 Index 377

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Book SynopsisProviding an insightful and comprehensive introduction to the world of journal publishing within the fields of political science and international relations, this book offers in-depth guidance to maximize the likelihood of publishing success. Using their extensive experience as journal editors, Marijke Breuning and John Ishiyama also include crucial advice on how to select an appropriate journal, revise manuscripts, and how to increase the impact of published work. Common questions are answered, such as: when is the right time to submit your manuscript; how to select a co-author; and when to contact an editor, as well as the challenging aspect of how to deal with rejections. Other key topics are thoroughly reviewed and explored, including guidance on ethics and integrity in publishing journal articles, emerging practices regarding research transparency, and new frontiers in academic journal publishing such as Open Access. This engaging book will be an invaluable resource for graduate students and scholars looking to improve their understanding of the journal publishing process, as well as providing an essential guide for those undertaking this journey for the first time.Trade Review‘A must read for all graduate students, and yet everyone will learn something. It democratizes the publication process by making critical information available to everyone. Importantly, the authors include reflective commentary on current issues as well: replication, open access, and promoting your own published work. Breuning and Ishiyama are ideal authors on the topic of “how to publish” as they are outstanding scholars with sustained publication records, have top-level editing experience, and reputations as strong mentors to many throughout the discipline.’ -- Janet Box-Steffensmeier, Ohio State University, US‘Breuning and Ishiyama bring a wealth of experience to bear in this excellent “how-to” book. How to Get Published in the Best Political Science and International Relations Journals is a welcome resource for graduate students and early career scholars as they learn about, and navigate, the journal publishing process. In addition to opening the black box of the publishing process itself, the book also provides informative advice on several important issues in publishing, including ethics, data transparency and citations, as well as newer developments, such as open access publishing. It is a resource that I will enthusiastically recommend to colleagues.’ -- Jae-Jae Spoon, University of Pittsburgh, US‘This comprehensive and highly readable volume contains a host of insights about how to publish in Political Science and International Relations. Subject matter includes how to select a journal based on a balance of prestige versus fit, when to send a manuscript out for review, tactics for revising in response to instructions from editors, and ways in which to maximize the impact of one’s publications. The book is essential reading for both those new to the profession and their mentors.’ -- Patrick James, Dornsife Dean’s Professor of International Relations, University of Southern California, Los Angeles, US‘Breuning and Ishiyama distill a vast amount of experience as authors and editors into this engaging book. Their advice is practical and methodical as they walk a new scholar through the steps of publishing in academic journals. Even established scholars will appreciate the discussions of newer trends, such as research transparency, open access, and strategies to maximizing the impact of published work. This is a must read for anyone looking for advice on journal publishing!’ -- Cameron G. Thies, Arizona State University, USTable of ContentsContents: Introduction: how to use this book 1. The publishing process 2. The review process 3. Ethics and integrity in publishing 4. Research transparency across different types of scholarship 5. New frontiers in publishing: understanding open access journals 6. Maximizing the impact of your scholarship References Index

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Book SynopsisJust how should we teach entrepreneurship? This important book provides many of the answers to this challenging question. In developing the first signature pedagogy for entrepreneurship education, Colin Jones unites the contexts of enterprise and education at the intersection of scholarship, transformational learning and student engagement. Good teaching for entrepreneurship is shown to emerge both from the educator and the students' interest. For the educator, a process of scholarly leading is required to support student interest - from the alternate perspective, students require a willingness to welcome uncertainty and challenge the existing boundaries to effectively develop a capacity for self-negotiated action. A key guide for all entrepreneurship lecturers and tutors, written for all teaching contexts, this book will challenge you to teach 'who you are', as well as what you know.Trade Review'Colin challenges the reader to critically reflect on their role as an entrepreneurship and enterprise educator which even the most experienced practitioner will find both provocative and inspiring. Through his meticulous dissection of what it means to operate as an enterprise educator, a new educational philosophy emerges with clearly defined roles for all involved and tools presented to equip the reader in their ongoing development. Colin makes an exciting contribution to this space and does so with great humility and unintimidating prose.' --Tom Williamson, Coventry University, UK'How to Teach Entrepreneurship is an outstanding book for entrepreneurship educators and a must read for new colleagues trying to get to grips with their first entrepreneurship classes. The book provides deep insights that help you know yourself as an educator and it enables you to design educational practice that is mindful of the different ways students learn.' --Luke Pittaway, Ohio University, US'In Colin's true to form pedagogy and heutagogy style, he introduces a novel approach to contemporary frameworks and practices in transformational enterprise and entrepreneurship education. I just love the ''sports'' associations, from players to scoring the game. This book provides significant self-reflection towards enhancing our teaching philosophies, from nascent to experienced educators. A must read, not only for us entrepreneurship educators, but all educators in the transformational, innovative and digital space.' --Alex Maritz, La Trobe Business School, AustraliaTable of ContentsContents: Foreword by Andy Penaluna Introduction PART I THE PLAYERS 1. Know yourself 2. Know your activity environment 3. Know your students PART II RULES OF THE GAME 4. Scholarship of teaching and learning 5. Contemporary frameworks 6. Seeing the rules PART III PLAYING THE GAME 7. Determine your purpose 8. Strategic choice 9. Effective practices PART IV SCORING THE GAME 10. Qualitative standards 11. Improving your game 12. Teach who you are Appendices References Index

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Book SynopsisThis comprehensive guide captures important trends in international relations (IR) pedagogy, paying particular attention to innovations in active learning and student engagement for the contemporary International Relations (IR) classroom.This book is organized into three parts: IR course structures and goals; techniques and approaches to the classroom; and assessment and effectiveness. It is up-to-date with teaching practices highlighted by leading journals and conferences sponsored by the International Studies Association (ISA) and the American Political Science Association (APSA). Collectively, the chapters contribute to continuing dialogues on pedagogy in the field and serve as a critical resource for faculty in IR, political science, and social science.Trade Review‘In an increasingly complex world that calls for innovation and critical thinking, Teaching International Relations provides a valuable collection of chapters to guide thoughtful instructors who want to create engaging and meaningful learning experiences for their students. This new volume is broad in scope, with a diverse and accomplished set of contributors. IR instructors will find an excellent resource for actively engaging students, structuring courses, and assessing outcomes.’Table of ContentsContents: 1 Introduction to Teaching International Relations 1 James M. Scott, Ralph G. Carter, Brandy Jolliff Scott and Jeffrey S. Lantis PART I CONTEMPORARY TRENDS IN COURSE STRUCTURES AND GOALS 2 Essentials for Introduction to International Relations 11 Paul F. Diehl and Mark A. Boyer 3 Teaching with purpose: commitment and innovation in IR pedagogy 27 Jeffrey S. Lantis 4 Teaching IR in the Global South: views from Brazil and South Africa 38 Jacqui de Matos Ala, Cristina Yumie Aoki Inoue and Marcelo Valença 5 Toward an intersectional pedagogy in IR: how to take feminist interventions seriously 52 Dovilė Budrytė PART II INNOVATIONS IN THE CLASSROOM: TECHNIQUES AND APPROACHES 6 Teaching with case studies 66 Ralph G. Carter 7 Experiential learning through faculty-led study abroad programs 77 Amy Below, Amanda Nydegger and Mary Jane Parmentier 8 Using Statecraft in the classroom 90 Eric Cox 9 Teaching political violence with games and simulations 105 Amanda Rosen and Victor Asal 10 Teaching with the IR theory toolkit 117 Eric K. Leonard 11 Teaching IR with literature and film 129 Gigi Gokcek and Patrick James 12 Engaging in inquiry: problem-based and research-focused teaching and learning 145 James M. Scott 13 Engaging with diversity through technology 160 Yasemin Akbaba and Filiz Başkan 14 Becoming an effective online teacher: five considerations for better teaching and learning in IR courses 176 Brandy Jolliff Scott 15 Collaborative learning in the IR classroom 189 Heather A. Smith PART III ASSESSMENT AND EFFECTIVENESS 16 Assessment and effectiveness of active teaching and learning in IR 201 Matthew Krain and Kent J. Kille 17 The vital role of assessment in active teaching and learning 214 Kerstin Hamann References 224 Index

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Book SynopsisThere is often little guidance available on how to teach in universities, despite there being increasing pressure to raise teaching standards, as well as no official requirement for academics to have any specific teaching qualification in many countries. This invaluable book comprehensively addresses this issue, providing an overview of teaching in a business school that covers all stages of student learning. This book demonstrates various ways to engage students and offers techniques to enhance teaching practice, focusing on particular challenges such as large group teaching, increasing attendance and engagement, and successful professional development. All the contributors have current experience of teaching in a business school, allowing them to offer honest, personal assessments of what is effective in practice. Chapters address specific topics such as technology enhanced learning, while useful 'thoughts' provide creative and innovative suggestions on improving participation and outcomes. Learning and Teaching in Higher Education will be an important resource for those teaching in a business school setting, as well as having significant value to anyone teaching in higher education more generally.Trade Review'This is an intensely practical and practice-inspired book aimed at the new, and not so new, HE instructor. Illustrations, thoughts, reflections and tips for the practitioner are generously provided throughout. Old and new tools and techniques, from storytelling to the virtual classroom, are brought to life; challenging and encouraging the reader to broaden their practice.' --Ann Davis, University of Sydney, Australia'This conversational collection offers an array of practical tips, personal anecdotes and examples for teaching in business and management contexts. Lecturers who are new to teaching will no doubt find it very useful to get started, while more experienced colleagues may want to dip into it for fresh ideas.' --Alison James, University of Winchester, UK'This is an essential resource for anyone teaching and supporting learning in a business school. The variety and richness of practical approaches, pedagogic reflections and initiatives presented in the context of business and management education is simply outstanding. Well done for this must-read collection of inspirational ideas and tried and tested approaches that will inspire us all to get more creative in the business classroom.' --Sally Everett, King's College London, UKTable of ContentsContents: Preface Foreword Introduction 1. Theorising about learning and knowing Keith Schofield Engaging Students 2. How to engage students Alison Lindon and Michael Butler 3. Icebreakers for business school students Ilias Basioudis Thought 1 Alison Lindon and Michael Butler 4. Trumping Truancy: Maintaining student attendance and engagement Gayatri Patel Thought 2 Kathy Daniels 5. Helping our students to think critically Elaine Clarke Thought 3 Daniel Cash 6. How to introduce and integrate creativity Bimal Arora 7. How to invigorate group presentations Matthew Olczak Thought 4 Gayatri Patel 8. Bridging the Gap: Writing in Higher Education Daniel Cash Enhancing Teaching Practice 9. Getting the most out of large group teaching Caroline Elliott and Jon Guest 10. Storytelling as a technique for teaching Sudeshna Bhattacharya Thought 5 Geetha Ravishankar 11. Experiential learning: Use of business simulations Clive Kerridge Thought 6 Kris Lines 12. How to do a confident presentation Chris Jones Thought 7 Caroline Elliott and Jon Guest 13. Making teaching relevant for the business student Kathy Daniels 14. Problem based learning Chris Owen Thought 8 Alison McPherson 15. Teaching students struggling because English is not their first language Pieter Koornhof 16. How to teach students from a range of different countries Uche Ogwude Thought 9 Matthew Olczak 17. Teaching small groups Alison McPherson Technology Enhanced Learning 18. Technology enhanced learning activities and student participation Bahar Kazmi and Umair Riaz Thought 10 Elaine Clarke 19. Cultivating students’ digital literacy Soumyadeb Chowdhury, Oscar Rodríguez-Espindola, Ahmad Beltagui and Pavel Albores-Barajas Thought 11 Uche Ogwude 20. Designing and teaching an online module Jon Taylor, Richard Terry and Matt Davies Thought 12 Soumyadeb Chowdhury, Oscar Rodríguez-Espindola, Ahmad Beltagui and Pavel Albores-Barajas 21. Successful teaching in virtual classrooms Richard Terry, Jon Taylor and Matt Davies Thought 13 Soumyadeb Chowdhury, Oscar Rodríguez-Espindola, Ahmad Beltagui and Pavel Albores-Barajas 22. Managing online learning Nicholas Theodorakopoulos, Teaching Content 23. The use of short in-class games Jon Guest, Maria Kozlovskaya and Matthew Olczak 24. Teaching maths to non-mathematical standards Geetha Ravishankar Thought 14 Pieter Koornhof 25. How to embed CSR in teaching Muhammed Al Mahameed and Umair Riaz 26. Teaching Law to business students Adam Shaw-Mellors and Pieter Koornhof Thought 15 Adam Shaw-Mellors 27. Practitioner module partnership and sponsorship Keith Glanfield Assessment 28. Demystifying the assessment criteria Gayatri Patel Thought 16 Bimal Arora 29. Using posters in academic assessments Kris Lines 30. Writing effective multiple choice questions Simon Finley Thought 17 Kathy Daniels 31. Peer assessment Elaine Clarke 32. Providing effective feedback Jon Guest Index

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Book SynopsisThis book demonstrates alternatives to the lecture and chalkboard approach that dominates the teaching of economics, providing a range of innovative teaching techniques and examples aimed at engaging undergraduates in the learning of economics.The editors provide a brief history of the teaching of economics in higher education, as well as a review of current undergraduate teaching practices. Some of the field's leading educators then demonstrate alternative practices in three main sections: 'Active and Cooperative Learning', 'Writing, the Internet, and Discovery Through Sampling', and 'Examples from the World Around Us'. The topics in the twelve chapters of the book have been carefully selected based on their high potential for adoption by other instructors. Detailed, 'hands-on' examples are included within each chapter, illustrating how suggested approaches can be used in different courses and classroom situations at the undergraduate level. Also included are lists of 'Dos' and 'Dont's' to guide instructors through the successful implementation of activities.This book will be of great practical value to teachers of economics as well as administrators responsible for undergraduate instruction.Trade Review'Teaching Economics to Undergraduates deserves a prominent spot on the bookshelves of all economists who are interested in improving the effectiveness of their teaching, especially those with important undergraduate teaching responsibilities. Following an introductory essay, 11 chapters provide very specific ideas of new ways to structure one's teaching. Each chapter also contains a useful list of 'dos and don'ts' that add to their effectiveness.' -- Craig Swan, Journal of Economic Education'It should prove most helpful and beneficial to anyone who has a desire to be more innovative in the way he or she teaches economics to undergraduates, for this reason I give this book an enthusiastic thumbs up! . . . I wholeheartedly recommend this book to anyone contemplating changing his or her style of teaching undergraduate economics.' -- Richard J. Torz, Eastern Economic Journal'Almost every instructor reading this book will gain some valuable, low-cost, new ideas to supplement their courses.' -- R.M. Whaples, Choice'The editors and authors are outstanding teachers who have thought a great deal about how to make economics accessible to students with a wide range of learning styles. This systematic treatment of the subject will be extremely valuable for those who want to make their classrooms creative learning laboratories and for those who are trying to develop effective teaching and learning tools. I heartily recommend this work to all serious teachers of economics.' -- Michael Parkin, University of Western Ontario, Canada'The volume will provide two types of assistance to the teachers of economics to undergraduates. First, it will offer novel approaches that can enliven the process and increase the effectiveness with which knowledge and analytic skills can be imparted to the student. Second, it can stimulate the thought of the instructors themselves about the logic that should guide their teaching process. . . . It is a substantial contribution to the teaching of economics as well as to the pertinent research.' -- From the foreword by William J. Baumol'Recent years have witnessed a decline in the numbers of students studying economics in colleges and universities, not just in the USA but all over Europe. Some say that this is the result of the kind of subject economics has become: excessively technical, ever more mathematical. Perhaps so but in that case, it is even more important than ever to teach economics better, more effectively, more interestingly. Here is a book that looks critically at different ways of achieving that. It represents a substantial contribution to economics education.' -- The late Mark Blaug, formerly of the University of London and University of Buckingham, UKTable of ContentsContents: Foreword by William J. Baumol 1. Teaching Economics: What Was, Is, and Could Be Part I: Active and Cooperative Learning 2. Making Cooperative Learning Work in Economics Classes 3. Gender and Active Learning 4. Student Decision Making as Active Learning Part II: Writing, the Internet, and Discovery Through Sampling 5. Integrating the Practice of Writing Into Economics Instruction 6. Using the Internet and Computer Technology to Teach Economics 7. Using Monte Carlo Studies for Teaching Econometrics Part III: Examples from the World Around Us 8. Using Sports to Teach Economics 9. Using Literature and Drama in Undergraduate Economics Courses 10. Acceptance Speeches by the Nobel Laureates in Economics 11. Using Cases as an Effective Active Learning Technique 12. Engaging Students in Quantitative Analysis with the Academic and Popular Press

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Book SynopsisThis ground-breaking book focuses on the implications of the complexity vision, such as that held by economists at the Santa Fe Institute, for the teaching of economics. This complexity vision suggests that answers to questions such as how do markets develop and how do they evolve need to be approached head on. Complexity economics is beginning to do just that. Most of the work in complexity is highly formal and technical; it seems far away from issues such as the teaching of economics. This book is different. The focus of this book is not on the grand theories, or technical aspects, of complexity. Instead it is on the teaching of economics. It asks the question: how would the teaching of economics change if complexity is taken seriously? An outstanding group of contributors, including Brian Arthur, Buz Brock, and Duncan Foley, provide interesting and provocative answers to that question in a non-technical and highly accessible style. It is a book that should be read by all those teaching economics, as well as those who are interested in where the complexity revolution in science might be leading.Trade Review'This book is an impressive collection of essays. . . this is an interesting and challenging book, of interest both to those who want an introduction to the ideas from complexity theory and those who reflect generally on the teaching and future development of economics as a subject.' -- Geoffrey M. Hodgson, Review of Social Economy'It is in the real world where the action is; and if we want to interest students in economics, and make economics more relevant, the teaching of economics must reflect the real world, not abstract deductive models that lead nowhere fast, and may lead nowhere slowly.' -- From the introduction by David ColanderTable of ContentsContents: Introduction Part I: The Complexity Vision and Economics Part II: The Complexity Vision and Economic Policy Part III: Teaching the Complexity Vision in Economics: General Part IV: Teaching the Complexity Vision in Economics: Specifics Part V: Bioeconomics, Complexity and the Teaching of Economics

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Book SynopsisThis fascinating sequel to the 1998 Teaching Economics to Undergraduates provides more alternatives to the lecture and chalkboard approach that dominates university economics teaching. Distinguished contributing authors provide a wide range of innovative teaching techniques and examples aimed at more effectively engaging undergraduates in the learning of economics.New topics covered in this volume include game theory, using active learning techniques in large classes, a streamlined content agenda for macroeconomic principles, distance learning, and assessment of student learning. Other chapters revisit topics from the first volume, though often from different perspectives or with new approaches provided by different authors. Topics covered in these chapters include cooperative learning techniques, using technology in the classroom (including dozens of websites), bringing the work of the Nobel Laureates into undergraduate classes, and teaching with experimental economics, case studies, or team writing assignments and presentations. Teaching Economics is an invaluable and practical tool for teachers of economics, administrators responsible for undergraduate instruction and graduate students who are just beginning to teach. Each chapter includes specific teaching tips for classroom implementation and summary lists of dos and don'ts for instructors who are thinking of moving beyond the lecture method of traditional chalk and talk.Trade Review'This book is crammed with useful ideas which can be implemented in a variety of courses. . . This reviewer recommends the addition of TE to the bookshelf of anyone interested in incorporating active learning methods in the economics classroom, as well as those who have taken the plunge without the benefit of a similar volume.' -- Robert S. Gazzale, Journal of Economic Literature'This must sit alongside the previous volume as an essential source of teaching strategies for the thoughtful economist. Becker and Watts have succeeded again in providing a book which should push the profession forward in its thinking as well as its practice in teaching a new generation of economists.' -- Peter Davies, University of Staffordshire, UK and Co-Editor, International Review of Economics EducationAcclaim for Teaching Economics to Undergraduates:'Teaching Economics to Undergraduates deserves a prominent spot on the bookshelves of all economists who are interested in improving the effectiveness of their teaching, especially those with important undergraduate teaching responsibilities. Following an introductory essay, 11 chapters provide very specific ideas of new ways to structure one's teaching. Each chapter also contains a useful list of 'dos and don'ts' that adds to their effectiveness.' -- Craig Swan, Journal of Economic Education'It should prove most helpful and beneficial to anyone who has a desire to be more innovative in the way he or she teaches economics to undergraduates, for this reason I give this book an enthusiastic thumbs up! . . . I wholeheartedly recommend this book to anyone contemplating changing his or her style of teaching undergraduate economics.' -- Richard J. Torz, Eastern Economic JournalTable of ContentsContents: Preface 1. Restoring Fun to Game Theory 2. Using Classroom Experiments to Teach Economics 3. The Evolution of Cooperative Learning and Economics Instruction 4. Using the Case Method in the Economics Classroom 5. Using Active Learning Techniques in Large Lecture Classes 6. The Macroeconomics Principles Course: What Should Be Done? 7. Using the Internet and Computer Technology to Teach Economics 8. Teaching and Learning Economics at a Distance 9. Team Term Papers and Presentations 10. Using the Nobel Laureates in Economics to Teach Quantitative Methods 11. Assessment of Student Learning in Economics Index

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Book SynopsisTo be or not to be free, that is the question, the English question, the question of what is academic English at the beginning of the 21st century. So argues Thomas Docherty in this new and important new study, a study that begins with the claim that the fundamental idea governing the institution of the University is a will to freedom. Tracing a history of the modern European University from Vico onwards and including Hume, Rousseau, Schiller, Hegel, Schopenhauer, Newman, Alain, Benda and Jaspers, the author argues the academy's will to freedom is grounded in study of the 'eloquence' that has shaped literate and humane values. He goes on to explore the current condition of English as a literary discipline, arguing that literary studies is (or should be) a search for the unknown; and that in only that search can the academy establish the real meaning -- or meanings -- of social, political and ethical freedom.Table of ContentsThe English Question; The Fate of Culture: Die Welt ist Alles; On Reading; The Question Concerning Literature; For a Literature that is Without and Beyond Compare; Newman: The University and Universalism; The Existence of' Scotland; On Critical Humility; Clandestine English; Index.

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Book SynopsisTo be or not to be free, that is the question, the English question, the question of what is academic English at the beginning of the 21st century. So argues Thomas Docherty in this new and important new study, a study that begins with the claim that the fundamental idea governing the institution of the University is a will to freedom. Tracing a history of the modern European University from Vico onwards and including Hume, Rousseau, Schiller, Hegel, Schopenhauer, Newman, Alain, Benda and Jaspers, the author argues the academy's will to freedom is grounded in study of the 'eloquence' that has shaped literate and humane values. He goes on to explore the current condition of English as a literary discipline, arguing that literary studies is (or should be) a search for the unknown; and that in only that search can the academy establish the real meaning -- or meanings -- of social, political and ethical freedom.Table of ContentsThe English Question; The Fate of Culture: Die Welt ist Alles; On Reading; The Question Concerning Literature; For a Literature that is Without and Beyond Compare; Newman: The University and Universalism; The Existence of' Scotland; On Critical Humility; Clandestine English; Index.

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Book SynopsisEvery writing teacher needs a toolkit of good lesson plans and inspiring assignments. "The College Writing Toolkit: Tried and Tested Ideas for Teaching College Writing" is just such a practical resource, offering practical tools for both new and experienced teachers seeking to expand their professional repertoire. The Toolkit provides a collection of tried and tested methods and techniques for eliciting and working on students' writing in a college or university environment. Contributors from all over the world reflect on best practices for teaching writing and for generating writing assignments that help college or university students to learn and to express themselves with confidence, clarity, and originality and in a range of genres. Each contribution is written in a format specifying the theoretical and conceptual framework of the pedagogical activity, its purpose, audience, and intended outcomes. Contributors also describe the situations in which the activity has been tried, what the results have been, and how the activity has been modified accordingly. An important aspect of the descriptions is the contributors' reflections on the value of the activity and their recommendations for applying it for best results in the same and different types of contexts, such as for different types of institutions and audiences of students. Those who incorporate the practices of the Toolkit in their own teaching can therefore benefit from another practitioner's understanding and experience gained from refining an activity over time to enhance its effectiveness. College and university writing teachers can use and creatively adapt these activities to help their students improve their writing process, use writing as a mode of thought and reflection, master writing genres, and write effectively in their course assignments. The Toolkit is a resource for both novice and experienced writing teachers looking to try something different or new in their classes with a knowledge of a previous context in which it has been successful. By using the practical tools in "The College Writing Toolkit", college/university writing teachers can expand their repertoire while gaining experience that connects them to the practices of others in the field in the ongoing expansion and refinement of the tools of the writing trade.Table of ContentsIntroduction 1. Tools of the Trade: The College Writing Teacher in a New Age Pauline Burton and Martha C. Pennington Part 1. Writing from Personal Experience 2. The Personal Essay as a Tool to Teach Academic Writing Olivia Archibald, St. Martin's University (USA) 3. Snapshots of Our Literacies Michelle Cox, Bridgewater State College (USA) Katherine E. Tirabassi, Keene State College (USA) 4. Empowering Basic Writers Through This I BelieveA" Essays Molly Hurley Moran, University of Georgia (USA) 5. Local Heroes, Local Voices Pauline Burton 6. A Funny Thing Happened To Me: Introducing Oneself Through Humor Martha C. Pennington Part 2. Argumentation and Writing from Sources 7. The Delayed ThesisA" Essay: Enhancing Rhetorical Sensitivity by Exploring Doubts and Refutations Sara Pace, Lamar University (USA) 8. Literature-with-Exposition: A Critical Thinking and Writing Assignment Gita DasBender, Seton Hall University (USA) 9. Paraphrase Integration Task: Increasing Authenticity of Practice in Using Academic Sources Zuzana TomaA', University of Utah (USA) 10. Teaching Critique Writing: A Scaffolded Approach Nahla Nola Bacha, Lebanese American University (Lebanon) Part 3. Writing for Specific Contexts 11. Academic Discourse Community Mini-Ethnography Dan Melzer (California State University, Sacramento (USA) 12. Using Writing Across the Curriculum Exercises to Teach Critical Thinking and Writing Robert Smart, Quinnipiac University (USA) Suzanne Hudd, Quinnipiac University (USA) Andrew Delohery, Quinnipiac University (USA) 13. Writing the ProfessionalA": A Model for Teaching Project Management in a Writing Course Sky Marsen (Victoria University of Wellington (NZ) 14. Writing for an Authentic Audience Kate Kessler, James Madison University (USA) Part 4. Interactive and Self Assessment of Writing 15. The Write Path: Guiding Writers to Self-Reliance Lisa Nazarenko, University of Vienna (Austria) Gillian Schwarz, University of Vienna (Austria) 16. Conference-based Writing Assessment and Grading Robert T. Koch, Jr., University of North Alabama (USA) Part 5. Working With Technology in the Writing Class 17. Scavenger Hunt: A Model for Digital Composing Processes Sally Chandler, Kean University (USA) Mark Sutton, Kean University (USA) 18. Virtual Mediation: Audio-Enhanced Feedback for Student Writing Carter Winkle, Barry University (USA) 19. Academic Writing in the Foreign Language Class: Wikis and Chats at Work Ana Oskoz, University of Maryland, Baltimore County (USA) Idoia Elola, Texas Tech University (USA)

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Book SynopsisBrings together experiences of teachers of African literature from around the world in the context of technological change. Focuses on theoretical and pedagogical approaches to the teaching of African Literature on both sides of the Atlantic and beyond. The publication of Chinua Achebe's Things Fall Apart in 1958 drew universal attention not only to contemporary African creative imagination, but also established the art of the modern African novel. In 1986, Wole Soyinka became the first African to win the Nobel Prize for Literature, and opened the 'gate' for other African writers. By the close of the 20th century, African Literature had gained world-wide acceptance and legitimacy in the academy and featured on the literature curriculum of schools and colleges across the globe. This specialissue of African Literature Today, examines the diverse experiences of teachers of African Literature across regional, racial, cultural and national boundaries. It explores such issues as student responses, productive pedagogical innovations, the impact of modern technology, case studies of online teaching, teaching Criticism of African Literature, and teaching African Literature in an age of multiculturalism. It is intended as an invaluable teacher's handbook and essential student companion for the effective study of African Literature. Ernest Emenyonu is Professor of Africana Studies at the University of Michigan-Flint, USA; the editorial board is composed of scholars from US, UK and African universities Nigeria: HEBNTrade ReviewNot only does it continue to honor its pledge to be a forum for discovering new talents, but, with this latest issue, African Literature Today expands the territory of African literature by covering the subject of current instructional strategies. * RESEARCH IN AFRICAN LITERATURES *Table of ContentsEditorial Article: Half a Century of Teaching African Literature in the Academy - Ernest N. Emenyonu Teaching Ben Okri's The Famished Road & Syl Cheney-Coker's The Last Harmattan of Alusine Dunbar - Eustace Palmer What has Criticism Got to do with it?: Teaching Theory & Criticism in African Literary Studies - Charles Nnolim Teaching African Literature in an Era of Technology: A Case Study of Coppin State University - Blessing Diala-Ogamba Teaching African Literature Online in America: A University of Michigan-Flint Initiative - Patricia Emenyonu Teaching African Literature in an Age of Multiculturalism - Helen Chukwuma Challenges & Prospects of Teaching Oral Literature in Africa: A Teacher's Perspective - Mark Ighile Teaching & Reading Doris Lessing's The Antheap - Anne Serafin The Francophone Novel of Africa & the Caribbean: A Teacher's Perspective - Peter Wuteh Vakunta Teaching about Africa through Literature, Film & Music - Isaac V. Joslin Teaching African Oral Literature: A Nigerian Perspective - Godini G. Darah Teaching African Literature without Redaction & Hypostasis - Chimalum Nwankwo Reviews - James Gibbs

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Book SynopsisThis fascinating sequel to the 1998 Teaching Economics to Undergraduates provides more alternatives to the lecture and chalkboard approach that dominates university economics teaching. Distinguished contributing authors provide a wide range of innovative teaching techniques and examples aimed at more effectively engaging undergraduates in the learning of economics.New topics covered in this volume include game theory, using active learning techniques in large classes, a streamlined content agenda for macroeconomic principles, distance learning, and assessment of student learning. Other chapters revisit topics from the first volume, though often from different perspectives or with new approaches provided by different authors. Topics covered in these chapters include cooperative learning techniques, using technology in the classroom (including dozens of websites), bringing the work of the Nobel Laureates into undergraduate classes, and teaching with experimental economics, case studies, or team writing assignments and presentations. Teaching Economics is an invaluable and practical tool for teachers of economics, administrators responsible for undergraduate instruction and graduate students who are just beginning to teach. Each chapter includes specific teaching tips for classroom implementation and summary lists of dos and don'ts for instructors who are thinking of moving beyond the lecture method of traditional chalk and talk.Trade Review'This book is crammed with useful ideas which can be implemented in a variety of courses. . . This reviewer recommends the addition of TE to the bookshelf of anyone interested in incorporating active learning methods in the economics classroom, as well as those who have taken the plunge without the benefit of a similar volume.' -- Robert S. Gazzale, Journal of Economic Literature'This must sit alongside the previous volume as an essential source of teaching strategies for the thoughtful economist. Becker and Watts have succeeded again in providing a book which should push the profession forward in its thinking as well as its practice in teaching a new generation of economists.' -- Peter Davies, University of Staffordshire, UK and Co-Editor, International Review of Economics EducationAcclaim for Teaching Economics to Undergraduates:'Teaching Economics to Undergraduates deserves a prominent spot on the bookshelves of all economists who are interested in improving the effectiveness of their teaching, especially those with important undergraduate teaching responsibilities. Following an introductory essay, 11 chapters provide very specific ideas of new ways to structure one's teaching. Each chapter also contains a useful list of 'dos and don'ts' that adds to their effectiveness.' -- Craig Swan, Journal of Economic Education'It should prove most helpful and beneficial to anyone who has a desire to be more innovative in the way he or she teaches economics to undergraduates, for this reason I give this book an enthusiastic thumbs up! . . . I wholeheartedly recommend this book to anyone contemplating changing his or her style of teaching undergraduate economics.' -- Richard J. Torz, Eastern Economic JournalTable of ContentsContents: Preface 1. Restoring Fun to Game Theory 2. Using Classroom Experiments to Teach Economics 3. The Evolution of Cooperative Learning and Economics Instruction 4. Using the Case Method in the Economics Classroom 5. Using Active Learning Techniques in Large Lecture Classes 6. The Macroeconomics Principles Course: What Should Be Done? 7. Using the Internet and Computer Technology to Teach Economics 8. Teaching and Learning Economics at a Distance 9. Team Term Papers and Presentations 10. Using the Nobel Laureates in Economics to Teach Quantitative Methods 11. Assessment of Student Learning in Economics Index

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Book SynopsisThis unique monograph comprises a collection of interviews conducted face-to-face with leading economists at universities throughout the United States. Presented with the singular opportunity to reflect on and share their wisdom and experience, the 21 interviewees discuss how they interpret, understand and practice their role as teachers. In addition to providing lessons that will inform the way others teach, the interviews shatter the illusion that teaching and research are strictly independent and competing activities.The Heart of Teaching Economics serves not only as a welcome resource for scholars and students of economics, but as a guidebook - and inspiration - for those who will help to shape the minds of future economists.With Contributions from: Simon W. Bowmaker, Luis Cabral, David Cutler, William Easterly, Barry Eichengreen, Nancy Folbre, Robert Frank, David Friedman, Edward Glaeser, Robert J. Gordon, William Greene, Shoshana Grossbard, Gene Grossman, Daniel Hamermesh, Caroline Hoxby, David Laibson, Steven Landsburg, John List, Steven Medema, Frederic Mishkin, Benjamin Polak, John B. TaylorTrade Review‘The Heart of Teaching Economics is a marvellously entertaining and lively book. All who read it cannot help but come away from the experience with a richly enhanced understanding of the power, virtue and importance of teaching.’ -- Wayne Geerling, The Business Economist‘These interviews will prove illuminating for anybody who teaches economics, novice or old hand alike. They show that it takes deep knowledge of the subject, empathy and hard work to be a good teacher - and also that the greatest teachers bring tremendous energy and creativity to the task of inspiring students with that passion to understand and improve the world that defines economics at its best. An inspiring book for those of us who care about the next generation of economists.’ -- Diane Coyle, author of The Soulful Science: What Economists Really Do and Why It Matters‘Everyone remembers their favourite teacher. The testimonies recorded here provide a great insight into the minds of some of the most popular and successful to have graced a lecture hall. The range of styles is wide, but the theme of inspiration is common to all. This book will be of tremendous interest to any aspiring teacher. It will also appeal to anyone who wonders why their inspiration to understand economics still burns brightly so many years after their last lecture.’ -- Mervyn King, Governor of the Bank of England‘Are you a freshly minted economics PhD, dumped clueless in front of your first class? Or are you an experienced and good teacher, trying to raise your game to the next level? In either case, this book offers you a whole course of master classes. Simon Bowmaker deserves the economics profession’s thanks for bringing together these gems of ideas and suggestions from our best practitioners of the art of teaching.’ -- Avinash Dixit, Princeton University, USTable of ContentsContents: Foreword Robert M. Solow Introduction Simon W. Bowmaker PART I: FUNDAMENTALS 1. Principles of Microeconomics Robert Frank 2. Principles of Macroeconomics John B. Taylor 3. Intermediate Microeconomics Steven Landsburg 4. Intermediate Macroeconomics Robert J. Gordon PART II: TOOLS 5. Game Theory Benjamin Polak, 6. Econometrics William Greene 7. Behavioral Economics David Laibson PART III: APPLICATIONS History 8. History of Economic Thought Steven Medema 9. Economic History Barry Eichengreen Microeconomics 10. Public Economics Caroline Hoxby 11. Labor Economics Daniel Hamermesh 12. Urban Economics Edward Glaeser 13. Industrial Organization Luís Cabral 14. Family Economics Shoshana Grossbard 15. Health Economics David Cutler 16. Race and Gender Nancy Folbre 17. Environmental Economics John List 18. Law and Economics David Friedman International Economics and Macroeconomics 19. International Trade Gene Grossman 20. Development Economics William Easterly 21. Money and Banking Frederic Mishkin Bibliography Index

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