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Educational Philosophy . TEACHING PHILOSOPHY AND STRATEGY I organize my classes around key topics, key themes, and the required readings. Courses are structured around what I call a class dialogue in which information, knowledge, and thought will be generated through lecture/background, discussion, class activities, and especially the Socratic method. I will often play the role of provocateur and advocate to stimulate participation. The class dialogue emphasizes the importance of student participation and active learning as a means to improve one's skills, interest, information, knowledge, and ultimately understanding. In essence, class discussions will consist of an active exchange between the students and professor. When deemed necessary, lectures will be provided for some of the more difficult material and to provide appropriate background. Naturally, the larger the class, the more challenging it will be to have active learning. The class is organized around the required readings. I expect every student to come to class prepared, regardless of the size of the class. Every student should be able to summarize and analyze each assigned reading and place it in perspective relative to the rest of the course material. Students also will be expected to offer comments or questions which contribute to class discussions on a regular basis. The readings are intended to be accessible and diverse so as to improve student's ability to acquire an understanding of the dynamics of the world of politics and its real-world relevance. I incorporate different pedagogical techniques and try to provide constant feedback in order to maximize student learning. Students are expected to come to class on time and be courteous at all times in order to promote a more positive learning environment..
One ultimate purpose of higher education and the offering of this course is to broaden your knowledge and understanding about the world around you--to learn about things that you probably don't know much about and to think about things to which you haven't given much thought. At the same time, I recognize that many individuals hold strong beliefs and feelings about things that involve the world and, in particular, the United States--often based more on faith and emotion rather than substantive knowledge. Therefore, some of the material in this course may be controversial and will challenge you to think about many beliefs and assumptions you hold (and have rarely examined). Your role is to act as student, social scientist, or policy analyst, not policymaker, activist, or true believer. The purpose of the class is to better understand the history and contemporary practice of U.S. foreign policy, regardless of what your feelings and opinions are about that reality. Learning and understanding are to be accomplished through the accumulation of information and knowledge and reliance on an open and critical mind. Hopefully, this course will increase your knowledge by having you acquire: i) lots of information, ii) appreciate the complexity and contradictions of reality, iii) recognize patterns and make generalizations supported by evidence, and iv) recognize and think about different views (including my view which I will provide). These are the building blocks to knowledge and understanding.
I became a professor because of my love and passion for learning that I try to share with my students. I try my best to inspire each student to learn and grow intellectually. I believe I have a general reputation for being a demanding and stimulating teacher whose students tend to learn and enjoy the class. Students repeatedly take and recommend my courses despite the fact they realize that they will have to work hard because they know they will learn and be challenged and stimulated. I also spend a great amount of time and effort with students outside the classroom, as teacher, adviser, and mentor. I am an active and dedicated teacher who has been consistently involved in a wide variety of courses, instructional programs, and teaching activities. For over twenty years I have regularly teach one undergraduate and one graduate course a semester. I often offer new and innovative courses, and regularly teach a Distance Education course (through video) on "The Vietnam War" reaching undergraduate and graduate students throughout the state of South Carolina. I spend considerable time preparing, as well as revising, my courses and syllabi so as to maximize student interest and learning. I try to insure that students are familiar with the litany of magazines, journals and other sources available which present a host of scholarly, intellectual, opinion, and policy positions. In this respect, I encourage and often require students to use the library and internet. I often email my students informative and timely articles that they are required to read and integrate within the course. Through the readings, the class dialogue and contemporary affairs, students are exposed to broad and multiple perspectives. Students are evaluated through a variety of means depending on the course: usually including class participation, brief class exercises (such as preparing questions for class discussion), major writing assignments and research papers, and examinations. The intent behind these requirements is to have the student study and think about the course material throughout the semester and for them to get feedback in order to maximize each individual’s ability to learn and grow. I try to maintain high standards of excellence and few things give me greater pleasure than seeing students learn and do well in a course.I regularly communicate, remind, and update my students about the course through email. I maintain an open-door policy in terms of availability. I spend considerable time commenting and going over the writing assignments and examinations so each student understands their strengths and areas that are in need of improvement. All students are encouraged to seek out my assistance and I am willing to work with all students who want to improve their study skills and learning ability.
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