Workshop 3 - Teaching In Context: Why And How Location Matters (Presented by the Teaching Section)

W305 - Workshop 3 - Innovating Pedagogy in Context: Unexpected Methods, Materials and Conversations

Date: Jun 3 | Time: 03:30pm to 05:00pm | Location:

Chair/Président/Présidente : Samantha Twietmeyer (Queen's)

Discussant/Commentateur/Commentatrice : Leah Levac (University of Guelph)

Engaging Pedagogies: Enhancing the Learning of Archival Research Methods for Students in Political Science: Spyridon Kotsovilis (University of Toronto Mississauga), Meaghan Valant (University of Toronto Mississauga)
Abstract: Research Methods is often perceived as a dry and boring topic. However, pedagogical literature suggests that active learning exercises using case studies can enrich students’ learning by fostering empathy (Scorgie, 2010; Martin & Beese, 2020), increasing engagement (Yadav et al., 2014), and enhancing critical thinking skills (Mayo, 2004). Similarly, activities, exercises, and games can attract students’ attention (Bradbury), stimulate their interest and elicit their active commitment (Laal and Ghodsi). Although many have argued that active learning methods support student learning in Political Science courses (Asal & Blake, 2006; Lantis, Kuzma, & Boehrer, 2000; Loggins, 2009), some scholars (e.g., Archer and Miller 2011) point that few introductory-level courses use these strategies, prompting the recommendation of a broader adoption in introductory ones. Such an approach can also be applied to enhance the teaching of methods in Political Science. This paper illustrates a collaborative effort between the Department of Political Science and the Library at the University of Toronto Mississauga to provide undergraduate students in an introductory Methods class with an entertaining Canadian case study designed to introduce them to digital archival research methods. Archival Research is a useful qualitative method to search for and uncover previously inaccessible original historical evidence towards proposing or testing theories in Political Science (Lee; Mahoney and Thelen) and the growing number of projects to digitize archival material has brought renewed attention to it. A recent example is the 2022 National Archives Catalog, which has made accessible artifacts, papers records and exhibits from the Watergate affair case (United States v. G. Gordon Liddy trial) and has thereby provided unprecedented access to students of American politics. With the trend of digitalization set to continue, a significant portion of archival research will soon be digital and this method merits consideration when teaching a Research Methods class. To make learning about Digital Archival Research more engaging, a case study was employed to help students with comprehension of archival creation, awareness of potential biases, and strategies for optimizing a focused research agenda, while having fun. Initially offered in the Winter of 2024 and then scaled up in the 2025 academic year, this assignment unfolded in a number of steps, by asking class members to investigate a ‘cold case’ of potential Unidentified Flying Object incident in Canada that was documented in the summer of 1967 , amidst the height of the space race and the landing on the moon. First, a number of digitized documents and photos that have become readily available and accessible by Library and Archives Canada through their virtual exhibition, ‘Canada’s UFOs: The Search for the Unknown’ were selected and grouped together in a ‘curated’ digital archive; together with a simulated index they were uploaded to the course’s Canvas webpage. Then, a questionnaire with a short introductory narrative designed to ‘hook’ students (Sheehan, Gujarathi, Jones, & Phillips, 2018) was distributed to the class. To answer the questions successfully, students had to explore this digital archive, as well as participate in a group visit to the library, where a librarian made a brief presentation on archives and introduced additional evidence on the case. Finally, a special tutorial included a mini presentation by the expert librarian on the contours of archival research, complementing the class lecture and readings on the topic. Data collected from post-exercise surveys confirmed that students learned a lot about Digital Archival Research and had fun in the process. Overall, this type of approach and assignments aspires to contribute to Political Science students’ comprehension of methods like digital archival research in a way that is efficient, appealing and enjoyable.

The Comic Book as Political Intervention: Considering Best Practices for Research-Creation: Jamie Michaels (University of Calgary)
Abstract: Jews and Arabs have historically enjoyed generally positive relations. However, the last hundred years have been marred by seemingly intractable violence between Jewish and Arab nationalists. How might art and literature better enable Israelis and Palestinians to understand each other’s national narratives? Might the comic book—a popular yet overlooked form—be a tool for peacemaking? Are there representational devices unique to comics that might nuance (or challenge) the way history is understood? Could these comics specific techniques better enable the process of writing back against dominant perceptions of nationalism? I approach this these question as both a political scientist and a comics practitioner. I have recently completed a graphic novel showcasing the emergence of Jewish and Arab nationalisms. This paper will explore and synthesize the theories and methods that informed this research-creation project, parsing which might be particular to the Israeli-Palestinian conflict and which might have universal applications. I will analyse previous comics specific devices used to represent conflict, affect, and trauma. Following this discussion I will showcase a new research-creation methodology, an experimental usage of the comics form: a grid layout that mirrors and juxtaposes Jewish and Arab experiences during the war. This approach to panel and page arrangement is used to show parallels and disjunctures between the Jewish and Arab experiences in the First World War through composition, in addition to text and image. Through this process I will showcase the potential role of the comics form as a tool for truth, reconciliation and peacebuilding.

Integrating Active Learning Approaches to Teaching about Political Violence: Implications for Student Learning in Undergraduate Classrooms: Emily Dunlop (Cornell University), Sabrina Karim (Cornell University)
Abstract: Teaching about political violence can be difficult. However, it is especially necessary in the current climate given the rise of political violence around the world. Providing students with the tools necessary to evaluate root causes of violence is important for solidifying student understanding of these complex topics in our changing world. In this paper, we provide an overview of three active learning techniques employed in a political violence classroom at an undergraduate university in the United States. The first explores the Bargaining Model of War using card games and bonus points as the stakes; the second explores the Logic of Collective Action, by asking students to solve puzzles as a group; the third simulation asks students (divided into rebel groups) to recruit potential soldiers based on rebel profiles and group characteristics generated with ChatGPT. Combined these three simulations help students understand key aspects of why groups choose to fight, and why individuals choose to join rebellions. In the paper, we provide overviews of the simulations and evidence of their effects on student learning and engagement from surveys and focus groups conducted in the Spring 2024 and Fall 2024 semesters. Evidence suggests that the activities increased student engagement in addition to small gains in overall knowledge and understanding of the concepts. Finally, students indicated that they felt confident in their ability to apply these concepts to real world scenarios. We conclude by offering suggestions for incorporating these simulations across different topics.

Mapping Canadian Self-Identity: Analysing Canada's Representation in Undergraduate International Development Studies Reading Lists: Alexandra Wilson (University of Ottawa)
Abstract: This research analyzes the portrayal of Canada within Canadian International Development Studies (IDS) curricula, focusing on introductory courses to understand how Northern development needs, North-South linkages, and negative ethical obligations are integrated. Using Canada as a case study, the analysis examines 59 syllabi across Canadian universities, with 2,055 assigned materials over five academic years. Findings reveal that only 6.7% of readings focus on Canada, with a primary emphasis on Indigenous issues (66.7%) among those discussing domestic development. This emphasis, while significant, risks a narrow representation of domestic needs, overlooking other marginalized groups such as women, 2SLGBTQI+ communities, and people of colour. Further, while some materials critique Canada’s international development policies, they largely omit Global South contributions, framing development as a one-way transaction from North to South. The limited discussion of North-South linkages fails to present development as a collaborative, reciprocal process, a gap highlighted in calls by scholars like Afshar (2005). Similarly, negative ethical obligations receive scant attention, with only one reading explicitly addressing the importance of “do no harm” principles, missing a critical opportunity to engage students in local-global activism and ethical responsibilities. This research therefore argues for a broader scope in introductory IDS courses to cultivate a comprehensive, balanced view of Canada’s role in development. Integrating a wider range of domestic challenges, reciprocal North-South linkages, and ethical obligations would offer students a more nuanced understanding of Canada’s position within global development.