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The blogosphere peaked somewhere in the mid-2000s, so why would anyone start blogging in 2023?

Just like any other medium, video games can serve pedagogical purposes.

Like millions of other people around the world, I have spent much of the past few weeks playing The Legend of Zelda: Tears of the Kingdom (TotK), the nineteenth installment in Nintendo's widely acclaimed series.

There is more continuity in the history of U.S. military basing policy than is typically assumed.

Intro -- Acknowledgments -- Praise for Pandemic Pedagogy -- Contents -- Editor and Contributors -- About the Editor -- Contributors -- List of Figures -- List of Tables -- Pandemic Pedagogy: Teaching International Relations During (and After) COVID-19 -- Teaching IR During COVID-19 -- Outline of the Volume -- Conclusion -- References -- Part I Adapting to the Circumstances -- 1 Teaching World Politics in an Age of Crisis -- Teaching the Age of Crisis -- Pedagogical Challenges -- Presentism and Historicism -- The Generalist and the Specialist -- Conclusion -- References -- 2 Teaching in Critical Junctures: Challenges to International Relations Bachelor's Programs in Brazil During the COVID-19 Pandemic -- Introduction -- The Pre-Conditions of the COVID-19 Crisis: Educational and Political Challenges for Undergraduate Programs in Brazil from 2003 to 2020 -- Passing Through the Storm: IR in a Public HEI Adapting to Health, Organizational and Operational Challenges of COVID-19 -- Final Remarks -- References -- 3 More Than a YouTube Channel: Engaging Students in an Online Classroom -- Introduction: The Pandemic as Setback for Active Learning? -- Setup: Moving Interactive Seminars Online -- Political Communication Research Lab -- Port Seminar: Studying Globalization Locally -- Challenges & -- Tools of Interactive Online Seminars -- Community Building -- Fostering Discussions: Discussion Board & -- Seminar Blog -- Active Learning: Simulation & -- Empirical Research -- Mental Challenges: Empathy & -- Staying in Touch -- Conclusion: Lessons Learned & -- Recommendations -- References -- 4 Interactive Learning and Participation at Zoom University -- Introduction -- Adapting Our Classroom Culture to Remote Learning -- Active Learning Online -- Policy in Practice -- Securitize This -- Human Rights Scenarios -- Bringing Discussion Online.

Introduction -- Part 1 – Adapting to the Circumstances -- Chapter 1: Teaching World Politics in an Age of Crisis -- Chapter 2: Teaching in Critical Junctures: Challenges to International Relations Bachelor's Programs in Brazil during the COVID-19 Pandemic -- Chapter 3: More than a YouTube Channel: Engaging Students in an Online Classroom -- Chapter 4: Interactive Learning and Participation at Zoom University -- Chapter 5: How Much Zoom is Too Much? Making Asynchronous Learning Work -- Part 2 – Caring for Students amid Crisis -- Chapter 6: Out from the Wreck: International Relations and Pedagogies of Care -- Chapter 7: When Teaching Is Impossible: A Pandemic Pedagogy of Care.-Chapter 8: Supporting Student Learning Through Flexibility and Transparency -- Chapter 9: Access is Love: Equity-Minded Pandemic Pedagogy -- Chapter 10: Teaching Online During a Crisis: What Matters Most for Students -- Part 3 – Preparing for Future Disruptions -- Chapter 11: It Takes a Village: Harnessing Institutional and Professional Resources to Pre-empt and Prepare for the Future -- Chapter 12: Getting our Teaching "Future Ready" -- Chapter 13: Disruption in an Open-Access Institution -- Chapter 14: Pedagogy and Institutional Crisis: Higher Education as Public Good and Scholarly Advocacy after the Pandemic.

AbstractThe question of whether war can ever truly be accidental has been the subject of much academic debate. To provide my own answer to this question, I use an oft-ignored part of US history—the so-called Indian Wars between Native nations and an expanding United States. Specifically, this research innovation makes use of three militarized conflicts of the nineteenth century—the Black Hawk War (1832), the Cayuse War (1847–1855), and the Hualapai War (1865–1870)—to provide evidence that war can indeed occur accidentally. I conclude that IR scholars should be less confident in asserting that accidental war does not happen and that this possibility counsels restraint for policy-makers, especially in emerging domains of conflict.

Is securitisation normatively undesirable? Many scholars who have studied this process by which issues come to be treated as pertaining to 'security' have argued that it is indeed preferable to keep as many issues as possible from being securitised. Rather, most issues ought to remain politicised such that they are seen as the legitimate subject of public debate. By contrast, I argue that we ought not to ascribe any inherent moral valence to securitisation or the reverse process of desecuritisation. Instead, each attempt to (de)securitise an issue ought to be debated on its own terms. To support my argument for the moral ambiguity of (de)securitisation, I examine the US Senate's debate over whether to transfer the Bureau of Indian Affairs from the Department of War to a new Department of the Interior in 1849. I argue that this is an inflection point in a longer desecuritising process by which the United States – acting on a presumed hierarchy – coercively assimilated Native nations into its domestic political order. I conclude that scholars should not discard (de)securitisation as an analytical tool but can instead use work on (de)securitisation to inform public debate on the likely consequences of any particular (de)securitising move, thereby serving a chastening role in public discourse.

Alongside research and teaching, most tenure-track jobs come with some expectation of service.

ABSTRACT
Political science instructors have started to make use of the "staff ride"—that is, the combined study of a military campaign, structured visits to related sites, and after-action analysis. Our study is the first examination of the potential utility of this pedagogical tool in civilian political science programs. Although the specific knowledge and skills that any given staff ride promotes depend on its content and structure, the potential benefits include four student learning outcomes: (1) staff rides show students how we might draw lessons from the past and apply them to present or future problems; (2) students may derive an enhanced ability to empathize with military and civilian decision makers; (3) staff rides can highlight the normative stakes in politics; and (4) they can foster connections among the participants. This article describes potential benefits of a staff ride, provides detailed instructional models based on the Battle of Gettysburg and the Tet Offensive, and considers ways to replicate these experiences in more accessible formats.

Over the past few decades, Political Science has seen an increasing institutionalization of Scholarship on Teaching and Learning (SoTL) through journals, book series, and professional associations. Over at PS: Political Science and Politics, we add to this body of literature by making the case for a pedagogical practice borrowed from Professional Military Education (PME)—the staff […]

ABSTRACT
To determine whether our undergraduate curriculum fulfills the pedagogical goals of our department, the authors conducted a semester-long curriculum assessment. This article discusses five main lessons and three lingering questions to demonstrate potential benefits of curriculum assessment and to prompt further disciplinary conversation about how undergraduate teaching should be structured. The overarching lesson, however, is that although student needs may be quite diverse, an emphasis on core aspects of the program can yield better training for all undergraduates.