Innovative Teaching in Political Science: 2000 Rowman & Littlefield Award Winner Mark A. Boyer

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  • Innovative Teaching in Political Science: 2000 Rowman &Littlefield Award Winner Mark A.BoyerSource: PS: Political Science and Politics, Vol. 33, No. 4 (Dec., 2000), p. 828Published by: American Political Science AssociationStable URL: http://www.jstor.org/stable/420924 .Accessed: 15/06/2014 10:37

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  • Innovative Teaching in Political Science: 2000 Rowman & Littlefield Award Winner Mark A. Boyer As described in a December 2, 1996 issue of U.S. News & World Report cover article on innovative uses of comput- ers in the classroom,

    arms control diplomats from Russia generally don't wear flannel shirts, baseball hats and sneakers during work hours. They probably don't bring Ring Dings and pretzels to international summits. But these six "Russian" weapons experts are students role playing in a Global Education class at Windsor [Connecticut] High. Since they conduct negotiations via modem, appearance and eating habits hardly matter.

    These students were getting an interactive glimpse of the real world and a hefty dose of computers which they didn't get in other classes. Behind the brief vignette lies the University of Connecticut's Connecticut Project in International Negotiation (CPIN) and a hint of its direc- tor's genius for integrating technology and research in the classroom.

    Mark Boyer has devoted much of his political science teaching career to developing active learning approaches for international relations. To do justice to the impressive credentials of this year's winner of the fourth Rowman & Littlefield Award for Innovative Teaching in Political Sci- ence, you would either have to sit in on one of Boyer's many classrooms, participate in one of his high school or middle school negotiation simulations, or visit his various web sites. Illustrative web site citations seem the most practical way of noting Boyer's many pedagogi- cal accomplishments which have been lauded by his students and col- leagues in UConn's de- partment of political science, Neag School of Education, and College of Liberal Arts and Sci- ences.

    Evidence of his lead- ership in the use of technology can be seen in his Introduction to International Relations (www.lib.uconn.edu/ -mboyer/syl132.htm) and International Politi- cal Economy IPE (www.lib.uconn.edu/ -mboyer/sy1216.html), as well as the role he played in developing a state-of-the-art 30 workstation classroom- the first computerized teaching facility for the social sciences on the University of Connecticut campus. Boyer's efforts, however, are not limited to university students at Storrs. He has long worked to develop and deliver computer-assisted, Inter- net-based international studies simulations at the college, high school and middle school levels. Through his contin- ued collaboration with Project ICONS (University of Maryland), a project he worked on in the

    1980s under the direction of Jonathan Wilkenfeld, he links students around the world so they may receive train- ing in international negotiation, policy analysis, conduct- ing computer research, and using communications tech- nologies. His continuing collaborative efforts with the ICONS group resulted in 1999 in the publication of a new Rowman & Littlefield book on international negotia- tion, Negotiating a Complex World (coauthored with Brigid Starkey and Jonathan Wilkenfeld), which lays out new approaches to teaching negotiation concepts (www.icon- s.umd.edu/negotiating/).

    Boyer has received Eisenhower and Connecticut Col- laborations grants to develop Internet-based simulations for use in inner-city schools. He also participates in the Neag Center for Gifted and Talented Education's sum- mer teacher training institute, helping veteran teachers develop innovative teaching techniques. His classroom skills earned him a 1992-93 Pew Faculty Fellowship in International Affairs from Harvard's Kennedy School of Government. Boyer has also had extensive involvement in the University of Pittsburgh's International Affairs Net- work, conducting workshops for scholars from Central and Eastern Europe.

    It is probably not surprising that Boyer has undertaken the delivery of the first web-based supplemental interna- tional text, WebQuester: International Relations, a sample of which can be found at www.dushkin.com/webquester/. Or that, to accompany his coauthored print international

    relations textbook, World Politics (3rd ed., Duskin/ McGraw-Hill, 2000), he developed the first web site directly tied to a college level text that includes a wide array of interactive exercises, problem-based learning exercises and weekly topical updates. He was recently named editor of the International Studies Association's newest journal, International Studies Perspectives, whose web site and mis- sion statement are lo- cated at www. lib.uconn.edu/-mboyer/ ispindex.html.

    It is hard to imagine a political scientist who would better exemplify the spirit of the Row- man & Littlefield Award. An exemplar of the professor who

    blends research and teaching in the classroom, Mark Boyer has improved the abilities of students from middle schools through doctoral programs, both here and abroad, to compete in the increasingly global marketplace. He has raised the bar for integrating international relations, the classroom, and technology. In doing so, Mark Boyer has done his students and the discipline of political sci- ence proud.

    AR

    . . . . . . . . . . . --so loom I'M Tip

    2000 Rowman & Littlefield Award winner Mark Boyer, University of Connecticut, is flanked by committee chair Sandy Maisel (I), Colby College, and Jennifer Knerr of Rowman & Littlefield publishers.

    828 PS December 2000

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    Article Contentsp. 828

    Issue Table of ContentsPS: Political Science and Politics, Vol. 33, No. 4 (Dec., 2000), pp. i-iv+735-982Front Matter [pp. i-iv]Voices [pp. 735-741]Forum [pp. 743-748]John Gaus LecturePublic Administration in Today's World of Organizations and Markets [pp. 749-756]

    Pi Sigma Alpha LectureWhat I Wish Political Scientists Would Teach about Congress [pp. 757-764]

    The Census Count: Who Counts? How Do We Count? When Do We Count? [pp. 767-774]Using Statistical Sampling to Estimate the U. S. Population: The Methodological and Political Debate over Census 2000 [pp. 775-782]History, Myth Making, and Statistics: A Short Story about the Reapportionment of Congress and the 1990 Census [pp. 783-792]Rejoinder to Anderson and Fienberg [pp. 793-794]Partisan Politics at Work: Sampling and the 2000 Census [pp. 795-799]Making Sense of the Census: It's Political [pp. 801-802]How Congress Does the Difficult [pp. 803-808]2000 Campuswide Teaching Award Recipients [pp. 810-815]The TeacherIt's a Small World: Incorporating Service Learning into International Relations Courses [pp. 817-822]An Alternative End-of-Semester Questionnaire [pp. 823-825]Teaching and TechnologyDuh, or the Role of IT in Teaching Comparative Politics [pp. 826-827]Innovative Teaching in Political Science: 2000 Rowman &Littlefield Award Winner Mark A. Boyer [pp. 828]Virtual Field Trips: Bringing College Students and Policymakers Together through Interactive Technology [pp. 829-834]Active Engagement of the Intro IR Student: A Simulation Approach [pp. 835-842]Simulating Issue Networks in Small Classes Using the World Wide Web [pp. 843-846]Congressional Committee Simulation: An Active Learning Experiment [pp. 847-851]

    The ProfessionTwo Types of Procedural Dissatisfaction with Institutions: Lessons from Faculty Senate Reform [pp. 853-856]Take the Plunge: A Plea for, and Advice on, Entering University Administration [pp. 857-861]

    Participation by Women in the 2000 APSA Meeting [pp. 862-863]In Memoriam [pp. 865-868]People in Political Science [pp. 869-875]Special ReportsPlanning Our Future: The Report of the American Political Science Association's Strategic Planning Commitee [pp. 877-893]2001 Annual Meeting Program Committee [pp. 894]Political Science at the NSF: The Report of a Committee of the American Political Science Association [pp. 895-898]An Update on the Status of Latinos Y Latinas in Political Science: What the Profession Should Be Doing [pp. 899-903]

    Association News [pp. 905-906+908-914+916-933+936-948]Update on Organized Sections [pp. 956-967]Gazette [pp. 968-981]Back Matter [pp. 742-982]

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