Undergraduate vs. Graduate Courses “Teaching Theory in Undergraduate vs. Graduate Courses”

In this chapter, Sterling-Folker examines how the different experiences and practical needs of undergraduate and graduate students necessitates alternative pedagogical practices when teaching IR theory, particularly when a key learning goal is critical self-reflexivity. The author argues that rather than impose a one-size-fits-all pedagogy on all types or levels of students, it is more pedagogically sound to instead consider how interests and life-trajectories differ between undergraduate and graduate students and then tailor one’s pedagogy accordingly. Because graduate students require IR theory knowledge breadth and depth, a traditional seminar structure is often appropriate. Undergraduates, on the other hand, require a non-traditional structure which encourages greater understand of how IR theory effects their everyday practices. The chapter compares and contrasts these alternative pedagogical frameworks, teaching strategies, readings and assignments in order to demonstrate how the needs and interests of different types of students can guide one’s pedagogy.