Assessment Procedures for Skills‐Based MBA Courses Adapted from the U.S. Army Reserve Officer Training Corps Leadership Development Program

Measuring student progress toward the achievement of learning outcomes in negotiation skills courses is a difficult task. Measuring the effectiveness of the delivery of course instruction can be equally challenging. This article proposes some answers to these questions: How can student performance in skills such as negotiation, leadership, and teamwork (sometimes referred to as “soft skills”) be effectively measured and accurately evaluated? What standards can be used to determine whether student performance is superior, adequate, or inferior? How can teaching effectiveness be evaluated to determine whether students are receiving the instruction necessary to achieve the course learning objectives? This article describes how the authors collaborated on an adaptation of the assessment processes used in the U.S. Army Reserve Officer Training Corps (ROTC) cadet Leadership Development Program for use in an MBA course on negotiation skills. We report on a pilot effort that has demonstrated that the ROTC‐style leadership assessment process can be successfully adapted for use in a graduate course on negotiation and that it provides useful means for evaluating both individual student performance and overall course effectiveness. While our work involved a negotiation course, we suggest that the process could be adapted for use in other skills‐oriented courses such as leadership.     

论参与式教学方法在大学教育中的运用--以《社会保障概论》教学为例

提高教学质量,是高校办学的目标之一,采取适当的教学方法是教师完成其教学目的的关键。本文在分析大学生学习动机、记忆力及注意力分布特点等基础上,以《社会保障概论》课程教学为例,探讨如何运用参与式教学方法满足大学生学习的各种特点和要求,提高大学教学质量。     

Transplanting Active Learning Abroad: Creating a Stimulating Negotiation Pedagogy Across Cultural Divides

For all of the ongoing attention paid by international relations scholars to reevaluating and improving their pedagogy, the effort to engage classes in new and productive ways can be exceptionally challenging when a western professor travels to a non-western society to teach advanced students. Professor Michael Fowler here explores the use of active-learning techniques in teaching international negotiation and conflict resolution abroad. Drawing especially on the author's experiences in working with officials in Laos and Vietnam, the article provides guidance for fashioning an effective active-learning course abroad, while referencing useful literature on negotiation teaching and scholarship. It assumes that certain readers will not be familiar with active-learning methods, but might want to incorporate them into future courses, and that others will be well-versed in this pedagogy, but will be looking to apply their customary techniques to the new circumstances of teaching advanced students abroad. This article includes material of interest to both groups.     

论公安专业课教学方法优化创新的目标与基本思路

在教育制度、教学计划、主要教学内容和学生基础等要素既定的情况下,教学方法好坏就成了影响教育质量的关键性因素。在大力倡导素质教育的今天,优化、创新教学方法,是改善教学效益、提高教育质量的一个重要途径。本文在阐述教学方法与教育质量的关系及公安专业课教学方法优化、创新必要性的基础上,根据公安专业课特有的教学任务和目的,提出了优化、创新公安专业课教学方法的目标。朝着这一目标,进而提出了优化、创新公安专业课教学方法的基本思路。     

论加强青少年社会主义荣辱观的教育和研究

荣辱观是青少年思想道德教育和研究的重要内容。从新中国成立以来我国青少年荣辱观教育和研究的现状看,加强青少年社会主义荣辱观教育和研究是一项十分紧迫的任务。当前,要把思想和行动统一到中央精神上来,深刻认识开展青少年社会主义荣辱观教育和研究的重大意义,深刻认识青少年社会主义荣辱观的特点和青少年社会主义荣辱观教育的新境遇,全面把握青少年荣辱观念形成、教育的规律,从而确立青少年社会主义荣辱观教育的科学实践路径。     

关于青年志愿服务的教育学思考

从教育学理论视角来分析,青年志愿服务离不开三大教育理论的支撑,即涉及青年的全面发展学说、教育与生产劳动相结合学说、服务社会是现代大学重要功能学说。这是青年志愿服务兴起与发展的理论基础和行动之源。     

Teaching “Narratives of Slavery” in Charleston,SC – Slavery Central

This essay describes a graduate course entitled “Narratives of Slavery” taught in Charleston, SC in spring 2014, in which I sought to recenter the dominant (national) discourse on slavery by stressing the local and insisting on our (the class’s) implication with the structures of things past, both the physical structures of the city of Charleston, and all of the legal, financial, historiographical, and ideological structures of the Atlantic World that continue to shape our contemporary reality. The course attempted to critically analyze the process and the consequence of narrativizing slavery – how we write slavery into (and out of) being; how we use narratives of slavery for the purpose of abolition and emancipation; what happens when we write particular narratives of slavery; what gets written out of the history of slavery when particular narratives become dominant; how contemporary narratives of slavery feed into and compare with historical accounts; how historical accounts feed into historical fiction, and how all these things play out in the postcolonial here and now of the American South in the age of Obama (and anti-Obama). In addition to offering a set of critical readings of texts, notably Zakes Mda’s neo-slave narrative Cion, the essay also presents some of the students’ thoughtful and moving responses to the texts and to Charleston’s evolving memorial landscape. The essay’s claim that we must read and discuss slavery and race in ways that do not reify or ossify either of those two terms was given even more urgency by the horrific mass shooting of 17 June 2015.     

论教育学研究对象

确定教育学研究对象是教育学成熟的重要标志。教育学的研究对象是教育问题,主要依据是：把教育问题确定为教育学的研究对象符合各门科学形成的规律性：教育学以教育问题为研究对象反映了解决教育学领域特殊矛盾的客观要求。教育学确定研究对象后,应把握与教育学研究目的和研究任务的联系。     

Seeking Sustainable Solutions: Using an Attractor Simulation Platform for Teaching Multistakeholder Negotiation in Complex Cases

We live and work in an increasingly complex and dynamic world. The demands of working in such environments require that negotiators understand situations of conflict and work with these situations in correspondingly complex and dynamic ways. Dynamical systems theory offers important insights and tools to enhance the understanding of difficult social conflicts, including the conceptualization of ongoing destructive conflicts as strong attractors: a particular form of self-organization of multiple elements comprising the mental and social systems associated with conflict. This article describes the pedagogical use of a computer simulation of conflict attractors (the attractor software) that allows participants to visualize and work interactively with the dynamics of conflict as they unfold over time. It further describes a negotiation workshop that employs the simulation to enhance participants' understanding of complex long-term dynamics in conflict and presents the findings of two outcome studiescomparing the effectiveness of a workshop that employed the simulation with one that employed a traditional integrative problem-solving method. While not definitive, these studies suggest that an understanding of the dynamical approach to conflict, supported by use of the attractor software, can promote the generation of more sustainable solutions for long-term conflicts.