Author's Keywords: modality, diversity, student success	Convention All Academic Convention can solve the abstract management needs for any association's annual meeting. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: APSA Teaching and Learning Conference URL: http://www.apsanet.org
Citation: URL: http://www.allacademic.com/meta/p11498_index.html Direct Link: HTML Code:

McEwan, Jennifer. "Using the Senses to Make Sense of Political Science: A Study in Student Learning Diversity" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p11498_index.html>

McEwan, J. "Using the Senses to Make Sense of Political Science: A Study in Student Learning Diversity" Paper presented at the annual meeting of the APSA Teaching and Learning Conference Online <PDF>. 2009-05-26 from http://www.allacademic.com/meta/p11498_index.html

Publication Type: Abstract Abstract: Because the typical political science classroom is made up of diverse students with different ability levels, it is difficult for the educator to know how each student learns best. Today, theories on diversity in human learning have been taken out of the laboratory and into the primary and secondary classroom, blending learning with teaching strategy in an effort to increase student success. However, such a connection between learning and teaching methods in the university setting has yet to be matured. In order to examine the question of learning diversity within the political science classroom, I have selected to explore the theory of learning modalities, both in its effectiveness in improving student success and in its adaptability to the university setting. Simply put, because people are different, they learn in different ways. As educators, we have a responsibility to recognize diversity in learning within our individual classrooms if we are to commit ourselves to student success. Tailoring lessons to suit one learning modality disadvantages students who learn differently, but to what extent does diversity in learning exist in the classroom? Is such learning diversity related to our other notions of diversity, for example, gender? Will making minor adjustments to the typical lecture improve overall student success? These are the questions I explore in this paper. First, I discuss educational research grounded in learning modality theory. Then, I test this theory from data collected within a classroom environment. Finally, I argue that by bridging the gap between social science, and in particular political science, and educational theory, it is possible to increase student success in the classroom, thus bettering the discipline as a whole.

Problem-Based Learning in a Political Science Classroom: Perspectives of a Professor and anUndergraduate Student

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