English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This article argues for using what I call the “three-C approach” to reestablish pedagogical normalcy while being fully cognizant of the impact of disruptions and the challenges of adapting to new learning environments. The “ three-C approach” encourages faculty members to maintain compassion, communication, and consistency by devising plans and taking action to mitigate disruptions to traditional pedagogical methods and enhance faculty-student interactions in new learning environments. Specifically, this article uses the same course I taught during fall 2019 and spring 2020, “Introduction to Political Science,” at a private university in Lebanon during a massive social uprising, an economic crisis, and the COVID-19 pandemic to demonstrate the use of the “three-C approach.” It also incorporates student feedback on modified assessment models and faculty-student interactions to highlight the benefits of the “three-C approach,” especially during times of crisis.

journal of political science education

Teaching Political Science during Crisis: The “Three-C Approach” and Reflections from Lebanon during a Social Uprising, an Economic Meltdown, and the COVID-19 Pandemic