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Intro -- Contents -- List of Figures -- Chapter 1: Introduction -- Artificial Intelligence and Shifting Roles for Social Sciences Graduates -- The Changing World of Work -- Changing Expectations of and Requirements for Graduates -- Who Is This Book For? -- Chapter Overview -- References -- Part I: The Big Picture of Learning Theories and Course Design -- Chapter 2: Learning Theory: The Power of Yet and Dreaming Big -- What Is Learning? -- How Do We Learn? Insights from Social Psychology and Organizational Studies -- The Linear Cognitive Learning Process -- Experiential Learning -- Single- and Double-Loop and Deutero Learning -- The Complete Cycle of Choice -- Non-learning: Defensive Avoidance, Unlearning, and Muddling Through -- The Learning in Governance Framework -- The Growth Mindset, Grit, Perseverance, and Try: Attributes of Policy Entrepreneurs as Agents of Change -- The Personal Growth Mindset: Framework for Analysis -- Conclusion -- References -- Chapter 3: Constructive Alignment in Course and Degree Design -- The Personal Growth Mindset and Constructive Alignment -- Constructive Alignment in Degree Programs -- Constructive Alignment Within Courses -- Conclusion -- References -- Part II: Teaching Activities to Develop a Growth Mindset in Students -- Chapter 4: Lectures -- Lectures, Lecturers, and the Personal Growth Mindset -- In-person Lectures, Online Lectures, and Blended Approaches -- Preparing the Lecture -- Delivering the Lecture -- Conclusion -- References -- Chapter 5: Seminars -- The Growth Mindset and Seminar Design -- Face-to-Face Seminars Versus Online Seminars, and Hybrid Approaches -- Seminar Preparation -- Running the Seminar -- Seminar Activities -- Student Presentations -- Answering Sample Exam Questions -- Working Through Math Problems and Quantitative Methods Training -- Discussing Questions and Case Studies -- Debates.
Conclusion -- References -- Chapter 6: Study Groups -- How Can Study Groups Help Develop/Embed a Growth Mindset? -- Study Group Examples and Typology -- Study Group 1: The Friendship and Peer Group -- Study Group 2: The Social Club -- Study Group 3: The Student-Led Exam Prep Course -- Study Group 4: The Incentivized Group -- Study Group 5: The Never Have-Beens -- Integrating Study Groups into the Course -- Advantages of Study Groups -- Addressing Challenges -- Conclusion -- References -- Chapter 7: Simulations -- Benefits and Challenges of Simulations -- Planning, Preparation, Running the Simulation, and Reflection -- Negotiation Venue -- Country/Role Assignments -- Position Paper -- Training and 'Working Up' to Larger MUNs -- During the Simulation -- Element of Reflection -- The Simulation Itself -- MUNs and Other Simulations in 1-2-Hour Seminars -- Half-Day up to 2 Day MUNs as Part of a Course -- MUNs as Week-Long Championship in Diplomacy and Debating -- Conclusion -- References -- Chapter 8: Supervising Dissertations -- Developing a Supervisor-Supervisee Relationship -- Identifying the Research Question: Or Seeing the Trees in the Forest -- Typical Dissertation Structure -- Addressing Common Challenges Faced by Students -- Procrastination and Writer's Block -- Getting Lost in the Woods During the Literature Review -- Data Availability and Analysis -- Too Exhausted for a Clear, Concise Discussion Section -- Confusing a Dissertation with an Essay or Including Too Much Personal Opinion -- Conclusion -- References -- Chapter 9: Conclusion -- Constructively Aligning Degrees and Courses with the Personal Growth Framework -- Mainstreaming Major Societal Challenges -- The Personal Growth Framework and the World of Work -- References -- References -- Index.
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Innovative Social Sciences Teaching and Learning : Facilitating Students' Personal Growth and Career Success / / Katharina Rietig
