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

Abstract

Abstract 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.