Abstract
Where much of the comparative pedagogical research on online and on-campus teaching has focused on empirical studies of student engagement and success in meeting learning outcomes, this paper takes a more exploratory approach to assess pedagogical practices that work to build interdisciplinary sophistication in a single course and to teach political theory online. The paper assesses key aspects of two sections taught contemporaneously, one online and one on-campus, of an environmental justice course grounded in the subfield of political theory.
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