Teaching European Studies has long been an exercise in teaching crises - from the 'No' votes to the Constitutional Treaty, to the Eurozone crisis, to the ongoing refugee crisis - and in discussing how the EU is, or is not, dealing with them. Is Brexit yet another crisis to incorporate into our teaching, or will it redefine how European Studies is taught, at least in the UK?This paper showcases results of an online survey of UK-based academics teaching university EU modules. It investigates how teaching practices are evolving in the post-referendum UK, in terms of module content (reading lists, assessment format, teaching innovations), collaboration across disciplines, student participation in the classroom, module enrolment numbers and institutional support.As UACES celebrates its 50th anniversary, this paper contributes to reflections on the future of European Studies in the UK - is Brexit a boon or a bane? - and to a broader literature in teaching political science and IR with suddenly newsworthy topics.
The abstracts and papers on this website reflect the views and opinions of the author(s). UACES cannot be held responsible for the opinions of others. Conference papers are works-in-progress - they should not be cited without the author's permission.