Enhancing Delivery and Assessment: A Case Study in Module Redesign for Improved Transition Into Higher Education

Understanding student transition into higher education is an important aspect of module design, linking content, delivery, and assessment with a student’s prior educational experience and knowledge bases. However, reflections on how modules designed choices are, generally, not widely disseminated. Here, we document the reflections of a junior lecturer responsible for redesigning a Level-4 Political Systems module and analyze the intentions of change via a transition pedagogy perspective, presenting a program renewal that establishes connected curriculum as an enabling infrastructure for students to actively engage with learning. First-year experience is considered as a major impacting factor of a student’s subsequent success on a program of higher education and the diversification of student cohorts requires teaching staff to consider a wider number of intersectional factors that may impact on a student’s opportunity to succeed in their studies. With a focus on simulations and active-learning, by providing examples of the thinking behind the resultant activities and assessment realignment we hope to provide an example of how a transition approach to a first-year module can be explored.     

Data Analysis and Data Visualization as Active Learning in Political Science

While data analysis and the related skills of data management and data visualization are important skills for undergraduates in the field of political science, the process of learning these skills can also be used to develop critical thinking, encourage active and collaborative learning, and to apply knowledge gained in the classroom. Drawing on our experiences using data work in upper-level courses in International Relations and American Politics, we discuss how data work and quantitative analysis can be incorporated into subject-based (i.e., nonmethods specific) courses, and how it can also enhance critical reasoning skills. An evaluation of this approach using direct and indirect assessment is included.     

"I SPEAK FOR THE TREES…"

This article concentrates on the need for greater information resources management (IRM) education in public administration programs. The author argues that current management information systems training is much too limited in its approach, concentrating only on the technology of information transfers. A more comprehensive technique, emphasizing all of the issues of data handling from collection to distribution, is put forward. Because policy decisions are affected by critical information, public administrators must be keenly aware of their information resources. In concluding the article, the author offers a possible IRM curriculum that would prepare students of the discipline to be lucid practitioners.     

The Fog of Humanitarianism: Collective Action Problems and Learning-Challenged Organizations

This essay explores humanitarian action, and by effect post-conflict state-building, in the so-called new wars of the post-cold war period – especially the targeting of civilians, the proliferation of non-state actors, and the perils of war economies. The host of reactions by aid agencies, termed ‘new humanitarianisms’, has called into question traditional operating principles of neutrality, impartiality and independence while the system has experienced dramatic increases in the number of organizations and available funds. Arguing that too little institutional learning has yet occurred, the authors call for changing the culture of aid agencies and investing in information gathering and sharing, policy analysis, and planning. In an era when reflection time is as valuable as reaction time, they stress the need to develop a humanitarian equivalent of military science.     

Transforming Bloom’s Taxonomy into Classroom Practice: A Practical Yet Comprehensive Approach to Promote Critical Reading and Student Participation

This article presents the Critical Reading Topics approach, a pedagogical method employed to promote deep thinking in a variety of politics courses. Derived from principles articulated in active learning, critical thinking, backward design, and flipped classroom literature, this method utilizes Bloom’s Taxonomy as the scaffolding for students to create and evaluate pointed and relevant discussion topics written by themselves and their peers. By utilizing this method, faculty can increase students’ contemplation of the course texts, enhance students’ classroom contributions and quickly gauge the extent to which students understand the readings’ main ideas. This approach also enables students to gain authorship of the material, and it gives them additional in-class time to process the complex information they encounter. Evidence collected from six different political science courses is provided to document the approach’s effectiveness. Key findings include an improvement in the quality of relevant and focused discussion topics, a high percentage of students completing reading assignments with corresponding high quiz grades, and significant participation and recognition for all students, even those who are traditionally quiet in class.     

Raising the Bar: Maximizing Engaged Student Learning Using the American Mock Trial Association Case State of Midlands v. Dylan Hendricks

Abstract

This short review demonstrates how the use of American Mock Trial Association (AMTA) case materials, both throughout intercollegiate competitions and in academic courses, can engage and invigorate students while teaching them crucial skills in a way that few other programs or activities can do. The AMTA case provided for the 2017–2018 academic year, State of Midlands v. Dylan Hendricks, offers a comprehensive introduction to the rules of evidence and crucial criminal law concepts while teaching students the importance of thorough preparation in a way that is difficult to do in a classroom setting. This case requires student attorneys to make difficult choices while preparing their case, witnesses, and evidence for trial. Arriving at an optimum strategy (or strategies) can only occur after critical and reasoned examination of each side of an often complex problem, thereby providing an excellent opportunity for students to use critical thinking skills and to analyze all sides of an issue and all potential outcomes of a strategy. Students must thoroughly study and understand the rules of evidence, rules of criminal procedure, and relevant statutory and case law, and be prepared to use all of these as part of a reasoned, logical argument at a moment’s notice. Overall, this is an exceptional case for skill-building and engaged learning, and can be a valuable tool for faculty and students alike.     

Negotiating the Networks of Space,Time and Substance: A Geographical Perspective on the Sustainable Citizen

This paper provides a critical geographical analysis of the emerging ideals associated with sustainable citizenship. We argue that the principles behind sustainable citizenship force us to think through the full range of geographical factors which frame citizenship and yet which are routinely overlooked in both geographical and non-geographical work on the citizen. We take the sustainable citizen to be both an epistemological challenge to existing paradigms of citizenship and a contemporary national and international policy goal. As an epistemological category we claim that the very notion of a sustainable citizen destabilizes the spatial, temporal and material parameters upon which modern forms of citizenship are based. At the same time, however, we also consider the limitations associated with contemporary national and international attempts to create a more sustainable citizenry, arguing that such initiatives often belie the radical potential of thinking about citizenship in sustainable terms. We take as our empirical focus the recently implemented curriculum for global citizenship and sustainable development being enacted in Welsh schools. Drawing on interviews carried out with education officials, teachers and students, we explore what sustainable citizenship means and the opportunities and challenges it faces as a political project.     

Representative Bureaucracy: Rethinking Substantive Effects and Active Representation

This article addresses perceived deficiencies in the study of representative bureaucracy by explaining and classifying the sources of passive representation's substantive effects. This classification is used to clarify existing empirical research and normative thinking on active representation. Doing so produces a more modest but more accurate interpretation of existing research findings and helps to indicate future research needs. It also reduces normative disagreement to a single source of substantive effects, namely bureaucratic partiality. Minority bureaucratic partiality is of dubious value for helping minorities, and bureaucratic partiality should generally be rejected. However, a passively representative bureaucracy increases in importance because of its other sources of substantive effects. This demonstrates the need to go beyond the passive–active distinction: It is more adequate and accurate to speak of representative bureaucracy and the sources of its substantive effects.     

The Importance of Design in Affordable Housing: Lessons From Mutual Self-Help Housing in California

We focus on three nonprofit organizations developing mutual self-help housing and analyze their projects to examine how they are addressing cost increases. We find that instead of using simpler designs, they are developing more elaborate homes through intricate financing. We are critical of this evolution. First, we suggest that the original modest house design of mutual self-help housing allowed for more affordable housing through post-occupancy improvements and de facto incremental development. Second, after the modest design was replaced with a larger model, development costs increased. Despite financial innovations, including longer loan terms and secondary financing, participation by poor households dropped. Third, we urge a return to the modest housing idea. Fourth, we call for policymakers to better integrate design-based thinking in housing policy.     

Who Toes the Party Line? Cues, Values, and Individual Differences

This article explores individual differences in citizens’ reliance on cues and values in political thinking. It uses experimental evidence to identify which citizens are likely to engage in heuristic processing and which citizens are likely to engage in systematic processing in developing opinions about a novel issue. The evidence suggests that political awareness crisply distinguishes between heuristic and systematic processors. The less politically aware rely on party cues and not on an issue-relevant value. As political awareness increases, reliance on party cues drops and reliance on an issue-relevant value rises. Need for cognition fails to yield clear results. The results suggest two routes to opinion formation: heuristic processing and systematic processing. Political awareness, not need for cognition, predicts which route citizens will take.     

Do Online Discussion Groups Enhance Students’ Analytical Ability and Recall of Factual Knowledge?

This research examines whether online discussion groups enhance students’ ability to analyze political problems and recall factual knowledge. The study compares four sections of the author’s introductory world politics course—two that employed online discussion groups and two that did not. The results revealed little difference in the performance of the sections with and without the online groups. These findings suggest the need to pursue further research focusing on how learning is measured, how discussion group size affects outcomes, how providing students with a study guide detailing course objectives impacts learning, and whether alternative forms of active learning, such as research projects or problem solving exercises, might better develop the capacity for analysis.     

开发校本课程 力促学校发展——以铁道警官高等专科学校为例

校本课程是在学校课程资源基础上开发的、多样的可供学生选择的课程。校本课程开发是院校进行内涵建设、提升办学层次、增强学校办学特色的重要措施和手段,对满足学生发展需求、促进教师专业化发展尤为必要。但在长期的学校发展中,由于重教学轻课程,校本课程开发还没有引起足够的重视,因此,在我校发展的关键时期,充分重视课程建设,开发校本课程,并建立起校本课程开发的支持系统,是保持学校发展后劲的关键要素。     

COMMUNICATION IN PUBLIC ADMINISTRATION: THE NEED FOR SKILL-BASED EDUCATION

This article notes the tremendous significance of communication skills for public administrators with the authors examining the attention that has been given to teaching these skills in MPA programs. The authors hold that basic communication skills are the essential building blocks on which more advanced skills (i.e., qualitative skills and computer skills) are constructed. This article considers the various skills of communication that are most essential to public administrators and the manner in which courses addressing these skills are handled in MPA curriculum. In concluding the article, the authors offer several options for teaching communication skills to students of the discipline.     

推进新课程改革 提高历史教学的有效性

为推进高中历史的新课程改革,教师要充分理解、接受新课程理念,认真调整教学思维方式与态度;要坚持以学生为主体,逐渐实现教学方式的转变。可以采用联系实际法、对抗式讨论法和小组合作法等合理整合教学方法。同时,还应该注意促进教师的专业发展,以有效提升课程质量。     

Dialectics and the Megamachine: A Critique of Ersatz Education

This article proposes that the learning environment matters, and that there are qualitative differences in online versus face-to-face classes. While online education provides some benefits, they also narrow the opportunities for dialectical conflict that thoroughly challenge student thinking, an interaction more likely to be found in real-time conversations. In person, there is more opportunity for an instructor to challenge the reasoning of students in real time, and for students to ask probing and follow-up questions. The article considers the structure of educational dialectic suggested by important thinkers including Galtung, Habermas, and Buber. Online education is then situated as a technology that interferes with human relations and dialectical reasoning and fits within the notion of technics and the megamachine advanced by Lewis Mumford, which dehumanizes personal interactions with instrumental processes for growth and efficiency. Students follow suit by focusing more on the instrumental absorption of course content to pass the course, instead of higher order critique. Of particular interest to political science education is that if conversational dialectics are weakened in universities, and therefore polities—and the technics are simply considered a natural replacement for in-person conversation—the opportunities to teach critical reasoning required for critique of complex political phenomena are also narrowed. We might temper the dangers of the megamachine by reflexively discussing the political economy of online teaching itself with our students and by starting to expect synchronous conversation, which will open dialectical opportunities.     

PUBLIC ADMINISTRATION EDUCATION AND TRAINING IN THE THIRD WORLD: PROBLEMS AND OPPORTUNITIES

Nations of the Third World are not developing as quickly as their potential suggests they should. This article posits that one of the major reasons for this lack of development is a scarcity of trained public managers. Teaching citizens of developing countries public administration presents a special challenge. The authors point out that the emphasis in training these individuals should be placed on practical learning. In addition, curriculum should not be based solely on the American model, but should recognize the cultural and economic dissimilarities that exist. The authors close the article by suggesting some possible training approaches for developing nations.     

Critical Election in the Wake of an Economic and Political Crisis: Realignment of Icelandic Party Voters?

A critical election is generally defined as one in which the decisive results of voting reveal a sharp alternation of pre‐existing cleavage(s) and voting patterns, and the dealignment or realignment made between parties is lasting. A critical election can be caused by various factors and in this article the authors analyse whether the global credit crunch in 2008 set things in motion in Iceland, resulting in the 2009 election as a critical election. In that election, the electoral relevance of voters’ psychological attachment to parties and of ideological distances to them weakened, whereas party competence perceptions increased in importance for vote choices. Attachment to parties and ideological distances are factors that are generally stable and change slowly over time, while party competence is influenced by which issues are of importance at the time of the election. This indicates that, in 2009, a restructuring of the determinants of the vote occurred; a pattern of changes that is typical for a critical election. Evidence is found that the importance of party sympathy increases again in the 2013 election, indicating a realignment, rather than a dealignment, occurring in the wake of the 2009 election.     

An auction market for journal articles

We recommend that an auction market replace the current system for submitting academic papers and show a strict Pareto-improvement in equilibrium. Besides the benefit of speed, this mechanism increases the average quality of articles and journals and rewards editors and referees for their effort. The “academic dollar” proceeds from papers sold at auction go to authors, editors and referees of cited articles. This nonpecuniary income indicates the academic impact of an article—facilitating decisions on tenure and promotion. This auction market does not require more work of editors.     

The twin faces of public sector design

Design thinking has become a popular approach for governments around the world seeking to address complex governance challenges. It offers novel techniques and speaks to broader questions of who governs, how they govern, and the limits of rational instrumentalism in policy making. Juxtaposing design thinking with an older tradition of policy design, this article offers the first critical analysis of the application of design thinking to policy making. It argues that design thinking does not sufficiently account for the political and organizational contexts of policy work. Design thinking also errs in universally privileging one particular policy style over others, and fails to account for the reality of policy mixes. Despite these deficiencies, it is argued that design thinking can inform and enrich governance by helping policy designers produce more adaptable designs, better appreciate the behavioral dynamics of public sector design, and leverage networked approaches to social problem solving.