SoTL as a Subfield for Political Science Graduate Programs

This article offers a theoretical proposal of how political science graduate programs can emphasize teaching in the discipline by creating the subfield of the scholarship of teaching and learning (SoTL). Currently, these programs neither prepare their students for academic positions where teaching is valued nor participate in a disciplinary trend that emphasize SoTL. Furthermore, the recent political pressure for political science programs to demonstrate their public worth might be alleviated by the scholarship in teaching and learning, which is more understandable to the public than traditional non-SoTL work. The article concludes with some of the challenges political science programs may confront in institutionalizing a subfield of SoTL and how they can overcome them.     

From Active Learning to Taking Action: Incorporating Political Context Into Project-Based,Interdisciplinary, International Service Learning Courses

Educational approaches that enable students to actively and directly participate in “real-world” projects are increasingly recognized as valuable pedagogical tools and, as such, being incorporated into university curriculums worldwide. Though not traditionally associated with political science courses, project-based international service learning presents a tremendous opportunity to bring classroom concepts and theories to life, provide an active approach to addressing international challenges, and assist students in the development of the hands-on, problem-solving, team-based, critical-thinking skills that are increasingly important to employers across all sectors. This article seeks to encourage political science faculty to incorporate international service learning—and/or project-based approaches—into their educational offerings. Through examination of the course Global Synthesis in Liberal Arts and Engineering Studies at California Polytechnic State University, we have identified multiple factors that can help promote successful execution of project-based international service learning as a pedagogical tool, and provide additional suggestions for faculty interested in adopting specific aspects of these educational approaches, and/or in doing so closer to home.     

SCAMPER and Creative Problem Solving in Political Science: Insights from Classroom Observation

This article describes the author’s experience using SCAMPER, a creativity-building technique, in a creative problem-solving session that was conducted in an environmental conflict course to generate ideas for managing postconflict stability. SCAMPER relies on cues to help students connect ideas from different domains of knowledge, explore random combinations between ideas in the same area and reduce mental blocks. Insights from classroom observation show SCAMPER’s utility in helping students formulate novel ideas and encourage divergent thinking and classroom participation. Combining SCAMPER with another session designed to evaluate the ideas’ logical connection to the problem is likely to maximize the students’ ability to deliver both original and relevant ideas. SCAMPER is a promising tool that instructors could use to develop their students’ creative problem-solving skills to tackle policy challenges across different subfields in political science.     

Who’s Afraid of the Big Bad Methods? Methodological Games and Role Play

In terms of gamification within political science, some fields—particularly international relations and American politics—have received more attention than others. One of the most underserved parts of the discipline is research methods; a course that, coincidentally, is frequently cited as one that instructors hate to teach and students hate to take. Given the well-documented merits of games in promoting student engagement and the key role of methods as a building block to student understanding of political science, this article attempts to rectify this oversight by introducing three games—Zendo, Murder Mystery, and the Archeologist’s Quandary— geared at teaching key concepts and approaches in research methods.     

政治科学预测方法研究——以选举预测为例

预测是人类的基本认知活动。作为社会科学预测性研究的重要领域,选举预测是促进政治学理论和方法创新的动力。选举预测不仅限于民调,科学的选举预测可以划分为四类范式:意见聚合范式;模型范式;混合范式;大数据范式。每类范式包含若干种预测方法,不同预测方法在准确性、超前性、解释力、可重复性、中立性和预测成本等评判标准上各具优势,预测方法的选择是基于预测目标和应用场景的综合权衡。目前,选举预测领域呈现多元化、交叉互补、跨学科的发展趋势;其未来发展方向是“理论驱动”与“数据驱动”相结合、微观预测变量与宏观预测变量相结合、预测与解释相结合,以政治科学为基础,通过跨学科合作和前沿技术手段推进预测范式的创新,并在预测实践中不断更新升级。预测性研究与解释性研究可以构成“双螺旋”的共生互补关系,共同致力于增进人类对复杂政治活动的理解和研判,提升政治学研究的科学水平和政策应用价值。     

Beyond Polls: Using Science and Student Data to Stimulate Learning

In an effort to promote learning in classrooms, political science instructors are increasingly turning to interactive teaching strategies — experiments, simulations, etc. — that supplement traditional lecture formats. In this article, I advocate the use of student-generated data as a powerful teaching tool that can be used in a variety of ways to support learning. The “data-driven classroom” is one in which original student data are collected via survey at the beginning of the course and the results presented throughout the term. Examples and case studies across multiple courses and classroom settings are used to illustrate how the method may be applied in practice. Feedback from student assessment surveys reveals strong support for the method, even among nonmajors. The article concludes with recommendations for instructors interested in creating more data-driven classrooms.     

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.     

Crowdsourcing and Self-Instruction: Turning the Production of Teaching Materials Into a Learning Objective

This article describes a lesson plan that harnessed students’ abilities to generate new teaching material by constructing country timelines. This involved crowdsourcing, or the reliance upon task inputs from a large number of people to acquire information. The plan was motivated by an approach that conceives of learning as deriving from the joint activity of individuals with shared tools, and was geared toward promoting self-instruction alongside traditional lectures and exams. By relying on independent research and individual contributions to create a new teaching resource, the course facilitated strategic reading and peer learning and promoted a research-active learning environment. The experience encourages instructors to consider ways to use distributed learning in the classroom to make students both the producers and consumers of innovative content.     

Using Creative Assignments to Help Students Integrate Their Learning in a Campaigns and Elections Class

The ability to integrate learning—to make connections across classes or even within a single class—is integral to students becoming better learners, and to growing their capacity to perform as civic actors. We discuss an upper-level Campaigns and Elections class in which the course structure and assignments were set up to encourage students to integrate their learning. As part of the class, students played the role of state party committees during the 2016 presidential election, at first making arguments to devote more national party resources to their state campaign and then reporting back to the national party on how the election went in their state, and what the party must do to maximize its future success. Through coding of student final exam essay questions, we explore the degree to which students were able to achieve the integrative learning goals we had set for them, and examine factors that might help predict which students achieved these learning goals. We conclude by generalizing from our experience to discuss best practices for achieving integrative learning in our courses.     

Zombies,Gender, and Student Active Learning

Abstract

While the use of active learning exercises and the incorporation of popular culture in the classroom have increased in recent years, the study of potential gendered effects on learning and engagement when it comes to these practices has been limited. In this study, data are collected from international politics courses using a zombie outbreak as the theme for a United Nations simulation to explore whether there are unintentional gendered outcomes from these activities. Contrary to expectations of previous literature, no statistical differences manifest between men and women in enjoyment and learning when using zombie themes in active learning.     

主题、类型和规范:国内政治学研究的状况分析--以近十年复印报刊资料《政治学》中的论文为对象

目前，政治学研究的主体队伍在高等院校，研究的领域以政治理论为主，多侧重于规范性研究。经验研究由于本身水准的制约，使之尚难以上升至本科学专业刊物的主流位置。值得重视的问题还在于：不管是经验研究，还是规范研究。其规范性程度均有待大力提高。相当部分论文既缺少必要的“文献评论”，也不作任何“文献引证”；既缺失“问题意识”，更不能提出自身的理论假设。不过，近年间《政治学》论文规范性程度的大步提升，或许既显示了主流专业学术刊物对学术规范的重视，也预示了本学科研究中业已出现的值得鼓舞和追求的努力。     

Using Active-Learning Pedagogy to Develop Essay-Writing Skills in Introductory Political Theory Tutorials

Building on prior research into active learning pedagogy in political science, I discuss the development of a new active learning strategy called the “thesis-building carousel,” designed for use in political theory tutorials. This use of active learning pedagogy in a graduate student-led political theory tutorial represents the overlap of several currents of political science education research. First, the graduate teaching assistant-led tutorial is a common complement to large lecture-based introductory courses in political theory. Second, where International Relations has led the expansion of active learning in political science, political theory has lagged behind other subfields (Archer &; Miller 2011 Archer, Candace C. and Melissa K. Miller. 2011. “Prioritizing Active Learning: An Exploration of Gateway Courses in Political Science.” PS: Political Science &; Politics 44(2): 429–434.[Crossref], [Web of Science ®] , [Google Scholar]). The thesis-building carousel is designed to develop skills necessary for political theory classes—essay writing and peer review. The article concludes with a discussion of how active learning activities designed for specialized spaces can be modified for use in traditional classroom settings, with the example of three forms of “summary carousels.”     

Active Citizenship in the UK: Assessing Institutional Political Strategies and Mechanisms of Civic Engagement

Abstract

Shaping active citizenship, motivating civic engagement, and increasing political participation of minority groups have become some of the key political priorities in the UK since at least the end of the 1980s. Academic research shows that this shift goes hand-in-hand with a review of the integration policies in the country. The ‘politics of integration’ correspond in fact to a policy response to various social problems (such as discrimination, racism, intolerance) that emerged in various areas, and represent a new political discourse regarding active citizenship. This reflects an overall strategy meant to reframe the basis for civic and political engagement and participation in Britain. Our article is thus meant to highlight the dynamics underlying the development of the concept of active citizenship in the UK by looking at the factors that intervene in its shaping and enhancement. We identify political priorities and key mechanisms of participation that enable engagement in the public sphere. This article first considers the development of the specific ‘British discourse’ regarding active citizenship by taking into consideration the political priorities that emerged as part of the New Right discourse in the 1980s and then New Labour after 1997. We then refer to a set of data collected during our field work conducted in the UK between 2010 and 2011 with civil society activists and policy-makers in order to underline the meaning, practices, and feasibility of active citizenship.     

试论政治学研究中的利益分析方法

政治学研究中的利益分析，是以公共利益为分析对象，把政治看作是体现了权威、交换、说服三个特征的利益活动，结合人性化与科学化判断的一种研究视角，它包括利益主体、利益目标、利益观念、利益分配机制等多种分析标准。作为一种分析方法，它是对传统政治学研究中的经济分析法和阶级分析法的发展，并日益成为一种综合性分析方法。     

Spatial Econometric Models of Cross-Sectional Interdependence in Political Science Panel and Time-Series-Cross-Section Data

Jude C. Hays Department of Political Science, University of Illinois at Urbana-Champaign, Urbana-Champaign, IL 61801 e-mail: jchays{at}uiuc.edu e-mail: franzese{at}umich.edu (corresponding author) In this paper, we demonstrate the econometric consequences ofdifferent specification and estimation choices in the analysisof spatially interdependent data and show how to calculate andpresent spatial effect estimates substantively. We considerfour common estimators—nonspatial OLS, spatial OLS, spatial2SLS, and spatial ML. We examine analytically the respectiveomitted-variable and simultaneity biases of nonspatial OLS andspatial OLS in the simplest case and then evaluate the performanceof all four estimators in bias, efficiency, and SE accuracyterms under more realistic conditions using Monte Carlo experiments.We provide empirical illustration, showing how to calculateand present spatial effect estimates effectively, using dataon European governments' active labor market expenditures. Ourmain conclusions are that spatial OLS, despite its simultaneity,performs acceptably under low-to-moderate interdependence strengthand reasonable sample dimensions. Spatial 2SLS or spatial MLmay be advised for other conditions, but, unless interdependenceis truly absent or minuscule, any of the spatial estimatorsunambiguously, and often dramatically, dominates on all threecriteria the nonspatial OLS commonly used currently in empiricalwork in political science. Authors' note: This research was supported in part by NationalScience Foundation grant no. 0318045. We thank Chris Achen,Jim Alt, Kenichi Ariga, Neal Beck, Jake Bowers, Kerwin Charles,Bryce Corrigan, Tom Cusack, David Darmofal, Jakob de Haan, JohnDinardo, Zach Elkins, John Freeman, Fabrizio Gilardi, KristianGleditsch, Mark Hallerberg, John Jackson, Aya Kachi, JonathanKatz, Mark Kayser, Achim Kemmerling, Gary King, Hasan Kirmanoglu,James Kuklinski, Tse-Min Lin, Xiaobo Lu, Walter Mebane, CovadongaMeseguer, Michael Peress, Thomas Pluemper, Dennis Quinn, MeganReif, Frances Rosenbluth, Ken Scheve, Phil Schrodt, Beth Simmons,Duane Swank, Wendy Tam Cho, Craig Volden, Michael Ward, andGregory J. Wawro for useful comments on this and/or other workin our broader project on spatial econometric models in politicalscience. Bryce Corrigan, Aya Kachi, and Xiaobo Lu each providedexcellent research assistance and Kristian Gleditsch, Mark Hallerberg,and Duane Swank also generously shared data. We alone are responsiblefor any errors.     

Active Learning in Large Graduate Classes: Reflections on an “Attaining Citizenship” Simulation

Abstract

This article details a role-playing “citizenship simulation” used in a large graduate seminar offered by the Masters of International Relations (IR) faculty at Monash University in Melbourne, Australia. While recognizing the need for a more systematic analysis of the relationship between class size and active learning strategies, this article offers an anecdotal reflection on the challenges faced when employing active learning in an IR course with growing enrollment numbers. We describe and analyze a simulation used in the graduate course to evaluate the feasibility and desirability of structuring large IR classrooms to include participatory group activities such as simulations. We also hope the simulation provides instructors with an effective sample design for simulations in their own larger courses.     

Best Practices in Civic Education: Lessons from the Journal of Political Science Education

The Journal of Political Science Education (JPSE) provides over a decade of research on political science pedagogy, featuring empirical research documenting best practices in the field. This article provides an overview of JPSE-published research on the topics of civic education and engagement. It summarizes the number and scope of articles on this topic and highlights key findings from the journal’s first 12 years. This comprehensive overview of past research is designed to facilitate high quality future research. A detailed exploration of past research provides a useful “jump start” for teacher-scholars eager to advance the scholarship and pedagogy of engagement.     

Western Political Science Theories and the Development of Political Theories in China

This article outlines the recent development of Chinese political studies spawned by the transformation of Chinese politics in the post-Mao era, with its focus mainly on contributions from the Chinese scholarship. After a close examination of the applicability of the western theories on the transforming politics in China, it reviews the indigenous methodologies, the theorizations on the Chinese Communist Party, the state-society relationship analysis, and research on the central-local relationship. Referring to the original works in different periods, the article generally portrays the indigenous contributions of the Chinese academia, and illustrates the essential connections between real politics and theoretical progress.