US Science Education: The View from a Practicing Scientist

Science and mathematics education in the US is failing to produce an adequate number of American scientists. Foreign postdoctoral fellows and students who typically remain in the US and become permanent residents and citizens increasingly populate US research laboratories. Were these foreign scientists to return home upon completion of their training, we would be facing a severe shortage of well‐trained research personnel in US laboratories. The contributions of foreign scientists to US scientific research have been important and impressive, but as noted above, there are dangers in relying on other countries to provide the basic education of scientists to fill our US laboratories.     

Skunks in an English Woodland: Should England Embrace For‐Profit Higher Education?

The British government is encouraging the growth of for‐profit alternative providers of higher education (HE). While it is true that for‐profits have opened HE access to previously under‐served groups and have been more agile in reacting to market demand, they have done so at a considerable cost to students and the taxpayer because they do not share in the cost of the failure of HE to ensure a payoff for many of their students. The US experience with for‐profits should be a cautionary tale for those supporting their expansion in Britain. Policy is needed to craft a regulatory framework that produces the benefits that for‐profits can provide, but minimises the costs that often accompany them. At present, it is far from clear that expanding alternative providers—that is, for‐profits—would ‘work better’ for students.     

Teaching Party Systems: A Culinary Demonstration

Abstract

Duverger’s Law—the principle that first-past-the-post systems tend to promote two major political parties while proportional representation systems tend to promote multipartism—is a commonly taught topic in introductory and some upper-level political science courses across subfields. However, it also contains concepts that are difficult for undergraduate students to grasp, particularly those who are unfamiliar with other electoral systems. In partial response to these concerns, this article introduces a memorable in-class demonstration that utilizes food items to illustrate the logic behind Duverger’s Law. The demonstration serves as a flexible blend between lecture-oriented and active learning techniques, and can be adapted to teach other topics—such as directional and proximity models of voting, the Median Voter Theorem, and other topics in rational choice theory. Preliminary evidence presented suggests that students enjoy the demonstration, remember the concepts, and perform better on assessments related to the topic. The article concludes by challenging political science educators to develop and share more demonstration-type activities, which are commonly used in STEM and other fields.     

The Effects of Changing Test‐Based Policies for Reclassifying English Learners

When students labeled English Learners (ELs) are reclassified as Fluent English Proficient, changes often occur in services and settings (e.g., changes in teachers, peers, and ancillary services). Policymakers play an important role in the reclassification process because they establish test‐based criteria that an EL must attain in order to become reclassified. If the criteria established by policymakers are incongruent with the instructional changes that result from reclassification, then services and settings may be denied to students who would otherwise benefit from them. In response to teachers’ and administrators’ concerns that some ELs who were reclassified were not succeeding without additional supports, California policymakers in 2006 to 2007 changed the reclassification criteria. In this paper, we examine the effects of changing these criteria using data on Latino/a students from the Los Angeles Unified School District, the U.S. district serving the largest number of ELs. Using “difference‐in‐regression‐discontinuities” approaches, we find consistent evidence that this policy change, which increased the difficulty of attaining the test‐based criteria for EL reclassification eligibility, had significant effects on high‐school students’ subsequent English language arts achievement (0.18 SDs) and graduation outcomes (11 percentage points). Specifically, when the criteria for reclassification were lower, students experienced negative effects of reclassification; but when the criteria were raised, students no longer experienced these negative effects. Highlighting the complex interplay between assessments, instruction, and policy, these findings demonstrate the important role policymakers play in the academic success of ELs and speak to policymaker considerations when implementing assessment and accountability systems.     

Reporting Without Knowledge: the Absence of Human Rights in US Journalism Education

Journalists play an important role in the realization and protection of human rights worldwide, framing and shaping the public’s understanding of issues. In the United States, however, studies show that media coverage of human rights is inadequate and frequently inaccurate, with US journalists typically framing human rights as an exclusively international issue. This study helps to explain why this is the case through an examination of the human rights content of journalism education in the United States. Journalism education is dominated by undergraduate programs in the United States, yet data from this study show that human rights education is not part of journalism training programs at the undergraduate level (at the top 10 schools, ranked according to the number of graduates, there are no human rights courses for journalism majors) and is not a focus of most graduate-level training programs. Those schools that do teach human rights do so largely with a focus on events and violations abroad. The fact that journalists are not educated about international human rights law and standards or taught to view events through a human rights lens means that crucial opportunities are missed to frame topics as human rights issues, to inform the public, and to hold governments and other human rights violators accountable.     

Topic Modeling the Research‐Practice Gap in Public Administration

The possible existence of a research‐practice gap is the topic of a long‐standing debate in the field of public administration. In this Viewpoint essay, the authors examine the agendas of scholars and practitioners using the topic modeling technique of computational social science. Topic modeling a content analysis of 35 topics identified in Public Administration Review and PA Times (3,796 articles) showed that just over 50 percent of topics were common to both groups, indicating shared interests. There were, however, topics that the two groups distinctly focused on. Moreover, scholars and practitioners attached significant differences to the weights allocated to the prominent topics in their writing. Taken together, these findings indicate that topic modeling can shed new light on the research‐practice gap in public administration.     

Viewpoint: It is Time to Create a United States Air Force Space Corps

The United States (U.S.) has deepening dependence on space systems for economic prosperity, civil government administration, priority science and exploration programs, and national security while at the same time there is dramatic growth in competitive space capabilities and demonstrated threats to space systems globally. Despite this, the U.S. has not invested sufficient resources to meet National policy direction for capabilities to insure freedom of action in space, especially space situational awareness capabilities—the cornerstone of deterrence from space attacks. A principle reason for this shortfall is the historical absence of an organization accountable for securing the space domain like those of land, sea, and air. Using the analogy of the Army Air Corps, the author recommends creation of an autonomous Space Corps realized out of existing organizations within the USAF. The AF Space Corps would manage a separate space budget and all space professionals in organizing, training, and equipping national security space capabilities including those necessary to secure the space domain for peaceful use.     

Not So Scary: Using and Defusing Content Warnings in the Classroom

Content warnings — notices to students that class material may evoke their past traumas — have become entangled in (over)heated debates about the role of free speech on campus. Critics denounce content warnings as silencing tools intended to promote censorship, preclude discussion of difficult topics or punish professors who hold unpopular views. Supporters too often conflate content warnings with broader demands for classroom “safe space” that fail to recognize the distinct features of posttraumatic stress as a form of mental illness. In this article, I reconceptualize content warnings as a way to facilitate access to course material for students with posttraumatic stress disorder (PTSD). I then offer a set of concrete strategies for employing content warnings in political science courses. These strategies aim not only to support students struggling with trauma but also to de-escalate the controversy around content warnings by emphasizing how such warnings work to encourage engagement, access, and discussion.     

Political Science as a Broad Church: The Search for a Pluralist Discipline

In 1996 Robert Goodin and Hans-Dieter Klingemann published an edited collection of essays, A New Handbook of Political Science , that provides probably the best overview of the discipline of political science, at least as seen through the eyes of the mainstream of the profession. Goodin is an American working at the Australian National University, while Klingemann is a German working in Berlin. Nevertheless, their overview represents an American view of political science, which is hardly surprising as more than 75 per cent of living political scientists are American. Overall, they present a picture of the discipline as professional, pluralistic and improving rapidly. Here, we take issue with that view, not as an ambition, but as a reality. In contrast, we argue that political science, particularly US political science, is still dominated by a positivist epistemology and, particularly, by behaviouralist and rational choice approaches that are underpinned by that positivism. We begin by outlining Goodin and Klingemann's argument and critiquing it. Subsequently, we take issue with them empirically, using evidence drawn both from their own edited collection and an analysis of the contents of the two foremost US and UK journals; in the US the American Political Science Review , the American Political Science Association's main journal, and the American Journal of Political Science , and in the UK the British Journal of Political Science and Political Studies , the Political Studies Association's main journal. The methodology adopted is discussed below. In the last section, we consider the consequence of our findings for the future of political science in Britain.     

The Effects of Green Cards on the Wages and Innovations of New PhDs

Visa policies in the United States restrict job opportunities and job mobility for U.S.‐trained PhDs who hold a temporary visa, a group that accounts for 40 percent of newly graduated PhDs in science and engineering. The Chinese Student Protection Act of 1992 (CSPA) allowed Chinese students to be eligible for permanent residence in the United States. Many CSPA beneficiaries, Chinese students who became permanent residents, did not pursue postdoctoral training and instead entered the public or private sector directly. This supply shift increased the relative wage of native postdocs to non‐postdocs. Four to eight years after graduation, CSPA beneficiaries earned 9 percent more than the comparison group, were less likely to work in academia, published fewer research articles, and produced more patents.     

The Unscientific Determinants of Voting on a Controversial Scientific Issue: An Evaluation of Biofuels Policy in the U.S. Congress

Whether allegiance to party or the preferences of constituents are most important in an elected representative's voting decision has been a long‐running question in political science. This study contributes to this debate through an evaluation of biofuels policy in the U.S. Congress. Results indicate that in this policy area the House and Senate balance these influences differently, with partisanship playing a significant role in the House but not in the Senate. Analysis of voting on this issue indicates that there are important distinctions between how a legislator views the overall partisan preferences of constituents in their district or state versus how they view the interests of particular groups of constituents; when the concentration of agricultural interests in a legislator's district or state is great enough, it can override the effects of party for this issue, which suggests that legislators are especially concerned with specific constituency groups in their district or state that would stand to gain or lose from a policy. The proposition that a legislator is most likely to do that which benefits him or her most regardless of the available science relevant to a policy is a useful starting point for understanding what has been found in this research project.     

The Transformation of organic regulation: The ambiguous effects of publicization

The regulatory regime for organic products is different from other non‐state‐market driven (NSMD) regimes because it is the only one that evolved from a purely private into a regime where the establishment of minimum standards has become the monopoly of public powers. This article is the first to study the effects of the process of publicization, a term coined to characterize the transformation of private into public standards. The central hypothesis studied is that the process of publicization has empowerment and containment effects at the same time. To test the hypothesis the article analyses the effects of publicization on regulatory capabilities of private regulators as well as on the quality of the standards. The effects of publicization are further explored by comparing the legal and institutional architecture that shapes the coexistence of private and public regimes in the EU and the US, showing important differences between the two systems. The article offers a new perspective to look at the dynamic interaction between private and public regulation and its findings are of general relevance for the debate on the desirability of governmental intervention on private regulatory schemes.     

The Cyber Pearl Harbor

The article describes the incentives that would motivate an opponent to incorporate a surprise cyber attack into a conventional operation to defeat US deterrent strategies by presenting the United States with a fait accompli. In describing this ‘Cyber Pearl Harbor’, the article explores the organizational and intelligence constraints that make it difficult to respond to the prospect of a combined cyber surprise attack and conventional operation. The article suggests that a cyber surprise attack will not occur in a political or strategic vacuum. Instead, weak opponents will use it to achieve objectives that could not be attained if US and allied forces were fully alerted.     

The Policy Brief: Building Practical and Academic Skills in International Relations and Political Science

The policy brief is an innovative and underutilised form of teaching, learning and assessment which provides undergraduate students with practical skills that translate directly into the workplace. This alternative to standard essays also challenges students to expand their research, writing and presentation skills. Further pedagogical advantages include assisting students in building personal development portfolios, improving internship programmes and making it difficult to plagiarise. International relations and political science curricula in the UK would benefit from the wider use of this tool.     

Can Financial Aid Help to Address the Growing Need for STEM Education? The Effects of Need‐Based Grants on the Completion of Science,Technology, Engineering,and Math Courses and Degrees

Although workers in science, technology, engineering, and math (STEM) fields earn above‐average wages, the number of college graduates prepared for STEM jobs lags behind employer demand. A key question is how to recruit and retain college students in STEM majors. We offer new evidence on the role of financial aid in supporting STEM attainment. Exploiting a regression discontinuity that allows for causal inference, we find that eligibility for need‐based financial aid increased STEM credit completion by 20 to 35 percent among academically‐ready students in a large, public higher education system. These results appear to be driven by shifting students into STEM‐heavy course loads, suggesting aid availability impacts the academic choices students make after deciding to enroll. We also find suggestive evidence that aid offers increase degree attainment in STEM fields, although we cannot rule out null impacts on STEM degree production.     

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.     

Enabling global principle‐based regulation: The case of risk analysis in the Codex Alimentarius

This paper deals with the creation of global principle‐based standards. For such standards to be accepted and effective, particular conditions must be fulfilled. One such condition, little explored, is that standard‐makers and ‐takers share knowledge about the meaning of the principles, as well as the practices through which they are likely to be applied. The paper shows that this condition is fulfilled when transnational cultural systems exist, by means of which both types of actors engage in the explication and representation of their practices so that a common, standard understanding emerges of how principles may be interpreted on the ground and informs the negotiations. A transnational cultural system is a crucial governance infrastructure to set global standards, as shown by the long history of creating a risk analysis guideline by the Codex Alimentarius, the inter‐governmental body for food standards.     

The challenge of accountability in complex regulatory networks: The case of the Deepwater Horizon oil spill

A puzzle that faces public administrators within regulatory governance networks is how to balance the need for democratic accountability while increasingly facing demands from elected officials to optimize oversight of industry by utilizing the expertise of the private sector in developing risk‐based standards for compliance. The shift from traditional command and control oversight to process oriented regulatory regimes has been most pronounced in highly complex industries, such as aviation and deepwater oil drilling, where the intricate and technical nature of operations necessitates risk‐based regulatory networks based largely on voluntary compliance with mutually agreed upon standards. The question addressed in this paper is how the shift to process oriented regimes affects the trade‐offs between democratic, market, and administrative accountability frames, and what factors determine the dominant accountability frame within the network. Using post‐incident document analysis, this paper provides a case study of regulatory oversight of the deepwater oil drilling industry prior to the explosion of the Deepwater Horizon rig in the Gulf of Mexico, to explore how the shift to a more networked risk‐based regulatory regime affects the trade‐offs and dominant accountability frames within the network. The results of this study indicate that a reliance on market‐based accountability mechanisms, along with the lack of a fully implemented process‐oriented regulatory regime, led to the largest oil spill in US history.     

The Rise and Fall of Power Line EMFs: The Anatomy of a Magnetic Controversy

The suggestion that power line electromagnetic fields (EMFs) cause diseases like cancer has generated dozens of popular articles and television news segments, hundreds of scientific studies, and numerous consensus reports; it has attracted the attention of epidemiologists, biologists, physicists, policymakers and lawyers. This article will examine the evolution of this controversy through a detailed analysis of the arguments that have been used for and against the hypothesis that power line EMFs have adverse health effects. This article argues that the power line EMF issue provides a classic case study for exploring the challenges citizens, scientists, and policymakers face in sorting out a complex science‐based controversy. This story not only brings together many different perspectives and—from popular notions of cancer clusters to complex epidemiological arguments, from to state‐of‐the‐art animal studies to policy instruments such as the precautionary principle—but also reveals the manner in which a heated controversy can be effectively resolved over time.     

What Motivates the Gatekeepers? Explaining Governing Party Preferences on Immigration

Most scholarship on immigration politics is made up of isolated case studies or cross‐disciplinary work that does not build on existing political science theory. This study attempts to remedy this shortcoming in three ways: (1) we derive theories from the growing body of immigration literature, to hypothesize about why political parties would be more or less open to immigration; (2) we link these theories to the broader political science literature on parties and institutions; and (3) we construct a data set on the determinants of immigration politics, covering 18 developed countries from 1987 to 1999. Our primary hypothesis is that political institutions shape immigration politics by facilitating or constraining majoritarian sentiment (which is generally opposed to liberalizing immigration). Our analysis finds that in political systems where majoritarianism is constrained by institutional “checks,” governing parties support immigration more strongly, even when controlling for a broad range of alternative explanations.