Journal of Political Science Education最新文献

{"title":"Can Participation in Mock Elections Boost Civic Competence among Students?","authors":"Erik Lundberg","doi":"10.1080/15512169.2023.2300425","DOIUrl":"https://doi.org/10.1080/15512169.2023.2300425","url":null,"abstract":"","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"3 2","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139381235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching the Russian War on Ukraine","authors":"Yoshiko M. Herrera","doi":"10.1080/15512169.2023.2287141","DOIUrl":"https://doi.org/10.1080/15512169.2023.2287141","url":null,"abstract":"","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"118 12","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138590414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Russia-Ukraine War: A Good Case Study for Students to Learn and Apply the Critical Juncture Framework","authors":"Daniel Stockemer","doi":"10.1080/15512169.2023.2286472","DOIUrl":"https://doi.org/10.1080/15512169.2023.2286472","url":null,"abstract":"","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"19 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139214826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conceive-design-implement-operate: pedagogical innovation to enhance attainment, engagement, satisfaction and employability in political science","authors":"Susan Kenyon","doi":"10.1080/15512169.2023.2284170","DOIUrl":"https://doi.org/10.1080/15512169.2023.2284170","url":null,"abstract":"This paper introduces a new pedagogic approach to the teaching of political science. In engineering education, the Conceive-Design-Implement-Operate (CDIO) pedagogy provides an active, experiential learning experience, structuring learning around four key phases in product development. Applied to the undergraduate Politics and International Relations (IR) classroom, this pedagogical innovation in learning, teaching and assessment is adapted to policy development. This design-build-test pedagogical approach has been highly successful in engineering education, supporting students to be “industry-ready engineers” on graduation. Results across 3 cohorts suggest that this pedagogical innovation is also highly successful when transferred to Politics and IR, supporting political science students develop “society-ready” attitudes, attributes and skills, greatly enhancing the student experience and increasing their attainment, engagement, inclusion and wider graduate outcomes. Civic engagement and the ability to understand and respond to a range of stakeholders are also improved. This paper presents the pedagogy and the module to which it was applied as a case study, before highlighting opportunities for political science educators to transfer the pedagogy to their own teaching context.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"91 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139255641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Institutionalizing Internships: Enhanced Civic Culture via State Capital Internship Programs","authors":"Lauren S. Foley, Marty P. Jordan","doi":"10.1080/15512169.2023.2275763","DOIUrl":"https://doi.org/10.1080/15512169.2023.2275763","url":null,"abstract":"","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"32 2","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139255586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Review of <i>Authoritarian Neoliberalism: Philosophies, Practices, Contestations</i> <b> Review of <i>Authoritarian Neoliberalism: Philosophies, Practices, Contestations</i> </b> - Edited by Ian Bruff and Cemal Burak Tansel, ISBN 9781032088020, 156 Pages, Published June 30, 2021 by Routledge","authors":"Burim Mexhuani","doi":"10.1080/15512169.2023.2270092","DOIUrl":"https://doi.org/10.1080/15512169.2023.2270092","url":null,"abstract":"","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"30 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136233714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building Political Discourse Skills: Students as Teachers","authors":"Lynne Chandler Garcia, Stacy Ulbig","doi":"10.1080/15512169.2023.2267150","DOIUrl":"https://doi.org/10.1080/15512169.2023.2267150","url":null,"abstract":"AbstractIn a highly polarized political environment, political discourse on divisive topics is all the more important. Heeding the many calls for higher education to teach political discourse skills, this study investigates the impact of political discourse lessons in a college-level, political science classroom. Further, it explores the effectiveness of student-peers as teachers. The study finds peers, compared to faculty, are better able to relate to students, and this strength is ideal for teaching subjects that require social connections such as the active listening and perspective taking techniques. Discussion of sensitive political topics can easily lead to discomfort and uneasiness. Our findings suggest that student learners may be more receptive to peer-leaders than to instructors when it comes to such situations. Further peer-teachers experienced increased comfort levels when involved in controversial political discussions and increased ability to engage in political dialogue.Keywords: Political discourseclassroom discussionstudent-instructorspeer teachingcritical thinkingperspective takingactive listening Notes1 Peer teachers in our study were required that to complete IRB training for human subjects and went through rigorous training to become qualified as peer-teachers (see Appendices A and B, supplementary material). While in many settings, peer-teachers also take part in assessment activities, our study limited peer teachers to providing classroom lectures on content.2 This study received all required Institutional Review Board (IRB) approvals under IRB number FAC20180106E.3 Non-peer, faculty members continued to teach all other course lessons.4 See Appendix A (supplementary material) for details on research methodology and Appendix B (supplementary material) for details on student research training.5 See Appendix A (supplementary material) for details.6 The video is available online: https://www.youtube.com/watch?v=Fo2YF5n_D047 See Appendix A (supplementary material) for details.Additional informationNotes on contributorsLynne Chandler GarciaLynne Chandler Garcia is an Associate Professor of Political Science at the U.S. Air Force Academy. Her areas of research within the scholarship of teaching and learning include civil discourse, empathy and efficacy in political behavior, and the art of pedagogy for underprivileged learners. Her foreign policy publications range in topics from military operations in Afghanistan and Iraq, supply chain issues, space policy, and civil-military relations.Stacy UlbigStacy G. Ulbig currently holds the position of Professor of Political Science at Sam Houston State University. Her research focuses on questions about political psychology, political behavior, and media politics. She regularly teaches undergraduate courses in American Government, Texas Government, Attitudes & Behavior, Politics & the Media, and Statistical Methods.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"122 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136381091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching (with) Artificial Intelligence: The Next Twenty Years","authors":"Steven Michels","doi":"10.1080/15512169.2023.2266848","DOIUrl":"https://doi.org/10.1080/15512169.2023.2266848","url":null,"abstract":"AbstractThe advent of artificial intelligence and concerns over academic integrity have put instructors from every discipline on notice regarding the kinds of coursework we are assigning. But this is also a moment to deliver content in a manner that is clearer and more dynamic, use more active forms of learning, and improve the academic and professional outcomes of our students. This article surveys the most common themes and approaches from the pages of the journal and offers some suggestions for how AI and generative technologies can augment our teaching and allow instructors to focus on higher-level learning outcomes.Keywords: Artificial intelligenceAIChatGPTacademic integritywriting instruction AcknowledgmentsHe would like to thank Michael Vale, Colleen Butler-Sweet, Jeff Naftzinger, Alex D’Adamo, Elizabeth Luoma, and Kate Cunningham for their feedback and support along the way.Disclosure statementThere are no competing interests to declare.Additional informationNotes on contributorsSteven MichelsSteven Michels is a professor of political science at Sacred Heart University in Fairfield, CT, where he teaches courses on democracy, political economy, and the politics of law. Among his many books, articles, and chapters is Sinclair Lewis and American Democracy. Find him on LinkedIn: linkedin.com/in/stevenmichels.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136357473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quantitative Political Science Education in the Past and Future","authors":"Eric Best, Daniel J. Mallinson","doi":"10.1080/15512169.2023.2260034","DOIUrl":"https://doi.org/10.1080/15512169.2023.2260034","url":null,"abstract":"AbstractThere has been a massive shift in teaching quantitative political research since the Journal of Political Science Education was launched in 2004. Smartphones were an anomaly, and it was uncommon to have laptops in the classroom. Statistical calculations were sometimes done by “statisticians”, i.e., professional staff who did calculations for faculty members. Today, it is rare to see students without electronics. Through that transition we experienced ubiquitous Wi-Fi and smartphones, statistical computing on personal computers, the end of the academic staff statistician, an explosion in open-source statistical software and tutorials, and an unexpected mass transition to online learning during COVID. We experienced a similar revolution in teaching statistics. Increases in computational power and data availability make quantitative and qualitative research different than 20 years ago. Computation is rarely a limiting factor, and we find ourselves spending more time on statistical assumptions, correct methods, data integrity, and replicability. We are now entering an era of assistive technology and will need to transition to teaching students how to use artificial intelligence tools to assist them with quantitative work. In this article, we consider these changes and what they mean for teaching political science in the next 20 years.Keywords: Methods pedagogypolitical science educationquantitative political analysis Disclosure statementThe authors report there are no competing interests to declare.Notes1 NVivo is a qualitative analysis software that allows for document collection, organization, coding, and analysis (https://lumivero.com/products/nvivo/).2 A website where users post coding problems that are answered by other users or package developers (https://stats.stackexchange.com/). See also Stackoverflow (https://stackoverflow.com/).3 Applications like Nearpod, Mentimeter, and Echo360 offer students and instructors features to help integrate traditional presentation slides with interactive activities. They expand substantially upon older iClicker student response systems that allowed for on-the-spot multiple-choice and true-false questions during lectures (Baumann, Marchetti, and Soltoff Citation2015). For example, Nearpod has posterboards that allow students to post notes in response to an instructor’s prompts.4 https://blogs.sas.com/content/sgf/2014/10/08/configuring-sas-what-to-know-before-you-install/.5 R is an open-source statistical computing software (https://cran.r-project.org/).6 Python is a programming language. In addition to other programming, it can be used to conduct statistics (https://docs.python.org/release/2.0/).7 https://www.tiobe.com/tiobe-index/8 An aside that becomes extremely important later, in 2007, Apple released the iPhone and “iOS” and Google followed shortly after with Android. This had almost no impact on the classroom at the time, but fast forward to 2023, and students constantly attempt to use these devic","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136237436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disentangling Perception and Performance: A Natural Experiment on Student Engagement and Learning in Simulations","authors":"Spencer Shanks, Jiakun Jack Zhang","doi":"10.1080/15512169.2023.2245511","DOIUrl":"https://doi.org/10.1080/15512169.2023.2245511","url":null,"abstract":"Simulations are increasingly recognized for promoting active learning and student engagement and fostering career skills. Yet whether and how simulations facilitate learning, engagement, or both are still subjects of considerable debate. Many existing studies tend to be observational in design, constrained to a single semester, or reliant on student self-assessment to measure efficacy. We use an experimental approach to demonstrate the effects of classroom simulations on both self-assessment and objective academic performance at a large public university. Over the course of three years, we “treated” some sections of an Introduction to International Relations course (N = 244) with simulations while other “control” sections participated in debates and discussions. We compare self-assessed engagement and motivation from surveys, as well as performance on quizzes and exams in the same course (same instructor, materials, and textbook). Our results demonstrate that students “treated” with the simulations show sustained improvements in academic performance in both iterative (weekly quizzes) and long-term (final exam) contexts, controlling for the mode of delivery. These improvements are also found to be robust for both high and low-performing students in the class. However, we were surprised to find a disconnect between student perceptions of engagement and actual course performance: Self-assessed student engagement and motivation were poor predictors of subsequent academic performance.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135739850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}