Journal of Political Science Education最新文献

{"title":"It’s a Bit Inappropriate: UK Students’ Negative Perceptions of Using Humor in Teaching Politics","authors":"A. P. Martin","doi":"10.1080/15512169.2022.2131560","DOIUrl":"https://doi.org/10.1080/15512169.2022.2131560","url":null,"abstract":"Abstract Existing literature on using humor in teaching identifies several social and pedagogical benefits, ranging from making students feel more comfortable and interested in the subject matter to facilitating a critical pedagogy approach. However, there are several risks associated with humor attempts that are detrimental to learning and to student experiences. Through analyzing qualitative data from three focus groups (FGs) with 2nd and 3rd year Politics and/or International Relations (Pol & IR) students, this article advances a student-centric understanding of the pitfalls of using humor in content delivery. While humor is often subjective, timing, frequency, established conventions, subject matter, and lecture persona all impact how students perceive humor used by lecturers. This article juxtaposes existing literature on approaches to using humor in teaching, and its pedagogical benefits, with empirical evidence of student perspectives and expectations to highlight the practical challenges and risks of including humor attempts in effective Pol & IR teaching.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48762667","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":"Lesson Study in Introduction to International Relations","authors":"Lindsay Burt, A. Klotz","doi":"10.1080/15512169.2022.2127361","DOIUrl":"https://doi.org/10.1080/15512169.2022.2127361","url":null,"abstract":"Abstract Graduate teaching assistants (GTAs) who run independent sections for larger lecture courses typically receive insufficient feedback. Course evaluations, already flawed by numerous biases, offer an amalgam of student reactions to lecture and section, even when comments specifically laud or criticize section instructors. Course designs also vary greatly: Some professors meet regularly with their team of GTAs; others delegate to a lead GTA; and many simply let their GTAs do anything that gets students talking. Instead, we advocate a team-orientation approach: Lesson Study. Modifying the use of Lesson Study in science education, in turn adapted from a Japanese approach gaining popularity among K–12 educators, we concentrate on mentoring that emphasizes collaborative learning, rather than likeability surveys. Sections use a common assignment, which facilitates GTA participation in design and evaluation. The team meets in advance to confirm common pedagogical goals and again after sections to debrief. Insights may lead to immediate adaptations in subsequent assignments in the same term or revisions to the original assignment in subsequent semesters. Overall, this approach centers the collective articulation of lesson plan design and delivery through deliberately reflective practices that benefit both faculty members and GTAs.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60018995","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":"From Classroom to Community: An Assessment and Potential Implications of an Undergraduate Civic Engagement Research and Learning Program","authors":"Matt Lamb, Steven Perry, Alan F. Steinberg","doi":"10.1080/15512169.2022.2128811","DOIUrl":"https://doi.org/10.1080/15512169.2022.2128811","url":null,"abstract":"Abstract Civic education in undergraduate institutions is of vital importance to the civic health of society, but faculty often find it difficult to incorporate civic components into existing courses and lack the resources to incorporate civic outreach into their curriculum. As a result, research has shown that time spend on civic engagement is limited. Additionally, civic engagement is rarely discussed, much less encouraged, outside of political science or other social science classes. In this article, we assess the outcomes of a unique co-curricular civic engagement research and learning program in which undergraduate students are required to work with an external partner, usually a municipal agency or nonprofit, to complete an independent research project. Using quantitative and qualitative student evaluations, we find that students had an overwhelmingly positive experience with the program. They especially appreciated the opportunity to work on “real world” issues in an interdisciplinary setting. They also expressed a desire for a longer program that extended beyond a single semester. We discuss the potential implications of these findings.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47985465","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":"High-Impact Teaching Practices and Undergraduates’ Political Efficacy","authors":"M. Reynolds","doi":"10.1080/15512169.2022.2130071","DOIUrl":"https://doi.org/10.1080/15512169.2022.2130071","url":null,"abstract":"Abstract The scholarship supports the effectiveness of high-impact practices (HIPs) to advance undergraduates’ political knowledge and engagement. A line of inquiry asks which type of HIPs is the most effective, especially for core (required) courses with students from a variety of degree programs. In 2022, many students are from Generation Z, born between 1995 and 2000. Surveys of this generation find distinct learning preferences and a lack of political efficacy (or a limited sense of government responsiveness). Core government courses provide a means to address learning preferences with HIPs, as well as increase political knowledge and a sense of efficacy. Initially, a quasi-research project interrupted by the COVID-19 pandemic, this exploratory study compares two HIPs—embedded service learning and Town Hall Meeting model–and political efficacy measures of students across time and type of class. A significant body of work is devoted to service learning but scholarly investigations of the Town Hall Model are more limited. Comparing two HIPs and applying a political efficacy measure offers a guide for future research and contributes to scholarly conversations regarding the most effective teaching strategies for undergraduate students taking core government courses.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45566662","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":"JPSE Statement from the New Editorial Board","authors":"Charity Butcher, Alasdair Blair, T. Bhasin, Elizabeth Gordon, M. Hallward, S. Usherwood, A. McCartney","doi":"10.1080/15512169.2022.2135243","DOIUrl":"https://doi.org/10.1080/15512169.2022.2135243","url":null,"abstract":"JPSE was established in 2005 in response to the need for a forum for research and thinking relating to political science pedagogy. As the journal approaches its 20th anniversary, it continues to provide a forum for disseminating work that informs teaching and learning practices, both within APSA and the international community of political scientists. JPSE remains one of the very few political science journals that has an exclusive focus on teaching and learning, and we view this focus as integral to serving the interests of the discipline. JPSE has many strengths, not least of which is its more recent inclusion as part of the APSA group of journals. The journal was initially led (2005–2012) by John Ishiyama and Marijke Breuning, both of whom were then based at Truman State University. The second editorial team (2012–2016) was led by Kerstin Hamann, Bruce Wilson, Philip H. Pollock III and Rebecca A. Glazier of the University of Central Florida. The third editorial team (2016–2022) was led by Victor Asal at the University of Albany and supported by Mitchell Brown at Auburn University, Shane Nordyke at the University of South Dakota, Joseph W. Roberts at Roger Williams University, Mark L. Johnson at Minnesota State Community and Technical College and J. Cherie Strachan at Central Michigan University. Over its history, the journal has expanded its reach with each editorial team, evolving from an initial focus on scholarship of teaching and learning (SoTL), case studies, experiential-based learning and matters relating to assessment, to including an examination of methodologies and a focus on online teaching. The third editorial team sought to widen the journal’s scope by accepting new types of submissions, which led it to become a mainstream APSA journal. As the fourth editorial team, we are privileged to have a strong base to build upon and are grateful to the work of the previous editors. Our team reflects the diversity found in the broader discipline. We have assembled a close-knit, yet diverse, editorial team, with a female Editor-in-Chief, Charity Butcher. Our team represents gender, ethnic, geographic, and institutional diversity, with a total of five women, two People of Color (POC), and two editors from Europe. We consider that the balance of our editorial team will enable JPSE to have a stronger presence at major political science international conferences, particularly those focused on teaching and learning. Outside the United States, this includes the ECPR General Conference, the UACES annual conference, and the UK Political Studies Association annual conference.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46467110","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":"Gender Really Matters in Group Work: A Visibilization and Politicization Teaching Sequence","authors":"Igor Ahedo Gurrutxaga, Iraide Álvarez Muguruza, Cata Gómez Etxegoien","doi":"10.1080/15512169.2022.2121214","DOIUrl":"https://doi.org/10.1080/15512169.2022.2121214","url":null,"abstract":"Abstract Analyzing gender inequalities when teaching political science can be an opportunity. Making inequalities visible in the classroom using students’ personal experiences can help teachers generate co-responsible practices which are necessary in a context where group work is increasingly important. Moreover, revealing gender inequalities through the students’ daily work can help them to understand a key element of the discipline: that politics needs to go beyond private views of social problems, in order to reach collective solutions. In this article, starting with five discussion groups, we give students a voice, to reveal how female students in the classroom take on private and reproductive roles that increase the work they do and affect the evaluation they receive. We have used this diagnosis to design a teaching sequence, implemented in 4 groups between 2018 and 2022, that aims to make gender inequalities visible in work relationships between peers as a first step toward students interpreting and managing these relationships politically.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49626018","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":"Creative Pedagogy in IR Examination. When Fiction Unleashes the Learning Process","authors":"Frédéric Ramel, Anaëlle Vergonjeanne","doi":"10.1080/15512169.2022.2122832","DOIUrl":"https://doi.org/10.1080/15512169.2022.2122832","url":null,"abstract":"Abstract Although the esthetic turn in International Relations (IR) has recently expanded to teaching, with professors promoting the mobilization of artistic material in the classroom, its use in students’ productions and examinations has received scarce attention. Drawing on a course at Sciences Po Paris dedicated to IR normative theory and given for five years at the graduate level, this research argues the added value of creative fictional writing by students in assimilating philosophical concepts. Using both quantitative and qualitative analysis on five cohorts, both surveyed and interviewed in groups, it builds on in-depth feedback from a large sample of students. It appears that beyond long-term familiarization of students with authors and practical skills improvement, such exercise enhances their creativity and self-esteem by releasing their imaginations, and inspiring hope in democracy in the younger generation.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42181423","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":"Using an Interactive Game for Strategic Thinking Education: The Role of Gender and Experience","authors":"Jakub Drmola, Josef Kraus","doi":"10.1080/15512169.2022.2121713","DOIUrl":"https://doi.org/10.1080/15512169.2022.2121713","url":null,"abstract":"Abstract The primary goal of this investigation is to systematically explore the relationship among the students’ performance, grades, gender, previous experience, and impressions while using Diplomacy, a strategy game, as an educational tool. The rationale for this research is the existing and commonly expressed concern that such games unfairly disadvantage female students due to their lesser exposure to similar games. If such teaching methods are to be successfully employed, we must ensure that they are well suited, appropriate and, most importantly, fair to all our students. To explore this issue, the data collected over 6 years through a university course on strategic thinking and from anonymous student questionnaires were analyzed and tested for statistically significant correlations. The results show that, while male students are more experienced in playing similar games, had an easier time understanding the rules, and showed stronger engagement, this did not translate into considerably better performance or grades and even led to higher levels of disappointment with their own performance.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47369121","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":"Evaluating the Design and Benefits of Internship Programs","authors":"Yael Wolinsky-Nahmias, A. Auerbach","doi":"10.1080/15512169.2022.2109481","DOIUrl":"https://doi.org/10.1080/15512169.2022.2109481","url":null,"abstract":"Abstract Scholarship on the role of professional development opportunities for undergraduate students has highlighted the growing importance of internship programs. Different designs of internship programs have emerged as their numbers proliferate. Internship programs vary on key dimensions including integration of academic content, development of internship offerings (publicly available vs. specially designed internships), and placement (self-select vs. guided). This paper compares three models of internship programs in a research university: a “traditional” model involving an array of political science–related internships; a research-focused internship program in political science; and an environmental internship program focused on environmental science, policy, and education internships. The paper evaluates and compares these programs by examining organizational and process variables, the impact of internships on participants, and participant satisfaction. We use a combination of qualitative and quantitative methods, including a specially designed opinion survey of participants in the three programs. The results demonstrate that different models of internship programs with varying resources can all provide high impact and high satisfaction levels when certain elements are integrated into the programs. Students who were given more challenging tasks and opportunities to take initiatives were especially likely to gain a variety of personal, professional, and civic benefits. Overall, the highest levels of satisfaction were expressed by participants who felt their internship gave them new knowledge and skills, improved their employment prospects, enriched the college experience, and contributed to an important cause.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43120145","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":"Ideology and Religion in Students’ Attitudes Toward Economically and Socially Conservative Professors","authors":"J. Giersch, Scott Liebertz","doi":"10.1080/15512169.2022.2118129","DOIUrl":"https://doi.org/10.1080/15512169.2022.2118129","url":null,"abstract":"Abstract Many instructors of political science wrestle with the question of whether to reveal their political ideology to their students and recent polarization in the United States intensifies those concerns. Prior research suggests that liberal and moderate students are wary of taking a course with a conservative professor, but do students react to economically conservative professors the same as they do socially conservative professors? We conducted an online survey experiment of current students at two public universities in the southern United States to test whether a reputation for expressing conservative opinions on either economic or social issues affected a professor’s appeal to students. Participants split along ideological lines on both professor profiles, but greater skepticism was directed at the socially conservative professor. Preference for a socially conservative professor was greatest among more religious students.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49635895","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}