Journal of Political Science Education最新文献

{"title":"Reflections on the beginnings of the\u0000 Journal of Political Science Education","authors":"John Ishiyama, Marijke Breuning","doi":"10.1080/15512169.2024.2306312","DOIUrl":"https://doi.org/10.1080/15512169.2024.2306312","url":null,"abstract":"","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139612693","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":"Wargaming for Learning: How Educational Gaming Supports Student Learning and Perspectives","authors":"Amanda M. Rosen, Lisa Kerr","doi":"10.1080/15512169.2024.2304769","DOIUrl":"https://doi.org/10.1080/15512169.2024.2304769","url":null,"abstract":"","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139614040","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":"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}