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Welcome to Canadian Politics: Collaboration for Student-Led Knowledge Building 欢迎来到加拿大政治:学生主导知识建设的合作
IF 1.1
Journal of Political Science Education Pub Date : 2022-09-06 DOI: 10.1080/15512169.2022.2119147
Alana Cattapan
{"title":"Welcome to Canadian Politics: Collaboration for Student-Led Knowledge Building","authors":"Alana Cattapan","doi":"10.1080/15512169.2022.2119147","DOIUrl":"https://doi.org/10.1080/15512169.2022.2119147","url":null,"abstract":"Abstract In the Winter of 2020, my introductory Canadian politics class started to develop its own online, collaboratively-built, open-access, introductory “textbook” on Canadian politics. Drawing on the principles of critical pedagogy, the assignment engages students in group work to generate plain-language primers that can connect with an audience beyond our classroom while contributing to knowledge-building in the field. Once submitted, students’ work is compiled, edited and uploaded to the project website. Students have multiple opportunities to provide feedback about their experience and the project as a whole. Since the project was piloted in 2020, it has been used twice more in two Canadian politics classrooms, with plans for further expansion. This article chronicles the process of developing, revising, and expanding the project. It identifies the principles behind the assignment, and the challenges the project has faced so far. Further, drawing on scholarship demonstrating that colonialism, racism, and marginality remain peripheral to the study of Canadian politics, it imagines how a student-led, collaboratively-built online “textbook” might also work to contest the historic boundaries of the discipline.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"19 1","pages":"287 - 296"},"PeriodicalIF":1.1,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48781570","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}
引用次数: 0
Service-Learning at a Hispanic-Serving Institution: A Preliminary Study 西班牙裔服务机构的服务学习:初步研究
IF 1.1
Journal of Political Science Education Pub Date : 2022-09-05 DOI: 10.1080/15512169.2022.2116710
Andrew Smith
{"title":"Service-Learning at a Hispanic-Serving Institution: A Preliminary Study","authors":"Andrew Smith","doi":"10.1080/15512169.2022.2116710","DOIUrl":"https://doi.org/10.1080/15512169.2022.2116710","url":null,"abstract":"Abstract An emerging body of literature seeks to design, implement, and analyze best practices in service-learning at undergraduate universities. What scholars have not examined as well as service-learning as applied to students at Hispanic-Serving Institutions (HSI's). Given that students at such universities are in unique learning environments, there is a question of how well standard practices in service-learning apply to HSI students. This paper presents the analysis of two semesters’ worth of service-learning requirements in an Introduction to American Politics course at an HSI in Texas. Using the feedback provided by the students on the final course evaluations, I conclude that the current pedagogy applies reasonably well to students at HSI’s, but there are certain areas in which pedagogy should be adjusted to reflect the unique aspects of students at HSI’s, such as accounting for the socioeconomic needs of HSI students.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"19 1","pages":"91 - 106"},"PeriodicalIF":1.1,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41737698","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}
引用次数: 0
Teaching Forecasting Without Teaching Methods 没有教学方法的预测教学
IF 1.1
Journal of Political Science Education Pub Date : 2022-09-05 DOI: 10.1080/15512169.2022.2116333
D. Leiter
{"title":"Teaching Forecasting Without Teaching Methods","authors":"D. Leiter","doi":"10.1080/15512169.2022.2116333","DOIUrl":"https://doi.org/10.1080/15512169.2022.2116333","url":null,"abstract":"Abstract Election forecasting has become the centerpiece of media coverage of elections. Yet for all the attention paid to forecasting, public understanding remains low and increasingly distrustful. We can improve citizen knowledge and comprehension and increase student engagement by giving students the opportunity to develop their own election forecast. However, the complex methodology associated with forecasting provides barriers for courses that are not methodologically oriented. In this paper I outline a strategy on how to teach forecasting and have students produce their own without the need of using complex quantitative methods. Students engage in qualitative assessment of quantitative data and develop their own forecast. This pedagogical approach gives students the hands-on learning they need to understand the intuition behind forecasting and increases their comprehension of models of elections and voting behavior.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"19 1","pages":"185 - 194"},"PeriodicalIF":1.1,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46381556","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}
引用次数: 0
Supporting Diverse Learning Styles: A Case Study in Student Led Syllabus Design 支持多样化的学习风格：以学生主导的教学大纲设计为例
IF 1.1
Journal of Political Science Education Pub Date : 2022-09-01 DOI: 10.1080/15512169.2022.2117626
L. Harding
{"title":"Supporting Diverse Learning Styles: A Case Study in Student Led Syllabus Design","authors":"L. Harding","doi":"10.1080/15512169.2022.2117626","DOIUrl":"https://doi.org/10.1080/15512169.2022.2117626","url":null,"abstract":"Abstract This paper presents a case study in student led syllabus design, geared to support diverse learning styles and to enhance student engagement. In this case, students in an Honors American Government Course participated in designing their own syllabus for the semester. This was done through a written survey in which students were able to select their preferred learning method, combination of assignments and activities, accountability mechanisms, testing structure and level of active learning. The tabulation of student responses resulted in a student designed syllabus that reflected a diversity of learning styles and a combination of passive and active learning mechanisms including traditional lecture, readings and research-based writing assignments, as well as debate, simulation and small group discussion, tailored to the preferences of the class. Student evaluations showed a high level of satisfaction with the student led syllabus design as well as with the course overall. Student participation in syllabus design allowed for differences in learning styles to be reflected in the structure of teaching mechanisms, assignments and activities, resulting in enhanced student “buy in.” This sense of ownership contributed to satisfaction, even with aspects of the course that students did not personally select, and increased levels of motivation and participation in assignments and activities. This paper will analyze the process, the outcomes, and the pros and cons of student led syllabus design as applied in this case, and evaluate its impact on learning style diversity and student engagement.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"19 1","pages":"83 - 90"},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45813179","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}
引用次数: 1
Analyzing Reading Assessments through a Randomized Trial 通过随机试验分析阅读评估
IF 1.1
Journal of Political Science Education Pub Date : 2022-08-30 DOI: 10.1080/15512169.2022.2117048
A. Cizmar, Benjamin T. Holt
{"title":"Analyzing Reading Assessments through a Randomized Trial","authors":"A. Cizmar, Benjamin T. Holt","doi":"10.1080/15512169.2022.2117048","DOIUrl":"https://doi.org/10.1080/15512169.2022.2117048","url":null,"abstract":"Abstract Reading is critical to success in college. Faculty members often decry students who come to class without reading, and unprepared for the lessons of the day. Yet, relatively little empirical research assesses how to best stimulate collegiate reading and what types of reading assessments provide the best student learning outcomes. This paper assesses two common ways of assessing reading compliance and learning—reading quizzes and Course Preparation Assignments (CPAs)—using a randomized trial in a large introductory political science course. The data show that students are more compliant with completing the reading quizzes vs. the CPAs, and that students prefer completing the reading quizzes to the CPAs. Data from the 2020 Assessing Critical Reading Techniques study demonstrate little substantive difference between the two groups on the measured learning outcomes through either the exams or the papers. These findings provide empirical support that traditional methods of reading checks or assessments can provide value to the student learning process. Implications for instructors across different course formats are discussed.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"19 1","pages":"53 - 65"},"PeriodicalIF":1.1,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45540458","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}
引用次数: 2
A National Development Simulation Online to Teach Experiential Problem-Solving 国家发展模拟在线教学体验解决问题
IF 1.1
Journal of Political Science Education Pub Date : 2022-08-27 DOI: 10.1080/15512169.2022.2116332
Laine Munir
{"title":"A National Development Simulation Online to Teach Experiential Problem-Solving","authors":"Laine Munir","doi":"10.1080/15512169.2022.2116332","DOIUrl":"https://doi.org/10.1080/15512169.2022.2116332","url":null,"abstract":"Abstract This teaching note outlines an innovative simulation game realized in response to post-pandemic experiential learning needs. The game introduces a fictional African country experiencing a series of political and financial shocks. Students are assigned membership in social groups and must implement the national policies that would improve outcomes for their group and the country. During weekly online interactive sessions, students debate these proposed policies before voting on a collective decision. In turn, that decision leads to the following week’s scenario. The game’s educational goal is to offer students a platform for analytical and engaged decision-making about real-world challenges through inclusive andragogy. The course is designed to empower self-learning and augment leadership potential for students from developing countries and serves as a meaningful step forward for decolonizing engaged political science education for students globally. Moreover, it transforms distance from a learning barrier to a valuable opportunity for collaborative problem-solving, with contemporary political and economic realities constituting the curriculum.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"19 1","pages":"174 - 182"},"PeriodicalIF":1.1,"publicationDate":"2022-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41835035","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}
引用次数: 1
Creating Rapport in Online Classes Through a Pedagogy of Care and Authenticity 通过关心和真实的教育在网上课堂上创造融洽的氛围
IF 1.1
Journal of Political Science Education Pub Date : 2022-08-26 DOI: 10.1080/15512169.2022.2115920
C. Fattore
{"title":"Creating Rapport in Online Classes Through a Pedagogy of Care and Authenticity","authors":"C. Fattore","doi":"10.1080/15512169.2022.2115920","DOIUrl":"https://doi.org/10.1080/15512169.2022.2115920","url":null,"abstract":"Abstract Online classes are plagued by the digital disconnect, making students dissatisfied with their learning experience due to the feeling of isolation from the class and the instructor. Previous scholars have suggested ways in which this transactional distance can be bridged, specifically through strategies the professor can implement in order to make connections and build rapport. However, the difficulty of online delivery was amplified by the COVID-19 pandemic, where both professors and students were faced with emergent issues and continuing trauma fatigue. In this paper, I explain the approach of care and authenticity I used in my online classroom during the Spring 2021 semester to connect with students and to show that I cared about their well-being. Students appreciated these small, low-cost strategies as we passed the one-year anniversary of our collective move to online learning.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"18 1","pages":"624 - 634"},"PeriodicalIF":1.1,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46277760","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}
引用次数: 0
Career Preparation and Faculty Advising: How Faculty Advising Can Improve Student Outcomes and Prepare Them for Life After Graduation 职业准备和教师建议:教师建议如何提高学生的成绩并为毕业后的生活做好准备
IF 1.1
Journal of Political Science Education Pub Date : 2022-08-26 DOI: 10.1080/15512169.2022.2107536
Neilan S. Chaturvedi, Mario Guerrero
{"title":"Career Preparation and Faculty Advising: How Faculty Advising Can Improve Student Outcomes and Prepare Them for Life After Graduation","authors":"Neilan S. Chaturvedi, Mario Guerrero","doi":"10.1080/15512169.2022.2107536","DOIUrl":"https://doi.org/10.1080/15512169.2022.2107536","url":null,"abstract":"Abstract Can faculty advising ease the postgraduation stress for political science majors and help them pick a career after graduation? Faculty advisors have increasingly become the norm, yet Collins et al. find that there is wide disparity on career preparation offered to political science students across institutions in the United States. In this paper, we seek to answer how faculty advising can impact student confidence in their options after graduation. We examine the student perception of faculty advising at a large, public university. Participants in the study were recruited from the political science program with an approximate enrollment of 400 majors. Using data from 167 students, we found not only that the number of meetings with a faculty advisor improves the student’s level of knowledge about possible jobs after their graduation but also that they improve the student’s level of knowledge about graduate school, be it a master’s degree program, PhD program, or law school. More importantly, however, we found that the quality of advising mattered more in how students viewed these options.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"19 1","pages":"34 - 47"},"PeriodicalIF":1.1,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60018944","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}
引用次数: 1
Introducing Political Science Students to Data Visualization Strategies 向政治学学生介绍数据可视化策略
IF 1.1
Journal of Political Science Education Pub Date : 2022-08-25 DOI: 10.1080/15512169.2022.2099879
L. Zigerell
{"title":"Introducing Political Science Students to Data Visualization Strategies","authors":"L. Zigerell","doi":"10.1080/15512169.2022.2099879","DOIUrl":"https://doi.org/10.1080/15512169.2022.2099879","url":null,"abstract":"Abstract Data visualization is an important tool for communicating research results. This manuscript discusses a method that instructors can use to introduce political science students to visualizations and discusses strategies that instructors can share with students about how to create high-quality visualizations. These strategies can help students make visualizations that avoid common shortcomings in published political science visualizations.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"19 1","pages":"1 - 15"},"PeriodicalIF":1.1,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44046380","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}
引用次数: 0
Teaching Political Science using Design Thinking: Insights from “Contemporary African Politics” and “Elections around the World” 运用设计思维教授政治学——从“当代非洲政治”和“世界各地的选举”看
IF 1.1
Journal of Political Science Education Pub Date : 2022-08-17 DOI: 10.1080/15512169.2022.2104163
K. Dionne
{"title":"Teaching Political Science using Design Thinking: Insights from “Contemporary African Politics” and “Elections around the World”","authors":"K. Dionne","doi":"10.1080/15512169.2022.2104163","DOIUrl":"https://doi.org/10.1080/15512169.2022.2104163","url":null,"abstract":"Abstract This paper describes a relatively new active learning approach—Design Thinking—and its adoption in two comparative politics courses. I draw on my experience using Design Thinking in political science courses to offer instructors another pedagogical tool in the active learning toolkit. I outline the rationale for adopting a Design Thinking approach and offer concrete examples of everyday design challenges and semester-long design projects for political science instructors interested in both low- and high-intensity options to replace or supplement sage-on-the-stage techniques and other active learning approaches. The article concludes with a discussion of potential benefits as well as barriers to implementation and what resources institutions of higher learning could provide to support Design Thinking courses.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"19 1","pages":"16 - 33"},"PeriodicalIF":1.1,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46502185","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}
引用次数: 1
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