Journal of Political Science Education最新文献_第9页

Zoom or Gloom: The Challenges of a Virtual Internship Experience Zoom还是Gloom:虚拟实习体验的挑战

IF 1.1

Journal of Political Science Education Pub Date : 2022-11-30 DOI: 10.1080/15512169.2022.2148532

Clinton M. Jenkins, S. McQueen, Susan L. Wiley

引用次数: 0

It Almost Happened (and might still happen) Here: Philip Roth’s The Plot Against America 它差一点就发生了(也许还会发生)这里是菲利普·罗斯的《反美阴谋》

IF 1.1

Journal of Political Science Education Pub Date : 2022-11-23 DOI: 10.1080/15512169.2022.2148533

E. McClellan

引用次数: 1

Beyond Learning Management Systems: Teaching Digital Fluency 超越学习管理系统:教授数字流畅性

IF 1.1

Journal of Political Science Education Pub Date : 2022-11-11 DOI: 10.1080/15512169.2022.2139268

Danvy Le, Antoinette Pole

{"title":"Beyond Learning Management Systems: Teaching Digital Fluency","authors":"Danvy Le, Antoinette Pole","doi":"10.1080/15512169.2022.2139268","DOIUrl":"https://doi.org/10.1080/15512169.2022.2139268","url":null,"abstract":"Abstract Employers increasingly seek employees with more sophisticated technical skills to meet the changing global marketplace. A significant portion of political science graduates do not pursue advanced degrees, instead entering the job market and holding an array of occupations in organizations using social media, websites, and digital political marketing. While political science instructors are adept at fostering oral and written communication, emphasis on cultivating digital skills appears somewhat less common. This shortcoming may be a disservice to our graduates. Based on reflections from instructors teaching political science at two public universities, this paper describes pedagogical approaches to building digital fluency skills among Generation Z learners using platforms beyond learning management systems to align with learning outcomes that emphasize new and emerging technologies. This pedagogical approach facilitates content retention through higher order learning while building practical skills. Through innovative course assignments students learn new platforms thereby improving their digital fluency. To mitigate potential obstacles to implementation, we offer reflections on these assignments along with advice to facilitate student success.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49048447","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

Publishing as Pedagogy: Creating a Peer Reviewed Class Journal 出版作为教学法:创建同行评议的课堂期刊

IF 1.1

Journal of Political Science Education Pub Date : 2022-11-11 DOI: 10.1080/15512169.2022.2143366

Claire Timperley, Isabel Doudney, Rita Shasha

{"title":"Publishing as Pedagogy: Creating a Peer Reviewed Class Journal","authors":"Claire Timperley, Isabel Doudney, Rita Shasha","doi":"10.1080/15512169.2022.2143366","DOIUrl":"https://doi.org/10.1080/15512169.2022.2143366","url":null,"abstract":"Abstract Undergraduate students are often assumed to be consumers of the material instructors bring to their attention. Rarely are they seen as producers of original research, other than in elite honors programmes or opt-in research opportunities such as university-based undergraduate research journals. Yet students new to a subject often have highly original responses to what they encounter. Though they may not yet be fully attuned to the contours of the scholarship, they are not limited by preexisting notions of what the defining questions of the field might be, nor are they as committed to the disciplinary boundaries that sometimes—intentionally or not—obscure or prevent promising lines of inquiry. We argue that recognizing students as emerging scholars capable of original, high quality work, and offering a structured assessment in the form of a peer reviewed class journal has the potential to transform how students they see themselves in relation to the discipline, supports the development of advanced research and writing skills, and encourages them to understand academic work as a collective rather than individual endeavor. This assessment also allows a wider range of students to access the benefits of participating in a comprehensive research activity that simulates the academic research process, rather than reserving such opportunities for those participating in elite programmes or opt-in research activities.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47218685","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

A Course-Long Online Simulation: The International Relations of COVID-19 全程在线模拟:新冠肺炎国际关系

IF 1.1

Journal of Political Science Education Pub Date : 2022-11-08 DOI: 10.1080/15512169.2022.2136095

T. Fazal, M. Sanchez

引用次数: 0

Simulating the US National Security Interagency Process: Solid Foundations and a Method of Assessment 模拟美国国家安全跨部门过程:坚实的基础和评估方法

IF 1.1

Journal of Political Science Education Pub Date : 2022-10-22 DOI: 10.1080/15512169.2022.2135517

William W. Newmann, William Christiansen

{"title":"Simulating the US National Security Interagency Process: Solid Foundations and a Method of Assessment","authors":"William W. Newmann, William Christiansen","doi":"10.1080/15512169.2022.2135517","DOIUrl":"https://doi.org/10.1080/15512169.2022.2135517","url":null,"abstract":"Abstract An active learning approach to the study of US national security decision making decision making can be achieved through the use of an in-class role-playing simulation. This article considers the importance of solid foundations for simulation design: (1) simulation preparation should be linked to class materials and learning outcomes, but also stand on its own; and (2) success in mirroring reality requires a careful, even rigid, simulation structure. This article also provides a methodology for assessing the simulation’s impact on two separate issues: (1) student knowledge of the national security interagency process (based on a knowledge quiz given three times during the semester); and (2) student perception of the difficulty of making of national security decisions (based on a questionnaire given three times during the semester). Students were assigned roles within the national security bureaucracy, and presented with a challenge—the possibility of large-scale Iranian intervention in the Syrian Civil War. The assessment of student knowledge is still a work in process, complicated by logistical factors. The assessment of student perceptions of difficulty of decision making, however, yielded interesting preliminary results that should be replicated to make any conclusions more robust: Students began the course with a perception that national security decision making is highly complicated and difficult. Following lectures and readings, the perception of difficulty decreased significantly. However, the simulation increased student perception of decision making difficulty close to its original level. These results suggest that simulations are important for capturing complexities within decision making that lectures alone cannot.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46690750","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

Electoral Candidate Debates for Policy Learning in Large First-Year Classes 大一学生政策学习的选举候选人辩论

IF 1.1

Journal of Political Science Education Pub Date : 2022-10-22 DOI: 10.1080/15512169.2022.2130795

B. Martin, M. Redmond, Liz Woodside

{"title":"Electoral Candidate Debates for Policy Learning in Large First-Year Classes","authors":"B. Martin, M. Redmond, Liz Woodside","doi":"10.1080/15512169.2022.2130795","DOIUrl":"https://doi.org/10.1080/15512169.2022.2130795","url":null,"abstract":"Abstract The benefits of experiential learning are well-documented, but large course enrollment can be seen as a barrier to providing meaningful experiential learning experiences. Political science literature on experiential learning in large undergraduate classes has prioritized simulations of political processes over direct student engagement in actual political processes. This multiple case study analyzes two in-class electoral candidate debates, one municipal and one federal, organized in a 300-student introductory social welfare course. Detailing the tensions inherent to organizing for maximum student engagement, and drawing on qualitative data from 73 student reflections, we found that in-class electoral candidate debates are feasible and effective as an experiential civic education activity. Though preparation work was complex and substantial, in-class candidate debates resulted in a rich learning foundation for the whole course. Key components for effective learning included student generated topics and questions and a wide range of candidates. Debriefing was also essential given the varied levels of prior knowledge inevitable in large classes. This paper extends the literature on teaching in the large policy classroom to a promising new experiential learning activity. It provides useful guidance for others who wish to harness the benefits of experiential civic education in large classes.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41549520","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

Active Learning: Beyond Structured Debates in Political Science Pedagogy 主动学习:超越政治学教学中的结构化辩论

IF 1.1

Journal of Political Science Education Pub Date : 2022-10-22 DOI: 10.1080/15512169.2022.2132164

Robert J. McMonagle, R. Savitz

引用次数: 1

Writing for Social Sciences and Humanities: Bridge Programs and Improving Graduate Student Outcomes 社会科学和人文学科写作：衔接项目和提高研究生成绩

IF 1.1

Journal of Political Science Education Pub Date : 2022-10-20 DOI: 10.1080/15512169.2022.2134020

Vivienne Born, Clare R. Brock

引用次数: 0

Partisanship and Political Learning: Lessons from Training Politicians 党派之争与政治学习：培养政治家的经验教训

IF 1.1

Journal of Political Science Education Pub Date : 2022-10-18 DOI: 10.1080/15512169.2022.2130070

M. Cameron, A. Ribeiro, Gerald Baier, Spencer McKay, Rebecca Alegría Monnerat, C. Cameron

引用次数: 0