Pub Date : 2022-10-12DOI: 10.1080/15512169.2022.2128811
Matt Lamb, Steven Perry, Alan F. Steinberg
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.
{"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":"19 1","pages":"250 - 269"},"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}
Pub Date : 2022-10-12DOI: 10.1080/15512169.2022.2130071
M. Reynolds
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.
{"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":"19 1","pages":"107 - 118"},"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}
Pub Date : 2022-10-02DOI: 10.1080/15512169.2022.2135243
Charity Butcher, Alasdair Blair, T. Bhasin, Elizabeth Gordon, M. Hallward, S. Usherwood, A. McCartney
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.
JPSE成立于2005年，是为了响应对政治科学教育学研究和思考论坛的需求。随着该杂志即将迎来20周年纪念，它将继续为APSA和国际政治科学家社区的教学和学习实践提供一个传播工作的论坛。JPSE仍然是为数不多的专注于教学和学习的政治科学期刊之一，我们将这种关注视为服务于学科利益的不可或缺的一部分。JPSE有很多优势，其中最重要的是它最近被纳入了APSA期刊组。该杂志最初由John Ishiyama和Marijke Breuning领导(2005-2012)，他们当时都在杜鲁门州立大学工作。第二个编辑团队(2012-2016)由中佛罗里达大学的Kerstin Hamann、Bruce Wilson、Philip H. Pollock III和Rebecca A. Glazier领导。第三个编辑团队(2016-2022)由奥尔巴尼大学的Victor Asal领导，奥本大学的Mitchell Brown、南达科他州大学的Shane Nordyke、罗杰威廉姆斯大学的Joseph W. Roberts、明尼苏达州社区技术学院的Mark L. Johnson和中密歇根大学的J. Cherie Strachan支持。在其历史上，该杂志扩大了其与每个编辑团队的接触范围，从最初关注教与学(SoTL)的学术研究，案例研究，基于体验的学习和与评估相关的事项，发展到包括对方法的检查和对在线教学的关注。第三个编辑团队试图通过接受新类型的投稿来扩大期刊的范围，这使其成为APSA的主流期刊。作为第四个编辑团队，我们有幸拥有一个强大的基础，并感谢之前编辑的工作。我们的团队反映了在更广泛的学科中发现的多样性。我们已经组建了一个紧密而多元化的编辑团队，其中有一位女性主编，Charity Butcher。我们的团队代表了性别、种族、地域和机构的多样性，共有五名女性、两名有色人种(POC)和两名来自欧洲的编辑。我们认为，我们的编辑团队的平衡将使JPSE在主要的政治科学国际会议上有更强的存在，特别是那些专注于教学和学习的会议。在美国以外，这包括ECPR大会、UACES年会和英国政治研究协会年会。
{"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":"18 1","pages":"431 - 437"},"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}
Pub Date : 2022-09-20DOI: 10.1080/15512169.2022.2121214
Igor Ahedo Gurrutxaga, Iraide Álvarez Muguruza, Cata Gómez Etxegoien
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.
{"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":"19 1","pages":"66 - 82"},"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}
Pub Date : 2022-09-19DOI: 10.1080/15512169.2022.2122832
Frédéric Ramel, Anaëlle Vergonjeanne
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.
{"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":"1 1","pages":""},"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}
Pub Date : 2022-09-19DOI: 10.1080/15512169.2022.2121713
Jakub Drmola, Josef Kraus
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.
{"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":"19 1","pages":"321 - 330"},"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}
Pub Date : 2022-09-12DOI: 10.1080/15512169.2022.2109481
Yael Wolinsky-Nahmias, A. Auerbach
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.
{"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":"18 1","pages":"584 - 604"},"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}
Pub Date : 2022-09-12DOI: 10.1080/15512169.2022.2118129
J. Giersch, Scott Liebertz
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.
{"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":"19 1","pages":"205 - 218"},"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}
Pub Date : 2022-09-09DOI: 10.1080/15512169.2022.2117625
R. Nyenhuis, J. Gellers
Abstract This article describes the results of an experiential learning activity conducted at Cal Poly Pomona (CPP) and the University of North Florida (UNF). The activity formed the basis for an assignment required for class credit in a course titled Politics of the Developing Areas (Politics of Developing Countries at UNF). The authors developed and administered a pre- and post-assignment survey measuring student attitudes on the causes of global poverty. Between surveys, students recorded their baseline spending habits, indicated whether or not they were able to reduce their expenses over the activity period, and wrote a reflection essay on the difficulties of limiting their expenditures, connecting their experiences to citizens living in less developed countries. The article discusses the findings across the two samples, highlighting the effectiveness of experiential learning and its appropriateness in and benefits for the classroom.
{"title":"Experiential Learning Exercises’ Effects on Students’ Attitudes Toward the Global Poor","authors":"R. Nyenhuis, J. Gellers","doi":"10.1080/15512169.2022.2117625","DOIUrl":"https://doi.org/10.1080/15512169.2022.2117625","url":null,"abstract":"Abstract This article describes the results of an experiential learning activity conducted at Cal Poly Pomona (CPP) and the University of North Florida (UNF). The activity formed the basis for an assignment required for class credit in a course titled Politics of the Developing Areas (Politics of Developing Countries at UNF). The authors developed and administered a pre- and post-assignment survey measuring student attitudes on the causes of global poverty. Between surveys, students recorded their baseline spending habits, indicated whether or not they were able to reduce their expenses over the activity period, and wrote a reflection essay on the difficulties of limiting their expenditures, connecting their experiences to citizens living in less developed countries. The article discusses the findings across the two samples, highlighting the effectiveness of experiential learning and its appropriateness in and benefits for the classroom.","PeriodicalId":46033,"journal":{"name":"Journal of Political Science Education","volume":"19 1","pages":"119 - 133"},"PeriodicalIF":1.1,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46337860","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}
Pub Date : 2022-09-06DOI: 10.1080/15512169.2022.2116711
Amber D. Spry
Abstract Research demonstrates that classroom dynamics benefit from a culture of mutuality and respect, especially in seminar courses that thrive on student discussion and classroom participation. But cultivating such a culture can be challenging, especially because students come from various cultural backgrounds and bring different life experiences with them to the classroom space. This article outlines an activity employed during the first meeting of the semester that facilitates intercultural dialogue in the classroom by encouraging students to provide their perspectives on a shared experience. The activity asks students to answer a straightforward question: “how does your family or your culture cook rice?” By using the example of a simple ingredient found across the globe, the activity demonstrates how students can hold different perspectives on the same topic based on their own experiences, and models for the class how to approach conversation throughout the semester when perspectives on a given topic may vary. This activity provides an example of how a classroom icebreaker can be used in a way that facilitates dialogue, promotes participation, and models intellectual respect.
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