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| 1 |
ID:
098201
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2010.
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| Summary/Abstract |
Colleges and universities are increasingly intentional about meeting well-articulated and consistent general education goals and documenting substantive learning outcomes. Institutional imperatives to document the successful teaching of essential knowledge and skill sets frequently fall to faculty and departments, posing new challenges in an environment of time and resource constraints. A capstone course is an increasingly common method to measure student learning and assess programmatic and institutional success. We provide concrete suggestions to design a capstone course and assess student learning outcomes. After describing the structure of the course and four innovative assignments, we present the results of assessment conducted through the capstone. We further the conversation on the development of best practices and how political science departments can align institutional and programmatic goals and lead the way in university assessment.
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| 2 |
ID:
096216
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2010.
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| Summary/Abstract |
This study employs the Solomon Four-Group Design to measure student knowledge of the United States government and student knowledge of current events at the beginning of a U.S. government course and at the end. In both areas, knowledge improves significantly. Regarding knowledge of the U.S. government, both males and females improve at similar rates, those with higher and lower GPAs improve at similar rates, and political science majors improve at similar rates to non-majors. Regarding current events, males and females improve at similar rates. However, those with higher GPAs and political science majors improve more than others.
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| 3 |
ID:
107985
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2011.
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| Summary/Abstract |
Exercises that encourage active and direct participation by students are often seen as a way to bridge the theory of classroom learning and the outside world. While most of the attention devoted to incorporating effective active learning strategies in the international relations classroom has focused on simulations, we argue that short field studies abroad, embedded in a regular course, are an excellent tool for bringing concepts and theories studied in class to life. We developed a course on minority rights and ethnic conflict that included a one-week field study in Ukraine. Through visits to international institutions and historic, strategic, and cultural sites, students see how theories of conflict management and human and minority rights are reflected in policy. The classroom program supports and reinforces student learning by preparing them to critically analyze information they encounter while abroad. The in-country experience supports and reinforces the formal learning on campus by making the theories and historical readings more meaningful. Through short-term field studies, we argue that students are able to grasp sophisticated theoretical arguments and make the connection between theory and policy, enriching their understanding of the world in which they live. Our experience has special relevance to teaching in international affairs, as we explore how to capitalize on short-term experiences abroad to deepen and broaden student learning about the world.
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| 4 |
ID:
156621
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| Summary/Abstract |
Cooperation in counterterrorism policing increases when communities can be confident that legislation and policy is not implemented in an arbitrary or discriminatory fashion: the ability to challenge executive overstretch, abuse, or misapplication of powers is vital for maintaining procedural justice. Through examining the experiences of the Federation of Student Islamic Societies, one of the oldest British Muslim civil society organizations, we see how key structural features of the counterterrorism legal and policy framework—the wide definition of terrorism, the broad discretion in the use of stop and search powers at ports, and the expansion of Prevent into the opaque terrain of nonviolent extremism—undermine cooperation.
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| 5 |
ID:
111967
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2012.
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| Summary/Abstract |
Words should be chosen and used carefully so that they convey the meaning or meanings that you intend-and do not convey any unintended or double meanings. Writing should leave little ambiguity or uncertainty about what you are referring to-unless some purposeful ambiguity is desired. Sometimes words that are abstract or superficial may be chosen to suit the writer's purpose. For example, there is a long tradition of euphemistic writing. But such use of words should be well-considered and deliberate, not the result of carelessness or indifference.
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| 6 |
ID:
121637
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2013.
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| Summary/Abstract |
How can we make international relations real and meaningful for undergraduates? Because of my own frustration with this challenge, I tried a new way of teaching international relations. During the fall 2009 semester, the final exam for an upper-division course required the students to create and conduct a simulation to teach other students about international political institutions. I willingly gave up control of my classroom to the students!
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| 7 |
ID:
113569
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| 8 |
ID:
110637
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2011.
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Doctoral programs take great care in assuring that students are prepared to enter the job market and become effective teachers and researchers. However, once faced with the daunting task of landing their first position, students are oftentimes left on their own. Given the current state of the job market-more applicants for fewer jobs-it is essential that students understand the process and what they should expect as they work to receive their first academic position. In this article, we walk students through the hiring process from deciding which jobs to apply for to handling contract negotiations.
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| 9 |
ID:
126433
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2013.
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Previous research indicates that undergraduate research activities promote student-faculty collaborations and have a positive impact on students, faculty, and institutions. A review of 13 active undergraduate political science journals indicates that these publications take a variety of approaches in format, frequency, and submission requirements. Further, a survey of undergraduate political science journal editors shows that the role of students and faculty and the sources of support for journal publication vary considerably. Finally, case studies of the undergraduate journal experience at three different institutions suggest that political science journals promote student engagement and student-faculty collaboration.
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| 10 |
ID:
092990
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| 11 |
ID:
092561
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| Publication |
2009.
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| Summary/Abstract |
Many political science departments offer, and increasing numbers of them require, undergraduate research methods courses. At the same time, studies cite high levels of student anxiety about such courses. Utilizing survey data from both students who take and faculty who teach methods, we conduct an analysis that compares the barriers students and faculty independently perceive. Next, we share results from our own exploratory assessment technique, which evaluates our success in increasing student confidence with regard to conducting research. Finally, we present specific exercises and assignments which can serve as solutions to student barriers. We argue that conscious reflection as to where students lack confidence and assessment of our efforts allows instructors to approach teaching methods more effectively.
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| 12 |
ID:
118619
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| 13 |
ID:
184845
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| 14 |
ID:
145863
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| Summary/Abstract |
Bulgarian migrants and university students in particular have recently fallen into the spotlight of British media, firmly positioned within fervent immigration debates. Drawing on Brewer’s concept of nested identities, this paper explores how Bulgarian university students in the UK manage four different identifications: national, European, migrant and student. Thus, the process of establishing nested identities is investigated on three different contextual levels: the transnational, regional and the everyday (at university and at the workplace). Paying particular attention to the factors that influence the process, this article also scrutinises its implications for Bulgarian students’ values and perceptions. Utilising semi-structured interviews and participant observation with Bulgarian students, this paper will argue that the four identifications emerge as highly dynamic, context-specific and constantly negotiated relationships. Retrospectively, this article aims to contribute not only to current literature on Bulgarian migration but also to wider debates on transnational youth identities.
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| 15 |
ID:
126427
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| Publication |
2013.
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| Summary/Abstract |
The traditional process of educating undergraduates is often relegated to the passive lecturing format. One means of engaging students in active learning is through the use of simulations. Students were asked to take on the roles of United States senators and a Supreme Court nominee during a United States Supreme Court confirmation hearing simulation. Each student participated by researching a sitting senator and the nominee selected and engaged in a question-and-answer session as is done in the Senate Judiciary Committee. Students came away from this valuable experience by not only learning a great deal about the operation of the confirmation hearing as well as the substantive material learned but participating in a process that few people will ever actually experience.
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| 16 |
ID:
096389
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| Publication |
2010.
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| Summary/Abstract |
Despite nearly universal concern about America's rapidly rising national debt, the United States government was $12.5 trillion in debt by the spring of 2010. Yet, few people-including college and university students-understand why we are in debt, what the many effects and dangers could be, the difficult steps necessary to reduce our deficits and debt, and the critical importance of bipartisanship and compromise. Given that young people are the nation's future and knowledge is power, what better place to raise awareness and stimulate discussion than on college campuses?
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