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| 1 |
ID:
098222
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| 2 |
ID:
098231
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| 3 |
ID:
098246
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| Publication |
2009.
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| Summary/Abstract |
One of the greatest challenges we face as political scientists is to teach undergraduates how to think comparatively. This article proposes a number of practical, easily adaptable exercises that many of us can incorporate in our teaching to turn curious undergraduates into smart social scientists who think comparatively about the world.
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| 4 |
ID:
098247
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| Publication |
2009.
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| Summary/Abstract |
This article proposes a new role-playing exercise for public law courses: a mock-trial simulation using the European inquisitorial system of trial procedure. By exposing students to an alternative method of conducting a trial, numerous pedagogical benefits can be obtained, including stimulating critical thinking regarding the potential inefficiencies in the American trial system. The article provides an overview of the inquisitorial trial system, and also sets out the procedures for conducting the simulation and conducting assessment.
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| 5 |
ID:
098224
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| 6 |
ID:
098241
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| Publication |
2009.
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| Summary/Abstract |
Combining salary data for permanent non-emeritus faculty at seven departments of political science within the University of California system with lifetime citation counts and other individual-level data from the Masuoka, Grofman, and Feld (2007a) study of faculty at Ph.D.-granting political science departments in the United States, I analyze determinants of faculty salaries. For the full data set the main finding are that (1) base salaries of UC political science faculty are slightly more strongly correlated to citation rates (annualized or total lifetime citations) as a measure of research visibility than they are to seniority measured by years since receipt of the Ph.D.; and (2) that gender differences and subfield differences in salary essentially vanish once I take into account both year of Ph.D. and research visibility (as measured by annualized citation counts), while gender inequities would appear to exist if I did not control for both variables.
Bernard Grofman is professor of political science at the University of California, Irvine. In 2008 he became the inaugural Jack W. Peltason (Bren Foundation) Endowed Chair, and also director of UCI's Center for the Study of Democracy. He is co-author of four books, all published by Cambridge University Press, and editor or co-editor of 17 other books; he has published over 200 research articles and book chapters; and his work has been cited in a dozen different U.S. Supreme Court opinions. In 2001 he became a Fellow of the American Academy of Arts and Sciences.
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| 7 |
ID:
098234
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| 8 |
ID:
098229
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| 9 |
ID:
098230
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| 10 |
ID:
098244
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| Publication |
2009.
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| Summary/Abstract |
Neoliberalism is one of the most pervasive and contested concepts of our contemporary era. Thus, it is essential for students to gain an understanding of its history, meaning, assumptions, and policy prescriptions. In addition to recognizing the importance of neoliberalism in the current political discourse, I argue that the polarized responses to the concept provide opportunities for teaching about critical topics in political science. This article provides suggestions for teaching about six such topics through the lens of neoliberal policies such as free trade, structural adjustment, and privatization.
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| 11 |
ID:
098219
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| 12 |
ID:
098240
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| 13 |
ID:
098227
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| 14 |
ID:
098239
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| 15 |
ID:
098249
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| Publication |
2009.
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| Summary/Abstract |
We present two simulations designed to convey the strategic nature of terrorism and counterterrorism. The first is a simulated hostage crisis, designed primarily to illustrate the concepts of credible commitment and costly signaling. The second explores high-level decision making of both a terrorist group and the state, and is designed to highlight scarce-resource allocation and organizational dynamics. The simulations should be useful both in a traditional classroom setting as well as to the larger public. We provide a primer on the subject matter, and all the material necessary to run the simulations.
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| 16 |
ID:
098251
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| Publication |
2009.
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| Summary/Abstract |
This article discusses some of the challenges and lessons for teaching undergraduate-level courses related to terrorism. The author outlines some of the primary issues that instructors can expect to face, and provides strategies for dealing with several of these challenges. The goal is to relay useful information to those teaching, or planning to teach, courses on terrorism, with the larger hope of strengthening the community of terrorism scholars and possibly developing some best practices for teaching courses on terrorism.
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| 17 |
ID:
098237
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| 18 |
ID:
098242
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| Publication |
2009.
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| Summary/Abstract |
Political science, as a discipline, is a relative newcomer to the Scholarship of Teaching and Learning (SoTL). We examine authorship patterns of SoTL articles in PS: Political Science & Politics, the Journal of Political Science Education, and International Studies Perspectives from 1998-2008. Our findings indicate more collaborative SoTL articles compared to non-SoTL teaching articles. Authorship patterns reveal a relatively high presence of women, assistant professors, and authors housed in Ph.D. and BA departments for SoTL publications. We conclude that SoTL constitutes an important new field of inquiry in the discipline that is likely to become more prominent as a younger cohort of scholars matures.
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| 19 |
ID:
098243
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| Publication |
2009.
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| Summary/Abstract |
This article describes teaching a course called Harry Potter and Politics. Focusing on aspects of political culture, the class tackled themes of identity, institutional behavior, and globalization. Teaching Harry Potter has several benefits. Students are both familiar with the wizarding world and yet have enough distance to examine it dispassionately. The book is driven by ethnic conflict, political power struggles, and dysfunctional bureaucracies. Finally, there is an academic literature on the books. Beyond Harry Potter, teaching politics through popular culture is not only natural for addressing political culture, but taps into the ways undergraduates are increasingly experiencing politics.
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