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| 1 |
ID:
134807
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| Summary/Abstract |
Internship placements located away from capital cities and metropolitan areas may lack opportunities for involvement in high-profile issues but they can uphold standards of “high-impact educational practice” (Kuh 2008). This study of 59 political science interns at the Mississippi University for Women demonstrates that high-impact outcomes may be generated in small-city placements that include administrative tasks if students are encouraged to reflect on their experiences and recommend improvements. Students not only extract information from their experiences for academic assignments, they also appraise the effectiveness of the work unit in attaining its goals and they formulate means by which it may improve procedures and outcomes. The scale of operations in small-city environments broadens the options for this type of analysis: exposure to a wide scope of decision processes and results is preferred to a focus on a specialized task.
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| 2 |
ID:
134810
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| Summary/Abstract |
Federalism is a core principle of American government; yet, how much attention is given to federalism beyond introductory courses? A 1969 study described American federalism as the “dark continent” of political science teaching. Based on surveys of chairs of US departments of political science and members of the APSA’s section on federalism and intergovernmental relations in 2013, the authors found that these course offerings have increased markedly since 1969, that the courses cover a range of topics, and that many department chairs are interested in offering these courses in the future. However, the teaching of comparative federalism lags far behind American federalism. Thus, comparative federalism remains a “dark continent” of federalism teaching.
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| 3 |
ID:
134806
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| Summary/Abstract |
The use and efficacy of problem-based learning (PBL) exercises during single class periods, especially in political science courses, have largely been unstudied. This article explores the ability of a PBL exercise to provide better learning outcomes than a standard lecture-discussion presentation on a particular topic in an introductory political science course. The author finds that the PBL approach, as a one-time pedagogical exercise, is not more effective at producing learning. In exploring the data, however, the author finds that differences in course structure and methods of learning assessment can have a larger impact on learning outcomes than specific teaching techniques.
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| 4 |
ID:
134804
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| Summary/Abstract |
Given the extraordinarily competitive academic job market in the United States, this article explores a relatively new prospect for American-trained political science PhD graduates: teaching at a foreign institution. The article proceeds in two parts. First, it discusses various benefits and challenges associated with working abroad. Second, it provides practical guidance for candidates considering the international job market.
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| 5 |
ID:
134808
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| Summary/Abstract |
Political satire has become increasingly prominent in recent years, leading some political science instructors to use satire in their courses. Yet, recent work suggests that political satire may encourage cynicism and decrease political efficacy. In this article, the author develops and tests an approach to teaching effectively with satire. Frequent use, source diversity, and critical evaluation engage students while allaying satire’s potential detrimental effects. The author evaluates this pedagogical approach through a classroom experiment using both in-person and online classes (student N = 163). Qualitative and quantitative data offer suggestive evidence that refutes the warning that satire fundamentally depresses political efficacy and indicates that students enjoy satire and endorse its use. By deliberately using diverse satirical sources, instructors can maximize the benefits of satire while minimizing potential drawbacks. For interested instructors, the author’s website contains a searchable catalog of satirical articles, video clips, and cartoons that can be used to teach specific political science concepts.
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| 6 |
ID:
134809
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| Summary/Abstract |
This article discusses the benefits and challenges of offering an onsite seminar on Canadian politics and foreign policy and assesses how this format contributes to achieving the goals of the 2011 APSA report, Teaching Political Science in the 21st Century. First, the author describes the development and requirements of the College of Liberal Arts and Sciences Global Seminar series at Iowa State University, the structure of the seminar, and its operation in Ottawa. Second, several of the pedagogical and experiential benefits, as well as the challenges, for making the seminar successful are identified and discussed. Third, by weighing these benefits and challenges, the author concludes that such a seminar has the potential to serve as an effective model for increasing an understanding of Canadian politics among American students, as well as to meet several important recommendations for improving the teaching of political science today.
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