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| 1 |
ID:
158588
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| 2 |
ID:
158600
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| 3 |
ID:
158604
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| 4 |
ID:
158623
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| Summary/Abstract |
To determine whether our undergraduate curriculum fulfills the pedagogical goals of our department, the authors conducted a semester-long curriculum assessment. This article discusses five main lessons and three lingering questions to demonstrate potential benefits of curriculum assessment and to prompt further disciplinary conversation about how undergraduate teaching should be structured. The overarching lesson, however, is that although student needs may be quite diverse, an emphasis on core aspects of the program can yield better training for all undergraduates.
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| 5 |
ID:
158622
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| Summary/Abstract |
When instructors are first tasked with teaching the research methods course for their department, a common reaction is frustration and panic. Although all political scientists are trained in research methods, few besides methodologists view it as their primary or strongest area of expertise, and they are aware that the course rarely returns high teaching evaluations (Fletcher and Painter-Main 2014). Likewise, students approach their required research methods course with extreme anxiety, viewing it as the math class they were trying to avoid by majoring in political science (Bernstein and Allen 2013; Coleman and Conrad 2007). With instructors unhappily teaching the class and students dreading taking it, there is a “perfect storm” of attitudes and beliefs that is hardly likely to lead to a productive learning environment. The challenge driving this article is how to teach research methods in a rigorous, engaging way that promotes student learning without tanking scores on teaching evaluations.
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| 6 |
ID:
158602
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| 7 |
ID:
158605
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| 8 |
ID:
158589
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| 9 |
ID:
158596
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| 10 |
ID:
158592
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| 11 |
ID:
158619
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| 12 |
ID:
158590
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| 13 |
ID:
158627
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| Summary/Abstract |
At a time when a single semester of law school can be a significant financial investment, the decision to attend law school should not be made casually. Instead, decisions should be influenced by data, reflection, and an understanding of real-world outcomes. In this article, I present The Legal Career Compatibility Project; a tool to help students make an informed decision about pursuing a career in law. Using Bolles (2003), Phases 1 and 2 help prospective law students determine whether they should pursue a legal career. Phase 3 helps students determine where and how to apply to law school. Considering that the odds of gaining admission to law school are high, conversations about whether one should attend law school are equally, if not more, important than conversations about how to gain admission. The purpose of the project is to influence how decisions to attend law school are made, not to encourage or discourage students from a career in law.
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| 14 |
ID:
158617
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| 15 |
ID:
158612
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| 16 |
ID:
158591
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| 17 |
ID:
158609
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| 18 |
ID:
158599
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| 19 |
ID:
158598
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| 20 |
ID:
158595
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