Introductory Political Science Research Articles

Putting the Cart before the Horse: A Study of Introductory Political Science Students and the Evolution of an Assignment on Information Literacy

How can information literacy (IL) skills be improved during one semester? The proliferation of information disorders—fabricated stories, misleading content, clickbait—requires skills beyond using a fake-news checklist. Students in an introductory political science course were asked to analyze a news story every week as a course objective to increase IL. Thirty sections of American Government & Politics were given versions of an assignment eventually named “News Analysis.” Class averages did not improve over time; instead, most semesters saw a negative correlation between the number of iterations of the assignment and the average class score. The instructor changed tactics multiple times to address these shortcomings, but deficiencies in IL reflected both instructor failure and systemic problems in higher education.

Fostering Social Connection in Large Lecture Classes

Urban universities with a predominantly commuting student population face distinct challenges in fostering social connections. Commuting students spend less time on campus and have fewer opportunities for organized and spontaneous social interactions with other students. The campus experience for commuter students tends to center around the classroom. Social connection is vital to various outcomes, such as persistence and well-being, and thus instructors need to find ways to promote different forms of interaction. This study uses focus groups and a survey instrument to examine student perceptions of the social benefits of collaborative active learning activities in a first-year introductory political science course. The data indicate that students positively assess their experiences with collaborative learning, highlighting its benefits on social connection and well-being.

Learning Together: Experimental Evidence on Promoting Connections in Remote Classes

ABSTRACTHow can instructors best foster connections among students when learning is fully remote? This article describes a pedagogical experiment conducted in two large introductory political science courses at a large public university in the 2020–2021 academic year. We randomly assigned groups of students to different sets of instructions on how to study together remotely for an exam. Our strongest finding is that almost any effort by an instructor prompting students to work together helps students to feel more connected to one another; however, students often need to see and hear one another to feel connected. We find this to be tremendously encouraging—relatively easy interventions can result in significant improvements in learning.

Implementing Undergraduate Research in an Online Gateway Political Science Course

Introductory political science courses are considered Gateway courses to student success in college, yet those courses rarely use high impact practices. This study investigated student-led research projects based on the idea of a Coursebased Undergraduate Research Experience (CURE) as a means to increase students’ self-assessed learning gains and motivation to acquire critical thinking skills. This study used a quasi-experiment across two online sections of American Government taught at a large public university. The experimental section made use of a CURE project, and the control section did not. Pre- and post- surveys indicated significant differences in self-assessed learning gains. The section with the CURE project showed more confidence and a better understanding of political science. No difference was found in motivation for acquiring critical thinking skills.

Analyzing Reading Assessments through a Randomized Trial

Reading is critical to success in college. Faculty members often decry students who come to class without reading, and unprepared for the lessons of the day. Yet, relatively little empirical research assesses how to best stimulate collegiate reading and what types of reading assessments provide the best student learning outcomes. This paper assesses two common ways of assessing reading compliance and learning—reading quizzes and Course Preparation Assignments (CPAs)—using a randomized trial in a large introductory political science course. The data show that students are more compliant with completing the reading quizzes vs. the CPAs, and that students prefer completing the reading quizzes to the CPAs. Data from the 2020 Assessing Critical Reading Techniques study demonstrate little substantive difference between the two groups on the measured learning outcomes through either the exams or the papers. These findings provide empirical support that traditional methods of reading checks or assessments can provide value to the student learning process. Implications for instructors across different course formats are discussed.

Changing the paradigm? Creating an adaptive course to improve student engagement and outcomes in introductory political science classes

Adaptive learning (AL) courseware holds promise for helping break down challenges students face in college. In 2016–2017 we developed an AL Political Science course, Global Issues, implemented it across 51 classes and more than 5,200 students over the next two academic years, and initiated a study to assess student perceptions and performance. In each semester, except spring 2018 when half the sections used non-AL courseware, all sections were taught using the AL courseware. Across these AL sections and on every question in a survey of student perceptions, students gave highly positive perceptive ratings of the courseware. In the spring 2018 assessment of the AL courseware versus non-AL courseware, the perceptive differences between the adaptive and non-adaptive sections were statistically significant on 12 of 14 questions (though the difference in online classes was not significant and we found significant differentiation based on instructor rank). As for student performance, the difference between AL and non-AL classes again showed overall significance, though with marked between-instructor differences and again not in online classes. It is also important to note that first-year status informed the performance results, and the average DFW rate fell significantly once the AL courseware was introduced. Our findings support the case that AL courseware can be one tool that helps provide a useful foundation for student progression, satisfaction, and performance.

Implementing Quality Matters in The Political Science Online Classroom

As colleges and universities push to offer more online offerings, particularly during this current pandemic, concerns about upholding standards of excellence surface. As a result, programs like Quality Matters (QM) have flourished in an attempt to make courses not only easily accessible, but also tied to learning outcomes. This paper takes a look at the Quality Matters framework with the goal of easing new instructors into the process; it breaks down the specific review standards into easily understandable “bucket” categories, and assesses how it fits within introductory political science and international relations courses. It will also make recommendations on potential activities and assignments to help fit QM’s active learning framework, which should be helpful for new and seasoned instructors alike.

Is it REALLY All That? The Impact of the Digital Textbook in Introductory Political Science Classes

In recent years, great enthusiasm has been expressed about the benefits of the digital textbook, which is capturing more and more of the academic book market. However, questions remain about the extent to which e-textbooks actually improve educational outcomes, especially with respect to the impact for students in political science. Using a quasi-experimental design employed in introductory political science courses, this research begins to address these limitations by directly assessing the impact of the online text platform on several different educational outcomes. The results indicate that the digital format has a positive impact on both students’ self-report of engagement with the textbook and on reading compliance levels, although a student’s interest in politics was found to be an important mediating factor. Text format is not a significant predictor for most measures of academic performance, although assignment of the e-textbook is associated with substantially lower average course grades. Greater student involvement with supplemental resources provided by the digital platform, however, has a strong and positive impact on performance on all learning measures. The results therefore suggest that if students are properly encouraged or required to interact with the digital text platform, the benefits of using the e-textbook outweigh the potential drawbacks.

The Use of Interactive Student Response Software in an Introductory International Relations Course

Can web-based interactive student response systems (SRSs) improve student performance in large introductory international relations courses? Does switching from first-generation clicker-based SRSs to second-generation web-based SRSs impact student learning? To answer these questions, we draw data from multiple offerings of Introduction to International Relations between 2012 and 2018; some used no interactive software, others used first-generation clicker-based SRSs, and yet others used a second-generation web-based SRSs. Our model includes control variables such as the availability of supplemental instruction, student’s gender, class rank, and major. This article argues in favor of using web-based interactive platforms in large political science classes administered via portable electronic devices (laptops, tablets, and cell phones) as their positive impact outweighs possible distraction associated with availability of electronic devices in these classes. Our analysis finds that second-generation web-based SRSs are a consistent predictor for improved student performance in large introductory political science offerings. Nonetheless, the study suggests tampered optimism about the role that this type of SRSs can have on critical thinking and analytical skills.

Teaching Undergraduates R in an Introductory Research Methods Course: A Step-by-Step Approach

The statistical computing and graphics software R, despite its many advantages, is sometimes considered too complex to be introduced to undergraduate political science majors. In this article I showed that when taught appropriately, R could be a valuable and well-received aspect of an introductory research methods course. It is important to teach R throughout the semester and take preventative measures to deal with common problems. I began with a comparison of four frequently used software in undergraduate research methods courses and a discussion of the pros and cons of teaching R. I then introduced a R sequence that I developed and implemented with success in my introductory research methods course, including example course notes, homework, and common problems and solutions, with the goal of providing research methods instructors a template to develop their own R workshops as part of an introductory political science research methods course.

Democracy, Res Publica, and Reforming 21st Century Classrooms

The authors outline a new approach to introductory political science courses limited exclusively to political science majors that focuses on democratic development and its intersection with conceptions of “res publica.” The course is innovative in that it is for political science majors only, is team-taught, eschews traditional introductory texts, and focuses heavily on the writing process. The desire to arrange a majors-only introductory course this way speaks to the issue of legitimacy and best practices at a number of different levels. At the subject level, the course addresses the ongoing issue of democracy and the different mechanisms and traditions attempted throughout history to limit leaders acting solely in their own self-interest. The multiple-method approach resulting from team-teaching addresses the issue of political science as a widely searching science and a more robust means of understanding and explaining social behavior. The course also situates itself in the ongoing debate over how best to prepare students for the world of the 21st century. We believe that improving our students analytical and writing skills, through an early, intense, majors-only intervention, best prepares them for the type of engaged life skills needed upon graduation. Our data, collected over the past five years, suggests that our goals of improved writing and critical thinking skills are being met, in part, by utilizing our majors-only introductory political science course.

Randomized controlled trials of U‐Pace instruction: Outcomes in two gateway courses

AbstractLess than optimal student success in gateway courses figures prominently in college noncompletion. Past findings suggest that U‐Pace instruction holds promise for increasing student success. However, all published studies of U‐Pace instruction were conducted in the gateway course context of introductory psychology. The objective of this research was to rigorously evaluate the efficacy of U‐Pace instruction in introductory sociology and introductory political science for students at‐risk for college noncompletion and students not at‐risk. The findings from both randomized controlled trials indicate that regardless of risk status, U‐Pace students outperformed their conventionally taught face‐to‐face counterparts earning a greater percentage of final grades of A or B and higher scores on a proctored cumulative assessment of learning, independent of final grades. The results not only confirm previous findings of greater academic success and greater learning associated with U‐Pace instruction but also clearly demonstrate that U‐Pace instruction produces greater learning and greater academic success. Further, the findings of this research reveal that these student outcomes generalize across courses in two disciplines for both students at‐risk for college noncompletion and students not at‐risk, providing strong support for the efficacy of U‐Pace instruction.

Do Introductory Political Science Courses Contribute to a Racial “Political Efficacy Gap”? Findings from a Panel Survey of a Flagship University

ABSTRACTThis article examines findings of a panel study of more than 1,000 students enrolled in introductory political science courses at a flagship public university. The survey assessed whether completing an introductory course had a positive effect on political efficacy, focusing on gender and race. We found that, at the aggregate level, completing an introductory political science course had little or no impact on self-reported measures of political efficacy. However, we found evidence of significant differences in external political efficacy between black and white students, even when controlling for factors such as background characteristics and course performance (i.e., grades). Our findings raise important questions about the “civic” function of the undergraduate political science curriculum, particularly regarding racial political inequalities.

Where Are the Women? An Analysis of Gender Mainstreaming in Introductory Political Science Textbooks

ABSTRACTTextbook content is a powerful indicator of what is and is not considered important in a given discipline. Textbooks shape both curriculum and students’ thinking about a subject. The extant literature indicates that gender is not well represented in American government textbooks, thus signaling to students that women and gender are not part of the mainstream in political science. I contribute to this literature by using quantitative and qualitative content analysis to examine gender mainstreaming in 10 introductory political science textbooks. I find that the quantity of gendered content is small, and the quality of that content varies considerably from text to text.

Troubled Waters: Tracing Globalization and Waste in the Delaware River

ABSTRACT In spring 2014, an interdisciplinary media project titled “Troubled Waters: Tracing Waste in the Delaware River” was organized at Haverford College. This project brought together more than 50 students from four courses comprising introductory political science, chemistry, and documentary film students, as well as a community media artist and community partners. The aim was to explore the causes, impacts, and meanings of different types of waste that are polluting the Delaware River. Chemistry students collected samples to determine the presence of chemicals from various waste products, political science students traced the waste to globalized production processes, and documentary students explored diverse ways of representing the theme of waste on screen. This article describes the project and how it might serve as a pedagogical model for multicourse interdisciplinary collaboration and community engagement.

Class Size and Academic Achievement in Introductory Political Science Courses

ABSTRACTResearch on the influence of class size on student academic achievement is important for university instructors, administrators, and students. The article examines the influence of class size — a small section versus a large section — in introductory political science courses on student grades in two comparable semesters. It is expected that students in the small-class section will perform significantly better on exams than students in the large-class section. The empirical analyses demonstrate, however, that class size does not significantly influence grades. Instead, prior political science knowledge, ACT scores, and course attendance significantly and positively influence student exam grades as well as final course grades.

Is It Better to Be Feared Than Loved? Investigating the Efficacy of Different Teaching Methods on the Learning of Specific Content

ABSTRACTThe 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.

An Experimental Investigation of Videotaped Lectures in Online Courses

Lecture videos are often praised as a great medium of instruction in online education. There is a lack of research, however, that tests whether videos are superior to other teaching tools in online classes. This article examines whether videos are better than lecture notes and still slides in an online introductory political science course. The results show that lecture videos might not be the best tool of instruction for introductory students. Students in the non-video course gave higher evaluations of the instructor and the course and scored higher on exams.

Teaching Writing and Critical Thinking in Large Political Science Classes

In the interest of developing a combination of teaching techniques designed to maximize efficiency and quality of instruction, we have experimentally tested three separate and relatively common teaching techniques in three large introductory political science classes at a large urban public university. Our results indicate that the (short-answer) skeleton essay approach in large classes does not provide any significant benefit over full writing assignments or even a lack of writing assignments. Essay and multiple-choice testing techniques produce similar results, though both types of testing have their strengths and weaknesses. We conclude that using a blend of the two testing techniques may be the best approach.

Balancing the Books: Analyzing the Impact of a Federal Budget Deliberative Simulation on Student Learning and Opinion

The federal budget and the rising national debt are crucial concerns in American politics. Yet, they are issues about which average citizens, and particularly young citizens, are presumed to have limited knowledge and very little to say. They are also topics that are not generally seen as engaging to students in introductory political science courses. This article describes the implementation and assessment of a deliberative simulation of the budget process that aimed to inform students about the federal budget through active learning. We use an experimental design to test the impact of the deliberative exercise on two factors: (1) students’ retention of knowledge about the federal budget and (2) the effect of public debate on students’ substantive policy decisions about the budget. As the deliberative exercise we employ mirrors one conducted nationally among the general public by the organization AmericaSpeaks, we also compare students’ responses with those of citizens more generally.