Introductory Political Science Course 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.

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.

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.

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.

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.

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.

Three General Laws of Politics and Government in America (with Apologies to Sir Isaac Newton)

AbstractSince our earliest days as a profession, regularities of politics have been described in terms of laws of political behavior (Bryce 1909), but not without controversy. Reviewing a century of efforts to identify laws of politics yields numerous offerings, including Duverger's (1954) and Michels' (1915) well-known contributions. Following the structure embodied in Newton's Laws of Motion, I propose three general laws of politics and government in America: (1) political objects in motion tend to stay in motion, (2) the relationship between a candidate and his or her political force is the product of campaign funding and personal likability or appeal to the press, and (3) for every political action, there is an equal and opposite reaction (i.e., “Craig Leonard Brians Law of Unintended Political Consequences”). Each law is illustrated and discussed using examples drawn from US politics. Finally, I note several potential research limitations of these proposed laws, as well as their possible utility in teaching introductory political science courses.

Exploring Politics and Government With Popular Culture: Justifications, Methods, Potentials, and Challenges in Introductory Political Science Courses

For an introductory-level course (Politics and Government) mostly composed of nonpolitical science majors, I use a combination of nontraditional texts, including novels and films, along with primary documents. This article briefly justifies the value of nontraditional texts for exploring politics and government. It then sketches out the nontraditional texts used in the course and how they relate to politics and government. I also describe some methods I use in combining nontraditional texts with primary documents to highlight and explore important concepts and present-day political problems relevant for an introductory-level politics and government class. I close with a brief discussion of two problems I have encountered in employing such an approach. [Supplementary materials are available for this article. Go to the publisher's online edition of the Journal of Political Science Education for the following free supplemental resource(s): Tables 1 and 2, containing examples of relevant nontraditional texts and the political issues associated with them.]

Making Politics “Click”: The Costs and Benefits of Using Clickers in an Introductory Political Science Course

In this article, the author addresses both the costs and benefits of implementing clickers into an introductory political science course. Comparing student responses to a mid-semester survey in both a clicker and non-clicker course, the results show that students have higher satisfaction of the course and instructor, higher exam scores, and feel more comfortable participating in class when using clickers. The author finds that the benefits of using clickers in a large introductory course greatly outweigh the costs and encourages others to try the technology.

Scholarship of Multicultural Teaching and Learning (review)

Reviewed by: Scholarship of Multicultural Teaching and Learning Amanda Kraus Matthew Kaplan and A. T. Miller (Eds.). Scholarship of Multicultural Teaching and Learning. New Directions for Teaching and Learning, No. 111. San Francisco: Jossey-Bass, 2007. 106 pp. Paper: $29.00. ISSN: 0271-0633. In the Scholarship of Multicultural Teaching and Learning, editors Matthew Kaplan and A. T. Miller present a broad range of topics and issues related to multiculturalism in higher education in the specific context of teaching and learning. Comprised of 12 short and accessible chapters, this book discusses how multicultural learning is designed, implemented, and applied effectively across a variety of academic disciplines. They present topics in a logical sequence that enables readers to make connections across chapters. This book provides a framework by which multiculturalism can be infused into curricula. Chapters 1 and 2 provide a strong foundation for topics discussed in subsequent chapters. Chapter 1 provides a comprehensive overview of state initiatives that threaten to eliminate affirmative action programs on campus. Its author, Susan W. Kaufmann, discusses the value of diversity on college campuses and the negative implications of various California propositions on diversity at state institutions over the past 10 years, despite many efforts by campuses to combat these effects. Beyond outlining specific propositions, this chapter serves as a warning to other institutions that may fall prey to current multistate initiatives that threaten affirmative action and funding for diversity-related services. Chapter 2 qualitatively explores the experiences of diverse faculty navigating the academy. These faculty members believe that their race, gender, and age negatively affect their relationships with students and colleagues, and their perceived creditability, intelligence, and experience. This chapter underscores the significance of bias, both conscious and unconscious, and also charges faculty and administrators who are members of privileged social groups to be advocates and allies for their diverse counterparts. The varied examples across chapters present a multidimensional conception of learning. Moving beyond a linear approach to learning, the faculty authors of these chapters have developed ways for students to connect with one another in the classroom, connect with their surrounding communities, and connect course content to the world in which they live. These practices help reframe traditional concepts of learning and promote a broader definition of education that is more appropriate for a multicultural context. Chapters 4 and 5 discuss specific classroom experiences that seek to engage diverse students through transformational learning experiences and discursive engagement. Chapters 6 and 7 discuss two experiential learning opportunities as ways to educate about oppression, privilege, power, and social change. The assessment in Chapter 7 was very helpful in demonstrating attitudinal shifts among students and their long-term commitment to social change. In a similar vein, Chapter 3 discusses the use of interactive theater as a technique for training faculty on how to handle difficult, diversity-related situations. Although the audience shifts from students to educators, the experiential methods are in line with the methods previously addressed. Chapters 8, 10, 11, and 12 outline innovative classroom experiences that have increased the participation and success (attendance, grades, self-confidence) of diverse students. These findings are supported by quantitative assessment and data. Faculty in multiple disciplines modified their course content and teaching styles to engage students in a “real world” context. Chapter 8 focuses on initiatives to improve retention for underrepresented students in engineering, one of which was to help students connect engineering principles to real world issues. In Chapter 10, a professor discusses the implications of globalization on instructional technology as a way to prepare students for careers that demand multicultural competency. Chapter 11 discusses an introductory political science course that relies heavily on group work to develop citizenship skills. Chapter 12 reports on the success of asking mathematics students to solve real economic, political, and social problems using formulas they had learned in class. These experiences not only better engaged diverse students but helped students apply academic concepts outside the classroom room. Chapter 9 has implications not only for underrepresented students but also for the way in which faculty build curricula. It questions the omission of African American art songs and spirituals from vocal performance curricula. Because African American music was born out of the slave...

Weighing the Research Paper Option: The Difference that Information Literacy Skills Can Make

Requiring a short research paper in introductory political science courses can prove challenging for instructors, in part because of the diversity of student grade levels and majors in such courses. This is particularly the case with Introduction to Comparative Politics, as, at most universities, this course is not only required for the political science major, but often also fulfills multicultural requirements and can be used to complete lower division social science requirements. In deciding whether to include a research paper assignment in this course, one must weigh the benefit of catching majors early in order to begin building strong research skills, as well as the benefit of immersing students in key issues affecting the larger world, against the challenge of underdeveloped writing and research skills among the typical student in such a course. Another factor to consider is the grading load of reading large numbers of papers, given that most introductory courses have high enrollments. When choosing to require a research paper under these circumstances, then, one must also commit to working with students to hone their research and writing skills. In a collaborative, mutually beneficial partnership, college and library faculty can work together to identify ways to integrate information literacy concepts into course content and to design effective learning assignments addressing these important skills. This approach was undertaken by the authors, who revised a significant portion of the Introduction to Comparative Politics course at the University of West Florida to integrate information literacy activities in support of a semester-long, content-based research and writing assignment. This article explores using information literacy exercises as a tool to produce higher quality research papers in lower division political science courses.

Creating an Interactive Classroom: Enhancing Student Engagement and Learning in Political Science Courses

ABSTRACT Students of the pedagogy of teaching have found that cooperative/problem-based learning activities engage the learner, promote ownership of the material, advance the development of higher-level cognitive skills and increase retention better than more passive learning activities. Despite broad recognition within the political science discipline that classroom activities can and should facilitate better student learning outcomes, political science classes (both large and small) frequently have characteristics that make cooperative/problem-based learning activities more difficult to employ and less likely to succeed. Anonymity in large sections, a steep learning curve of complex concepts, and students who see passivity as the least costly approach to success combine to produce these subpar learning outcomes. Recent developments in classroom technology, however, facilitate the use of cooperative learning techniques in a wide variety of political science classroom settings. In this article, we first explore the challenges associated with promoting student engagement in political science classes. Second, we review solutions to these challenges in the instructional psychology and technology literature. Finally, we describe specific tools and techniques professors can use to promote greater student engagement in their courses. In doing so, we draw on our own recent experiences with interactive voting technology in introductory political science courses at Brigham Young University. We also make suggestions about other class venues where similar technology could be employed.

Does the Wording of Syllabi Affect Student Course Assessment in Introductory Political Science Classes?

In this article, we examine the impact of syllabi wording on how students assess a hypothetical instructor for an introductory political science course at a medium-sized state institution. Student participants were recruited from political science classes at this institution and randomly assigned to two groups. The groups were asked to review a sample syllabus from an introductory political science class and answer a number of questions regarding the instructor, as well as a few demographic questions. The syllabi were identical except for the wording of the requirements. For one group, the requirements were expressed in “rewarding” terms; for the other, the requirements were expressed in “punishing” terms.