Undergraduate Political Science Research Articles

Curricular Design, American Political Development, and the Future of the Undergraduate Political Science Major

Structural questions about the undergraduate political science major have spurred debates in the field for more than thirty years. Today, resurgent growth of unusually sharp threats to American democracy fuel familiar curricular questions with new urgency. However, the combined effects of inertia, bureaucratic hurdles, and resource constraints often limit the ability of departments to respond with meaningful programmatic changes. In this article, we describe our experience creating a “loosely sequenced” core curriculum within one subfield – implemented without making any changes in official major requirements and with the support of only two faculty members – and provide a model for how interested faculty might design a cohesive curriculum that leverages extant local expertise and disciplinary specializations to offer students rigorous, timely tools for interpreting the contemporary political world. We explore the benefits and limitations of this approach through a case study highlighting our core curriculum in the subfield of American Political Development.

Comparative Analysis of the Undergraduate Political Science Research Methodology Course Syllabi among Hong Kong Universities

Comparative Analysis of the Undergraduate Political Science Research Methodology Course Syllabi among Hong Kong Universities

Expert methods use in undergraduate political science programs

The article studies experience of using expert methods in undergraduate political science programs. The author pays special attention to expert assessments algorithms development in conditions as close as possible to real political campaigns. The article describes experience of organizing expert assessments by students of the State University of Management within the framework of the educational project of a socio-political situation in a city in the context of municipal elections, implemented in the process of studying such disciplines as Methods of Political Science Research and Political Analysis. The key factors of successful expert methods application in educational process include the approach to the experts selection, their informational and organizational-methodological preparation for work, and strict adherence to the prescribed algorithms in the course of expertise.

Implementing Kahoot! into Undergraduate Political Science Courses

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Productive Learning Through Labs: Data Laboratories and Their Value in Undergraduate Education and Scholarly Research

ABSTRACTData Laboratories (Data Labs)—by which we mean a collaborative, group-based research program that can be conducted inside and/or outside of the classroom and is designed to generate observational datasets—have numerous advantages for undergraduate learning and scholarly research. Undergraduate researchers in Data Labs learn about the actual process of collecting and constructing research-quality data—a skillset that is relevant for both academic and workplace opportunities but otherwise under-covered in most undergraduate political science degrees. This article discusses our experiences in founding and running Data Labs, general guidelines for effective lab structure, positive impacts on undergraduate learning and research output, and challenges to consider.

Giving It the Old College Try: Academic Departments and Undergraduate Curriculum Change in Political Science, 2009–2019

Thirty years after the last APSA-sponsored recommendations on the structure of the undergraduate political science major, new efforts at curriculum reform are under way. As a prelude to how the profession might respond, this article examines how political science departments made undergraduate curriculum changes during the 2010s. Based on a survey of department chairs in 2019–2020 (prior to the onset of the COVID-19 pandemic in the U.S.), one-half of political science programs changed major requirements in the previous five years and 70% made revisions during the decade. Most changes involved adding courses or tracks and modifying course sequences within the prevailing model of subfield distribution. Assuming departments are rational actors seeking to improve student learning and respond effectively to the educational marketplace, various explanations of curriculum change were tested. Structural variables (institutional type and departmental factors) had no significant effects. Nevertheless, the survey revealed learning-based (acquiring disciplinary knowledge, developing intellectual skills) and market-based (concern about enrollments) motivations for change, as well as institutional constraints. Among curricular alternatives to the distribution model, evidence indicated greater support for promoting liberal learning outcomes. Moreover, the civic engagement movement influenced departmental decision-making. However, few programs made curriculum changes related to diversity, equity, or social justice, notable concerns among students and within the discipline.

An Argument for Integrative Learning Within Political Science: Rethinking an Undergraduate Course in European Government and Politics

Political science is ideally positioned to advance integrative learning, an initiative in higher education that fosters students’ abilities to integrate different fields of study in exploring complex real world problems. This essay focuses on ways integrative learning can be incorporated into undergraduate political science classes by developing a narrative of revisions to the curriculum of an introductory European government and politics course. Center the position of the Muslim immigrant experience in Europe while promoting an integrative form of political science that crosses subfields within the discipline, and integrates differing modes of inquiry invites students to think critically about immigration, the rise of the populist right, Liberalism and its limits, and the future of European integration. While this redesigned focus, I suggest, provides a useful model for rethinking approaches to the teaching of European politics, the main focus of the article is on promoting the foregrounding of integrative learning course design practices that can be adapted to other introductory undergraduate political science classes.

Does Language Matter? Perceptions of the Use of Diversity Training in the Public Sector Workforce

This study examines how the public perceives the use of diversity training in public service organizations through the lens of neutral and charged language in a politicized context. This study explores whether framing affects levels of agreement regarding the use of diversity training. Data were collected from a sample of more than 700 undergraduate political science students, and findings indicate that individuals, overall, demonstrate more agreement with the use of diversity training when framed through the lens of neutral language rather than charged language. The data also show that factors such as political ideology, gender, and race are predictors of agreement.

The Undergraduate Political Science Curriculum in the University of Dhaka: A Critical Analysis from Integration Perspective

It has been evident that the primary objective of university education is to deliver graduates with integrated personalities with the full combination of values and rational, humane, and generic skills. The curriculum always plays the most significant role in building graduates' personalities. In exploring the outcome of the undergraduate program in political science at the University of Dhaka, this research has examined its' curriculum based on a theoretical framework titled 'the Islamic Integrated University Curriculum model (IIUC).' The IIUC model accommodates national philosophy and vision to serve the nation by preparing well-round graduates with four characteristics: the good man, general employability, expertness in discipline, and as a social being. The key criteria for review included the university vision and mission, the program objectives, the structure of the program, the content of the courses, and selected readings of the political science department, which were analyzed in terms of comprehensiveness and contemporary challenges.

Undergraduate Political Science Curriculum of International Islamic University Malaysia (IIUM)

Uplifting human moral values, social commitment and integrated personality is the core aim of education in addition to prepare graduates with professional skills and disciplinary knowledge. On that focus, the study developed the Integrated Political Science Curriculum Framework (IPSC) followed by mainly three approaches of educational research: philosophical, historical, and curriculum criticism. The IPSC model accommodated the courses on core disciplinary and faculty required courses, revealed knowledge, and generic skills. The proposed model was in response to growing scholastic debate on educational dualism and crisis of western education, devoid of moral and religious essence. The study mainly adopts library research and document analysis: previous curriculum models and university education frameworks, official documents, etc. In this article, the successful application of IPSC in the IIUM political science curriculum is rightly exemplified and indicates the relevancy of this in the multicultural society like Malaysia, Indonesia and Bangladesh.

Can active learning be asynchronous? Implementing online peer review assignments in undergraduate political science and international relations courses

The phenomenon known as emergency eLearning saw many institutions of higher education switch from face-to-face learning to virtual or online course delivery in response to the COVID-19 pandemic. The transition posed a unique suite of challenges to instructors and students alike, especially in the case of active learning pedagogy. This article reflects on the experiences of a multi-institutional, multi-term pedagogical project that implemented peer review assignments as opportunities for asynchronous but nevertheless active learning. We shared instructor experiences through the course design and application stages of courses in International Relations and political economy, discuss the ability of peer review assignments to create active learning opportunities in online courses, and reflect on our own pedagogical development benefited from the community of practice.

Pedagogies Of Academic Writing For Undergraduate Students In Political Science: A Discussion On The Literature

Our paper discusses academic writing for political science undergraduate higher education students. In the first part it focuses on the main topics in academic writing in political science, such as citation, references list, academic style, plagiarism. The second part focuses on recent discussions of teaching strategies in the field. While depicting a global picture in discussing trends in the literature, the paper also employs a minor focus on Romania. The paper makes a contribution to understanding the literature on academic writing in undergraduate political science higher education and helps comprehend recent pedagogical trends and developments.

Emotional Intelligence and Interest in Leadership, Moderating Role of Age and Gender among Undergraduate Political Science Education Major Students in a Public University in Ghana

The study was to examine the relationship between emotional intelligence and interest in leadership, moderating role of age, and gender among undergraduate political science students in a university in Ghana. The study used a cross-sectional survey design. Data was collected through an online survey from 165 undergraduate students at a university in Ghana. The data collection instrument consists of the Interest in Leadership Scale (ILS) and Emotional Intelligence measure (EI). The results revealed that emotional intelligence is significantly and positively correlated with interest in leadership. However, age and gender have no moderating effect on the relationship between emotional intelligence and interest in leadership in this study.

Does a Wikipedia-based assignment increase self-efficacy among female students? A qualified maybe

Wikipedia has become one of the most used reference works, by students, educators, academics, and the general public, and there is a growing body of research exploring when and how students use the online encyclopedia. A smaller body of work examines the role of Wikipedia as a pedagogical tool for teaching information literacy and subject-matter expertise. Yet, despite the ubiquitous nature of the resource on campus, there remains a well-documented gender gap in contributions to the site. We build on previous scholarship to explore how the use of Wikipedia as a pedagogical tool can improve female self-efficacy and bridge the gender gap prevalent in contributions to open access resources. A survey of two undergraduate political science courses suggests an assignment in which students create original content for Wikipedia increases confidence in using the platform and information-seeking behavior among both female and male students, although the advantages continue to be greater for men. Furthermore, while female students are more confident in creating content after the Wikipedia assignment, once accounting for confidence there appears to be no significant difference between male and female contributions to Wikipedia. Because the assignment does lead to slight increases in confidence for women, however, it could be considered a promising first step in increasing female contributions to the site and the confidence of female students in evaluating information, more generally. We also include assignment details and recommendations for implementation.

Curriculum Theory and the Undergraduate Political Science Major: Toward a Contingency Approach

Curriculum Theory and the Undergraduate Political Science Major: Toward a Contingency Approach

High-Impact Practices and Their Effects: Implications for the Undergraduate Political Science Curriculum

Part of a broader movement to promote student engagement in educational activities, high-impact practices (HIPs) are purported to deepen learning through such activities as first-year seminars, internships, community-based learning, capstone experiences, study abroad, and research with faculty. Within political science, HIPs are key to efforts to increase civic and political engagement. The discipline is heavily invested in HIPs as vehicles for research, professional development, curriculum, instruction, and student involvement. Addressing disputes among scholars over the efficacy of HIPs, this study examined the effects of upper-year HIPs on student engagement, learning, and satisfaction at a small, private college in the Northeast, measured by responses from seniors to the National Survey of Student Engagement in 2008–2017. Consistent with the literature, the analysis found that community-based learning and research with faculty related positively with: (1) higher-order, reflective, and integrative learning behaviors, (2) personal and general education competencies, and (3) faculty-student interaction. However, community-based learning had the largest impact on arts and sciences majors. Research with faculty, followed by study abroad and capstone experiences, influenced professional studies majors the most. In addition, capstone experiences and study abroad connected positively to satisfaction with the overall educational experience. Depending on their curriculum goals and program mix, political science departments should consider which kinds of HIPs best fit the undergraduate major.

Policy Writing Simulations

Policy writing is an effective skill that history instructors should teach their students for life after their undergraduate degree. This article proposes that instructors encourage their students to learn policy writing through experiential learning practices. In particular, it advocates for the use of live simulations in the undergraduate history classroom that emphasize policy writing solutions. In this case, the collaboration between historians and librarians is demonstrative of effective historical analysis and fundamental research practices. This article uses a third-year history course in Canadian External Relations as the primary example to share this model. In a simulation, upper-year students are situated within a particular historical event and are tasked to complete a group-based action memorandum writing exercise during a timed in-class period. This simulation policy writing exercise gives students first-hand experience working collaboratively with one another in a political decision-making setting. The simulation can be supplemented with an independent writing assignment that also emphasizes policy writing, such as an action memorandum or a briefing note, in place of the traditional history research paper. This article examines a Canadian history simulation which situates students within the Canadian Department of External Affairs during the Suez crisis. It demonstrates the enhancement of student learning through a practice-based, hands-on approach, that requires collaboration and semester-long learning. The simulation challenges students to act and resolve the scenario at hand. Policy writing is the process by which “government employees and non-governmental organizations create written documents for lawmakers and policy professionals to read.” Policy documents can be a variety of lengths, ranging from short-briefings to lengthy reports.[1]In the course model proposed in this article, students learn policy writing while they also continue to develop valuable history-related skills such as creativity, research, analysis, and critical-thinking. Victor Asal has argued that “the best way to get educational mileage out of a simulation is to treat it as an interactive case where learning takes place before, during, and after the simulation.”[2]Assigning an independent policy writing assignment in addition to the simulation has significant benefits for student learning. [1]Andrew Pennock, “The Case for Using Policy Writing in Undergraduate Political Science Courses,” PS: Political Science and Politics 44.1 (2011): 141. [2]Victor Asal, “Playing Games with International Relations,” International Studies Perspectives 6 (2005): 362.

The Politics and Pedagogy of Nationalism: Authentic Learning on Identity and Conflict

In recent decades, nationalism has emerged from the distant purview of history to become the primary driver of some of the world’s biggest news. Given the prominence of nationalist conflict, students in political science increasingly study the subject with modern references in mind. This article describes the design for a timely undergraduate political science course on the causes and consequences of nationalism, with a focus on four central learning objectives: understanding theories and concepts in the study of nations and nationalism; applying theories to contemporary events; exploring issues of identity among a community of learners; and developing analytical and professional skills. I describe in detail two course assignments that exemplify these pedagogical objectives. In the “nationalism in the news” assignment, students give an in-class oral presentation on a current news story, interpreting the event through the lens of course themes. In the “national anthems analysis” paper, students analyze the lyrics of the national anthem of their choosing, linking symbols to interpretations of different nationalism types. I conclude by offering suggestions for adapting these and other course assignments to a range of classrooms and students.

Explicit Content: Two Experiments on Bringing Writing Instruction into the Political Science Classroom

This paper reports findings from two studies of student writing performance carried out in undergraduate political science courses to test whether low-cost interventions could lead to improvements in writing outcomes. Students enrolled in an introductory comparative politics course (N = 180) and a sophomore-level survey course (N = 101) were randomly assigned to receive short instruction sessions in specific writing skills led by a faculty member or senior graduate student. In the first experiment, half the class received explicit instruction on writing (focusing on two specific skills from a comprehensive rubric that we subsequently coded their papers against) while the other half did not. In the second experiment, all students received general writing instruction, but the treatment group also received detailed instruction in the use of a writing-skills rubric that formed the basis for evaluating students’ performance on written assignments. In both cases, the post-treatment difference between groups was small but showed an improvement in the specific skills taught, while showing no change or slightly decreased performance in related skills that were not explicitly taught. We conclude that limited interventions of the sort we were able to engage in were not sufficient to bring about a meaningful improvement in student performance, but the preliminary evidence suggests that the use of rubrics as a pedagogical tool, combined with repeated small-scale interventions, may be effective if targeted and/or repeated across a course or curriculum.

Do Early Simulations Work? Simulations in Gateway Political Science Courses at Community Colleges

Simulation methodology has moved toward using different types of real-world scenario-based learning constructs to improve applied understanding of political science concepts and theories. This type of active learning has become popular in the upper divisions of undergraduate and graduate political science. This reflection addresses the variance in approach to conducting simulations in federal and state general education courses at an open-enrollment community college. Defining the differences conducting these active learning assessments between two and four-year institutions enhances pedagogy at the two-year level and betters connection between these institutions and four-year counterparts. Students are assessed before the simulation and after to gauge progress and competency. At the conclusion, we offer views on how to design and implement simulations among a student population that is diverse academically and demographically.