Suchergebnisse

Front Cover -- Half Title -- Series page -- Title page -- Copyright -- Contents -- Acknowledgments -- Teach It Forward: Gender in the Political Science Classroom and Beyond / Ekaterina M. Levintova and Alison Kathryn Staudinger -- Part One: National and Institutional Trends -- 1. Gendering the Political Science Classroom While Mainstreaming Gender in the Discipline: Understanding the Barriers and Exploring Solutions / Ingrid Bego -- 2. Divergent? Gender and Methodological Diversity in Recent Political Science Dissertations / Rina Verma Williams and Laura Dudley Jenkins -- 3. Gendered Representation in Political Science Textbooks / Daniel Mueller -- 4. Gender Mainstreaming and Political Science Teaching in New Zealand: Still a Work in Progress / Jennifer Curtin -- 5. Student Perceptions of Gender in Political Science Teaching and Advising / Ekaterina M. Levintova -- Part Two: Classroom Evidence and Solutions -- 6. Getting to No: The Need for Gender-Conscious Pedagogy in Service-Learning Courses / Daisy Rooks -- 7. Class Format, Gender, and Student Attitudes toward Political Participation / Sara Rinfret and Michelle Pautz -- 8. Beyond Gender Neutrality in the Scholarship of Teaching and Learning and the Classroom / Alison Kathryn Staudinger -- 9. Thinking through Movement: Embodied Learning as Feminist Pedagogy for the Social Sciences / Valerie Barske -- Gender Forward: Momentum for the Future / Ekaterina M. Levintova and Alison Kathryn Staudinger -- Index.

AbstractWeblogs (or blogs), as a form of communication on the Internet, have recently risen in prominence but may be poorly understood by both faculty and students. This article explains how blogs differ from other online communication tools and how political science faculty can make use of blogs in their classes. The focus is on using blogs as part of class assignments to reinforce important skills, including critical thinking, political engagement, and essay writing. We also discuss existing academic and professional blogs that may be models for student blogging in political science.

Discusses the usefulness of Shakespeare's Coriolanus for teaching courses in American government. The play's representation of contentious Roman politics vividly illustrates the kind of critiques put forth in the Federalist. The play also dramatizes the complexities of political strategy, the identification of a republic's values with its regime, & the problematics of political ambition. Coriolanus may be studied in conjunction with Tocqueville's Democracy in America as well as with the Federalist papers to engage student interest in democracy, political expertise, leadership, regime types, & social values such as honor & ambition. 11 References. K. Coddon

In my course, I have students read the Federalist
and some of the antifederalist writings. And I require them to read
as much of Tocqueville's Democracy in America as
possible. But I begin with Shakespeare's
Coriolanus. This choice of text is peculiar, and I
here address myself to that peculiarity. My aim is to show that
Coriolanus fits with these other works and to
show, given the depth and breadth of its themes, that it might also
profitably be read and studied in other political science courses.
To put it in the briefest compass: the more prominent themes of
Coriolanus—the nature of ancient politics,
political expertise, regimes, and the interplay of honor and
ambition—make it well suited to the exploration of politics in
general.

AbstractWhen student presentations are offered in the classroom, instructors are most likely to be concerned about the extent to which students pay attention and learn from the experience of not only giving a presentation, but about what students learn as an audience. After devising a peer-evaluation instrument for students to evaluate their classmates' presentations, over the course of two years and 10 courses, we surveyed students to determine the effectiveness and usefulness of peer evaluations. We found that students are more likely to pay attention, gain a different perspective on the presentation experience, and be more engaged in the presentation when they evaluate one another.

ABSTRACTPolitical 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.

"This book is premised on the assumption that games and simulations provide welcome alternatives and supplements to traditional lectures and class discussions, especially in political science classrooms where real world circumstances provide ideal applications of theory and policy prescriptions. Implementing such an active learning program, however, is sometimes daunting to overburdened professors and teaching assistants. This book addresses the challenges of using games and simulations in the political science classroom, both online and in person. Each chapter offers a game or simulation that politics teachers can use to teach course concepts and explains ways to execute it effectively. In addition, the authors in this volume make a proactive case for games and simulations. Each chapter offers research to evaluate the effectiveness of the activity and pedagogical design best practices. Thus, the book not only serves as a game design resource, but also offers demonstratable support for using games and simulations in the political science classroom. Aimed at teachers at all levels from high school through college, the book may be especially appealing to graduate students entering teaching for the first time and open to new teaching and learning approaches"--