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ABSTRACTThis article describes a variant of experiential course design—open inquiry—that has learning-how-to-learn (or metacognition about learning) as a primary course goal. In open-inquiry designs, students first choose the problems that they will study during the course. They then co-create each class period as the semester progresses. They recognize deficiencies in their own content knowledge, skills, and learning processes and take actions to remedy them. By reflecting on their successes and failures, students practice the skill of self-directed learning. This process of metacognitive reflection is a crucial skill that they will need when they face novel problems after graduation. In open-inquiry courses, students have produced high-quality work by learning about substantive policy areas that they choose to study, developing the policy skills that they deem important, and growing in their understanding about how they learn effectively.

Political actors today seek to influence labor mobility via education just as they have for centuries. Landowners in countries with large industrial sectors attempt to suppress education levels to maintain their labor supply, as educated workers are able to move into industrial work more easily than uneducated workers. However, the relationship between large landowners and education is more complex than has been previously theorized. Using a specific-factors model, I show that large landowners in countries with little economic development actually have an incentive to increase education levels. They realize the returns of an educated workforce without fearing their mobility because competing industrial opportunities for the workers do not exist. In either case, the ability of landowners to achieve their political goals is a function of their ability to overcome the collective action problem and effectively influence the state's provision of education. Powerful landowners successfully deny education in industrialized countries and provide it in agricultural countries. An analysis of panel data covering 77 countries from 1975 to 2000 confirms the conditional nature of the relationship. Adapted from the source document.

Political actors today seek to influence labor mobility via education just as they have for centuries. Landowners in countries with large industrial sectors attempt to suppress education levels to maintain their labor supply, as educated workers are able to move into industrial work more easily than uneducated workers. However, the relationship between large landowners and education is more complex than has been previously theorized. Using a specific‐factors model, I show that large landowners in countries with little economic development actually have an incentive to increase education levels. They realize the returns of an educated workforce without fearing their mobility because competing industrial opportunities for the workers do not exist. In either case, the ability of landowners to achieve their political goals is a function of their ability to overcome the collective action problem and effectively influence the state's provision of education. Powerful landowners successfully deny education in industrialized countries and provide it in agricultural countries. An analysis of panel data covering 77 countries from 1975 to 2000 confirms the conditional nature of the relationship.

AbstractTraditional writing assignments only teach students to write for academic settings. Assigning students policy briefs and policy memos gives them the opportunity to practice the type of writing they will perform both inside and outside of academia while still developing critical thinking skills and an understanding of the political world. Including policy-style writing assignments in the curriculum teaches undergraduates the skills demanded by their future employers, helps future academics learn how to write grant and conference proposals, offers students practice at the highest levels of Bloom's taxonomy of learning, hones synthesis and analysis, teaches students to be client-oriented, and makes students more effective citizens.

ABSTRACTTo conduct a policy analysis, students must master foundational concepts and apply them using critical and evaluative thinking. A film-based assignment allows students to practice the steps of policy analysis in a low-stakes setting that requires a limited investment of time. Ideally, the assignment is used as an initial practice exercise before engaging in applied projects later in the semester. The applied projects are enhanced because students already have used the steps of policy analysis and been given feedback in a sheltered setting. We suggest using animated films for this assignment because they force students to define problems, solutions, and criteria without reference to existing practices or dominant perspectives. Therefore, student time and instructor feedback is devoted to developing what Bardach termed "first-rate thinking." Concentrating attention on logical thought processes builds a strong foundation for further training in policy analysis.

Although the subprime crisis regenerated interest in and stimulated debate about how to study the politics of global finance, it has not sparked the development of new approaches to International Political Economy (IPE), which remains firmly rooted in actor-centered models. We develop an alternative network-based approach that shifts the analytical focus to the relations between actors. We first depict the contemporary global financial system as a network, with a particular focus on its hierarchical structure. We then explore key characteristics of this global financial network, including how the hierarchic network structure shapes the dynamics of financial contagion and the source and persistence of power. Throughout, we strive to relate existing research to our network approach in order to highlight exactly where this approach accommodates, where it extends, and where it challenges existing knowledge generated by actor-centered models. We conclude by suggesting that a network approach enables us to construct a systemic IPE that is theoretically and empirically pluralist.