Suchergebnisse

The Voting Rights Act and minority representation -- The struggle for voting rights -- The Voting Rights Act of 1965 : passage and provisions -- The Supreme Court's redistricting revolution -- Voting rights and black representation in Tallulah -- Voting rights in the 21st century : do we still need the Voting Rights Act?

As a $25 billion industry generated by more than 220 tribes in 30 states, Indian gaming is today's fulcrum for tribal—state intergovernmental relations (IGR). Despite its widespread influence on communities throughout the United States, how Indian gaming shapes tribal— state IGR remains inadequately studied and explained. A prominent hypothesis is that tribal governments increasingly engage in interest group behavior to further their interests. This article develops a case study of recent events in Minnesota to explore how tribes use gaming revenue to interact with state political systems and how effective tribes are at influencing political and policy outcomes related to Indian gaming. The article finds that the interest group model of tribal political behavior has considerable explanatory power; however, despite their use of insider tactics, tribes remain political outsiders subject to state authority. The article concludes that Indian gaming's potential to produce win—win outcomes is better served by mutually respectful government-to-government relations.

AbstractColleges and universities are increasingly intentional about meeting well-articulated and consistent general education goals and documenting substantive learning outcomes. Institutional imperatives to document the successful teaching of essential knowledge and skill sets frequently fall to faculty and departments, posing new challenges in an environment of time and resource constraints. A capstone course is an increasingly common method to measure student learning and assess programmatic and institutional success. We provide concrete suggestions to design a capstone course and assess student learning outcomes. After describing the structure of the course and four innovative assignments, we present the results of assessment conducted through the capstone. We further the conversation on the development of best practices and how political science departments can align institutional and programmatic goals and lead the way in university assessment.

In the 2005 APSA Teaching and Learning Conference's Diversity Track,
some 30 participants representing a wide range of colleges and
universities came together to discuss issues related to teaching and
learning about diversity. Diversity-focused pedagogy recognizes
commonalities of individual and group experience defined by race,
gender, ethnicity, class, sexual orientation, age, and ability, but
it touches much broader circles. One of the most important aspects
of the track was the diversity of its participants—not usually one
of the discipline's strong points. The wide range of backgrounds and
experiences reflected by the track's participants highlighted the
value of diversity to the profession, as well as the fact that
political scientists carry different burdens at a wide range of
institutions. Participants in this track found that our senses of
what defines diversity, the importance of teaching about diversity,
and what teaching techniques effectively illustrate diversity were,
well, diverse.