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2023 | Buch

The Palgrave Handbook of Teaching and Research in Political Science

herausgegeben von: Charity Butcher, Tavishi Bhasin, Elizabeth Gordon, Maia Carter Hallward

Verlag: Springer International Publishing

Buchreihe : Political Pedagogies


Über dieses Buch

This book provides a resource for political science faculty wanting to increase their research productivity and/or teaching effectiveness in a time and resource efficient way. Faculty from various subfields and institution types offer examples of how they align their research and teaching activities to “get more bang for their buck.” While some contributors discuss projects within the Scholarship of Teaching and Learning (SoTL) research tradition, others go beyond this approach and integrate their teaching and research in other ways. As a result, this volume offers diverse, innovative, and practical ways faculty can leverage the teaching/scholarship connection to both improve scholarly productivity and ground political science instruction in pedagogical literature.


Chapter 1. Introduction

This chapter begins by discussing the challenges professors face balancing teaching, research, and service demands, and how quality teaching and research are defined and recognized in different kinds of institutional settings. It then discusses the importance of the “teacher-scholar” model in higher education and how aligning teaching, research, and service can help faculty in both their research and teaching efforts. Finally, it provides an overview of the book’s six parts and the chapters therein: Scholarship of Teaching and Learning (SoTL) and Pedagogical Research; Leveraging Scholarship to Enhance the Pedagogy of Simulations, Games, and Role Play Exercises; Writing Textbooks; Conducting Research with Students; Research with Students: Experiential Learning and Civic Engagement; Embedding Research in Teaching, and Generating Research Ideas from Teaching.

Maia Carter Hallward, Tavishi Bhasin, Charity Butcher, Elizabeth Gordon

Scholarship of Teaching and Learning and Pedagogical Research

Chapter 2. Taking Teaching Philosophies Seriously: Pedagogical Identity, Philosophy of Education, and New Opportunities for Publication

Statements of reflection on teaching and learning are sometimes called teaching philosophies, often featuring as a requirement for jobs, promotions, awards, and other applications. In this chapter, I would like to explore the possibilities of taking teaching philosophies seriously and argue that engagement with philosophy of education can provide multiple simultaneous benefits to the busy professor. First, a sophisticated teaching philosophy offers a clear statement of pedagogical purpose. Second, engagement with philosophy of education also opens research opportunities, as systematic reflections on the application of principles in the classroom context can speak to ongoing scholarly debates both in philosophy of education as well as the scholarship of teaching and learning. And finally, serious reflection on teaching philosophies can help with one’s pedagogical identity-formation from the outset of a scholarly career. I draw on educational development literature indicating that reflecting on teaching early in one’s career can help support pedagogical formation (Bullard and McLean in Journal of Geography in Higher Education 24:37–52, 2000; McLean and Bullard in Teacher Development 4:79–101, 2000). Ultimately, I argue that familiarization with key concepts in the philosophy of education can facilitate the incorporation of scholarship of teaching and learning within courses through intentional design.

Michael P. A. Murphy
Chapter 3. Researching While Teaching and Mentoring: A Reflection on Collaboration

Research-informed teaching undoubtedly provides a richness to our courses. But what about having our teaching inform our research? Specifically, how can an instructor embed research within their classroom? Incorporating research in our classes serves multifold purposes. It helps faculty with heavier teaching loads cope with the increasing pressure to publish. It also helps us improve our praxis and engage students in research. In this chapter, I reflect on the varied experiences I have had with embedding publishable research in my classes. These experiences include developing stand-alone programming that can be used outside of the classroom, science of teaching and learning studies within and across courses, and publishable final projects in capstone undergraduate courses. I reflect on these experiences and offer practical advice for how to get started on incorporating them into one’s teaching. Strategies include collaboration with teaching centers on campus, with other staff at an instructor’s institution, and with students. I also discuss the IRB considerations for conducting pedagogical research with one’s students as the participants.

Daniel J. Mallinson
Chapter 4. Metacognitive Exercises in the Political Science Classroom: Reflections and Research on Student Investment in Learning

Recent scholarship of teaching and learning (SoTL) documents how well-positioned political scientists are to contribute to ongoing teaching and learning conversations within the discipline. Despite our training in quantitative and qualitative methods, however, it can be daunting to design and complete evidence-based research to assess student learning and measure cognitive skill development. This challenge is particularly pronounced for junior faculty members who must balance research expectations with the need to enhance their teaching methods for career advancement. In this reflective piece, an assistant professor at a small liberal arts college shares her experience in planning, designing, and implementing a SoTL project in an introductory course on world politics. The project involved the incorporation of non-graded assignments aimed at fostering metacognition, encouraging students to “think about thinking” and “learn about learning.” These exercises yielded valuable information into students’ skills, interests, and preconceptions, which were leveraged throughout the semester to facilitate discussions, shape course concepts and theories, and represent diverse perspectives on critical issues. Preliminary findings suggest that metacognitive assignments also empower students to choose connections with course objectives and express autonomy in defining their learning goals, both of which are essential factors in fostering self-motivation for future learning and career development.

Buket Oztas

Leveraging Scholarship to Enhance the Pedagogy of Simulations, Games, and Role Play Exercises

Chapter 5. Collaboration and Independent Study: Working with Undergraduate Students to Design, Implement, and Assess a Simulation

In this chapter, I share my experience collaborating with two undergraduate students in an independent study course to design, implement, and assess a simulation for an introductory class. This was a unique opportunity to include students in all phases of the scholarship of teaching and learning. To design the simulation, the students spent the early part of the semester learning about the topics central to the simulation: ethnic identity and conflict, democratic institutions, and coalition-building. This created a rich learning opportunity for the two independent study students. In addition to designing and running the simulation, the students worked with me to produce an assessment instrument and evaluated the data. From a faculty perspective, this approach had significant advantages. The students in the course benefited from a simulation designed specifically for the course. The independent study students learned a lot about comparative politics and had an opportunity to earn credit for something they loved to do. Finally, I benefited from having the students design the simulation and having the opportunity to serve as a mentor throughout the process. This is a model that could be adopted by other instructors interested in working closely with undergraduates and using simulations in their classes.

Michelle Allendoerfer
Chapter 6. Facilitating Student Learning Through Games on Human Rights

Simulations and games have been shown to improve student learning and increase class engagement. They also encourage students to develop critical thinking skills and evaluate contending perspectives regarding complex real-world problems. However, implementing these projects in the classroom can be difficult for instructors and may have mixed results. In this chapter we first discuss the value of active learning approaches that involve both student game creation and game playing. We then outline our experience with a scholarship of teaching and learning (SoTL) project in which undergraduate students created a series of human rights games, reflecting on what worked and what did not. Finally, we provide some tips highlighting best practices for instructors regarding how to successfully achieve student learning goals through creating future games.

Charity Butcher, Maia Carter Hallward, Frederick Walter Tillman II
Chapter 7. ‘I’m Gonna Make Them an Offer They Can’t Refuse’: Teaching Politics and Mafia Through a Role-Play to Improve Student Learning and Understanding

Thanks to the collaboration between a lecturer and an e-learning development officer, a new unit solely based on a role-play game was developed. This unit was directly informed by new research findings and pushed students to think beyond the traditional stereotypes that exist about mafias. A standard teaching unit was transformed into an active role-play game where new research findings were embedded and informed the main themes of the unit. This chapter explains the (1) the pedagogical logic and use of new research behind the role-play unit, (2) the structure of the unit (3) how the games played out and issues that appeared, (4) student feedback on the experience, and (5) the learning outcomes for both students and lecturer. In conclusion, the role-play format informed by research improved the learning experience, student participation, and performance because the students felt that the discussions raised were empirically informed and, consequently, made them go beyond long-established stereotypes.

Felia Allum, Geraldine Jones

Writing Textbooks

Chapter 8. Writing a Textbook Is Good for You

This chapter explores the challenges and opportunities offered by writing textbooks. Drawing on the author’s own experience of writing and editing over ten books, the chapter demonstrates how textbook writing should be considered an important part of an academic’s career. The chapter argues that writing textbooks needs to be viewed once again as an important aspect of a political science academic’s contribution to the discipline and that promotion criteria within universities should attach just as much importance to textbook writing as writing articles for publication in academic journals. The reason for this is twofold. First, at a time when there is a general decline in trust in politics across the world, it is more important than ever to communicate and discuss these issues to as wide an audience as possible, including both undergraduate students and the general public. Second, writing a textbook requires the writer to explain complex points clearly to a general audience. This is quite different from journal writing, which can sometimes be impenetrable to the non-academic.

Alasdair Blair
Chapter 9. Taking Innovative Teaching to the Next Level: Writing and Publishing Instructional Materials and Textbooks

Given academia’s focus on scholarship of discovery, political scientists are often reluctant to invest time in writing a textbook. Such reluctance is unfortunate, as it stymies the development of innovative instructional material and contributes to inertia in our broader discipline’s approach to teaching and learning. Who among us has not been frustrated by the limitations of available instructional materials for a core class in our rotation? This chapter seeks to address this dilemma by providing advice for teacher-scholars who would like to write a textbook but worry that doing so will not count toward tenure and promotion. Strategic advice for readers includes: Seek inspiration from innovative approaches to your own courses; Recruit co-authors who complement your substantive contributions and working style; Identify your preferred publisher before drafting your prospectus; Embed findings from your own original research throughout the text; Increase publications by conducting SoTL research on innovative content; and Find ways to help the publisher promote the book.

J. Cherie Strachan

Conducting Research with Students

Chapter 10. The Benefits and Challenges of Faculty–Student Research Partnerships

This chapter engages with the theme of doing research with students. As many of us are confronted with conflicting demands to publish excellent research, do fabulous teaching, and engage in related (and sometimes not so related) administrative tasks, it is worth considering ways in which to combine teaching and research. While one may ideally want to teach subjects that exactly fit our research expertise, we are not always able to do so, for instance, due to constraints that follow curriculum design. Another possible way of combining teaching and research is through research partnerships between faculty and students. Anecdotal evidence suggests that such partnerships are relatively rare in political science. However, faculty–student research partnerships are quite common in disciplines such as engineering, psychology, and the sciences. Consequently, there is also abundant literature in those fields that engages with the design of such partnerships and the accompanying benefits and challenges. What can political science learn from this literature? This chapter outlines the main benefits and challenges of faculty–student partnerships through a discussion of literature blended with practical experience. It concludes by offering advice that might inspire you to engage in faculty–student partnerships yourself.

Patrick Bijsmans
Chapter 11. Working Smarter by Engaging Students in Political Science Research

Earning tenure, getting promoted, and even the day-to-day activities of a faculty member can be overwhelming. Thus, finding a way to tie activities together is key to finding balance and being successful. When starting my tenure-track job at a regional comprehensive university, I felt the enormous pressure of balancing a 4-4 teaching load with active research and multiple service responsibilities. I found my footing by engaging students in undergraduate research, specifically in four ways: developing course-based research, mentoring independent projects, designing a research lab, and collaborating with students on publications. Ultimately, these activities contribute to the areas of teaching, research, and service (key aspects of faculty evaluation) and enable faculty to earn significant recognition in all three areas from the same activity. For me, these approaches resulted in a meaningful publication record, a network of successful former students, and an appointment as the inaugural director of our university’s Institute for Student Research and Creative Activity. In fact, I would argue that my tenure and promotion success and my administrative accomplishments are largely due to my involving students in political science research. In this chapter, I share my insights and experience with others who find themselves facing similar academic pressures.

Shauna Reilly
Chapter 12. The Extra-Curricular Teacher-Scholar: Funding Undergraduates to Be Research Assistants

Following the theme of the volume, this chapter helps political scientists—particularly graduate students entering the field, junior faculty, and faculty with heavy teaching loads—appreciate how funding undergraduates as research assistants can help advance one’s research by working smarter, not harder. The chapter makes two contributions. First, it introduces novices on undergraduate research (UR) to its benefits (for faculty and not just to students). UR is a well-established best practice in higher education and its extensive benefits are well-documented by the extensive scholarship of teaching and learning (SoTL) on UR. A political science flair of UR’s potential is added through personal examples. Secondly, the chapter provides a general roadmap for how to start inside one’s university and work out to secure funding for undergraduate research assistants. Undergraduates should be paid, not exploited for their labor. Surprisingly, in higher education today it often is easier to find funding for students to be involved in one’s research than to find funds directly for one’s own work—that is, if one knows where to look. Yes, the funding terrain at every college, university, and state will have nuances, but the funding roadmap offers a key that traverses well across contexts.

Michael T. Rogers
Chapter 13. Increasing Access to Undergraduate Research Opportunities at Small Teaching Institutions

As the laboratory model is becoming increasingly popular in Political Science, what are the best models of adapting this opportunity to an undergraduate teaching institution? Undergraduate research experiences are a high-impact learning practice, but access to these opportunities is often limited. These challenges are exacerbated for faculty at teaching institutions, where funding, research time, and student-led research mentoring opportunities are often more limited. How can faculty at teaching institutions create broader and deeper access to undergraduate research opportunities? This chapter documents the successes and limitations of a student-faculty collaborative research initiative on immigration politics in Nebraska started in August 2019 at Nebraska Wesleyan University, through which students wrote and presented one paper, co-designed a second project, and are co-authoring a blog post on immigration politics pedagogy. This chapter documents how the lab model fits within my research, teaching, and mentoring interests; discusses student learning outcomes; and shares scalability challenges and opportunities. It concludes by offering suggestions to assist other faculty interested in most efficiently and effectively expanding this research opportunity to benefit both students and faculty.

Kelly Bauer
Chapter 14. Teamwork Makes the (Research) Dream Work: Lessons in Working with a Student Research Team

This chapter describes and discusses the benefits and challenges of working with student research assistants as part of a research team. We offer some advice and tips for working with students from the perspective of a faculty member seeking to balance and find success in both research and teaching. Unlike most such discussions, this chapter is co-authored by students (both graduate and undergraduate) who offer their own perspectives about their experience and advice for faculty. In this sense, we seek to offer some reassurance that given the right tools and guidance, undergraduate students can be helpful assets for a research team. Some of the key benefits we discuss are increased opportunities for research/experience, teaching/learning, and team building.

Julia Marin Hellwege, Cohl Turnquist, Aaron Vlasman, Bess Seaman
Chapter 15. Making Contingency Work: Conducting Student-Engaged Research Off the Tenure Track

Recent data on the job market in political science shows that tenure-track placements are no longer the norm for early career Ph.Ds. Jobseekers today are more likely to start their career as contingent faculty. With many of these positions carrying high teaching loads, the pressure to find research time while staying active on the job market is a real challenge. This chapter draws on the author’s experience during five years as a “visiting” professor at a series of institutions. The author discusses the benefits and drawbacks of conducting student-involved research while in contingent positions. Ultimately, the author argues that engaging students in research can be a mutually worthwhile endeavor, even where one’s employment at an institution is temporary. Modalities for engaging students in research, including the use of student assistants, using students in data work, and co-authoring with students, are discussed in detail. Potential barriers to success in using these approaches are also explored.

Alexis Henshaw
Chapter 16. Using Survey Research as an Educational Tool: Cross-Cultural Lessons on How to Balance Research and Teaching

Political Science programs in post-communist Europe remain undeveloped, in part because both their designers and their students approach the discipline with narrow expectations about future employability. Programs usually offer a formalistic curricular framework that focuses on disseminating knowledge rather than cultivating skills, which in part entails a focus on classroom communication between instructor and students rather than active inquiry. Perhaps for these reasons, enrollment in such programs has declined steadily. To overcome those difficulties, we introduced an undergraduate curriculum at the University of Business & Technology Kosovo rooted in research-oriented teaching. Students collect data, perform collaborative analysis, write up their analysis in manuscripts, and present work at conferences. This chapter offers lessons drawn from that experiment with curricular innovation in general, and also in comparison to similar efforts undertaken in the United States. Although we encountered difficulties in both settings, the overall impact—illustrated with a survey of students at eleven regional institutions—has been positive, both in terms of how students view research and in terms of how they view their own capabilities. The lessons from our attempt should be instructive not only in Southeastern Europe, but also in other contexts where political science enrollments are declining.

Alfred Marleku, Ridvan Peshkopia, D. Stephen Voss
Chapter 17. Partnering with Master’s Students on Policy Research and Practice

This chapter discusses the ways in which graduate students and faculty can collaborate to produce high-quality research to the benefit of both academia and policymakers. Using this framework, students apply the process of research to design their own policy proposal, framing it as a scientific inquiry. Students produce a deliverable in the form of an academic paper, grant proposal, op-ed, or advocacy brief. By working on a year-long policy project rooted in a research-based approach, students are not only able to apply their project to their careers, but also provide a much-needed bridge between academia and policy. The professor’s own research benefits in five distinct ways: (1) through utilizing student research as a means of networking with key stakeholders, including both policy professionals and academics; (2) by co-authoring research with graduate students wanting to publish in academic fields, and presenting research at academic conferences; (3) by serving as the principal investigator on projects formulated as grant proposals; (4) by highlighting research done at the university by both the professor and the student through published op-eds and advocacy briefs; and (5) by introducing a diversity of perspectives on relevant topics that fuel new ideas and approaches to further investigate through research.

Laila Sorurbakhsh
Chapter 18. Graduate Students and Learning How to Get Published

In this chapter, I discuss various strategies for mentoring graduate students, particularly in terms of teaching them the research process and how to get published. I focus on the stages of the mentoring process—from first-year students to those taking comprehensive examinations—and developing a dissertation topic. Further, I emphasize how learning the research process not only helps graduate students progress in their theses and dissertations, but also helps them get published. I outline how I mentor students in getting published, first by observing how I write a published paper, then coauthoring, and then encouraging them to publish on their own.

John Ishiyama

Research with Students: Experiential Learning and Civic Engagement

Chapter 19. Taking Community-Based Research Online: Benefits and Drawbacks for Researchers and Students

Community-Based Research (CBR) can potentially help faculty further all three areas of their work obligations—research, teaching, and service—thus making it an excellent option for the time-stressed professor. In particular, CBR presents a unique learning opportunity for students, enabling them to engage with the local community in a hands-on study, while contributing to a meaningful research project. Yet, almost all CBR projects take place in person, leaving online students without these high-impact learning experiences and limiting the types of data collected. Using a specific case of a CBR project and corresponding research practicum course that moved online as a result of the COVID-19 pandemic, this chapter describes the potential benefits and drawbacks of online CBR for researchers and students. Shifting some or all of a CBR project online can expand experiential learning and research opportunities to new student populations, help researchers gather new and additional data, and even strengthen some community relationships. The move may require adjusting some research goals, however, as well as greater oversight of student researchers.

Rebecca A. Glazier
Chapter 20. Combining Project-Based Learning and Service-Learning in Teaching Global Issues

This chapter explores a collaborative learning technique that required students to research and spotlight successes of modern women. In a Global Perspectives course that examined extraordinary women’s lives and achievements from different regions of the world, students worked in teams to explore a sub-topic that piqued their collective interest and condensed their research findings into a book that was published and presented to local middle school students. Students worked in these assigned teams to identify women currently making a difference in the world. This collaborative assignment spanned the semester and had students creatively engage ideas about world culture in relation to their local surroundings. This chapter highlights collaborative undergraduate research methods and Community-Based Engaged Learning pedagogy.

Audrey Ruark Redmond
Chapter 21. Living Our Learning: Transformative Impacts of Study Abroad and Field Studies for Students and Faculty

This chapter explores how a commitment to experiential learning, especially via study abroad and academic field studies, can unlock new forms of knowledge and help to expand learning and research opportunities for faculty and students alike. Authors engage the relevant literature and share insights gleaned from their own experiences in diverse teaching contexts, which include extended semester- and year-long study abroad programs, shorter-term academic field studies, and emergency adaptations amid a global pandemic environment. In each case, they highlight how respectful teacher-student interplay and shared critical reflection on the desired outcomes serve to enrich mutual learning and scholarship in areas linked to international relations.

Mark Hamilton, Katherine Almeida
Chapter 22. Using Exit Polls to Teach Students and Sustain a Scholarly Agenda

Political scientists face challenges sustaining a research agenda—especially one dependent on original data that are expensive and time-consuming to collect. Teaching undergraduate research methods challenges us to connect the clean, abstract data collection process to the messy, imperfect reality. We share our efforts to address both challenges by building the research methods course around the planning, execution, and analysis of local exit polls that we have conducted for every federal election between 1992 and 2018. Exit polls can provide a low cost and high-quality sample of voters that allow political analysis leading to peer-reviewed publications. Students can gain important work experience to build their resumes. Exit polls raise institutional awareness in the community, a goal for many institutions. Perhaps most importantly, student involvement in the research process improves their appreciation of the complexity and nuances of polling and quantitative research. Because ample literature exists on conducting methodologically sound exit polling, we focus on practical tips in training student workers, Election Day supervision, dealing with election administrators and voters, and disseminating results in local and peer-reviewed venues. We offer suggestions for dealing with anticipated changes to the field, such as increased early voting and affective polarization.

Matthew P. Thornburg, Robert E. Botsch
Chapter 23. An Experiential Approach to Teaching the Importance of the Iowa Caucuses

Every four years Americans across the country pay close attention to the decisions made by the voters of Iowa. On caucus day, these voters head out into the bitter cold of winter to spend several hours listening to party leaders give speeches about their preferred candidates, vote in a public space rather than a private booth, and then debate the pros and cons of their favorite candidate with other voters face-to-face. Why do Iowans do this? Why does the rest of America care? More importantly, why do the caucuses of a small Midwestern state shape the remainder of the presidential nomination process? I explored these questions with several students who also participated in an experiential learning opportunity in which they got to travel with me to Iowa to experience retail politics firsthand while learning about the presidential nomination process. This chapter discusses the creation of an independent study course focused on the history of the presidential nomination process, the experiential component (along with the benefits of experiential learning), and how it was the perfect blend of my research and teaching interests. I also discuss the mentoring of student researchers through the co-authored research paper required in the course.

Jay Wendland
Chapter 24. Triple the Benefits Without Tripling the Work: Combining Teaching and Research in Service to the Community

In the academy, we often bemoan the “competing” pressures of teaching, research, and service, but a well-conceived plan can produce synergy that allows a faculty member to gain “triple credit” for a single project resulting in personal satisfaction and institutional rewards. Involving students in community-based research projects enriches the teaching and learning experience for faculty and students alike while opening new avenues for research that directly benefits the communities we serve. Such projects educate students about democracy while engaging them as fieldworkers and researchers who enhance the civic knowledge and democratic decision-making capacity of the community at large. This chapter provides two specific examples of such synergy. First, I asked students to serve as fieldworkers, going door‐to‐door to mobilize voters as part of a randomized field experiment testing the effectiveness of different messages on voter turnout. Second, I engaged students in producing a weekly public affairs TV program broadcast to 1.2 million viewers in 22 counties. I discuss the positive student learning outcomes, faculty research output, and community impact created through these community-engaged research experiences.

Elizabeth A. Bennion
Chapter 25. Thriving Together: Connecting Civic Engagement, International Relations Pedagogy, and Undergraduate Research as Workload

This chapter explores an ongoing teaching-research project, Civic Engagement and International Affairs, for advanced undergraduates at a regional comprehensive public university. It starts with an upper-level political science elective class which includes a 20-page student-designed research paper on one United Nations organ/agency. Students who receive a grade of B or higher can continue for independent study credit, part of which requires them to revise and expand the paper into a project suitable for presentation at local, regional, or national undergraduate research conferences. Students have made over 100 presentations thus far, and other students have conducted research and co-published with the professor regarding this model. After reviewing this model and its processes, this chapter explores how this project’s success also has contributed to new campus-wide initiatives, such as undergraduate research grants, additions to promotion, tenure, and merit (PTRM) documents, and an interdisciplinary Undergraduate Research Club. I note specific examples of how it figured into the instructor’s workload and promotion/tenure. When possible, I present students’ post-undergraduate career paths, their connection(s) to the model, and demographic data. Overall, this chapter presents a replicable model of expanding advanced undergraduate research for students, incorporating undergraduate research into the workload, and developing mentoring relationships that result in co-publishable work.

Alison Rios Millett McCartney
Chapter 26. Connection Over Content: How Civically Engaged Research Can Improve Teaching, Research, and Service

During the summer of 2021, an interdisciplinary faculty team connected their research to practice by running a youth civic engagement program called Youth Voice with a local community partner, the Merrimack Valley YMCA in Lawrence, MA. The outcomes of this work include successfully submitted conference proposals and academic papers for publication. Additionally, for the political scientist on the team, many of the activities and resources developed for the Youth Voice program were used in the classroom—effectively bridging research, teaching, and community engagement efforts. Youth Voice represents a case study where faculty effectively mentored students, provided service to the community, secured internal and external grant funding, and built out a research agenda that simultaneously resulted in tools used in the classroom. Overall, this actionable scholarship demonstrates how engaged research can answer the call within political science to connect our research with community priorities while meeting college and university expectations for faculty. Embracing these pressures through community-driven research yields opportunities for political scientists to engage in research projects that attract undergraduate research assistants from various fields while increasing access to institutional resources, fulfilling service and community-engagement mission priorities, and enhancing pedagogical methods.

Kirstie Lynn Dobbs
Chapter 27. Campus & Community Engagement of Student Research: The Evolution of a Senior Capstone Project

At a regional comprehensive university, teaching is the bulk of my position, but research is still required. It makes sense, given these circumstances, to look more at how my teaching can translate into research. There are many ways we can leverage our teaching and turn it into research. In some cases, these are pre-planned research projects to assess the effectiveness of new course activities with a pre/post survey, but not all my research starts out as purposefully. Even small activities and classroom “experiments” can inspire research ideas. However, it may be a month, semester, or year later when you realize how and what you are doing could translate into a research project. Along these lines of a more gradual or inductive approach, this chapter offers insights based on an evolving senior capstone assignment for international studies majors that inspired a research project on campus and community engagement opportunities. The chapter offers suggestions for how others can similarly use their teaching to generate new research ideas.

Carrie Humphreys

Embedding Research in Teaching and Generating Research Ideas from Teaching

Chapter 28. In Unity There Is Strength: How to Incorporate Your Research into Teaching

This chapter explores the ways in which our research can enhance our teaching and provides tips for identifying opportunities to integrate research into teaching to improve student engagement. It is divided into two parts. The first part focuses on recognizing teaching possibilities within the research process. Different strategies are organized based on the level of preparation or adaptation required to transform research steps into teaching opportunities. This section aims to provide instructors with concrete ideas for incorporating research into their teaching practices. The second part takes a reverse approach and offers practical tips on actively embedding research in teaching. These insights are particularly relevant for instructors at Primarily Undergraduate Institutions (PUIs) where research resources may be limited and teaching and service responsibilities are demanding. A key suggestion is to consider the desired level of cognitive understanding students should achieve in the course before determining how to integrate research into teaching. The chapter concludes with a brief discussion on how research can inspire students and contribute to more effective learning outcomes. By leveraging their research, instructors can motivate students and create a stimulating educational experience.

Wei-Ting Yen
Chapter 29. Creating Positive Feedback Cycles Between Teaching and Research

This chapter describes strategies for professors at teaching-intensive institutions to remain research-active by integrating our research into our courses as well as students into our research. Specifically, I focus on two approaches: The first concerns the integration of scholarly work into lesson plans, such as inviting research methods students to “find the independent variable” in research we publish or designing course experiences that require us to review current literature in the field as part of our preparation. The second strategy utilizes students as a source of data for classroom activities. My students complete surveys in which they respond to a variety of questions and participate in a range of experiments that serve as the basis for class activities throughout the term (e.g., evaluating the attitudinal impact of a framing experiment utilizing various media cues). These exercises are authentic, engaging, and regarded by students as productive avenues for conveying the substance of political science. There is no doubt that life at a teaching-intensive institution does not always afford adequate time for research activities. However, we should consider this arrangement an opportunity, not merely a constraint: our research can serve our teaching, and our students can serve our research.

Eric Loepp
Chapter 30. Using Review Sessions to Jumpstart Research Projects in Methods Coursework

This chapter describes how to use the final weeks of a political science research methods class to jumpstart research projects. The chapter first briefly describes the structure of the course in research methods which is an introduction to the use of statistics in political and social science research. The chapter then describes how to use review sessions that walk through the typical, most basic steps of analysis for quantitative academic papers. The review lesson focuses on data and research design, descriptive statistics, and inferential statistics. This provides the material for writing a data and methods section of an academic paper, and it also provides preliminary figures and analyses. The chapter includes extended discussions of the requirements of such a project including having a ready and cleaned data set and the inkling of an idea to be productive and to be easy enough to execute in the last weeks of the semester. This chapter focuses on why this method is especially useful for scholar-teachers of quantitative methods courses and how to implement the process in that kind of course.

Wesley Wehde
Chapter 31. “Doing” Political Theory in the Classroom

In political theory “learning” and “doing” are synonymous. One learns about political theory only by doing political theory. By framing the act of teaching political theory as a collaborative act of “doing” political theory both the students and the instructor have a more collaborative learning experience. This experience is enhanced when the instructor brings their own research into the classroom and can even lead to new avenues of study. When the instructor views the class not as an authoritative act of “telling” but as “doing” political theory collaboratively, it creates a more rewarding learning environment and opens the class up to forms of critical pedagogy that de-hierarchize the classroom. It also allows the instructor to bring his or her own research and expertise into the classroom. Doing this creates a generative process of learning that may lead to additional original research as a result. Because political theory is an interpretive discipline, mainly focused on the reading and interpreting of texts, allowing students to develop their own interpretations and present their ideas in class is a natural part of instruction. The flexibility of the political theory canon and the breadth of material available to the political theory.

E. Stefan Kehlenbach
Chapter 32. Picturing Connections Between Hunger and International Relations: Using Images to Improve Learning and Research

This chapter describes the utilization of images as a teaching strategy to tackle the challenges associated with engaging students in comprehending the intricate connections between hunger and International Relations. It reports a concrete experience wherein various forms of images were incorporated into assessments, leading to an enhancement in student learning. Students were prompted to select and present images that resonated with their understanding of the assigned readings, elucidating the context and offering personal reflections. Although no systematic data was gathered, the author expresses contentment with the outcomes based on personal impressions. Moreover, this strategy not only fostered a more interactive learning environment but also succeeded in stimulating students’ interest in participating in the Research Group on Hunger and International Relations. As a result, the research group received valuable contributions in the form of new research questions, as well as the inclusion of new members and research assistants. By incorporating images, this approach has proven to be an effective tool in not only enriching the learning experience but also promoting active engagement and collaboration within the teacher’s research agenda.

Thiago Lima
Chapter 33. Knowledge Production and Student Learning in Political Science: Bhutan and The Politics of Happiness

We experience increased pressure to publish in prestigious peer-reviewed journals within the context of limited time and resources for research and writing. The pressure to publish detracts from our teaching whereas teaching detracts from publishing high-quality articles. One way to deal with this challenge is to incorporate our research into our teaching. This chapter illustrates that approach. It provides a resource for political science faculty who want to increase their research productivity and teaching effectiveness in a time and resource-efficient way by integrating their research and teaching. Specifically, I show how I have embedded my research on Bhutan and Gross National Happiness in a second-year undergraduate course on the Politics of Happiness. Besides managing conflicting demands, student feedback has shown that embedding research in teaching also increases student engagement and learning. Although the chapter focuses on a specialized course, the approach can be adopted for generic courses as well.

Sarina Theys


Chapter 34. Conclusion

This concluding chapter summarizes key themes throughout the book, drawing together lessons for how the teacher-scholar can work smarter, not harder. The authors summarize ways in which considerations of the philosophy of teaching can benefit faculty members as they explore the ways that teaching, research, and service may overlap in their work. The chapter provides an overview of ethical considerations and IRB protocols when working with students on research and highlights some important aspects of community collaboration, as well as faculty–student and student–student interaction. The chapter highlights the variation in approaches to combining research and teaching and emphasizes the importance of student agency in the process. Finally, the chapter closes with a consideration of the challenges faculty face in academia, where they are often overloaded and undercompensated.

Elizabeth Gordon, Tavishi Bhasin, Maia Carter Hallward, Charity Butcher
The Palgrave Handbook of Teaching and Research in Political Science
herausgegeben von
Charity Butcher
Tavishi Bhasin
Elizabeth Gordon
Maia Carter Hallward
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