The Palgrave Handbook of Teaching and Research in Political Science (Political Pedagogies)

Acknowledgments
Contents
Notes on Contributors
List of Figures
List of Tables
1 Introduction
	Finding Balance
	Importance of the “Teacher-Scholar” Model in Higher Education
	Outline of the Book
Part I Scholarship of Teaching and Learning and Pedagogical Research
2 Taking Teaching Philosophies Seriously: Pedagogical Identity, Philosophy of Education, and New Opportunities for Publication
	Introduction
	Teaching Philosophy Statements: Recommendations and Research
	A New Perspective
	Conclusion
	References
3 Researching While Teaching and Mentoring: A Reflection on Collaboration
	SoTL Research
	Stand-Alone Programming
	Research Embedded in Classes
	Working Directly with Students
	Concluding Reflections
	References
4 Metacognitive Exercises in the Political Science Classroom: Reflections and Research on Student Investment in Learning
	Setting Expectations
	Planning Learning Tasks
	Monitoring Cognitive Activities
	Evaluating the Progression Toward Goals
	Closing the Loop
	References
Part II Leveraging Scholarship to Enhance the Pedagogy of Simulations, Games, and Role Play Exercises
5 Collaboration and Independent Study: Working with Undergraduate Students to Design, Implement, and Assess a Simulation
	Introduction
	Why Simulations?
	Designing the Simulation: A “Win-Win-Win” Collaboration
		The Independent Study Course
		Description of the “Precious Balance” Simulation
		Benefits of the Collaboration
	Lessons Learned
		Finding Independent Study Students
		Set Clear Timelines and Expectations
	Conclusion
	References
6 Facilitating Student Learning Through Games on Human Rights
	Simulations and Games as a Pedagogical Tool
	Student-Centered Learning and Game/Simulation Creation
		Student Creation of Human Rights Games and Assessments
	Reflections and Challenges
	Lessons Learned and Recommendations
	References
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
	Introduction
	Embedding Research in Student-Centered Teaching
	The Pedagogical Rationale
	What Are the Benefits of Role-Play?
	What Challenges Do Role-Play Teaching Strategies Pose?
	Role-Playing Organized Crime in Mafia Clans
		Designing the Intervention
		The Role-Play Games
		Making Sense of the Games
	Assessing the Outcomes
	Evaluation
	Conclusion
	References
Part III Writing Textbooks
8 Writing a Textbook Is Good for You
	Introduction
	Why Textbook Writing Matters
	What Type of Textbook Should You Write?
	An Individual or Collaborative Project?
	What Makes a Good Textbook?
	References
9 Taking Innovative Teaching to the Next Level: Writing and Publishing Instructional Materials and Textbooks
	Introduction
	Why Your Textbook Project Matters
	Identify a Need
	Recruit Compatible Coauthors
	Consider Publishers and Meet with Acquisition Editors
	Draft a Prospectus and Sample Chapter
	Be Proactive During the Publication Process
	Help Your Publisher Promote Your Book
	Making It Count for Retention, Promotion, and Tenure
	Conclusion
	References
Part IV Conducting Research with Students
10 The Benefits and Challenges of Faculty–Student Research Partnerships
	Why Consider Engaging in Faculty–Student Research Partnerships?
	The Challenges of Faculty–Student Research Partnerships
	Advice
	References
11 Working Smarter by Engaging Students in Political Science Research
	Developing Course-Based Research
		Research, Teaching, and Service Impacts
	Mentoring Students Outside of Class
		Research, Teaching, and Service Impacts
	Collaborating with Students on Publications
		Research, Teaching, and Service Impacts
	Working Smarter
12 The Extra-Curricular Teacher-Scholar: Funding Undergraduates to Be Research Assistants
	The Great Contraction and the Resources Gap
	The Extra-Curricular Teacher-Scholar
	Lessons from a Decade of UR
	The Extra-Curricular Teacher-Scholar for Political Science
	References
13 Increasing Access to Undergraduate Research Opportunities at Small Teaching Institutions
	Promise and Limitations of Undergraduate Research Experiences
	Efforts to align research and teaching at Nebraska Wesleyan University (NWU)
		What Topic and Method?
		Which Students?
		What Institutional Structure?
	Teaching and Research Outcomes
	Conclusions
	References
14 Teamwork Makes the (Research) Dream Work: Lessons in Working with a Student Research Team
	Faculty Perspective
	Graduate Student Perspective
	Undergraduate Perspective
	Conclusions and Recommendations
	Reference
15 Making Contingency Work: Conducting Student-Engaged Research Off the Tenure Track
	My Journey to the Tenure Track
	Making Contingency Work: Choosing a Project
	Data Entry
	Working with Research Assistants
	Co-Authoring With Students
	Conclusions
	References
16 Using Survey Research as an Educational Tool: Cross-Cultural Lessons on How to Balance Research and Teaching
	Our Approach’s Foundations
	Survey Research Surmounts Contextual Barriers
	Building a Research-Based Curriculum
	Benefits of the Research-Based Curriculum
	Conclusion
	References
17 Partnering with Master’s Students on Policy Research and Practice
	Introduction
	Section I: Teaching Policy as Scientific Inquiry
	Section II: Blending Student and Faculty Research into Practical and Academic Deliverables
	Conclusion: Implications and Recommendations
	References
18 Graduate Students and Learning How to Get Published
	Getting Started: Using the Scope and Methods Course to Learn the Research Template
	From Students to Scholars—Learning the Craft of Presentation and Publication
	Conclusions
	References
Part V Research with Students: Experiential Learning and Civic Engagement
19 Taking Community-Based Research Online: Benefits and Drawbacks for Researchers and Students
	The Little Rock Congregations Study
	Doing Community-Based Research Online
	Recommendations for Online CBR Projects
		Humanize Electronic Interactions
		Prioritize Clear Communication with Student Researchers
		Sometimes There Is Just No Substitute for In-person Contact
	Conclusion
	IRB Statement
	COI Statement
	References
20 Combining Project-Based Learning and Service-Learning in Teaching Global Issues
	Collaborative Project-Based Learning
	Example of Assignment
		Assignment Timeline
		Establishing Groups
		Establishing Expectations and Weekly Roles
		Weekly Assignments
	Service-learning—Global Issues, Local Audience
	Concluding Thoughts
	References
21 Living Our Learning: Transformative Impacts of Study Abroad and Field Studies for Students and Faculty
	Introduction
	Differentiating Educational Experiences Abroad: The Long and the Short of It
	Short-Term Field Studies as a Window to New Worlds
	Extended Study Abroad as a Tool to Engage New Identities and Narratives
	Case Analysis: Shared Experiences in a Unique Study Abroad Context
	The Shock Wave of COVID-19 and Necessity to Develop Hybrid Responses
	Linking Study Abroad and Research Innovation: Lessons from Experience
	Conclusions and Lessons for Other Contexts
	References
22 Using Exit Polls to Teach Students and Sustain a Scholarly Agenda
	Methodology of Student-Administered Exit Polling
	Exit Polls in Peer-Reviewed Research
	Exit Polls in Teaching
	Suggestions and the Future of Exit Polling
	Conclusion
	References
23 An Experiential Approach to Teaching the Importance of the Iowa Caucuses
	The Importance of Experience
	Why Focus on Campaign Visits?
	Student-Faculty Collaboration
	Lessons Learned
	References
24 Triple the Benefits Without Tripling the Work: Combining Teaching and Research in Service to the Community
	Double Your Impact: Combining Teaching and Research to Produce Informed and Engaged Citizens
	The Triple-Play: Integrating Teaching, Research, and Service to Engage Learners and Strengthen Democracy
		Mobilizing Voters During a Competitive Congressional Election
			Preparing Students to Engage
			Get-Out-the-Vote Project Details and the Student Experience
		Partnering with Public Television to Educate the Community
			Preparing Students to Engage
			Politically Speaking Project Details and the Student Experience
	Conclusion: Work Smarter, Not Harder
	References
25 Thriving Together: Connecting Civic Engagement, International Relations Pedagogy, and Undergraduate Research as Workload
	Starting with One Class
	Student Outcomes
	University-Wide Innovations
	Lessons Learned and Recommendations for Success
	References
26 Connection Over Content: How Civically Engaged Research Can Improve Teaching, Research, and Service
	Presenting a Case Study Through Guided Reflection
		Reflecting on the “Self”
		Reflecting on Relationships
		Reflecting on Student Involvement
		Reflecting on Pedagogy
	A Project to Take With You
	Bridging Disciplinary and Institutional Divides
	References
27 Campus & Community Engagement of Student Research: The Evolution of a Senior Capstone Project
	The Constant Cycle of Teaching Innovation
	From Forced Adaptation to Research Project
	Recommendations
	References
Part VI Embedding Research in Teaching and Generating Research Ideas from Teaching
28 In Unity There Is Strength: How to Incorporate Your Research into Teaching
	Introduction
	Teaching Opportunities in the Research Process
		Teach What You Want to Read for Your Research
		Use the Theoretical Debates in Your Research
		The “Background Learning” Strategy
		Leveraging Community Engagement and Empirical Evidence
	How to Integrate Research into Teaching
		Step 1: Identify and Align Learning Objectives with Learning Typologies
			Example: Introduction to Comparative Politics
		Step 2: Incorporate Your Research into Assessment Tools
			Example: Introduction to Comparative Politics
		Step 3: Incorporate Research into Course Content
			Example: Introduction to Comparative Politics
	Motivation: The Secret Source
	References
29 Creating Positive Feedback Cycles Between Teaching and Research
	Integrating Research into Teaching
	Producing Research Through Teaching
	Creating a Positive Feedback Cycle
	References
30 Using Review Sessions to Jumpstart Research Projects in Methods Coursework
	Research Methods in Political Science
	How to Use Review Sessions to Jumpstart Research
	What Kinds of Projects Can You Jumpstart?
	My Experience
	Conclusions
	References
31 “Doing” Political Theory in the Classroom
	Introduction
	What Is Political Theory Research?
	How Do We Teach Theory?
	“Doing” Political Theory in the Classroom
	What Do You Gain?
	Conclusion
	References
32 Picturing Connections Between Hunger and International Relations: Using Images to Improve Learning and Research
	From Reading Groups to an Elective Course
	Integrating Images into the Learning Process
	Final Remarks: How Images Have Impacted My Teaching and Research
	References
33 Knowledge Production and Student Learning in Political Science: Bhutan and The Politics of Happiness
	Introduction
	Bhutan and The Politics of Happiness
		Photographs
		Guest Speakers
	Conclusion
	References
Part VII Conclusion
34 Conclusion
	A Philosophical Approach to Teaching and Scholarship
	Ethics and the Scholarship of Teaching and Learning
	Creating Strong Collaborations
	Importance of Student Agency in Learning
	Varied Approaches for Integrating Teaching and Research
	Enriched Faculty–Student and Student–Student Interactions
	Overloaded and Undercompensated Faculty
Index