The Palgrave Handbook of Political Research Pedagogy

by Daniel J. Mallinson (Editor), Julia Marin Hellwege (Editor), Eric D. Loepp (Editor)

Overview

This Handbook addresses why political science programs teach the research process and how instructors come to teach these courses and develop their pedagogy. Contributors offer diverse perspectives on pedagogy, student audience, and the role of research in their curricula. Across four sections—information literacy, research design, research methods, and research writing—authors share personal reflections that showcase the evolution of their pedagogy. Each chapter offers best practices that can serve the wider community of teachers. Ultimately, this text focuses less on the technical substance of the research process and more on the experiences that have guided instructors’ philosophies and practices related to teaching it.

Product Details

ISBN-13:	9783030769574
Publisher:	Springer International Publishing
Publication date:	09/16/2021
Series:	Political Pedagogies
Edition description:	1st ed. 2021
Pages:	430
Product dimensions:	5.83(w) x 8.27(h) x (d)

About the Author

Dr. Daniel J. Mallinson is an Assistant Professor of Public Policy and Administration at Penn State Harrisburg.

Dr. Julia Marin Hellwege is an Assistant Professor of Political Science at the University of South Dakota and is affiliated with the Women, Gender, and Sexuality Studies program.

Dr. Eric D. Loepp is an Associate Professor of Political Science at the University of Wisconsin-Whitewater. He received the 2018 CQ Press Award for Teaching Innovation from the American Political Science Association.

Table of Contents

Chapter 1: Introduction to Teaching the Research Process. - Part I: Teaching Information Literacy.- Chapter 2: Information Literacy Development of Undergraduate Political Science Student Researchers: The Instruction Librarian's Role.- Chapter 3: Should Research Methods Teach Information Literacy or Statistics? Why Not Both.- Chapter 4: The Politics of Identity and Teaching Information Literacy in Political Science.- Chapter 5: Using K12 Foundations to Teach Scientific Literacy in College Research Methods.- Chapter 6: Designing A Research Methods Course for a Skeptical Classroom.- Chapter 7: Journeys Beyond Information Literacy: Applying a Metaliteracy Framework to Political Science.- Chapter 8: “The Savvy Consumer of Political Science Research.- Chapter 9: Zen and the Art of Teaching Methods Without a - Methods Course.- Part II: Teaching Research Design.- Chapter 10: Building Qualitative Methods Skills Through Research Design.- Chapter 11: Teaching Research Design with Authenticity.- Chapter 12: Research Design as Professional Development and Empowerment: Equipping Students to See, Analyze, and Intervene in Political Realities.- Chapter 13: Teaching Multidisciplinary Research Methods at a Small Liberal Arts College.- Chapter 14: Less Can Be More: Encouraging Mastery of Research Design in Undergraduate Research Methods.- Chapter 15: Research Methods: Who am I and Why am I Here?.- Chapter 16: The Inquiry’s the Thing: Teaching Quantitative Research Without Teaching Statistical Software,” Debra Leiter.- Chapter 17: Teaching Research Design: The Gender and Politics Lab and Reflections on the Lab Model for the Social Sciences.- Chapter 18: Researching & Teaching Political Science through Arts-Based Inquiry Methods.- Chapter 19: Embedding Feminist Pedagogy in Political Science Research Design With Reflections on Critical Theory and the Social Construction of Reality.- Chapter 20: Black Lady Classroom,” Nadia E. Brown, Jasmine Jackson, Aayana Ingram.- Chapter 21: How theResearch Design Can be a Structure, a Process, and a Product for Learning Political Science.- Chapter 22: The Success of research methods at the department level.- Part III: Teaching Research Methods.- Chapter 23: Traveling Along with an Accidental Academic: Doing and Teaching Research.- Chapter 24: Statistical Skills for the Workplace: A Practical Approach to Teaching Methods with Excel.- Chapter 25: Sneaking In Statistics.- Chapter 26: Pedagogical Recommendations for Applied Statistics Courses.- Chapter 27: The Accidental Methodologist.- Chapter: 28 From Step-Child to Innovative Leader: Political Science Research Methods over the Decades.- Chapter: 29 Teach Me If You Can: Teaching Political Science Majors Statistics at a Hispanic-serving Institution.- Chapter 30: Excel, in More Ways than One,” Whitney Ross-Manzo.- Part IV: Teaching Research Writing.- Chapter 31: Research Articles, Not Research Papers: Empowering Students Through Research Writing.- Chapter 32: Integrating Research Writing and Research Methods: Toward a more seamless Curriculum.- Chapter 33: Empowering Students by Teaching Research-Paper Writing as a Foundational Methods Course.- Chapter 34: From ‘Good’ to ‘Effective’: Teaching Writing Skills Explicitly in Political Science.- Chapter 35: Revising the Revising Process of Writing in Upper Level Political Science Research Methods.- Chapter: 36: Systematic ELA Challenges at Post-Secondary Institutions: Why Many Two-Year Students Aren’t Prepared for College-Level Writing.- Chapter 37: Teaching research writing to undergraduates in political science and public administration in the online environment.- Chapter 38: Teaching Methods in the Context of a Writing Intensive Course.

What People are Saying About This

From the Publisher

“The Handbook provides an enjoyable and reflective read about the journeys of colleagues who have taught research and writing. You will be inspired by their wisdom and creativity. Undoubtedly, your own course design and how you approach learning will be impacted.” (— Dr. Janet Box-Steffensmeier, American Political Science Association President (2020–21) and Distinguished University Professor, The Ohio State University, USA)

“How do we thwart the authoritarians? One way is to teach our students to distinguish fact from fiction, quality research from social media rabbit holes. Mallinson, Marin Hellwege, and Loepp, along with their wide-ranging team of scholars, have written a book that should be on the desk of every political science teacher.” (— Dr. Mark Carl Rom, Associate Professor of Government and Public Policy, Georgetown University, US, member of the Executive Board of the Political Science Education section (ASPA) and Editorial Board of the JPSE)