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Volume 50 - Issue 4 - October 2017

PS: Political Science & Politics Volume 50 - Issue 4 -
Contents

Page 2 of 4

The Profession

Symposium: Contentious Politics in the United States: What Role for Political Scientists?

Symposium: The Road Less Traveled: An Agenda for Mixed-Methods Research

The Teacher

Symposium: The Politics and Pedagogy of Economic Inequality

Articles

  • Pushing the Envelope of Pedagogical Gaming: Dark Networks

  • Michael E. Freeman
  • Published online by Cambridge University Press:
    10 October 2017, pp. 1083-1088
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  • In recent decades, instructors have increasingly adopted the use of “serious” games in their classrooms. Typically, these games take the form of role-playing simulations or wargames. However, online computer-run games have opened up new possibilities: to explore complex conceptual relationships, to utilize and display asymmetric information, to be playable anywhere and by anyone, and more. This article describes the game, Dark Networks, and shows why this type of game is valuable as well as how it has been used for pedagogical gains.

  • Teaching across Cultures: Student-Led Modules in a Human Rights Course

  • Becca McBride
  • Published online by Cambridge University Press:
    10 October 2017, pp. 1089-1093
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  • Human rights, ethnic conflict, democratization, colonialism, and development—many upper-level political science courses contain content that is understood differently across cultural contexts. Equipping students to appreciate diverse perspectives on these issues is a challenge that requires creative pedagogical strategies, regardless of whether all students come from the same region of the United States or the class has more than half international students. Professors in both environments have the complex task of guiding students to navigate disparate viewpoints. This article demonstrates the pedagogical potential of an integrated approach to student-led class modules based on a two-semester experiment using a Global Politics of Human Rights course at a small liberal arts college with a large population of international students. One section of the same course was taught in each semester with identical course material but with two different sets of student participants. After situating the challenges and the strategy within the growing literature on active learning, the article provides basic details of the pedagogical approach and three examples of the modules. It concludes with methods for assessing the effectiveness of student-led class modules.

  • Creative Writing and the Study of Politics

  • Susan McWilliams
  • Published online by Cambridge University Press:
    10 October 2017, pp. 1094-1098
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  • Creative writing is not part of professional training in political science. Scholars in other fields, though, testify to the benefits of creative writing assignments, and my experiences teaching an undergraduate course on Politics and Literature suggest that there may be value in adding creative writing into certain political science courses. As with other forms of non-academic writing that political scientists identify as enriching, creative writing allows students to consider politics from multiple perspectives and expands their communicative powers. Working at the craft of storytelling—as opposed to abstract argumentation—can help students to think through key claims in contemporary political thought. Moreover, in this age of “alternative facts,” doing creative writing in a politics course may help students hone a critical skill of citizenship: thinking about the news in terms of narrative. In this essay, I consider the advantages and challenges of bringing creative writing into the study of politics.

  • Campus Teaching Awards, Academic Year 2016–2017

  • Published online by Cambridge University Press:
    10 October 2017, pp. 1099-1102
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