Palgrave Handbook of Political Research Pedagogy

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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.

Table of Contents

1. Daniel J. Mallinson, Julia Marin Hellwege, and Eric D. Loepp – “Introduction to Teaching the Research Process”

Part I: Teaching Information Literacy

  1. Emily Reed – “Information Literacy Development of Undergraduate Political Science Student Researchers: The Instruction Librarian’s Role”
  2. Chelsea Kaufman – “Should Research Methods Teach Information Literacy or Statistics?
  3. Jennifer Epley Sanders – “The Politics of Identity and Teaching Information Literacy in Political Science”
  4. Kristina Mitchell – “Using K-12 Foundations to Teach Scientific Literacy in College Research Methods”
  5. Tavishi Bhasin – “Designing a Research Methods Course for a Skeptical Classroom”
  6. Sally Friedman and Trudi Jacobson – “Journeys Beyond Information Literacy: Applying a Metaliteracy Framework to Political Science”
  7. Jonathan Ring – “The Savvy Consumer of Political Science Research”
  8. Veronica Reyna – “Zena and the Art of Teaching Methods Without a Methods Course”

Part II: Teaching Research Design

    1. Jessica Hejney – “Building Qualitative Skills Through Research Design”
    2. Christina Fattore – “Teaching Research Design with Authenticity”
    3. Kelly Bauer – “Research Design as Professional Development and Empowerment: Equipping Students to See, Analyze, and Intervene in Political Realities”
    4. Jarrod Kelly – “Teaching Interdisciplinary Research Design at a Small Liberal Arts College”
    5. Jennie Sweet-Cushman – “Less Can Be More: Encouraging Mastery of Research Design in Undergraduate Research Methods”
    6. Robert Postic – “Research Methods: Who am I and Why am I Here?”
    7. Debra Leiter – “The Inquiry’s the Thing: Teaching Quantitative Research Without Teaching Statistical Software”
    8. Amanda Bittner – “The Gender and Politics Lab and Reflections on the Lab Model for Social Sciences”
    9. Michaelene Cox – “Researching & Teaching Political Science through Arts-Based Inquiry Methods”
    10. J. Cherie Strachan – “Embedding Feminist Pedagogy in Political Science Research Design With Reflections on Critical Theory and the Social Construction of Reality”
    11. Nadia E. Brown, Jasmine Jackson, Aayana Ingram, India Lenear, and Ariel D. Smith – “Black Lady Classroom”
    12. Erik Cleven – “How the Research Design Can be a Structure, a Process, and a Product for Learning Political Science”
    13. Neil Chaturvedi and Mario Guerro – “Success of Research Methods at the Department Level”

Part III: Teaching Research Methods

  1. John A. Garcia – “Traveling Along with an Accidental Academic: Doing and Teaching Research”
  2. Lisa A. Bryant – “Statistical Skills for the Workplace: A Practical Approach to Teaching Methods”
  3. Andre Audette – “Sneaking in Statistics”
  4. Jennifer Bachner – “Pedagogical Recommendations for Applied Statistics Courses”
  5. Chris Zorn – “The Accidental Methodologist”
  6. Andreas Sobisch – “From Step-Child to Innovative Leader: Political Science Research Methods over the Decades”
  7. Dongkyu Kim – “Teach Me If You Can: Teaching Political Science Majors Statistics at a Hispanic-serving Institution”
  8. Whitney Ross-Manzo – “Excel, in More Ways than One”

Part IV: Teaching Research Writing

  1. William O’Brochta – “Research Articles, Not Research Papers: Empowering Students Through Research Writing”
  2. Martin S. Edwards – “Integrating Research Writing and Research Methods: Toward a more seamless Curriculum”
  3. Lisa A. Baglione – “Empowering Students by Teaching Research-Paper Writing as a Foundational Methods Course”
  4. Colin Brown – “From ‘Good’ to ‘Effective’: Teaching Writing Skills Explicitly in Political Science”
  5. Emily M. Farris – “Revising the Revising Process of Writing in Upper Level Political Science Research Methods”
  6. Lauren Grimes – “Systematic ELA Challenges at Post-Secondary Institutions: Why Many Two-Year Students Aren’t Prepared for College-Level Writing”
  7. Darrell Lovell – “Teaching Research Writing to Undergrads in Political Science and Public Administration in the Online Environment”
  8. Jessica A.J. Rich – “Teaching Methods in the Context of a Writing Intensive Course”