CHI TIẾT NGHIÊN CỨU …
Tiêu đề
How Do We Introduce Political Science? A Study of Introductory Requirements at National Colleges and Universities
Tác giả
Hierman B.
Năm xuất bản
2021
Source title
Journal of Political Science Education
Số trích dẫn
1
DOI
10.1080/15512169.2020.1831931
Liên kết
Tóm tắt
Despite the essential position of introductory courses within most political science departments’ curricula, comprehensive comparisons of introductory requirements for majors have been somewhat rare. In this manuscript, I report on the state of introductory requirements through analyses of data from 381 national liberal arts colleges and universities (164 colleges and 217 universities, respectively) that offer a major or its equivalent in political science. These data show that a great deal of curricula diversity exists across departments: While nearly 30% of departments require at least three distinct introductory subfield courses, another near 30% do not require any specific introductory courses. Despite this diversity, an introductory course in American politics represents the de facto standard introductory course within the discipline. In comparison, a general, cross-subfield introductory course in political science is required in a minority of the departments sampled. My analyses reveal that structural and curriculum-based variables, including the total number of courses required, whether or not a department grants PhDs, and faculty size, are correlated with a general introductory requirement. © 2020 Taylor & Francis Group, LLC.
Từ khóa
Curriculum; introductory requirements; undergraduate education
Tài liệu tham khảo
Adkins R., Newsome M., Designing the Economics Curriculum: A Survey of the Use of ‘Big Ideas’ and Proficiencies, Journal of Economics and Finance Education, 5, 2, pp. 7-16, (2006); Berdahl R.O., Graha J., Piper D.R., Statewide Coordination of Higher Education, (1971); Berheide C.W., Searching for Structure: Creating Coherence in the Sociology Curriculum, Teaching Sociology, 33, 1, pp. 1-15, (2005); Breuning M., Parker P., Ishiyama J.T., The Last Laugh: Skill Building through a Liberal Arts Political Science Curriculum, Political Science & Politics, 34, 3, pp. 657-661, (2001); Davis M., McGrath E., Super B., “2017–2018 APSA Departmental Survey: Enrollments and Curriculums.” APSA, (2019); Delucchi M., Liberal Arts’ Colleges and the Myth of Uniqueness, The Journal of Higher Education, 68, 4, pp. 414-426, (1997); Demleitner N.V., Higher Education under Pressure: What Will the Future Hold, Syracuse Law Review, 66, (2016); Downey A.B., Stein L.A., pp. 21-26, (2006); Downey D.J., O'Connor L.T., Abell L., Armanino D., Jepson M., Kadakal R., Nam S., Sanchez L., Sowers E., Navigating the Process of Curriculum Redesign in Sociology: Challenges and Lessons from One Program, Teaching Sociology, 47, 2, pp. 87-101, (2019); Fisher L.A., State Legislatures and the Autonomy of Colleges and Universities: A Comparative Study of Legislation in Four States, 1900–1979, The Journal of Higher Education, 59, 2, pp. 133-162, (1988); Gentry B., Lawrence C., Richards E., The Tie That Binds: Exploring Community College Curriculum Design, PS: Political Science & Politics, 49, 3, pp. 535-540, (2016); (2019); Ishiyama J., Examining the Impact of the Wahlke Report: Surveying the Structure of the Political Science Curricula at Liberal Arts and Sciences Colleges and Universities in the Midwest, PS: Political Science & Politics, 38, 1, pp. 71-75, (2005); Ishiyama J., The Structure of an Undergraduate Major and Student Learning: A Cross-Institutional Study of Political Science Programs at Thirty-Two Colleges and Universities, The Social Science Journal, 42, 3, pp. 359-366, (2005); Ishiyama J., Breuning M., Lopez L., A Century of Continuity and (Little) Change in the Undergraduate Political Science Curriculum, American Political Science Review, 100, 4, pp. 659-665, (2006); Ishiyama J., Hartlaub S., Sequential or Flexible? The Impact of Differently Structured Political Science Majors on the Development of Student Reasoning, Political Science and Politics, 36, 1, pp. 83-86, (2003); Keohane N.O., The Mission of the Research University, Daedalus, 122, 4, pp. 101-125, (1993); Lang E.M., Distinctively American: The Liberal Arts College, Daedalus, 128, 1, pp. 133-150, (1999); Lee V.E., Smerdon B.A., Alfeld-Liro C., Brown S.L., Inside Large and Small High Schools: Curriculum and Social Relations, Educational Evaluation and Policy Analysis, 22, 2, pp. 147-171, (2000); Leithwood K., Jantzi D., A Review of Empirical Evidence about School Size Effects: A Policy Perspective, Review of Educational Research, 79, 1, pp. 464-490, (2009); McClellan E.F., Best Practices in the American Undergraduate Political Science Curriculum, Handbook on teaching and learning in political science and international relations, eds. Ishiyama, John, William J. Miller, and Eszter Simon. Northampton, MA: Edward Elgar Publishing, pp. 3-15, (2015); Sabloff P.L.W., Another Reason Why State Legislatures Will Continue to Restrict Public University Autonomy, The Review of Higher Education, 20, 2, pp. 141-162, (1997); Smith M., Moving the Needle on Degree Completion: The Legislative Role, (2013); Stoloff M., McCarthy M., Keller L., Varfolomeeva V., Lynch J., Makara K., Simmons S., Smiley W., The Undergraduate Psychology Major: An Examination of Structure and Sequence, Teaching of Psychology, 37, 1, pp. 4-15, (2010); Swanzy D., pp. 47-50, (1969); Thies C.G., Hogan R.E., The State of Undergraduate Research Methods Training in Political Science, PS: Political Science & Politics, 38, 2, pp. 293-297, (2005); Wahlke J.C., Liberal Learning and the Political Science Major: A Report to the Profession, PS: Political Science and Politics, 24, 1, pp. 48-60, (1991); Zemsky R., Checklist for Change: Making American Higher Education a Sustainable Enterprise, (2013); Zingg P.J., The Demographic Challenge and the Search for Curricular Consensus: Undergraduate Education at the Major Research University, The Journal of General Education, 36, 3, pp. 167-181, (1984)
Nơi xuất bản
Routledge
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus