Pedagogical Publications
Bauer, Benjamin J., Whitney C. Ogás, Zoe M. Oxley, and Rosalee A. Clawson. 2009. “Learning through Publishing The Pi Sigma Alpha Undergraduate Journal of Politics.” PS: Political Science & Politics 42(3): 565-569.
Publishing a research journal can be a rewarding and useful learning experience for undergraduate students. Drawing upon our experiences with The Pi Sigma Alpha Undergraduate Journal of Politics, we describe the benefits of producing a peer-reviewed journal. Among the benefits we highlight are gains in political science knowledge, increased understanding of research methodologies, refinement of writing and debating skills, and development of interpersonal skills. We close with a call for professors to encourage their students to submit papers to the journal.
Publishing a research journal can be a rewarding and useful learning experience for undergraduate students. Drawing upon our experiences with The Pi Sigma Alpha Undergraduate Journal of Politics, we describe the benefits of producing a peer-reviewed journal. Among the benefits we highlight are gains in political science knowledge, increased understanding of research methodologies, refinement of writing and debating skills, and development of interpersonal skills. We close with a call for professors to encourage their students to submit papers to the journal.
Clawson, Rosalee A., Rebecca E. Deen, and Zoe M. Oxley. 2002. “On-Line Discussions Across Three Universities: Student Participation and Pedagogy.” PS: Political Science & Politics 35(4): 713-718.
From PowerPoint presentations to web-based quizzes to entire classes taught online, technological changes have had a strong influence on pedagogical practices. The initial research into the pedagogical
effectiveness of these emerging technologies suggests there are many ways in which they might be useful (Boschmann 1995; Hiltz 1994; Palloff and Pratt 2001). In this paper, we examine student participation on a structured online discussion group that spanned three universities and address two research questions: what explains student participation in online discussion groups and how effective are these groups as pedagogical tools? To address these topics, we draw upon our use of online discussions as a class assignment during the fall semester of 2000. First, we examine previous research and generate several expectations about student behavior and attitudes.
From PowerPoint presentations to web-based quizzes to entire classes taught online, technological changes have had a strong influence on pedagogical practices. The initial research into the pedagogical
effectiveness of these emerging technologies suggests there are many ways in which they might be useful (Boschmann 1995; Hiltz 1994; Palloff and Pratt 2001). In this paper, we examine student participation on a structured online discussion group that spanned three universities and address two research questions: what explains student participation in online discussion groups and how effective are these groups as pedagogical tools? To address these topics, we draw upon our use of online discussions as a class assignment during the fall semester of 2000. First, we examine previous research and generate several expectations about student behavior and attitudes.
Wituski, Deborah M., Rosalee A. Clawson, Zoe M. Oxley, Melanie C. Green, and Michael K. Barr. 1998. "Bridging a Disciplinary Divide: The Summer Institute in Political Psychology." PS: Political Science & Politics 31(2): 221-226.
Like many other social scientists, political sciences often incorporate theories and findings from other academic disciplines into their research. In fact, many research questions posed by political scientists can be answered adequately only by linking political science theories with insights from other disciplines. How, for example, do voters decide which candidate to support on election day? We could answer this question by focusing only on the economic interests of the voters. Our answer becomes more complete, however, if we also consider the influence of political attitudes, social characteristics, the way in which information about the candidates is processed, and the impact of the political context on vote choice. Or, how do leaders make decisions in the foreign policy domain? If we limit our focus to the constraints in the international environment, we lose the explanatory power gained by examining the beliefs, images, and motivations of decisionmakers; the impact of group dynamics; the effects of bureaucratic politics; and strategies for mobilizing support, or dealing with opposition, among various types of publics.
Clawson, Rosalee, Aaron Hoffman, and James A. McCann. 2001. “If We Only Knew Then What We Know Now: A Few Reflections on Teaching Undergraduate Quantitative Methods Courses.” The Political Methodologist 10(1): 4-5.
In one respect, methods courses are no different from any other courses political science faculty teach: once course topics are selected, the central question is how to convey that material to students effectively. Yet experience tells us that methods courses present students with different challenges than courses on international relations, the presidency, political behavior, and most other offerings in our department. In this short essay, we discuss some of the problems student have in our methods courses and some of the strategies we have devised in response.
In one respect, methods courses are no different from any other courses political science faculty teach: once course topics are selected, the central question is how to convey that material to students effectively. Yet experience tells us that methods courses present students with different challenges than courses on international relations, the presidency, political behavior, and most other offerings in our department. In this short essay, we discuss some of the problems student have in our methods courses and some of the strategies we have devised in response.
Clawson, Rosalee A., and Judd Choate. 1999. “Explaining Participation on a Class Newsgroup.” Social Science Computer Review 17(4): 455-459.
This report is an examination of student participation on a computer newsgroup in an introductory women and politics class. Early in the semester, students attended a 1-hour training session during which they were given written instructions and a demonstration of how to use the newsgroup. There were 64 students (38 women and 26 men) in the class. Guidelines regarding appropriate content for newsgroup discussions were provided to the students. In essence, the purpose of the newsgroup was to have the students critically reflect on the course content and develop more complex views of issues through written conversations.