edited with Daniel J. Mallinson and Eric Loepp

Oct. 2021 with Palgrave Macmillan


The Handbook of Political Research Pedagogy aims to address questions of why political science programs teach the research process and, centrally, how instructors come to teach these courses and develop their pedagogical approaches. What role do research courses have in political science education? What are the ultimate objectives of research courses, particularly for the vast majority of students who will not pursue a doctoral degree? These questions often go overlooked, even though research process courses are common in political science curricula—over 80 percent of political science departments offer at least one research course. Contributors to this Handbook offer a variety of perspectives on pedagogical approach, student audience, and the role of research in their curricula. Across four sections—information literacy, research design, research methods, and research writing—authors offer personal stories that showcase the evolution of their pedagogy through experience. Each 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.

Read the Table of Contents here


“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.”

--Janet Box-Steffensmeier, APSA President (2020-21), Distinguished University Professor, The Ohio State University, USA

“In this Handbook, instructors will find a diverse and inspiring resource for teaching any course that has a research component. The breadth of personal knowledge in the chapters provides insights into the pedagogical thought process from a variety of perspectives, sparking both ideas for innovative assignments and rethinking of course goals.”

--Rebecca Glazier, Associate Professor of Political Science, University of Arkansas at Little Rock, 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.”

--Mark Carl Rom, Associate Professor of Government and Public Policy, Georgetown University, USA

Working Parents Represent: How Parenthood Influences the Legislative Agenda of Members of Congress

with Lisa A. Bryant

Under Contract with New York University Press

Research has found that female members of Congress introduce legislation often considered to address “women’s issues” - issues such as equality in the workplace including sexual harassment and the wage gap, women’s healthcare issues including reproductive rights and insurance coverages, and social issues such as domestic violence at rates higher than men. Were it not for women in Congress, many of these issues may never be part of the public discourse or legislative agenda. However, many of these issues are not necessarily on the minds of all women, but rather relate to their role as mothers. Our work finds in particular that women with young children are more likely to sponsor children and family centered bills than women with adult children or without children. We also further explore the question of parenthood as a descriptive characteristic by expanding our study to include data on male members of Congress, as well as more detailed examination of bill content. We find that parental identity works differently for men and women, where mothers of young children sponsor more child and family legislation per session than mothers of adult children, women with no children, and all men, though there is some slight variation within men. This analysis of fathers allows for a stronger test of the independent effect of parenthood as a descriptive characteristic. In turn, this study broadens our understanding of how legislators prioritize and approach policy issues, which ultimately impact their citizenry. Examination of bill content also allow us to understand if parents are more likely to sponsor bills that are use language that is more expansive or restrictive in terms of services and protections for children and families, or if this is largely a function of ideology.

edited with Kevin Lorentz II, Daniel J. Mallinson, Davin Phoenix, and J. Cherie Strachan

Under contract with American Political Science Assoc.

Read full CFP here/ *topic acceptances now out*

Our book project aims to offer graduate students a resource and guide for navigating graduate school and eventual careers (both academic and alt-ac). By contracting with APSA to publish this resource, we will be able to have a greater reach and will be able to offer the resource for free (online), unlike most publishers. The resource will have an encyclopedia feel to it, where we have already assembled the vast majority of chapter topics, and readers may seek out particular chapters that they find relevant to their interests or situations. Each chapter will be relatively short (2000-3000 words), providing an overview of the importance of its topic and practical advice from political scientists. Contributors should use the following questions to guide their chapter: what do you need to know?, why does it matter?, what should/can you do?. The chapters will include references to relevant academic literature, insight into the variety of graduate school programs, and reflective insights on each topic - particularly about challenges that may arise. Again, our goal is to offer a resource that can describe some of the key processes of how to navigate graduate school, while understanding that there is great variety in these processes, but also to offer some support and guidance in what to do in uncertain circumstances or in uncomfortable situations. To this end, we are striving to have a diverse college of voices contribute across the chapters in terms of position (e.g. graduate student, contingent faculty, non-tenured, and tenured), college/university classification, race, ethnicity, gender, and sub-discipline. We are also especially seeking out specific non-traditional voices (e.g., alt-academics, first-generation academics) and those who did not complete their studies. In the end, the book will reflect the full diversity of our discipline and will thus speak to challenges that are widely felt by graduate students, as well as those that affect specific groups of students.

Topics will range from the mundane to the complex. We have proposed a variety of themes and chapters organized into the following sections:

  • The Application Process (e.g., admissions, graduate assistantships, selecting a program)

  • On Campus (e.g., committees, comp. exams, dissertation, hostile cultures, and burnout)

  • Professional Development - Scholarship (e.g., conferencing, grants, publishing)

  • Professional Development - Teaching (e.g., preparing for first experience)

  • Professional Development - Service (e.g., professional service and unionizing)

  • Professional Development - The Job Market (e.g., network, alt-ac careers, interviewing)

  • Climate and Culture in the Department and Profession (e.g., implicit bias, imposter syndrome, harassment)

  • Strategies for Addressing Implicit Bias, Harassment, Assault (e.g., concerns for under-represented groups, including race, gender, sexuality, international students, and first-gen)

  • Mental Health and Wellness in Graduate School (e.g., isolation, depression, and anxiety, accommodations)

Please reach out to us directly at with any questions