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.
Working Parents Represent: How Parenthood Influences the Legislative Agenda of Members of Congress
with Lisa A. Bryant
Under Contract with New York University Press