Democracy, Res Publica, and Reforming 21st Century Classrooms

McGovern, P. J.; Yacobucci, Peter

doi:10.1080/15512169.2019.1609487

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…The non-majors enrolled in the experimental section reported a less interest in the subject matter and were also frequently less willing to engage in class discussions. This is consistent with research that found that introductory political science courses limited to major students can produce superior learning outcomes (McGovern & Yacobucci, 2021).…”

Section: Findings Student Perceptions Of Interest and Learning Skillssupporting

confidence: 89%

“…Moreover, scholars within the field have developed a tradition of employing innovative and nontraditional pedagogical practices that benefit their students and the academic community. McGovern and Yacobucci (2021) examine the effects of nontraditional pedagogy in introductory political science courses taught using a multi-team approach. They limit course enrollment to political science majors, foregrounding the salience of analytical skills, research ability, and writing skills as primary goals of their pedagogy.…”

Section: Innovative and Unconventional Pedagogy In Political Sciencementioning

confidence: 99%

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The Effectiveness of Intersectional Political Science Pedagogy in an Introductory Course in American Public Policy

Fletcher

Hoffman

2023

Preprint

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The study seeks to confront the challenge of incorporating the role of inequality, identity, and intersectionality into political science teaching and learning. In this quasi-experimental design, we explore the variation in two introductory courses in public policy. The design and content were similar for both sections. For the experimental section, we integrated intersectional political science pedagogy. This section employed a flipped classroom, introducing innovative approaches to grading and assessment that were accessible, inclusive, and anti-racist. In the control group section, the course was traditionally taught without supplemental material on intersectionality or the more innovative and unconventional pedagogy. We hypothesize that students enrolled in the intersectional section will have more interest and knowledge in public policy, as well as a deeper understanding of racial progress as it relates to the policy process. Moreover, we predict that students will display some resistance and discomfort when it comes to participating in class discussions.

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Section: Findings Student Perceptions Of Interest and Learning Skillssupporting

confidence: 89%

Section: Innovative and Unconventional Pedagogy In Political Sciencementioning

confidence: 99%