Indivual divisions have their own calls for papers; calls from the division of Teaching and Learning in Political Science and Political Science Education (below) may be of particular interest to CULJP blog readers.
All divisions listed at: http://community.apsanet.org/annualmeeting/call/divisions#DIV26
DIVISION 9: TEACHING AND LEARNING IN POLITICAL SCIENCE
Division Chair: Mitchell Brown, Auburn University
The discipline of political science has changed tremendously over time, from the substance of our research, to the methods used to produce it, to the deliver of this to students in the classroom. In addition, the classroom itself has been transformed over time, including the characteristics of both learners and teachers, methods of instruction, and the medium of instruction. Consistent with this year’s conference theme, we encourage paper and panel proposals that address these issues, exploring how the transformations in the discipline have changed education in the discipline. Other issues to consider could include:
COURSE-SPECIFIC STRATEGIES AND PEDAGOGICAL TOOLS. What innovations, simulations, role-play exercises, blended or on-line learning approaches, or class activities have developed that enhance teaching and learning?
INFORMATION LITERACY AND DATA ANALYSIS. How has the wide-spread availability of material, some based in fact and some fabricated, changed the demands on what and how we teach as well as the classroom experience? What techniques best facilitate the information literacy of our students? What skills do our students, both undergraduate and graduate, need to have to be successful after graduation? How are these skills best developed?
ASSESSMENT. How has the transformation of the discipline changed teaching and learning with respect to assessment of our efforts? Which assessment approaches and tools are most useful, and which are only burdensome? What impact has the increased focus on assessment had on our students, courses or departments?
Per the mission of this section and as the questions above suggest, we encourage a wide range of topics for papers and panels, including but not limited to innovations in curriculum and program design, classroom teaching, instructional technology, experiential learning, online courses, graduate training, undergraduate research, advising and mentoring, administration, and assessment. Priority will be placed on proposals that have a systematic evidence base where appropriate. The Teaching and Learning section is strongly committed to honoring the diversity of institutions with which ASPA members are associated, and we welcome submissions from political scientists at community colleges and two-year institutions, as well as from four-year colleges and universities.
DIVISION 10: POLITICAL SCIENCE EDUCATION
Division Chair: Patrick McKinlay, Morningside College
Political Science Education encourages the development and delivery of innovative pedagogies that provide political science students dynamic learning experiences that inspire civic engagement, curiosity regarding political change, and the acquisition of skills and knowledge to understand change and develop strategies to respond to change. The theme for the 2016 Annual Meeting is Great Transformations: Political Science and the Big Questions of Our Time, a focus central to the mission of political science education and to learning itself. Great Transformations include the extraordinary shifts that often capture most political science inquiry: revolutions, regime change, conflict and peace, the emergence of new political actors, the dawning of political ideals. Big Questions are often examined by political scientists to trace more incremental developments that exhibit significant but more long-term changes that transform the political environment including climate change, rising inequalities, or shifts in prevailing social values.
Transformation obviously lies at the heart of political science education in so far as the educational experience is itself potentially transformational. What new questions and patterns are changing the topics we teach, the methods of inquiry we adopt, the media we utilize to engage students in these profound questions? What new pedagogies are being deployed to introduce students, at all levels, to the Big Questions facing them as citizens and future leaders? How is our assessment of student learning attending to changes in our student profile, their preparation for higher education, shifts toward vocational applications, and implications of their education for post-graduate personal and professional success? As the Annual Meeting theme encourages papers focused on Great Transformation and Big Questions, we encourage similar themes for the section that highlight research on transformation in the delivery and practice of political science education. How is the classroom and lecture being transformed by changes in technology that augment student learning? How do new pedagogical practices including simulations, cross-disciplinary and inter-institutional interactions, and others changes in educational practice provide students opportunities for developing skills for effective citizenship and political analysis? How might students be encouraged to develop their own big questions and research designs? What pedagogies provide new avenues for accessibility to political inquiry, including new experiments in internships, externships, and off-campus learning? How is our political science curricula evolving to address the many transformations not only in the political environment, but in higher educational generally through interdisciplinary, inter-institutional, and public-private collaborations? How do the various political science sub-disciplines re-imagine their pedagogy to best engage their students in grasping the transformative forces changing the political realm?
We encourage proposals on a wide array of political science education initiatives and research, including innovative approaches to disseminating using diverse formats. Another transformation encouraged by the theme is for sections to experiment with how to best utilize the Annual Meeting for extraordinary exchange and mutual learning through an openness to diverse formats for proposals. Indeed, political science education has a long history of utilizing a broad range of program formats. While individuals may propose traditional papers and panels, the Association is also interested in other settings including Mini-conferences that are extended time-blocs focused on some theme, Research Cafés, Sequential Paper presentations where scholars can receive feedback from an exclusive discussant, Roundtables, Author(s) Meet Critics sessions, Short Courses (perhaps not limited to Wednesday), and Poster Presentations with Discussants.
Per the mission of this section and as the questions above suggest, we encourage a wide range of topics for papers and (theme) panels, including but not limited to innovations in curriculum and program design, classroom teaching, instructional technology, experiential learning, online courses, graduate training, undergraduate research, advising and mentoring, administration, and assessment.
The Political Science Education section is strongly committed to honoring the diversity of institutions with which ASPA members are associated, and we welcome submissions from political scientists at community colleges and two-year institutions, as well as from four-year colleges and universities.