When the editors first proposed the new format for the Journal of Political Science Education (JPSE) four years ago, one of our key goals was to provide an outlet for both traditional scholarship of teaching and learning (SoTL) research, as well as practical advice and pedagogical innovations that faculty could incorporate into their own classrooms. This issue of JPSE embodies that vision.
In this issue, contributors provide a wide variety of practical innovations that readers are invited to consider. Drawing from the literature in behavioral psychology and educational theory, Litfin suggests using contemplative techniques to assist students when considering and discussing controversial and potentially upsetting topics. Karlsson describes an approach to group work that combines elements of simulation and a research poster presentation that allows students to utilize their own research, writing, and creative skills. Abernathy and Forestal provide systematic evidence to support expanding civic education programs outside of the classroom, through deliberative planning of extracurricular activities.
This focus on deliberate planning also runs through several of the papers in the issue, especially when applied to simulations. Schiff describes a theoretical framework that can be utilized to design simulations specifically for use in online classes and tests its efficacy. Rittinger explores the use of a popular board game to teach theoretical concepts in international relations. Hamilton describes a simulation used to train elite defense and diplomatic leaders from Latin America.
A concern for the applicability of political science skills to the modern workforce also serves as a common theme for several papers. Biswas and Haufler describe several assignments used in international relations courses that build skills for students to use broadly in the modern workforce. Marineau proposes and explores three models for thinking about how the political science major can provide practical professional skills. In a book essay, McClellan reviews three recent books on current challenges and disruptions in higher education and suggests how political science should react and adapt.
This issue also reflects another goal of the editorial team, which was to feature submissions from a broad range of institutional types. In that spirit, four reflections by community college faculty are featured. These pieces emerged from a Roundtable, hosted by the APSA Status Committee on Community Colleges at the 2018 Annual Meeting in Boston, and the editors thank the members of that committee for agreeing to submit their comments as reflections for this issue. Parker and Richards describe the rather unique hiring and recruiting practices utilized at many two-year institutions in the United States. Shippen details how to balance the demands of the high teaching load demands at a teaching-intensive institution while maintaining an active research agenda. Bowman provides some practical advice for prospective community college faculty on navigating the intricacies of adjunct, part-time, full-time, and tenure-track positions. He also points out the necessity for most community college political scientists to approach the discipline as generalists, rather than subfield specialists. Schwartz relates his own experiences as a second-career political scientist and how the skills from first careers can be utilized by faculty in their classrooms. Although the editors acknowledge that such experiences are not limited to faculty at two-year institutions, it is hoped that by showcasing these submissions, two simultaneous goals might be achieved. Given the competitive environment that higher education operates in today, the editors encourage faculty to engage in dialogs with colleagues across institutional types to find opportunities for collaboration. Sharing some examples of the somewhat unique working environment faced by community college faculty can provide some background for those conversations. Also, given the competitive hiring environment faced by graduate students, the editors provide these submissions as practical advice for prospective faculty applicants looking to community colleges as potential employers.