scholarly journals Information localization strategies for the understanding of argumentative texts in Law and Political Science students

SCIÉNDO ◽  
2018 ◽  
Vol 21 (3) ◽  
pp. 363-368
Author(s):  
Elvis Vereau ◽  
Gonzalo Pantigoso ◽  
Celinda Romero ◽  
Irene Vásquez ◽  
Bertha Ramírez
Keyword(s):  
Political Science ◽  
Science Students ◽  
Argumentative Texts

scholarly journals Briefs

2013 ◽  
Vol 46 (02) ◽  
pp. 426-427
Keyword(s):  
Political Science ◽  
Graduate School ◽  
Science Research ◽  
Summer Institute ◽  
Science Students ◽  
Research Papers ◽  
Program Goal ◽  
Final Project ◽  
Duke University ◽  
Program Funding

The 2013 APSA RBSI Program has received funding from the National Science Foundation (NSF) to continue the RBSI for 2013. Additional program funding is provided by Duke University and APSA. Each summer, the Institute gives 20 students a look at the world of graduate study with a program of two transferable credit courses, one in quantitative analysis and one in race and American politics, to introduce the intellectual demands of graduate school and political science research methods. For a final project for both courses, students prepare original, empirical research papers, and top students are given the opportunity to present their research at APSA's Annual Meeting. Named in honor of the 1950 Nobel Peace Prize winner and former APSA President, Ralph J. Bunche, the Ralph Bunche Summer Institute (RBSI) program goal is to encourage students to pursue academic careers in political science. Students were notified of their acceptance into this year's program in mid-March. For more information about the program, visitwww.apsanet.org/rbsi.

Critical Thinking and Clear Writing

1985 ◽  
Vol 46 ◽  
pp. 1-4
Author(s):  
Anne F. Lee
Keyword(s):  
Critical Thinking ◽  
Political Science ◽  
Liberal Arts ◽  
Writing Proficiency ◽  
Science Students ◽  
Writing Class ◽  
Voluntary Commitment ◽  
The University

As part of an on-going effort at West Oahu College (a small, liberal arts, upper-division campus of the University of Hawaii) I am experimenting with ways to help my political science students improve their ability to think critically and communicate clearly. For some time we have been aware of a large number of students having difficulties in writing and critical thinking. We have made an informal and voluntary commitment to use writing-across-thecurriculum (WAC) with faculty participating in workshops and conferring with the writing instructor who coordinates our WAC program.1In-coming students must now produce a writing proficiency sample which is analyzed, returned with numerous comments, and results in students being urged to take a writing class if there are serious problems. A writing lab is offered several times a week and students are free to drop in for help.

scholarly journals Selecting in or Selecting Out? Gender Gaps and Political Methodology in Europe

2019 ◽  
Vol 53 (1) ◽  
pp. 122-127
Author(s):  
Malu A. C. Gatto ◽  
Anita R. Gohdes ◽  
Denise Traber ◽  
Mariken A. C. G. van der Velden
Keyword(s):  
Political Science ◽  
Doctoral Training ◽  
Science Students ◽  
Methods Courses ◽  
Gender Gaps ◽  
Political Methodology ◽  
European Universities ◽  
The Us ◽  
Original Survey ◽  
Phd Programs

ABSTRACTStudies investigating gender gaps in the doctoral training of political science students have focused so far overwhelmingly on the US context. Although important research within this context has made strides in identifying the persistent challenges to women’s incorporation in political methodology, much remains unknown about whether women and men have different experiences in methods training during their PhD programs. We contribute to this debate by analyzing data from an original survey on the methods-training experiences of political science PhD students at different European universities. We assess whether gender gaps exist with respect to PhD students’ methods training and confidence in employing methods skills. Our findings show that women cover significantly fewer methods courses in their doctoral training. When women do participate in methods training, they show levels of method employment similar to their male colleagues. We discuss the implications of these findings in the context of European doctoral training.

A Survey of the Discipline of Political Science in Iran

2010 ◽  
Vol 3 (1) ◽  
pp. 104-127
Author(s):  
Maryam Rutner
Keyword(s):  
Social Sciences ◽  
Political Science ◽  
Cultural Revolution ◽  
Qualitative Data ◽  
The Political ◽  
Science Students ◽  
Limited Extent ◽  
The Social ◽  
Survey Results ◽  
University Curricula

AbstractThis survey examines the content and purpose of the political science discipline in respect to seven prominent universities in Iran and its significance for the Iranian society. It is based on quantitative and qualitative data including personal interviews and survey results, as well as theses conducted by political science students, academic articles written by scholars in the field, and university curricula. The survey suggests that Iranian political science after the 1979 revolution addresses contemporary political problems and challenges related to Iran only to a limited extent, and is predominantly theoretical and “borrowed” in nature, despite the goal during the Cultural Revolution to indigenize and Islamicize the social sciences.

Teaching Political Science Students to Find and Evaluate Information in the Social Media Flow

2012 ◽  
pp. 180-200
Author(s):  
Megan Fitzgibbons
Keyword(s):  
Social Media ◽  
Political Science ◽  
Undergraduate Students ◽  
Primary Sources ◽  
Science Students ◽  
Information Evaluation ◽  
Academic Tasks ◽  
Production And Consumption ◽  
The Social ◽  
Science Educators

The advent of social media necessitates new pedagogical approaches in the field of political science, specifically in relation to undergraduate students’ critical thinking and information evaluation skills. Instead of seeking out traditional static pools of knowledge, researchers and researchers-in-training now interact with information in an amorphous stream of production and consumption. Socially created information is now firmly integrated in the basic subject matter of political science, as manifested in primary sources in the field, scholars’ communication practices, and the emergence of collective and distributed expertise. Existing models of information evaluation competencies do not address these realities of participatory authorship and decentralized distribution of information. Thus, in order to educate “information-literate” students in political science, educators must foster an understanding of how information is produced and how to critically evaluate individual information sources in the context of academic tasks.

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