Political Science in the Next Decade

1945 ◽  
Vol 39 (4) ◽  
pp. 757-766 ◽  
Author(s):  
Pendleton Herring

In the United States, the academic study of political thought and institutions for nearly two generations has been carried on in a quiet and often sequestered college atmosphere. Departments of political science, having achieved their independence from history or philosophy or from faculties of law, have freely pursued their interests and attracted satisfactorily large groups of students. Political scientists in the past have often been very effective as reformers and sometimes have served as lawmakers and administrators. Our profession has, however, been essentially a product of the humanistic and philosophic tradition of the liberal arts college. Our occasional forays into politics or administration have been treated rather as personal adventures than as habitual to the career of a student of government. As professors of a distinctive discipline, we have taught our courses and expected of our colleagues in other departments that respect for jurisdictional boundaries which serves as the greatest safeguard to our scholarly mysteries and the readiest protection of academic amenities. Changes are already upon us that promise to alter greatly these familiar and pleasant arrangements.During the next ten years, the profession of political science will be facing conditions that promise to affect profoundly the nature of this discipline. These conditioning factors are (1) the relatively greater rôle that government has assumed and (2) the more active part that students of government are undertaking in public affairs. With these two factors as my premise, I shall discuss their implications for political science as a distinctive field of study.

2009 ◽  
Vol 42 (04) ◽  
pp. 789-790
Author(s):  
James E. Jernberg

A life of service to others ended on March 26, 2009, when professor emeritus George A. Warp of the Humphrey Institute of Public Affairs of the University of Minnesota passed away at age 95. George was born on June 12, 1913, in Northfield, Ohio, and graduated from Bedford High School in Ohio. Prior to being associated with the University of Minnesota for the past 60 years, he graduated from Oberlin College, Case Western University, and Columbia University, earning degrees in political science, public administration, international administration, as well as law. George served briefly as a political science faculty member at the University of Minnesota, where he met and married his late wife, Lois, in 1940 before entering the U.S. Navy following the entry of the United States into World War II. His service in the Pacific theater led to his postwar appointment as a civilian advisor under General MacArthur in Japan from 1946–1948. Upon completion of that assignment, George returned to the University of Minnesota in 1948 as a professor of political science and served first as associate director and then director of the graduate program in public administration in the department's Public Administration Center until 1965 when the center became a self-standing unit of the College of Liberal Arts. He remained director through 1968 when the center was succeeded by the School of Public Affairs and recreated as the Humphrey Institute of Public Affairs in 1978 as a collegiate unit named as a memorial honoring the late vice president and Minnesota's senator. George served as a professor and chair of graduate admissions until his retirement in 1982.


1931 ◽  
Vol 24 (7) ◽  
pp. 429-435
Author(s):  
Edna E. Kramer

As a result of the recent interest and progress in teacher-training in the United States, has come the evolution of the normal school into the teachers college. The development has naturally given rise to the question of what should be done in order that the lengthened course be filled in most profitably. Whether to give additional courses in educational theory and methods of teaching, or to include courses in the content of the various subjects which students plan to teach that is, whether to make the teachers college a normal school of a "larger growth," or to convert it into the equivalent of a liberal arts college, which would lay special stress on the subjects commonly grouped under the heading "Education" — these have been the points under consideration.


2018 ◽  
Vol 1 (1) ◽  
pp. 135-146 ◽  
Author(s):  
Diya Abdo ◽  
Krista Craven

Every Campus A Refuge is a novel initiative whereby college campuses provide housing and support to refugees navigating the resettlement process in the United States. This article details the founding and development of the Every Campus A Refuge initiative, particularly as it has been implemented at Guilford College, a small liberal arts college in North Carolina. It also details how Guilford College faculty and students are engaging in a multifaceted research study to document the resettlement experiences of refugee families who participate in Every Campus A Refuge and to determine the efficacy of the program in providing a “soft er landing” for refugees. Overall, this article aims to provide a detailed account of Every Campus A Refuge so as to show how such a program may be implemented at other college campuses.


1990 ◽  
Vol 3 (3) ◽  
pp. 5-7
Author(s):  
Henry J. Schmandt ◽  
George D. Wendel

This article discusses (1) the extent to which an introductory course in urban politics is currently offered by political science departments in American colleges and universities; and (2) the thrust or orientation of such a course as reflected in survey responses, syllabi, and textbooks. The discussion is based principally on the findings of a mail survey of the 485 political science departments listed in the 1987 Directory of Undergraduate Political Science Faculty and of the 246 departments listed in the 1986 Guide to Graduate Study in Political Science, both compilations published by the American Political Science Association. A total of 377 completed questionnaires were returned, for a response rate of 51 percent. Approximately one-fourth of the respondents also furnished copies of course outlines as requested.The answer to the question of whether political science departments offer the introductory urban politics course recalls the old bromide of the “half full” or “half empty” water glass. Forty-nine percent of the respondents stated that they offer such a course while 51 % answered in the negative. A small minority questioned the importance of the offering, one respondent commenting, “An urban politics course is not of central importance to an undergraduate curriculum in the liberal arts.” Most non-offering departments, however, tended to be apologetic about the absence of the course from their curriculum, citing various reasons for its exclusion. The two factors most frequently mentioned are lack of resources (31 %) and the coverage of urban material in a state-local government offering (39%).


2000 ◽  
Vol 61 (3) ◽  
pp. 205-215 ◽  
Author(s):  
Mark D. Winston ◽  
Haipeng Li

Although fostering diversity has been identified as a priority in librarianship, the evidence suggests that the majority of the programs related to diversity in academic libraries have been implemented in large, research university libraries. In this study of the liberal arts college libraries in the United States, data were gathered with regard to programs related to diversity awareness, staffing, information services, and library collections. Although the level of diversity-related activities in liberal arts college libraries has not been overwhelming, the evidence suggests that activities and programs related to diversity have been undertaken in some instances. In addition, the support of college administrators appears to be particularly important in encouraging these activities.


2018 ◽  
Vol 1 (1) ◽  
pp. 135-146
Author(s):  
Diya Abdo ◽  
Krista Craven

Every Campus A Refuge is a novel initiative whereby college campuses provide housing and support to refugees navigating the resettlement process in the United States. This article details the founding and development of the Every Campus A Refuge initiative, particularly as it has been implemented at Guilford College, a small liberal arts college in North Carolina. It also details how Guilford College faculty and students are engaging in a multifaceted research study to document the resettlement experiences of refugee families who participate in Every Campus A Refuge and to determine the efficacy of the program in providing a “soft er landing” for refugees. Overall, this article aims to provide a detailed account of Every Campus A Refuge so as to show how such a program may be implemented at other college campuses.


Author(s):  
Perry L Glanzer ◽  
Hina Abel ◽  
Emma Cartisano ◽  
Kevin O’Donoghue ◽  
Austin Smith ◽  
...  

Unlike the liberal arts college, American graduate education started as and continues to be a secular affair. The last four decades, however, have produced growth in both the number and quality of Christian graduate programs. The question we asked is: do American Christian institutions engage in graduate education Christianly? To answer this question for Protestants, we undertook a theologically-guided discourse analysis of the 638 graduate programs at the 41 top ranked Protestant Christian universities in the United States. In particular, we looked at the marketing, objectives, and curriculum. We found only one-third of the graduate programs demonstrated even one piece of evidence demonstrating Christian distinctiveness.


2010 ◽  
Vol 43 (01) ◽  
pp. 121-125 ◽  
Author(s):  
Jonathan Parker

AbstractUnlike other disciplines in the social sciences, there has been relatively little attention paid to the structure of the undergraduate political science curriculum. This article reports the results of a representative survey of 200 political science programs in the United States, examining requirements for quantitative methods, research methods, and research projects. The article then compares the results for the United States with a survey of all political science programs in Australia, Canada, Finland, the Netherlands, Norway, Sweden, and the United Kingdom. The results suggest (1) that the state of undergraduate methods instruction is much weaker in the United States than indicated in previous research, (2) this pattern is repeated in other countries that emphasize broad and flexible liberal arts degrees, and finally (3) this pattern of weak methods requirements is not found in more centralized, European higher education system that emphasize depth over breadth. These countries demonstrate a consistent commitment to undergraduate training in research methods that is followed up with requirements for students to practice hands-on research. The model of weak methods requirements in the discipline is not the norm internationally, but differs depending upon the type of higher education system.


2012 ◽  
Vol 45 (03) ◽  
pp. 475-492 ◽  
Author(s):  
Vicki L. Hesli ◽  
Jae Mook Lee ◽  
Sara McLaughlin Mitchell

AbstractWe report the results of hypotheses tests about the effects of several measures of research, teaching, and service on the likelihood of achieving the ranks of associate and full professor. In conducting these tests, we control for institutional and individual background characteristics. We focus our tests on the link between productivity and academic rank and explore whether this relationship reveals a gender dimension. The analyses are based on an APSA-sponsored survey of all faculty members in departments of political science (government, public affairs, and international relations) in the United States.


1985 ◽  
Vol 47 ◽  
pp. 2-3
Author(s):  
Charles Nagy

One of the major disadvantages of teaching in a small, liberal-arts college with no political science major is that it is very difficult to move any course above the introductory level. Even courses which are intended for juniors and seniors must include an introductory element since a significant number of the students are not likely to have taken the introductory level classes. It does no good to establish prerequisites since this would only produce some combination of three unpalatable consequences: too many juniors and seniors taking freshman level courses; good students looking for an upper-division elective might be discouraged from taking a political science course; or, a discouragingly small enrollment in the upper-level political science courses.A way to avoid this problem is to combine basic concepts of political science with advanced material.


Sign in / Sign up

Export Citation Format

Share Document