If this were a normal Spring, I would be writing you as the Midwest PSA conference gets under way. I would be sending some updates, notes about publications and promotions, the state of the graduate program. It turns out, we didn’t get to catch up with each other in Chicago, and these are not normal times. So rather than dedicating the whole letter to the department’s many accomplishments, I thought I might spend a bit of time telling you about our shared experience transitioning to online learning this Spring. I’m sure you all have similar stories.
Our department has some experience with and exposure to online learning; and many of you, no doubt, have the same. But none of us would have anticipated what we did just one month ago, transitioning quickly and completely to our new, virtual classrooms. We were very fortunate to have access to exceptionally helpful resources here at Texas during our transition. Liberal Arts Instructional Technology Services (LAITS) has led the whole campus through the transition, creating and maintaining a Faculty Course Guide, and making sure Gov faculty were well taken care of. In addition, the Faculty Innovation Center created and maintains an Instructional Continuity site to give faculty some guidance. While we all – well, most of us – miss seeing each other in person, our department’s faculty have met several times over Zoom, first sharing tips for making the transition, and since, sharing our experiences, collaborating in unprecedented ways to help everyone make the move. We have also been fortunate to receive expert guidance from some of our seasoned online instructors. You can read their insights on this post by Bethany Albertson and Sean Theriault, and in this piece by Rob Moser, Pat McDonald, and Sarah Reed.
More recently, again led by LAITS, we fielded a survey returning nearly 1,000 student responses about their experience moving online with Government Department courses. The survey showed that nearly all our students have access to the technology they need to transition online. At the same time, however, many students are having some difficulty managing the transition. In particular, students are experiencing high levels of anxiety and uncertainty, not just about their classes, but about their finances and their future.
The survey and our response to what we learned from it are part of the approach we have taken throughout the crisis; from the beginning of this forced experiment in online learning we have tried to put the students first. The University, the College, and the Department have all worked to help those students most in need and to ensure our (virtual) classrooms remain accessible to all, accounting for the diversity of experiences and challenges our students face finishing this semester. Acknowledging that many students will have difficulty with internet connections, being able to meet at set times, or finding the right space at the right time to learn, we have encouraged either on-demand modules or recording of live sessions, in conjunction with relaxed attendance policies (for live courses), a move to low-stakes assessments, and maximum flexibility in grading options for the semester. Even as we, faculty, for the most part found the transition to be a little easier than we expected, we understand this transition is most challenging for students – and especially for students facing socio-economic or demographic difficulties. We will continue to do what we can to help students meet these challenges, while continuing to uphold our high standards for instruction and learning.
I sincerely hope all of you are staying healthy and finding some silver linings in your own virtual experiments. I would love to hear from you about the resources your universities have provided, the approaches you and your colleagues have taken, and your experiences thus far. I’m sure there will be tales of triumph and tragedy, before this is all over. And I hope we soon get to gather, trade stories, and celebrate our accomplishments.
I can’t let this opportunity go by altogether without celebrating some of our faculty’s recent publications. Gary Jacobsohn has published a new book on constitutional revolution; Daron Shaw has published a book on turnout myths; Shannon Bow O’Brien published “Transcending the Veil: Barack Obama’s Rhetoric and Strategic Racial Representation” in the new issue of National Review of Black Politics (with Natasha V. Christie); Cambridge University Press has just accepted J. Budziszewski’s Commentary on Thomas Aquinas’s Treatise on Divine Law (his fifth commentary in the series); Jeffrey Abramson’s article, “Faithless or Faithful Electors: An Analogy to Disobedient but Conscientious Jurors,” will appear in vol. 69 (April) of the Emory Law Journal; and Zeynep Somer-Topcu recently had an article accepted for publication in theJournal of Electoral Studies (with Margit Tavits and Markus Baumann) — “Does party rhetoric affect voter perceptions of party positions?” I made my own small contribution with an introduction to a special issue of Humanity, entitled “Human Rights and Economic Inequality” (with Karen Engle and Julia Dehm), which includes articles by several prominent human rights scholars.
In final news for this edition, I am very happy to report on one promotion and two new hires. Beginning Fall 2020, Bob Luskin will be promoted to full professor, and two new assistant professors will join the department: Hannah Walker, in American Politics, and Nathan Gilmore, in Theory.
I wish you all the best in these unprecedented times, now and in the coming months. I know you are doing the best you can for your students and your institutions. I look forward to hearing from all of you about your experiences, the next time we are together.
Daniel M. Brinks, J.D., Ph.D.
Professor of Comparative Politics and Public Law
Chair, Government Department
University of Texas at Austin
By Patrick J. McDonald, Robert G. Moser, and Sarah Reed
The pandemic triggered by the spread of COVID-19 is rapidly changing the social, political, and economic landscape of the world. We are just beginning to feel these consequences in higher education. Public health guidance associated with social distancing has created a nationwide push to move most instruction online. This shift will disrupt classrooms as instructors and students adjust to a significantly different learning environment while simultaneously coping with the broader everyday anxieties posed by this pandemic.
In light of this shock, we would like to share some of our experiences—both successes and mistakes–associated with our large-scale transition to online instruction at the University of Texas at Austin. Since the Fall of 2014, we have taught an online topics course on American Government (U.S. Foreign Policy) that meets a general education requirement. Our annual enrollment in this course across the Fall, Spring, and Summer sessions now approaches about 4,000 students. We have offered multiple variants with individual class sizes ranging from 175 to 1900. One includes synchronous instruction that asks students to log in to our learning management system (LMS) at a common, set time to watch a video feed and interact with us. Other asynchronous versions make all instructional content available to students via an on-demand basis so they can “attend” class when it best fits their schedule. We have successfully incorporated graded, online discussion sections of 15 to 25 students into these classes. And we have used a range of assessments including live quizzes, short writing assignments, longer essays, take home exams, live in-person exams in a common room with hundreds of students, and online exams proctored through a third-party testing service.
Benefits and challenges of online courses. While it is difficult to see a bright side to a sudden shift to online courses in the middle of an academic year, some attributes of online courses can offer real advantages. Even in classes that exceed one thousand students, attendance in our online class is surprisingly high. More than 90% of students watch recorded lectures and complete lecture quizzes on time. This participation rate substantially exceeds standard attendance rates of our large in-person courses with several hundred students. Many of us are legitimately concerned about the loss of direct personal contact in the online setting. However, online discussion sections and interactive question-answer exercises allow more widespread participation in our course, particularly by reserved students who will submit comments or questions online but not speak up in a live class. Online courses with recorded lectures also preserve course material for students that is lost in live, in-person lectures. Students that miss a class can easily recapture that content by watching the recording. They can also control the pace of a lecture by pausing to take notes and rewatch segments they find challenging.
Despite these benefits, online instruction also creates new challenges for students. They interrupt the traditional routines of academic life. Students are accustomed to physically attending class and have a difficult time adjusting. Without the structure of in-person class meetings, students may have trouble organizing their consumption of course material online. They may not read reminders posted online or sent over email. Small things like finding the links to lecture recordings or assignments on the course website can frustrate them. Online courses require that students initiate these changes independently, requiring a greater degree of organization and self-discipline. If too much content is provided at once, students are tempted to procrastinate and binge-watch lectures prior to exams or other assignment deadlines.
Fortunately, there are ways that instructors can organize and present course material to mitigate these challenges. However, we should not underestimate the differences between online courses and in-person courses. Students will need to develop different skills and habits to succeed in online courses.
Synchronous vs. asynchronous online courses. When moving online, instructors first need to decide between a synchronous or asynchronous offering. There are pros and cons to each.
Synchronous online courses more closely resemble live in-person courses. Students log in at a specified time and collectively watch a live broadcast of an instructor delivering content. They offer interactivity among instructors and students. Students can ask real-time questions through direct messaging or video conferencing. Instructors can use live quizzes, discussion sections (with or without video), and polls to support student concentration and engagement.
Asynchronous online courses provide pre-recorded instructional or lecture content to students. These recordings expand their access, effectively shifting to on-demand delivery. This generally provides greater flexibility for students, an important consideration in light of the radical changes to everyday routines. Asynchronous courses are particularly helpful for working and non-traditional students who need to take courses outside of normal business hours. Students also do not have to worry about course scheduling problems such as choosing between two desired courses that meet at the same time with asynchronous courses. This may be important in the current crisis when many instructors are rescheduling course lectures and assignments without coordination. Recording asynchronous lectures also can be less stressful for instructors. An instructor can stop and start over if something goes wrong or simply edit out a mistake. One can also lecture for shorter intervals, take a break, and then record another segment.
This flexibility imposes some costs. Such courses lose the coordination benefits of interacting simultaneously. Students cannot get their questions answered in real-time. Students lose the opportunity to learn from each other through discussion. Instructors cannot field pop quiz questions or live student polls to increase student engagement.
The choice between a synchronous or asynchronous online course involves weighing these tradeoffs. Of course, an instructor can blend the two alternatives, pushing lecture content into an asynchronous format while preserving synchronous meetings for questions and discussion. However, such combinations require clear communication that inform students of log-in times for live broadcasts and the deadlines associated with asynchronous content.
Delivery of instructional content. The presentation of lecture content differs significantly in an online environment. We lose most nonverbal visual cues that help us to make inferences about communication effectiveness and whether students are actually engaged. Students are deprived of mild social pressures that help sustain concentration when inhabiting the same physical space with an attentive audience. When watching a lecture online, a more exciting alternative is literally a click or swipe away.
These challenges, though, are not insurmountable. Through trial and error, we implemented the following adjustments.
First, we divided up longer lectures into a series of short segments of eight to ten minutes or less, generally organized around one central question or argument. In a synchronous environment, this means stopping repeatedly to ask for questions or the completion of a brief exercise, such as a quiz, poll, or short, written response. In an asynchronous environment, this means a formal halt to the taping of a lecture segment, preceded by a brief conclusion or review.
Second, if lecturing to a camera on your computer, avoid long stretches where students are just watching you speak to them. Our students report difficulties sustaining concentration in this situation. Moreover, many of us have nonverbal cues that distract students when forced to focus on a screen dominated by a single person. Toggle back and forth to a powerpoint presentation (with pictures, definitions of key concepts, and brief explanations) if possible. Lecture in front of a whiteboard if one is available. Integrate a clip from Youtube or an interactive graphic found on the web.
Third, be aware that many of your most conscientious or diffident students will respond to having access to recording of your lectures by watching or listening to them multiple times. Worried about missing something important, they focus on the details and can miss the forest for the trees. These anxieties can be reduced by repeating core themes over the course of a lecture and encouraging them to email questions or post them on a central discussion board. Such anxieties also place a premium on effective communication. These students, in particular, will struggle with wandering video lectures that jump around from idea to idea.
The benefits of smooth student consumption of online, instructional content. The costs of poor time management manifest multiple times every semester when we see sleep-deprived students sitting for an exam after trying to learn five or six weeks of content with two days of cramming. These temptations can grow when students lack the formal check-ins provided by the in-class setting. Absent regular deadlines, some students will treat lecture content and readings like bingeing something on Netflix. Our own internal tracking suggests such practices hurt the middle 70% of students in the grading distribution. If they binge watch online instructional content in the days leading up to an exam, their final grades are a half letter grade lower, on average, than the student who did some work for class over more regular intervals like 3 or 4 days a week.
The good news is that students will respond positively to low stakes assessments or check-ins encouraging smooth consumption of instructional content. Preserve regular deadlines that correspond to your class schedule with small check-in assignments like a paragraph response to a discussion question or a brief online quiz through your LMS.
Online discussion sections. When appropriately structured, the integration of synchronous, online discussion chats can be an excellent instructional device that deepens understanding through targeted questioning of students while enabling them to learn from each other.
These chats can be implemented through a simple discussion online discussion board or even a google doc or sheet. We broke students into groups of 15 to 25 and distributed questions in advance. We graded them on a low-stakes basis (credit, half credit, or no credit). Students were required to post their comments in complete sentences, detailing some claim or argument. We told students to imagine the structure of these conversations as resembling a party. Even though there might be twenty people in the same room, they didn’t all have to participate in the same conversation. Instead, students were free to break up into smaller groups on their own by directing questions and responses to each other, say with an @Joe or @Jane query. We began these discussions by posting one of the discussion questions circulated in advance and then intervened repeatedly in multiple conversation threads to get students to specify their claims or arguments in more detail.
While many students described these discussion forums as chaotic at first, they quickly adjusted after our encouragement to concentrate on the posts of a handful of students. They reported feeling liberated by not worrying about being called on in an in-person, single conversation setting. When we “called” on them in the chat, they didn’t feel the pressure of everyone in the class looking at them while waiting for an answer. Instead, they knew that others were simultaneously focused on their own conversations. They were more comfortable, knowing they had time to think through their responses to our queries or those from fellow students.
Clear communication and organization. With this ongoing classroom disruption, clear communication and accessibility is vital to success. Moving from a classroom to online mid-semester may heighten anxiety as students have been socialized to a specific process throughout the preceding weeks. Good communication can ease this stressful situation and provide guidance in creating a new normalcy. Use your LMS’s announcement or email feature to let your students know about any changes to the syllabus and assignments as early as possible. Collect all these announcements in a central location. Your LMS may also let you post announcements or information on your course home page. Prompt responses to any issues or questions will set a supportive tone and provide the necessary guidance.
It is also a good practice to create a clear lesson structure in your LMS. Try to provide all instructional content–such as readings and lecture videos–in a single tab or page so students can access them easily.
The importance of starting strong. We have learned that it is vitally important for students to “start strong” in online courses. At the beginning of the course, they need to understand what is expected, know the schedule of the course, and get into a successful routine of completing assignments by their deadlines to succeed. As we already noted, online courses disrupt traditional academic routines. When taking an online course, students need to develop new routines early on so that they do not fall behind in class and get discouraged.
Instructors can help students make these adjustments by following two crucial steps. First, at the beginning of class, provide frequent reminders of upcoming deadlines so students quickly acclimate to the flow of the online course. We also recorded an introductory lecture that explained the content and schedule of the course so students could hear it from us rather than simply read the syllabus. Second, early intervention can help students who fall behind to catch up rather than fail or drop the course. Online courses are particularly well suited to help students recover from initial missteps. We use short low-stakes quizzes after each lecture segment to incentivize students to watch the lecture videos and reinforce the material. These quizzes allow instructors to identify students who do not understand the material or are simply not attending class. Check your LMS to see if it provides data on student usage, such as durations and daily distribution of page views. These enabled us to monitor student engagement with the course. We also implemented an early intervention program that emailed students who were not watching lectures or completing assignments. These students responded very positively to these interventions, appreciated the outreach, and often managed to establish successful routines and complete the course.
The challenges of collaboration. All instructors have to make decisions about the appropriate level of collaboration in their classrooms. Online instruction can heighten the challenges associated with regulating collaboration, particularly during high-stakes exams. We have typically solved these problems through the standard monitoring of in-person tests that bring students together twice or three times in a semester. Obviously, this option is no longer available.
Asynchronous assessments that rely on multiple-choice or true/false questions can be particularly susceptible to cheating. Some students will simply coordinate among themselves, taking turns to get the questions (and answers if provided to them) before sharing with others. Some of these challenges can be alleviated with large question banks that most will not have time to write during this rapid transition to online instruction.
Instructors might consider the following remedies. For smaller classes, take home essays, graded online discussion sections, and timed, short answer exams (with a large number of definitional terms or concepts that can be substituted for each other) work really well. This semester, we will replace our remaining high-stakes, in-person exams with a series of synchronous, timed, open notes, low-stakes quizzes. We will limit the duration of the testing window and shuffle questions with a larger than normal question bank to heighten the challenges of collaborating. This format is also aided with cheating detection software supplied by our university.
Online proctoring. You can also use a third-party proctoring service to give high-stakes exams in an online course. They confirm the identity of students and monitor them through a computer’s camera over the course of an exam. We encourage the consideration of several tradeoffs with this alternative. Students will be rightfully concerned about their privacy. Many could also face hurdles associated with cost and technical requirements. Students may not have access to the same technology at home that they did on campus. They may lose their internet connection in the middle of an exam or try to do things like taking an exam while in a moving car! This can increase frustration for all sides and impact continuity within the class. You may see if your university already has an online proctoring service that could be seamlessly implemented. However, we learned that staff oversight is usually necessary to act as a liaison between the student and the proctoring service.
The current crisis is a defining moment for higher education. As a community, we have never experienced this type of disruption to our daily work and studies. Unlike some other industries that must simply shut down during this crisis, we are being asked to continue our core academic mission using technology and a virtual learning environment. While online education is relatively new, it has been used to provide high-quality instruction to millions of students. We can use these tools to continue to teach our students remotely. In the process, we may learn to harness the advantages of online tools to enhance our classes even after the crisis ends.
Jan 24: Alan Wiseman, Vanderbilt
February 12: Brian Richter — UT
February 17: Brandon Archuleta — USMA (a new addition since our last announcement)
February 26: Matthew Hayes — Rice
March 11: Zachary McGee — UT
March 25: Philip Moniz — UT
April 9: Angie Maxwell — Arkansas
April 29: Adam Berinsky — MIT
Matt Buehler’s book, Why Alliances Fail: Islamist and Leftist Coalitions in North Africa, has received the 2019 SERMEISS book award. The Southeast Regional Middle East & Islamic Studies Society (SERMEISS) awards this prize to recognize outstanding scholarship in Middle Eastern studies across any academic discipline in the social sciences or humanities.
Eric McDaniel has been named a 2019-20 Public Fellow at the Public Religion Research Institute.
Scott Wolford has been named editor of Conflict Management and Peace Science, effective January 2020.
Our faculty have so far this year published at least seven books (that we know of — they don’t always share):
Richard Albert (a new addition to our excellent set of comparative constitutionalist faculty, with a primary appointment in the Law School): Constitutional Amendments: Making, Breaking, and Changing Constitutions
Daniel Brinks, with Steve Levitsky and Vicky Murillo: Understanding Institutional Weakness: Power and Design in Latin American Institutions
Bryan Jones, Sean Theriault, and Michelle Whyman: The Great Broadening: How the Vast Expansion of the Policymaking Agenda Transformed American Politics.
We also continue a long streak of winning teaching awards from the University of Texas. Bethany Albertson won the President’s Associates Teaching Excellence Award. Michael Anderson received the Leslie Waggener Centennial Teaching Fellowship, and Rhonda Evans (both faculty and alum) was awarded the Harry Ransom Teaching Award.
The Comparative Agendas Project, directed by Bryan Jones, but with the collaboration of many faculty and grad students in our department, has won the Lijphart/Przeworski/Verba Dataset Award from the Comparative Politics Section (previous winners include Zach Elkins, for the Comparative Constitutions Project dataset)
Daniel Brinks and Abby Blass were awarded the C. Herman Pritchett Award for the Best Book Published on Law and Courts, for their book The DNA of Constitutional Justice in Latin America (co-winners).
Remarkably, Derek Epp and his co-authors were the co-winners of the C. Herman Pritchett Award for the Best Book Published on Law and Courts for their book Suspect Citizens: What 20 Million Traffic Stops Tell Us About Policing and Race, co-authored with Frank Baumgartner and Kelsey Shoub.
And Gary Jacobsohn was chosen for the Law and Courts Section Lifetime Achievement Award. This trio of prizes from the Law and Courts section of APSA — the largest section of APSA — confirms the Department’s standing as a Public Law powerhouse.
Perhaps the biggest news this year is our placement record. Twelve of our students landed tenure track jobs this year (one, at one of the most prestigious institutions in Japan, was actually a tenured position). Although we like to claim some credit for this stunning result, one look at their records will largely explain their success. Our students are well-trained, they’re smart, and they compile excellent teaching and publication records before they ever leave UT. Of course, Wendy Hunter’s excellent work as Placement Director doesn’t hurt either.
Nor do our PhDs stop publishing once they leave. Our more recent PhDs have a long list of books to celebrate (in addition to other publications):
Oya Dursun-Ozkanca: Turkey-West Relations: The Politics of Intra-alliance Opposition
Jeremy Fortier: The Challenge of Nietzsche: How to Approach His Thought
Shannan Mattiace: Politics in Mexico
Christian Sorace: Afterlives of Chinese Communism: Political Concepts from Mao to Xi
Brian Wampler and Natasha Borges Sugiyama: Democracy at Work: Pathways to Well-Being in Brazil
As if we were short on prizes, Kristin Wylie’s book won APSA’s Legislative Studies Section Alan Rosenthal Prize.
And, of course, all this excellence is rewarded with promotions and other recognitions at their current institutions. Manuel Balan was promoted to Associate Professor with tenure, and has won two multi-year external grants from the Canadian Social Sciences and Humanities Research Council (SSHRC). Oya Dursun-Ozkanca was promoted to professor of political science, College Professor of International Studies. And Amy Risley was promoted to Professor, and won the 2019 Clarence Day Award for Outstanding Teaching.
Alvaro Corral is the 2019 recipient of the APSA Fund for Latino Scholarship. Dennis Plane won a Fulbright grant to teach at Instituto Tecnológico Autónomo de México.
Matt Vandenbroek (and his co-authors) won Honorable Mention for the 2019 Walter Lippmann Best Published Article Award from APSA’s Political Communication Section for their 2016 JOP article, “The Changing Norms of Racial Political Rhetoric and the End of Racial Priming.” David Williams was awarded the TCU Political Science Department Distinguished Alumnus Award. And Matthew Wright was named the 2019-20 John and Daria Barry Visiting Research Scholar in the James Madison Program at Princeton University.
Richard Holtzman published: “Mapping Policy Issues: A Simple, Active-Learning Exercise for Critical Thinking.”
Matt Buehler published (Syracuse University Press): Why Alliances Fail: Islamist and Leftist Coalitions in North Africa.
Trey Thomas, EJ Fagan, and Zach McGee have an article forthcoming in Political Research Quarterly: “Power of the Party: Conflict Expansion and the Agenda Diversity of Interest Groups”
Shannan Mattiace collaborated with Roderic Camp on the 7th edition of Politics in Mexico.
Clarisa Perez-Armendariz edited a special issue of Journal of Ethnic and Migration Studies on Violent Democracy and its Migrants, and published the introductory article, “Migrant transnationalism in violent democracies.”
The issue also includes her co-authored research article: “The 3 X 1 Program for migrants and vigilante groups on contemporary Mexico.”
Brian Wampler and Natasha Borges Sugiyama (and Michael Touchton) published (Cambridge University Press): Democracy at Work: Pathways to Well-Being in Brazil
Amy Risley published (Routledge): The Youngest Citizens: Children’s Rights in Latin America
Manuel Balan is co-editing: Legacies of the Left Turn in Latin America: The Promise of Inclusive Citizenship
Christian Sorace co-edited: Afterlives of Chinese Communism: Political Concepts from Mao to Xi
Greg Michener published an article in Governance: “Googling the requester: Identity-questing and discrimination in public service provision.”
Michener also co-chaired the 6th Global Conference on Transparency Research at the FGV in Rio De Janeiro
Kristin Wylie has been promoted to associate professor with tenure at James Madison University. Wylie’s book (Cambridge University Press), Party Institutionalization and Women’s Representation in Democratic Brazil, is winner of APSA’s Legislative Studies Section Alan Rosenthal Prize.
Congratulations to our alumni on the following promotions, prizes, or placements.
Manuel Balan: promotion to Associate Professor with tenure; two multi-year external grants from the Canadian Social Sciences and Humanities Research Council (SSHRC)
Alvaro Corral: 2019 recipient of the APSA Fund for Latino Scholarship
Oya Dursun-Ozkanca: promotion to professor of political science; College Professor of International Studies
Dennis Plane: Fulbright grant to teach at Instituto Tecnológico Autónomo de México
Amy Risley: Promotion to Professor; 2019 Clarence Day Award for Outstanding Teaching
Matt Vandenbroek (and co-authors): Honorable Mention for the 2019 Walter Lippmann Best Published Article Award from APSA’s Political Communication Section for the 2016 JOP article, “The Changing Norms of Racial Political Rhetoric and the End of Racial Priming.”
David Williams: TCU Political Science Department Distinguished Alumnus Award
Matthew Wright: 2019-20 John and Daria Barry Visiting Research Scholar in the James Madison Program at Princeton University
Oya Dursun-Ozkanca is publishing Cambridge University Press): Turkey-West Relations: The Politics of Intra-alliance Opposition
Jeremy Fortier published (University of Chicago Press): The Challenge of Nietzsche: How to Approach His Thought
Alec Arellano – Occidental College (visiting assistant professor)
Caitlin Andrews-Lee – Tulane University (post-doc)
Christina Bambrick – Clemson University (tenure-track)
Thomas Bell – Knox College (tenure-track)
Zachary Bennett – Michigan State University (post-doc)
Nadine Gibson – University of North Carolina, Wilmington (tenure-track)
Kyosuke Kikuta – Osaka University (tenured)
Carolina Moehlecke – Fundação Getúlio Vargas-São Paolo (near equivalent of tenure-track)
Luke Perez – Arizona State University School of Civic and Economic Thought and Leadership (tenure-track)
German Petersen – ITESO (Instituto Tecnológico y de Estudios Superiores de Occidente) in Guadalajara (translated as Western Institute of Technology and Higher Education)
Jessica Price – University of the Fraser Valley, British Columbia (tenure-track)
Andy Stravers – Rand Corporation
Joe Tafoya – DePaul University (tenure-track)
The following GOV faculty or projects are being recognized at the 2019 Annual Meeting of the American Political Science Association.
Comparative Agendas Project: Lijphart/Przeworski/Verba Dataset Award from the Comparative Politics Section
Dan Brinks and Abby Blass (The DNA of Constitutional Justice in Latin America): C. Herman Pritchett Award for the Best Book Published on Law and Courts (co-winner).
Derek Epp (Suspect Citizens: What 20 Million Traffic Stops Tell Us About Policing and Race, co-authored with Frank Baumgartner and Kelsey Shoub): C. Herman Pritchett Award for the Best Book Published on Law and Courts (co-winner).
Gary Jacobsohn: Law and Courts Section Lifetime Achievement Award
The LSE USCentre published a book review forum on Legacies of Losing (Tulis and Mellow). Read it here.
Dan Brinks, Devin Stauffer, Jeff Tulis, and Scott Wolford have been promoted to Full Professor.
In Spring 2019, Sydney Smith won Pi Sigma Alpha Best Paper Award at the 27th Annual Conference for Students of Political Science at Illinois State University for her paper, “Civic Virtue in the American Revision of Rome.”
Henry Dietz is publishing (University of Notre Dame Press): Population Growth, Social Segregation, and Voting Behavior in Lima, Peru, 1940-2016.
Wendy Hunter published (Cambridge Elements): Undocumented Nationals: Between Statelessness and Citizenship
Recent Teaching Awards:
Bethany Albertson: President’s Associates Teaching Excellence Award
Michael Anderson: Leslie Waggener Centennial Teaching Fellowship
Rhonda Evans: Harry Ransom Teaching Award
Bryan Jones, Sean Theriault, and Michelle Whyman published (University of Chicago Press): The Great Broadening: How the Vast Expansion of the Policymaking Agenda Transformed American Politics.
Scott Wolford Published (Cambridge University Press): The Politics of the First World War: A Course in Game Theory and International Security.
Kurt Weyland published, in March 2019 (Cambridge University Press), Revolution and Reaction: The Diffusion of Authoritarianism in Latin America.
Richard Albert published (Oxford University Press): Constitutional Amendments: Making, Breaking, and Changing Constitutions
Caitlin Andrews-Lee: Charisma Lives On: A Study of Peronism and Chavismo
Alec Arellano: Tocqueville and Mill on Doubt and the Demands of Democratic Citizenship
Christina Bambrick: Horizontal Rights: Constitutionalism and the Transformation of the Private Sphere
Thomas Bell: The Architectonic Constitution: Higher Order Principles and Separation of Powers Conflict
Zach Bennett: Making Virtue Reign: Citizenship and Civic Education in the Political Philosophy of Jean-Jacques Rousseau
Alex Branham: Public Opinion, Partisanship, and Public Policy
Nadine Gibson: Understanding the Mechanics of Democracy: How to Improve the Quality of Elections in America
Kyosuke Kikuta: Bargaining Over Nature: Formal and Causal Analyses on Climate and Conflict
Andy Stravers: Pork, Parties, and Priorities: Partisan Politics and Overseas Military Deployments
Joe Tafoya: When Latinos Avoid and Accept Risks: The Effect of Risk Attitudes on Policy Views and Political Mobilization
Nadine Ginbson and Daron Shaw and I published an article in Social Science Quarterly, “Politics as Unusual? Exploring Issues and the 2016 Presidential Vote” (https://onlinelibrary.wiley.com/doi/10.1111/ssqu.12595).
Conclusion: Relative to other Republican presidential candidates, Trump was more effective in tapping into anti‐political feelings prior to the Republican Convention. By the general election, issue perceptions of Trump were similar to those we see for most Republican presidential candidates. Feelings toward third‐party candidates, however, were more strongly structured by an anti‐politics dimension.
Dennish Hickey’s concert posters will be featured in a forthcoming Ken Burns documentary about country music: https://blogs.missouristate.edu/polsci/2019/04/02/oh-we-got-both-kinds-we-got-country-and-western/