Shane Nordyke

Editor’s Report for the Journal of Political Science Education

Victor Asal, University at Albany, Editor-in-Chief Mitchell Brown, Auburn University, Coeditor Mark L. Johnson, Minnesota State Community and Technical College, Coeditor Shane Nordyke, University of South Dakota, Coeditor Joseph W. Roberts, Roger Williams University, Coeditor J. Cherie Strachan, Central Michigan University , Coeditor Mirren Galway, University at Albany, State University of New York, Managing Editor Jessica Van Saders, University at Albany, State University of New York, Managing Editor Margaret Bidwell, Roger Williams University, Editorial Assistant

Measuring longitudinal student performance on student learning outcomes in sustainability education

Purpose The purpose of this paper is to describe the student learning outcomes (SLOs) for a sustainability major, evaluate faculty incorporation of the SLOs into the courses in the sustainability major curriculum and measure student performance on the SLOs from entry into the major to the senior capstone course. Design/methodology/approach Through an iterative approach with a faculty advisory committee, SLOs were developed for the sustainability major. Curriculum mapping followed by evaluation of course syllabi were used to determine the extent to which each course addressed the SLOs. Student performance on most SLOs was measured through student assessment in an introductory and capstone course to evaluate the change in performance over time. Findings The core courses of the sustainability major were more likely to address the SLOs of the major than that of the elective courses. Where measured, student performance on the SLOs increased from the introductory course to the capstone course. Sustainability majors participated in an average of almost ten experiential learning opportunities focused on sustainability. Originality/value This research provides a longitudinal assessment of student learning in an undergraduate sustainability major. Because undergraduate sustainability degrees are generally new, this research can serve as a base upon which to continue to improve sustainability curriculum design.

2006 APSA teaching and learning conference track summaries

The seventh annual Teaching and Learning Conference (TLC) was held in Philadelphia, Pennsylvania, from February 5 to 7, 2010, with 224 attendees onsite. The theme for the meeting was “Advancing Excellence in Teaching Political Science.” Using the working-group model, the TLC track format encourages in-depth discussion and debate on research dealing with the scholarship of teaching and learning. In addition to the 12 working groups, there were workshops on various topics. The 2010 Teaching and Learning Conference also featured three plenary events, including a presidential round table on “Teaching Political Science during Hard Economic Times,” with APSA president Henry Brady as moderator. Rogers Smith of the University of Pennsylvania delivered the Pi Sigma Alpha Keynote Address, entitled “Teaching as Redemption,” and former governor of Florida and current Senator Robert Graham delivered the opening session address, “Salvaging Citizenship: A Partnership for Pols and Scholars?” The 2010 TLC included a number of new features: the aforementioned plenary roundtable, which also included a lunchtime discussion and question/answer period for the attendees, and the use of remote participation technology. Through the use of this technology, the three plenary sessions were broadcast live via the Internet for an additional audio and visual component. Therefore, individuals who were not able to attend the meeting were able to join us virtually. This technology was made available by Derrick Cogburn (former chair of the APSA Information Technology and Politics section and 2010 TLC moderator) and his lab, the Center for Research on Collaboratories and Technology Enhanced Learning Communities (COTELCO; at Syracuse University and American University). The sessions are currently available for viewing at www.apsanet.org. Finally, one new workshop track, Strategies for Teaching at Community Colleges, was introduced, as was a new paper track, Teaching Political Theory and Theories. APSA would like to thank the following individuals who served on the 2010 Teaching and Learning Conference Programming Committee: Tim Meinke, Lynchburg College, chair; Marcus D. Allen, Wheaton College; Mitchell Brown, Auburn University; Erin Richards, Cascadia Community College; Stephen Salkever, Bryn Mawr College; and Deborah Ward, Rutgers University. These six committee members, along with the following six individuals, also served as the 2010 Track Moderators: Alison McCartney, Towson University; Chad Raymond, Elon University; Derrick Cogburn, American University and Syracuse University; Daniel E. Smith, Northwest Missouri State University; John Ishiyama, University of North Texas; and Candace C. Young, Truman State University. The following track summaries were written by 2010 TLC track participants and detail the key themes which emerged in each track. Kimberly A. Mealy, Director of Education, Professional Development and Minority Initiatives TRACK: CIVIC ENGAGEMENT I

A Nontraditional PhD Program in a Traditional World: A Story of Blended Strategies and Students

PhD programs in the United States are increasingly marked by the rising influence of market-oriented dynamics. As a case in point, one of the primary objectives of the new PhD program offered at the University of South Dakota is to deliver a doctoral program through a flexible—or hybrid—format that is accessible to nontraditional as well as traditional students. Currently, no such PhD program in political science exists in the country, but the geography and demographics of South Dakota have encouraged creativity and innovation. This article situates the USD program in the current context of nontraditional doctoral training in the United States and provides a description of the design of USDs PhD program and student and faculty experiences in the implementation of the program.