National Issues Forum

Publications

APSA Syllabi Collection

National Issues Forum
Syllabi Collection

This syllabi collection complements the APSA American Government Course Syllabi volume edited by Marjorie Randon Hershey of Indiana University. As Professor Hershey notes, Political Science Departments face daunting challenges of declining enrollments and disengaged students. For example, the interest level in public affairs among incoming freshmen continues in a downward spiral (UCLA 2001). The same study also demonstrates a seeming paradox. Students report rising levels of volunteerism in their communities concurrent with dramatic declines in their rates of political interest and participation. This paradox implies a worrisome disconnection between engagement in community life and the practice of politics, but it also implies an opportunity for student re-engagement. Students in significant numbers may still desire the community involvement and issue engagement that they demonstrated in the past by political participation. Unfortunately, the political system and their political education have apparently undermined their belief that politics can serve to fulfill their needs.

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Editor's Introduction: Introducing Political Science Students to Public Deliberation
John Cavanaugh, The Kettering Foundation, and Joel Diemond, Dutchess Community College

Political Theory and Public Deliberation: An Introductory Essay
R. Claire Snyder, George Mason University

Deliberation: An Alternative Approach to Learning and Teaching Politics
Elkin Terry Jack, Gulf Coast Community College

Using NIF in Introductory Political Science: Introduction to U.S. Government & Introduction to Political Science
Scott McLean, Quinnipiac University

PS 100 Introduction to Political Science
R. Averell Manes, Western Connecticut State University

Citizenship and Public Life, NCLC 140-Self as Citizen
John O'Connor, George Mason University

Political Science 38-Public Service, Community Organizing, and Social Change
Meta Mendel-Reyes, Swarthmore College

POL 5610 Citizen Education
James Farr, University of Minnesota