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Political Science Education Award Recipients

More on the Political Science Education section

The Best APSA Conference Paper Award
Lifetime Achievement Award
The Distinguished Service Award
The Craig L. Brians Award for Excellence in Undergraduate Research & Mentorship
McGraw-Hill Award

The Best APSA Conference Paper Award

The Best APSA Conference Paper Award is given for the best presentation on undergraduate education at the past year's APSA Annual Meeting.

2023	Chelsea Kaufmann, Wingate University “From Global to Local: Service-Learning in a Comparative Politics Course.” APSA Annual Meeting 2022.
2022	Kathleen Cole, Metropolitan State University “That’s Our House! Let’s Take It Over! Antiracist Pedagogy in Direct Advocacy Courses”
2021	Christopher L. Brown, Georgia State University “Changing the Paradigm? Creating an Adaptive Course to Improve Student Engagement and Outcomes in Introductory Political Science Classes.”
2021	Jeannie Grussendorf, Georgia State University “Changing the Paradigm? Creating an Adaptive Course to Improve Student Engagement and Outcomes in Introductory Political Science Classes.”
2021	Michael Shea, Georgia State University “Changing the Paradigm? Creating an Adaptive Course to Improve Student Engagement and Outcomes in Introductory Political Science Classes.”
2021	Clark DeMas, Georgia State University “Changing the Paradigm? Creating an Adaptive Course to Improve Student Engagement and Outcomes in Introductory Political Science Classes.”
2020	Renee Van Vechten, University of Redlands “Whither the Political Science Major? A Cross-Institutional Analysis of Curricular Design and Program Learning Outcomes at 110 Colleges and Universities”
2020	Maureen Feeley, University of California – San Diego “Whither the Political Science Major? A Cross-Institutional Analysis of Curricular Design and Program Learning Outcomes at 110 Colleges and Universities”
2019	Diana Owen, Georgetown University “Teaching Civics to High-Need Students.”
2018	Donald M. Gooch, Stephen F. Austin State University “Structuring Civic Education: Assessing Civic Literacy Retention and Curricular Sequencing.”
2017	Michael T. Rogers, Arkansas Tech University “The Past, Present, and Possible Future of Civics in Political Science.”
2016	Eric Michael French, Oklahoma State University "How to Lose a Class in Ten Days: The Link between Pedagogy and Student Retention."
2016	Brendon Wrestler, Indiana State University "How to Lose a Class in Ten Days: The Link between Pedagogy and Student Retention."
2015	Jeffrey K. Sosland, American University “The Internship Supervisor and Experiential Learning”
2015	Diane J. Lowenthal, American University “The Internship Supervisor and Experiential Learning”
2014	Ellen Claes, Catholic University, Belgium "The Effect of Direct and Indirect Forms of Citizenship Education Results From a Three Wave Longitudinal Panel Survey in Belgium"
2014	Marc Hooghe, Catholic University, Belgium "The Effect of Direct and Indirect Forms of Citizenship Education Results From a Three Wave Longitudinal Panel Survey in Belgium"
2013	Ryan Claassen, Kent State University "New Media, Civic Learning, and Civic Action Among Young People."
2013	Quin Monson, Brigham Young University "New Media, Civic Learning, and Civic Action Among Young People."
2012	Rebecca Glazier, University of Arkansas Little Rock Satire and Efficacy in the Political Science Classroom
2011	Joe Gershtenson, Eastern Kentucky University Attitudes about Voter Registration: The Influence of Teaching
2011	Dennis Plane, Juniata College Attitudes about Voter Registration: The Influence of Teaching
2010	John Ishiyama, University of North Texas Do Graduate Student Teacher Training Courses Affect Placement Rates?
2010	Christine Balarezo, University of North Texas Do Graduate Student Teacher Training Courses Affect Placement Rates?
2010	Tom Miles, University of North Texas Do Graduate Student Teacher Training Courses Affect Placement Rates?
2008	Shannon Jenkins, University of Massachusetts, Dartmouth "The Impact of In-Class Service-learning on Cognitive and Affective Learning Outcomes"
2007	Jeffrey Bernstein, Eastern Michigan University How Citizens Learn Political Skills
2006	David Rankin, SUNY, Fredonia "U.K.-U.S. Identity, Political Knowledge, and the War in Iraq"
2005	Philip Pollock III, University of Central Florida "Teaching and Learning Online: Assessing the Effect of Gender Context on Active Learning"
2005	Kerstin Hamann, University of Central Florida "Teaching and Learning Online: Assessing the Effect of Gender Context on Active Learning"
2005	Bruce Wilson, University of Central Florida "Teaching and Learning Online: Assessing the Effect of Gender Context on Active Learning"
2004	Larry Chappell, Mississippi Valley State University Co-Authored with Bernard L. Bray, Talladega College, "Civic Theater for Civic Education"
2004	Bernard Bray, Talladega College Co-Authored with Larry W. Chappell, Mississippi Valley State University, "Civic Theater for Civic Education"
2003	Joel Westheimer, University of Ottawa "Educating the 'Good' Citizen: The Politics of School -Based Civic Education Programs"
2003	Joseph Kahne, Mills College "Educating the 'Good' Citizen: The Politics of School-based Civic Education Programs"
2002	Matthew Lindstrom, Sienna College "What's a Bus Ticket Got to Do with My American Politics Class? Experimenting with a Political Treasure Hunt."
2001	Michelle Deardorff, Millikin University "The Role of the 'Major' in Political Science Assessment: Recruitment, Rigor, Rolodex"
2001	Jacek Lubecki, Millikin University "The Role of the 'Major' in Political Science Assessment: Recruitment, Rigor, Rolodex"
2001	Robert McIntire, Milikin University "The Role of the 'Major' in Political Science Assessment: Recruitment, Rigor, Rolodex"
2000	Matthew Reed, DeVry Institute "Back to Square One; Reinventing Political Science as a Humanistic Pursuit with Career-Minded Students"
1999	Lynne Ford, College of Charleston "Providing a Reason for Students to Care: Creating Learning Communities through A Simulation Exercise"
1999	John Creed, College of Charleston "Providing a Reason for Students to Care: Creating Learning Communities through A Simulation Exercise"
1999	Phil Jones, College of Charleston "Providing a Reason for Students to Care: Creating Learning Communities through A Simulation Exercise"
1999	Frank Petrusak, College of Charleston "Providing a Reason for Students to Care: Creating Learning Communities through A Simulation Exercise"

Lifetime Achievement Award

The Lifetime Achievement Award is given to a person whose lifetime contribution to political science have had a significant impact on undergraduate education.

2023	Terry Gilmour, Midland College
2022	Sherri Wallace, University of Louisville
2021	Michelle Deardorff, University of Tennessee at Chattanooga
2020	E. Fletcher McClellan, Elizabethtown College
2019	Michael Brintnall
2017	Dick W. Simpson, University of Illinois at Chicago
2016	Kerstin Hamann, University of Central Florida
2015	John Berg, Suffolk University Boston
2003	Sheilah Mann, American Political Science Association

The Distinguished Service Award

This award may be given at the section meeting held at the APSA annual meeting. The awardee must have a strong record of exceptional and extensive contributions to the goals of the section, including the promotion of teaching and learning in the discipline and the scholarship of teaching. Any section member may submit a nomination letter to the Executive Committee. Nominations are due by April 1. The Executive Committee will determine if a nominee is eligible and will decide by June 1 if the award will be given. This award does not have to b given every year.

2023	Mitchell Brown, Auburn University
2022	Renee Van Vechten, University of Redlands
2021	Juan Carlos Huerta, Texas A&M University – Corpus Christi
2020	Alison Rios Millett McCartney, Towson University
2019	Victor Asal, State University of New York at Albany
2018	John Ishiyama, University of North Texas
2017	Michelle D. Deardorff, University of Tennessee, Chattanooga

The Craig L. Brians Award for Excellence in Undergraduate Research & Mentorship

Established in 2014, this award will be awarded annually at the Teaching and Learning Conference, with recognition also given at the APSA annual PSE section reception. The award will be given to faculty members who demonstrate commitment to and excellence in encouraging and developing scholarship among undergraduate students, and in mentoring undergraduate students in preparation for graduate school or public affairs-related careers. Evidence for these commitments may include, but not limited to, formal and informal supervision of undergraduate student original research, collaborating with undergraduate students on original research projects, assisting undergraduate students with public presentations and/or publication of work, and accompanying students to academic conferences. In honor of the person for whom the award is named, preference will also be given to faculty members who engage in developing undergraduate scholarship through enhancing information literacy.

2023	Andrew Porwancher, University of Oklahoma
2022	Kelebogile Zvobgo, College of William & Mary
2021	Judithanne McLauchlan, University of South Florida
2020	Malliga Och, Idaho State University
2020	Shamira Gelbman, Wabash College
2020	Michael Binder, University of North Florida
2020	Emily Sydnor, Southwestern University
2019	Celeste Montoya, University of Colorado Boulder
2018	E. Fletcher McClellan, Elizabethtown College
2017	Megan Becker, University of Southern California

McGraw-Hill Award

The McGraw-Hill Award recognizes political scientists who advance civic engagement through the study of engagement and participation. The award seeks to honor a wide range of unique and new approaches to the scholarship and teaching of civic engagement, but in particular scholars who raise political awareness, involvement, and participation of undergraduate students.

2009

Daniel Shea, Allegheny College