Journals

Bringing the World to the Classroom: Teaching Statistics and Programming in a Project-Based Setting By Cosima Meyer, University of Mannheim This article introduces how to teach an interactive, one-semester-long statistics and programming class. The setting […]

Why Donald Trump Should Be a Fervent Advocate of Using Ranked-Choice Voting in 2024 By Jonathan Cervas, Carnegie Mellon University and Bernard Grofman, University of California Irvine This article builds on work by Devine and […]

Using Annotation for Transparent Inquiry (ATI) to Teach Qualitative Research Methods By Alan M. Jacobs, University of British Columbia, Diana Kapiszewski, Georgetown University, Sebastian Karcher, Syracuse University The early 2000s witnessed the beginning of a […]

Un(COIL)ing the Pandemic: Active and Affective Learning in Times of COVID-19 By Violeta Cotoman, Annabel Davies, Coventry University,  Nanako Kawagoe, Hana Niihashi, Hosei University, Aisha Rahman, Coventry University, Yuki Tomita, Hosei University, Atsuko Watanabe, Kanazawa […]

The Party-Line Pandemic: A Closer Look at the Partisan Response to COVID-19 By John F. Camobreco and  Zhaochen He, Christopher Newport University The response to the coronavirus pandemic in the United States has shown that […]

The Pandemic and Gender Inequality in Academia By Eunji Kim, Vanderbilt University, and Shawn Patterson Jr., Southern Oregon University Has the pandemic exacerbated gender inequality in academia? We provide real- time evidence by analyzing 1.8 […]

Teaching Programming Skills in Methods Courses Is an Opportunity, Not a Burden By Rob Williams, Washington University in St. Louis As political scientists have become more skilled in the tools of computational social science, we […]