Measuring and Comparing a Century of Cabinet Formation in the Higher Education Systems of the United Kingdom and the United States
By John Hogan and Sharon Feeney, Technological University Dublin
This paper explores freehand drawing as a critical pedagogical tool that bypasses verbal limitations and allows students communicate their understanding more clearly, critically, and inclusively. We analyze drawings created by undergraduates taking American politics courses at the University of Denver and Kansas State University, institutions in blue and red states. In response to the question “What is American Politics?”, the students visually distilled their perceptions prior to the 2024 presidential election. Their drawings reveal nuanced insights into how they interpret political dynamics. By integrating freehand drawing into the classroom we aim to cultivate a learning environment that promotes reflection, engagement, and deeper self-awareness.
The Journal of Political Science Education is an intellectually rigorous, path-breaking, agenda-setting journal that publishes the highest quality scholarship on teaching and pedagogical issues in political science. The journal aims to represent the full range of questions, issues and approaches regarding political science education, including teaching-related issues, methods and techniques, learning/teaching activities and devices, educational assessment in political science, graduate education, and curriculum development.
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