In studying the correlates of job satisfaction among political science faculty we confirm some findings from other disciplines, such as the relationship between institutional type and satisfaction. We demonstrate that those working in top-ranked departments or in private institutions tend to have higher levels of satisfaction with their jobs and with their contributions to the profession. Both job satisfaction and professional satisfaction tend to be highest among full professors; and greater productivity in terms of publishing is independently linked to greater levels of professional satisfaction. In contrast, comparatively higher undergraduate teaching loads undermine professional satisfaction. We also determine that men and women do not differ systematically from one another in their satisfaction levels. We do, however, document significantly lower levels of satisfaction among racial minorities in political science departments. In exploring this finding, we uncover reports of discrimination and dramatic differences in levels of collegiality experienced by different subgroups of faculty members. Experiences with discrimination undermine job satisfaction and are more frequently reported by women than men and are more common among minority faculty than nonminorities.

This article examines the dual problems of “women don't ask” and “women don't say no” in the academic profession. First, we consider whether female faculty bargain more or less frequently than male faculty about such resources as salary, research support, clerical support, moving expenses, and spousal accommodation. Analyzing a 2009 APSA survey, we find that women are more likely to ask for resources than men when considering most categories of bargaining issues. This finding goes against conventional wisdom in the literature on gender and bargaining that suggests that women are less likely to bargain than men. Second, we seek to understand if women are reluctant to say no when asked to provide service at the department, college, university, or disciplinary levels. We find that women are asked to provide more service and that they agree to serve more frequently than men. We also find that the service women provide is more typically “token” service, as women are less likely to be asked by their colleagues to serve as department chair, to chair committees, or to lead academic programs. The implications of these results for the leaky pipeline in the academic profession are discussed.

The challenges that women in academia face are well documented. However, there is a dearth of research on the experiences of female academics particularly on job interviews as expectant or nursing mothers. This study sought to document the experiences of these women. Considering the grueling nature of the academic job interview, do expectant or nursing mothers ask for accommodations on the interview, and if so, how do departments respond to their request? We find that women refrain from job interviews as expectant mothers while others suggest using the “hidden pregnancy phenomenon.” Nursing mothers had more positive experiences, although experiences were less than desirable. Based on the findings, we offer a list of recommendations to departments to help improve this critical step in starting a career in academe.

Graduate students seldom know how to navigate the publishing process, yet a growing expectation is that new hires are capable of immediately producing publishable research as well as teaching. Considering the current state of the job market, graduate students should plan early to take advantage of the opportunities to publish early in their graduate career. This article provides suggestions for beginning the publishing process.

Many scholars discount the value of edited volumes and book chapters to the social science enterprise. Nevertheless, these unique formats advance scholarship, help faculty and graduate students achieve their goals, and enhance teaching and learning. This article therefore assesses the criticisms of volumes and chapters, reconsiders the contributions of these publications, and makes recommendations for improving their accessibility and status.

In our efforts to make blogging an acceptable component of an academic career in political science, we ought not tame the practice of blogging beyond recognition. Multiple models exist under which blogging can contribute to the discipline of political science and through which political scientists can contribute to the public sphere.

The 2012 congressional redistricting was the first for which census data and mapmaking software were available to and easily useable by undergraduate students. We discuss our experience teaching the redistricting process to undergraduates and having our students draw constitutionally and statutorily valid congressional districts for Massachusetts. Bringing students into the process is a valuable teaching tool, and it also provides unbiased redistricting scenarios to state legislators and makes the redistricting process more open and transparent. Perhaps contrary to the fears of some legislators, our students placed substantial value on incumbency and the preservation of existing district lines, along with a respect for the traditional redistricting concerns of communities of interest and compactness.

How can we make international relations real and meaningful for undergraduates? Because of my own frustration with this challenge, I tried a new way of teaching international relations. During the fall 2009 semester, the final exam for an upper-division course required the students to create and conduct a simulation to teach other students about international political institutions. I willingly gave up control of my classroom to the students!

Using a role-playing simulation on government formation with pre- and posttest assessment format, I show that students developed a significantly greater capacity for precision and specificity in their answers about the process of coalition government formation in parliamentary systems; students changed their beliefs in the ability of institutional rules to causally affect the process of coalition government formation in parliamentary systems; and, finally, students, changed their views on whether office-seeking politicians are more successful than policy-seeking politicians in forming coalition governments in parliamentary systems.

The American Academy in Berlin, Germany's Wissenschaftskolleg (Institute for Advanced Study), and other prestigious scholarly institutions in Germany recently hosted a symposium in honor of Donald P. Kommers, Joseph and Elizabeth Robbie Professor of Political Science and professor of law emeritus at the University of Notre Dame and a long-time APSA member.

The political science program of the National Science Foundation (NSF) announces its awards for basic research support and dissertation improvement grants for fiscal year 2012. The program funded 68 new projects and 30 doctoral dissertation improvement awards. Additional program funds were spent on continuing grant increments, which result from awards that were made in previous fiscal years, but for which funds are being disbursed on a yearly basis instead of upfront. The program holds two grant competitions annually—Regular Research, August and January 15; and Dissertation Improvement September and January 15—and constitutes a major source of political science research funding as part of fulfilling NSF's mission to encourage theoretically focused empirical investigations aimed at improving the explanation of fundamental social and political processes and structures.

It is with great sadness that the department of political science at the University of Guelph announces the passing of O.P. Dwivedi (January 20, 1937–January 29, 2013) after a courageous battle with cancer. Dr. Dwivedi was a much loved and respected professor in the department of political science, having served as chair of the department from 1979 to 1990. He was known internationally for his research and scholarship in the areas of public administration and environmental politics. Dr. Dwivedi retired from the university in 2003, but remained an active member of the department, teaching both undergraduate and graduate courses until this year when his illness precluded it.

The American Political Science Association is returning to Chicago, Illinois, for the 2013 APSA Annual Meeting and Exhibition. Join APSA in this exciting and beautiful city to share and discuss the latest scholarship in political science and address issues related to the theme “Power and Persuasion.” The 2013 APSA Annual Meeting and Exhibition will have something for scholars in every stage of their careers, including an exhibition of publishers, eJobs placement service, plenary sessions, and networking receptions. More than 6,000 political scientists, publishers, and other scholars are expected to travel to Chicago to take part in this largest annual gathering of political scientists.

We report here the journal's operations during the year from July 1, 2011, to June 30, 2012, (when the Review was headed by the UCLA editorial team) and the period July 1, 2012 to January 1, 2013, or the first six months when the University of North Texas team has been at the helm. In this report, we also summarize the transition process from UCLA to the University of North Texas (UNT).

APSA published a new book in February, Teaching Civic Engagement: From Student to Active Citizen, edited by Alison Rios Millett McCartney, Elizabeth A. Bennion, and Dick Simpson. Preface author Rick Battistoni notes the importance of the book as a timely resource to educate for political engagement and as the culmination of over a decade of work by political scientists and APSA. These include numerous conference events, papers, and articles, (many of which appear as chapters in this book), association-sponsored online activities and resources, and a special service learning section in the September 2000 PS. In the foreword, APSA executive director Michael Brintnall echoes Battistoni's assessment of the work as “a rich collection of research and innovative pedagogy that helps reaffirm APSA's voice in civic engagement and advances and reshapes the commitment with which the association began.” Brintnall notes that the book emerges in tandem with “the intellectual laboratory” of the annual APSA Teaching and Learning Conference, work of APSA committees on teaching and learning and civic education and engagement, the Alma Ostrom and Leah Hopkins Awan Civic Education Fund of the APSA Centennial Center, and other current related association activities.

In recognition of their outstanding academic and personal achievements, APSA is pleased to announce the APSA Minority Fellows for the 2013–14 academic year. The Minority Fellows Program (MFP) was established in 1969 as an effort to increase the number of minority scholars in the discipline and has designated more than 400 fellows and contributed to the successful completion of doctoral political science programs for over 100 individuals. APSA has refocused and increased its efforts to assist minority students in completing their doctorates by concentrating not only on the recruitment of minorities, but also on the retention of these groups within the profession. The MFP designates up to 12 stipend minority fellows each year. Fellows with stipends receive a $4,000 fellowship that is disbursed in two $2,000 payments—one at the end of their first graduate year and one at the end of their second—provided that they remain in good academic standing. Awards are based on students' undergraduate course work, GPA, extracurricular activities, GRE scores, and recommendations from faculty. Members of the selection committee for this year's fellows included Sonia Garcia, Committee on the Status of Latinos y Latinas in the Profession; B. D'Andra Orey, Committee on the Status of Blacks in the Profession; and Wendy K. Tam Cho, Committee on the Status of Asian Pacific Americans in the Profession. Learn more about the program by visiting http://www.apsanet.org/content_3284.cfm.

The 2013 APSA RBSI Program has received funding from the National Science Foundation (NSF) to continue the RBSI for 2013. Additional program funding is provided by Duke University and APSA. Each summer, the Institute gives 20 students a look at the world of graduate study with a program of two transferable credit courses, one in quantitative analysis and one in race and American politics, to introduce the intellectual demands of graduate school and political science research methods. For a final project for both courses, students prepare original, empirical research papers, and top students are given the opportunity to present their research at APSA's Annual Meeting. Named in honor of the 1950 Nobel Peace Prize winner and former APSA President, Ralph J. Bunche, the Ralph Bunche Summer Institute (RBSI) program goal is to encourage students to pursue academic careers in political science. Students were notified of their acceptance into this year's program in mid-March. For more information about the program, visit www.apsanet.org/rbsi.

A preview of some of the articles in the July 2013 issue.

The Centennial Center for Political Science and Public Affairs is an invaluable resource to political and social scientists. Since its opening in September 2003, the center has housed more than 100 scholars. The center, located in the APSA headquarters near Dupont Circle, provides a great base of operations for scholars researching in the DC metro area. The center offers visiting scholars furnished work space, telephone, fax, computers, Internet access, conference space, a reference library, and access to George Washington University's Gelman Library. Visiting scholar stays range from a few days to 12 months. Space is limited to APSA members and is available for faculty members, postdoctoral fellows, and advanced graduate students from the United States and abroad. Scholars are expected to cover their own expenses and a modest facilities fee for the use of the center. Prospective visiting scholars may apply at any time. Positions are awarded on a space-available basis.