Within-semester shifts in course modality in response to pandemics, weather, or accommodation for travel and health are increasingly common and can interrupt student learning. We tracked temporary modality changes across 10 sections of “Introduction to American Government” to examine the extent to which instructors have tools to help students successfully navigate such changes and mitigate learning loss. We find that students rated instructors’ handling of shifts well if they made course material engaging, communicated clearly, and effectively used technology. The analysis suggests that instructors can mitigate the impact of unplanned changes to modality on students’ learning when there are three or fewer shifts during a semester.

Representation of women in the field of legislative politics is remarkably small and the absence of women has wide-ranging ramifications. In Fall 2019, we surveyed 361 women that we identified as studying legislative politics within political science to understand why women’s representation in legislative studies is so low and what we can do about it. We found that many women study legislatures, but they do not always identify as scholars of legislative studies, often do not join the Legislative Studies Section, and tend to prioritize other journals over Legislative Studies Quarterly, the official journal of the section. In this article, we discuss several solutions to the problem of women’s underrepresentation in legislative studies, including the new Women in Legislative Studies initiative.

Because research and communication proficiency is ubiquitous in the academic and professional world, teaching students the necessary information literacy (IL) and visual literacy (VL) skills has become increasingly important. Integrating IL and VL pedagogy into substantive coursework can enhance students’ comprehension of the material and teach them to make a meaningful contribution to public awareness and understanding of political science. Yet, faculty often find it challenging to include instruction in these skills with necessary coverage of substantive course material. This article discusses the use of an infographic assignment in an introductory American government course as a tool to teach literacy skills and to reinforce substantive course concepts. Encouraging students to distill academic research into an infographic requires them to understand the process of information creation, the role of visuals in communication, and how scholarship acts as a conversation—all key components of literacy in higher education.

Student evaluations of instruction (SEIs) have an important role in hiring, firing, and promotion decisions. However, evidence suggests that SEIs might be influenced by factors other than teaching skills. The author examined several nonteaching factors that may impact SEIs in two independent studies. Study 1 examined whether an instructor’s name preference (i.e., first name versus “Dr.” last name) influenced SEIs in actual courses. Study 2 implemented a two (i.e., instructor name preference: first name or “Dr.” last name) by two (i.e., instructor gender: male or female) by two (i.e., instructor race: white or Black) between-subjects design for SEIs in a hypothetical course. Study 1 found that SEIs were higher when the female instructor expressed a preference for being called by her first name. Study 2 found the highest SEIs for Black male instructors when instructors asked students to call them by their first name, but there was a decrease in SEI scores if they went by their professional title. Administrators should be aware of the various factors that can influence how students evaluate instructors.

This article describes my experiences in collaborating with undergraduate students on research projects, including published works in peer-reviewed outlets. The article discusses the courses and assignments that engendered the collaborations and compares the institutions and students. By describing several significant similarities and differences, I compare and contrast white students in The Midwest at Predominantly White Institutions with African American students at Historically Black Colleges and Universities in The South.

This article describes a course designed to help political science majors formulate career goals, apply for internships and full-time positions, and eventually succeed on the job. Students benefit from exposure to guest speakers representing a range of careers and from collaborations with other campus institutions (e.g., the career center and graduate programs). Additionally, students produce job-market materials that highlight how their education has prepared them for life and work. Offering a similar professional-development course can help departments to increase enrollments and majors by increasing students’ confidence in the career prospects associated with their major.

The 200-year gestation and birth of the 27th Amendment to the US Constitution is nothing short of miraculous in its duration and improbable finish. The 27th Amendment represents a story of tenacity and personal vindication in the face of steep odds. This article recounts the event and its meaning through interviews with the protagonists.