Science is believed to be an important part of public policy decision making because of its inherent characteristics of measurability, rigor, objectivity, replication, and peer review. The purpose of this research was to explore the linkage of science to public policy decision making. The research explores what state and local public officials know about science and how much they actually use science in their decision making. Interview results with public officials in the State of Idaho demonstrate that policy makers ultimately see science as only one element in the mix. Findings suggest that equal attention and debate should be given to how science interacts with all of the other factors that affect the public policy making process.

In the previous decade, the literature on “relational approach” has burgeoned in the social sciences. Recently, a “relational turn” in political science was called for in a symposium in this journal (McClurg and Young, 2011). The participants perceived a promising path for such a “turn” by introducing social network analysis (SNA) into political science. This call is informed by a conviction that the central concept of political science— that is, power—is relational. Considering this viewpoint, this article argues that there are two different understandings of the connection between the qualifier “relational” and the concept of power, referred to as the “Anglo-American” and the “Continental” perspectives. I contend that symposium participants conceived of the connection from only the Anglo-American perspective and that the Continental understanding would add extra value for political science.

This article examines the ethics of crowdsourcing in social science research, with reference to my own experience using Amazon’s Mechanical Turk. As these types of research tools become more common in scholarly work, we must acknowledge that many participants are not one-time respondents or even hobbyists. Many people work long hours completing surveys and other tasks for very low wages, relying on those incomes to meet their basic needs. I present my own experience of interviewing Mechanical Turk participants about their sources of income, and I offer recommendations to individual researchers, social science departments, and journal editors regarding the more ethical use of crowdsourcing.

Introductory American government is a common component of college and university core curricula and, as such, it often is taught in large sections. This makes active learning more difficult, which may contribute to student dissatisfaction and lower levels of student achievement. In turn, this can affect larger issues of university retention. This article considers whether different models of instruction in large classes affect student success and satisfaction. We compare a lecture-only class and one that combined lectures with smaller student breakout sessions. To our surprise, we found that students in the breakout—lecture class were not more satisfied and did not succeed at higher levels as compared to their peers in the lecture-only class. Above all, attendance is the key predictor of student success.