It is quite an honor to be selected for this John Gaus Award Lecture by a committee of my peers. I want to thank my husband, Bill Berry—my partner for 48 years and sometimes coauthor—and certainly my children, Katie Berry and David Berry, who have diverted my attention from policy studies for 35 years now and made life much more enjoyable by their personalities. I especially want to thank my many coauthors who have kept research and writing an engaging endeavor while we have developed friendships that will last a lifetime.

Both undergraduate students and faculty members face a challenging job market that requires innovative approaches to skill development and research products. Moreover, entrenched approaches to research and education reinforce traditional hierarchies, exclusionary norms, and exploitative practices. This article describes a lab-based pedagogical framework designed to support faculty research goals and student learning and, simultaneously, to attenuate patterns of historical exclusion. This approach leverages evidence-based best practices from experiential education, team-based workflows, an understanding of servant leadership, and “whole-person”–style mentorship models. We find that these tools advance faculty research goals (in terms of both quality and productivity), support student learning in ways beyond traditional undergraduate coursework, and disrupt patterns of historical exclusion. We provide qualitative evidence to support our model and discuss the hurdles and challenges still to be overcome.

In South Korea, government regulations constrain the resources of higher (tertiary) education, especially non-STEM (science, technology, engineering, and mathematics) departments. Resource constraints, in turn, reinforce a culturally Confucian hierarchy that restricts the participation of lower-rank members (e.g., high school and undergraduate students). This more-regulated, formal-education sector does not reflect the increasingly diverse cultural preferences (e.g., utilitarian and expressive) of Korean students. Many students, acting as consumers, exit to alternative sectors, including formal-educational institutions abroad and informal, private supplemental education at home, which offer more student research opportunities. This article develops and illustrates three theoretical propositions with relevant literature and secondary data as well as participant observations and interviews with Korea-based students. Arguably, our propositions and findings are relevant to other countries with gaps between formal education and consumer preferences and with consumer exit options.

To what extent did the COVID-19 pandemic impact PhD candidates in political science? To what extent were their supervisors aware of this impact? PhD candidates in political science are not strangers to the lack of available and stable academic employment and the potentially isolating experience of research. Our survey of Australian PhD candidates in political science and international relations (N = 109) confirms that the COVID-19 pandemic exacerbated these preexisting challenges. By comparing political science PhD candidates and their supervisors in relation to their experiences during the pandemic, our survey also reveals that there has been a disconnect between the two groups relative to the former’s experience of COVID-19. Although supervisors recognize the stressors that candidates have faced, they are more likely than candidates to report that department support relative to pandemic-related challenges was available, and they appear to be somewhat unaware of the impact that COVID-19 has had on candidates’ career plans. The survey also reveals substantial disagreement between candidates and supervisors about perceived career-mentoring styles. These points of disconnect must be addressed to ensure the success and well-being of current and future PhD candidates.

High-impact educational practices benefit undergraduate students in a variety of ways. These opportunities include student–faculty research, study-abroad and study-away programs, and internships, among others. This study focuses on one type of these high-impact practices: research. Research experiences foster student engagement and success, and they especially matter for marginalized and minoritized students, who all too often are underrepresented in these experiences. This article discusses creating, implementing, and experiencing equity-minded research opportunities for students from three perspectives: department head, faculty mentor, and undergraduate participants.

How can instructors best foster connections among students when learning is fully remote? This article describes a pedagogical experiment conducted in two large introductory political science courses at a large public university in the 2020–2021 academic year. We randomly assigned groups of students to different sets of instructions on how to study together remotely for an exam. Our strongest finding is that almost any effort by an instructor prompting students to work together helps students to feel more connected to one another; however, students often need to see and hear one another to feel connected. We find this to be tremendously encouraging—relatively easy interventions can result in significant improvements in learning.

This article investigates the dynamics of discrimination in political science PhD programs with a survey of current political science graduate students in the top 50 departments. The study focuses on mentorship, funding, sexual harassment, racism, homophobia, and labor exploitation: 20% of respondents reported labor exploitation, 19% experienced racial discrimination, 9% reported sexual harassment, and 6% experienced homophobia. Discrimination is uneven across individuals; some groups of graduate students experience widespread discrimination, especially racial discrimination, whereas other groups are largely unaware of these issues. We conducted a survey experiment to gauge the impact of misconduct on formal reporting mechanisms and find that hearing about racial discrimination has a chilling effect on reporting. We find that experiencing discrimination harms how satisfied students are in their program. We find that factors linked to student vulnerability, such as international status and funding, are significantly associated with harassment and that reporting discrimination predicts more discrimination.

Undergraduate students today face a more demanding and competitive labor market than their parents’ generation. In response, some pursue double majors to signal breadth to potential employers and to improve their job prospects. Some students also realize that a strong signal of workplace readiness is acquiring in-demand skills through independent and collaborative research. In this article, four professors at an undergraduate-focused public university in the United States share their experiences working with undergraduate students on research, focusing on the “supply side” of student research training and mentoring. We discuss how institutions can support differently situated faculty members, who face different career incentives and constraints, to integrate undergraduates in their research. We also address the limits of what is possible for faculty‐student research and suggest ways to overcome them.

This article discusses the origins, metrics, and methods of UCLA’s Race, Ethnicity, Politics & Society Lab, which trains cadres of undergraduate researchers, many of whom are students of color. The article focuses intently on the connections between the professionalization of undergraduate researchers and the production of greater intellectual, racial, and gender diversity in a university setting. The article also provides a blueprint to steer undergraduate students toward producing peer-reviewed publications for major political science journals. Finally, specific strategies to initiate and sustain a research lab operation with undergraduate researchers in mind are offered.

The Ithiel de Sola Pool Award is for work throughout my career—work that I have done with many and with the help of so many more. I thank the committee for this honor and, with it, the opportunity to honor another: Merrill Shanks.

This article examines how one political science department used data and student feedback to make pedagogical choices about course modalities and pedagogical approaches during the COVID-19 pandemic. This case demonstrates that gathering data from students through surveys and other means and then utilizing that data in decision making is a valuable practice. However, there are constraints on collecting quality data in a crisis. With a need to react quickly and to gather and analyze data in a timely fashion, data-informed and student-empathetic decision making is a more accurate characterization of the outcomes in this case and a more achievable goal for the future than data-driven and student-centered decision making in a crisis. This study concludes that data-informed and student-empathetic decision making may be preferable in circumstances in which the data are inconclusive or support multiple conclusions as well as when there are conflicting needs and preferences among both faculty members and students.

Do all PhD students aspire to an academic career? Do PhD programs appropriately prepare students for the realities of the job market? There is a well-established gap between political science PhD graduates and tenure-track academic postings. The mismatch between PhD graduates and academic positions may point to alternative models of doctoral education as a possible solution. However, the survey of Canadian and Australian PhD students described in this article suggests that issues and challenges are common regardless of the model of doctoral education. Canadian PhDs report more mentoring activity, but they also are more fixated on securing academic positions. However, we find important gender differences across countries: men are more interested in an academic career and only a (disproportionately male) minority is confident that they will succeed in securing a faculty career. This raises questions about diversity in the future of the profession. This research suggests that although students have different experiences under different doctoral models, issues of academic jobs and a mismatch are common in both systems.

A recently published dataset of Middle East and North Africa (MENA)–focused scholarship in journals selected to represent the disciplinary “core” of political science sheds empirical light on key publishing trends, from the balance between quantitative and qualitative studies to the growth in experimental and “large-N” statistical methods. Cammett and Kendall’s (2021) analysis shows that between 2001 and 2019, MENA-focused studies declined as a share of publications but that slightly less than half of that work is qualitative. However, the definition of qualitative research that the study uses significantly overstates the number of such articles in the Cammett and Kendall dataset. Our analysis rectifies this, distinguishing among research studies that use qualitative evidence, qualitative methods, theoretical traditions, and paradigms (i.e., positivist/post-positivist). This yields a more accurate and significantly starker picture of the marginality of MENA qualitative research in core politics journals. These results raise the question of why methodologically sophisticated scholarship outside of the “top journals” has not been published there.

Pursuing a PhD is an exigent endeavor entailing various psychological and organizational challenges. This article proposes our adaptation of the agile method Scrum, which we call “ScrumAdemia,” as a solution. We illustrate how ScrumAdemia helps us to overcome the challenges related to workflows, working conditions, and mental health during doctoral research. We use data from a self-evaluation survey executed over 18 months, as well as an extended focus-group discussion to assess ScrumAdemia’s usefulness. Our experiences show that ScrumAdemia helps us to (1) overcome limitations of organization and structure relating to working conditions; (2) solve time-management problems affecting workflows; and (3) remedy the lack of support. This study has broader implications for doctoral research: more attention should be given to creating structures for peer-to-peer support.

Online surveys of public opinion are less expensive and faster to administer than other surveys. However, nonprobability online samples diverge from the gold standard of probabilistic sampling. Although scholars have examined the quality of nonprobability samples in the United States and Europe, we know little about how these samples perform in developing contexts. We use nine online surveys fielded in six Latin American countries to examine the bias in these samples. We also ask whether two common tools that researchers use to mitigate sample bias—post-stratification and sample matching—improve these online samples. We find that online samples in the region exhibit high levels of bias, even in countries where Internet access is widespread. We also find that post-stratification does little to improve sample quality; sample matching outperforms the provider’s standard approach, but the gains are substantively small. This is partly because unequal Internet access and lack of investment in panel recruitment means that providers are unlikely to have enough panelists in lower socioeconomic categories to draw representative online samples, regardless of the sampling method. Researchers who want to draw conclusions about the attitudes or behaviors of the public as a whole in contexts like Latin America still need probability samples.

Legitimacy is a bulwark for courts; even when judges engage in controversial or disagreeable behavior, the public tends to acquiesce. Recent studies identify several threats to the legitimacy of courts, including polarization and attacks by political elites. This article contributes to the scholarly discourse by exploring a previously unconsidered threat: scandal, or allegations of personal misbehavior. We argue that scandals can undermine confidence in judges as virtuous arbiters and erode broad public support for the courts. Using survey experiments, we draw on real-world judicial controversies to evaluate the impact of scandal on specific support for judicial actors and their rulings and diffuse support for the judiciary. We demonstrate that scandals erode individual support but find no evidence that institutional support is diminished. These findings may ease normative concerns that isolated indiscretions by controversial jurists may deplete the vast “reservoir of goodwill” that is foundational to the courts.

Competitive elections are essential for democratic accountability, yet most US House of Representatives elections are uncompetitive. Using district-level data from 1982 to 2018, I examine the relationship between redistricting institutions and election competition. I extend the work of Carson, Crespin, and Williamson (2014) by separating independent and political commissions and find that, relative to legislative redistricting, independent commissions are 2.25 times more likely to have competitive elections, and they decrease incumbent party wins by 52%.

News databases, such as Factiva and Nexis Uni, are vital for the construction of many commonly used datasets of political events because they provide researchers with access to thousands of diverse news sources. This article raises several issues with news databases that pose a threat to the quality and replicability of data-collection efforts. We recommend best practices for using news databases to gather event data.

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.

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.