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Teaching Political Methodology: How Junior Scholars Avoid and Learn From Mistakes
Avoiding, and Learning From, Mistakes Made by Junior Scholars Teaching Political Methodology was authored by Clayton Webb and Soren Jordan. It was published in PS in 2022.
Article Abstract: Political methodology courses are among the most difficult political science courses to teach, and young faculty—who have the least amount of teaching experience—often are asked to teach them. 1 Resources abound for prospective instructors. Oxford University Press (Box-Steffensmeier, Brady, and Collier 2008) and SAGE Publications (Curini and Franzese 2020) curated extensive handbooks on political methodology; many articles have been written to introduce the key features of the subfield and describe its history (Beck 2000; King 1990; Roberts 2018); and several popular textbooks can be used for graduate (eg, Bailey 2015) and undergraduate (eg, Kellstedt and Whitten 2018) students. Although these resources offer useful insights into the history and substance of political methodology, they do not provide much in the way of best practices for delivery of the material.
We drew on the political methodology community to generate a list of dos and don’ts for new faculty tasked with teaching courses in political methodology. In fall 2020, we conducted a survey of the membership of the American Political Science Association (APSA) Political Methodology section. We asked participants to rate their early performance as purveyors of political methods, to reflect on the balance of material contained in their previous and current syllabi, to respond to questions about the biggest mistakes they made as young faculty, and to offer the best advice they have for new faculty today.
