| | 01 | M-W---- | 11:00A-11:50A | TBA | Reeves | No final | 240 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| A | --W---- | 3:00P-3:50P | TBA | Reeves | No final | 10 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| B | --W---- | 3:00P-3:50P | TBA | Reeves | No final | 10 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| C | --W---- | 4:00P-4:50P | TBA | Reeves | No final | 10 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| D | --W---- | 4:00P-4:50P | TBA | Reeves | No final | 10 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| E | ---R--- | 3:00P-3:50P | TBA | Reeves | No final | 10 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| F | ---R--- | 3:00P-3:50P | TBA | Reeves | No final | 10 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| G | ---R--- | 4:00P-4:50P | TBA | Reeves | No final | 10 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| H | ---R--- | 4:00P-4:50P | TBA | Reeves | No final | 10 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| I | ----F-- | 9:00A-9:50A | TBA | Reeves | No final | 10 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| J | ----F-- | 9:00A-9:50A | TBA | Reeves | No final | 10 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| K | ----F-- | 9:00A-9:50A | TBA | Reeves | No final | 10 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| L | ----F-- | 9:00A-9:50A | TBA | Reeves | No final | 10 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| M | ----F-- | 9:00A-9:50A | TBA | Reeves | No final | 10 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| N | ----F-- | 9:00A-9:50A | TBA | Reeves | No final | 10 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| O | ----F-- | 3:00P-3:50P | TBA | Reeves | No final | 10 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Malter, Reeves | Paper/Project/TakeHome | 75 | 0 | 0 | | |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Carter | Dec 17 2024 1:00PM - 3:00PM | 200 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Bowersox | No final | 100 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | Migration is a phenomenon in which people, individually or in groups, move from one territory to another. In this course, we will trace the process of migration and discuss the impact of migration on sending and host societies as well as on the migrants themselves. What drives people to migrate from their home communities? What challenges do they face along migration routes? As humans move, languages, ideas, and ways of life diffuse across territories. This diffusion can be integrated into host societies, or it can become a source of tension within the society. What political, social, and economic conditions facilitate this integration or tension? In this course, we will begin to answer these questions through the lens of U.S. migration policies. As we study the process of migration, you will work towards a research paper that critically analyzes the migration process using a case of your choice. Note: This course counts towards the undergraduate International OR American Politics subfield. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Shady | Dec 16 2024 1:00PM - 3:00PM | 19 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 8:30A-9:50A | TBA | Aksoy | No final | 20 | 0 | 0 | | |
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| | 01 | -T----- | 5:30P-6:30P | TBA | Leipholtz, Glickman | No final | 25 | 0 | 0 | | |
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| | 01 | M-W---- | 9:00A-9:50A | TBA | [TBA] | Dec 17 2024 10:30AM - 12:30PM | 100 | 0 | 0 | | |
| A | ---R--- | 9:00A-9:50A | TBA | [TBA] | See instructor | 25 | 0 | 0 | | |
| B | ---R--- | 3:00P-3:50P | (None) / | [TBA] | See instructor | 25 | 0 | 0 | | |
| C | ----F-- | 9:00A-9:50A | (None) / | [TBA] | See instructor | 25 | 0 | 0 | | |
| D | ----F-- | 2:00P-2:50P | (None) / | [TBA] | See instructor | 25 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Lovett | No final | 0 | 0 | 0 | | |
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| Description: | Race has been a central issue in United States politics since the country's founding. From debates about the South's \peculiar institution" to the Civil Rights Movement to contemporary discussions about a post-racial America, political discourse in the United States has often revolved around issues of race. In this course, we will examine the major political issues, struggles, and ideologies of African Americans in order to better understand U.S. Politics. Topics will include early and contemporary African American political thought, racism and segregation, inequality, the politics of the Civil Rights Movement, African American participation in electoral politics, and other contemporary issues. By the end of this course, students should be able to: examine current events related to race through the lens of political science concepts; understand the historical causes of ongoing confl
icts and debates related to race in the United States; understand the arguments made by Black political thinkers; read and apply political science literature to major questions in the field of race. Note: This course counts towards the undergraduate American Politics subfield. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Hayes | Dec 17 2024 6:00PM - 8:00PM | 40 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Gabel | No final | 50 | 0 | 0 | | |
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| Description: | Opening up to global markets, regulating "big tech", sanctioning initiators of violent conflict, or drafting global tax reform -- recent policy debates reflect a well-established pattern: political decisions shape firm behavior, and political decisions are heavily shaped by firms. Whether you find yourself working for a firm, an interest group, or a government, at some point, you will have to consider these interactions between firms and politics. Doing so requires you to face a set of questions: How do politics and policies impact firms? What strategies do firms pursue to shape politics and policy? And what explains differences in these interactions across firms, issue areas, and countries? Drawing on work from economics, political science, management, and law, and combining lectures, classroom discussion, as well as case studies and projects, we will examine a range of topics surrounding these questions, including corporate lobbying and corporate social responsibility; "big tech" and market power; political risk and uncertainty; innovation and technological change; and globalization. Note: This course counts toward the undergraduate Comparative OR International Politics subfield. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Betz | No final | 40 | 0 | 0 | | |
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| | 01 | M------ | 4:00P-4:50P | TBA | Reeves | See department | 15 | 0 | 0 | | |
| 02 | TBA | | TBA | [TBA] | See department | 0 | 0 | 0 | | |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Christenson | No final | 20 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | How do African American writers conceive of freedom, agency, and self-determination in the face of longstanding injustices and inequities in American politics, from slavery to segregation, lynching to police brutality, economic disenfranchisement to voter suppression? What tools of resistance should be employed in the struggle to confront and dismantle racial oppression? This course explores competing understandings of freedom, as well as the plurality of ideas about strategies of resistance, in African American political thought. We will engage with an interdisciplinary group of African American writers, activists, and artists, such as Frederick Douglass, Ida B. Wells, Booker T. Washington, W.E.B. Du Bois, Anna Julia Cooper, Zora Neale Hurston, James Baldwin, Martin Luther King, Jr., Malcolm X, Toni Morrison, and Ta-Nehisi Coates. Note: This course counts towards either the undergraduate American Politics subfield or the Political Theory subfield. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Gais | No final | 19 | 0 | 0 | | |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Bowersox | No final | 25 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Darnell | Paper/Project/TakeHome | 20 | 0 | 0 | | |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | [TBA] | Dec 18 2024 1:00PM - 3:00PM | 40 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Aksoy | No final | 40 | 0 | 0 | | |
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| | 01 | -T-R--- | 8:30A-9:50A | TBA | Spriggs | No final | 40 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | Survey research is an important method that political scientists often use to understand people in the world around us. By asking a standardized set of questions to a random sample of respondents, we can make inferences regarding the opinions and behavior of the larger population from which it was drawn. Surveys also offer numerous opportunities for experimental research, allowing scholars to make confident causal claims about the determinants of public opinion and behavior. In recent years, the advent of Internet-based surveying and online recruitment of respondents has "democratized" survey research, allowing many researchers and scholars with limited resources to design and conduct their own surveys from scratch. Surveys are also increasingly conducted around the world, outside of the context of advanced democracies where this method originated. Yet these developments have introduced new challenges in terms of ensuring that inferences drawn from survey research are valid. Topics include sampling, survey modes, questionnaire design, survey experiments, pre-analysis plans, ethics and the Institutional Review Board, and analyzing survey data. Note: This course counts towards the undergraduate Political Methods subfield. Prerequisites: L32 263, L32 363 or equivalent or with instructor permission. |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Ang | No final | 20 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | Learning how courts interpret policy has become an important component of the policymaker's toolkit. This course aims to introduce policy-oriented students to how Constitutional interpretation touches upon pressing policy questions. Students will engage with what courts expect to see from policymakers, while also learning how to read cases from a lawyer's perspective. Topics covered include federalism, LGBT rights, race and ethnicity, criminal justice issues, voting rights, and political questions and official immunity. Texts will include cases decided by the Supreme Court (including cases from recent terms), and also contemporary scholarship on judicial politics and decision making. Although our focus will be on the Supreme Court, the pedagogical emphasis will be on what policy makers can expect from the courts in terms of federal and state policy implementation. Our goal is that by the end of this course you will be able to: 1. Understand when federal courts will and will not intervene, particularly with regard to key policy and political issues 2. Think critically and assess the ability of courts to be used as instruments of social change 3. Understand what oversight, if any, the courts exercise over federal policy making, including by administrative agencies The course content is divided into four broad units, all of which are essential for understanding the courts' role in the promotion and interpretation of national policy. These are (1) federal courts, their nature, and their limited powers, (2) the courts' role in social movements and as "protectors" of individual rights and liberties, (3) political questions and immunity, and (4) the complicated relationship between courts and administrative agencies. Note: This course counts toward the undergraduate American Politics subfield. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | [TBA] | No final | 40 | 0 | 0 | | |
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| | 01 | M-W---- | 2:30P-3:20P | TBA | Pond | No final | 20 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| A | ---R--- | 2:30P-3:20P | TBA | Pond | No final | 20 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | [TBA] | Paper/Project/TakeHome | 40 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Knapp | Paper/Project/TakeHome | 45 | 0 | 0 | | |
| 02 | -T-R--- | 2:30P-3:20P | TBA | Knapp | Paper/Project/TakeHome | 45 | 0 | 0 | | |
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| Description: | This course offers a critical introduction to the main issues and debates in western political theory, including but not limited to the topics of justice, legitimacy, equality, democracy, liberty, sovereignty, and the role of history in the political and social world. This course is designed to be the first in a three-semester sequence on the history of political thought, and students are encouraged, but not required, to take the courses in chronological sequence. The first semester begins with ancient Greek political thought, and follows its development up to the early 16th century. Note: This course counts towards the undergraduate Political Theory subfield. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Gais | No final | 20 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | This course will study legal concepts of voting rights and election law that impact the ability of citizens to access and participate in the democratic process. It will include the opportunity for students to directly engage in observing, monitoring, or advancing the right to vote during the 2008 elections. Election law changes rapidly and is the subject of legal and political dispute in a number of areas that will affect the franchise during the 2008 elections. This course will examine federal constitutional and statutory law governing the right of suffrage and assess current controversies in these areas. While there is no specific "right to vote" explicitly stated in the U.S. Constitution, over time, it has been amended or interpreted to protect the right of franchise from being abridged based on race, gender, property ownership, age and other qualifications. Legislative enactments have also established rights with respect to voting. Each extension of voting rights has been a product of and resulted in social and political change. This course will examine the interplay of law and politics in the right to vote. The course will begin with the study of constitutional foundations, statutory protections and case law. We will then apply these principles to current issues in voting rights, including voter registration, voter identification, provisional ballots, voting machines, access for people with disabilities, felony disenfranchisement, voter suppression and voter fraud. Students will apply this knowledge to voting rights during the 2008 elections through hands-on involvement in voter education, monitoring or advocacy. The course will conclude with an assessment of the current issues in light of observations made by students during the 2008 elections, with an eye toward the advancement of election law and full enfranchisement in the future. The course involves the study of fundamental Supreme Court cases, interactive discussion of contemporary debates, and review of current litigation and legislative proposals. The course will be supplemented by occasional guest visits by election officials, lawyers, legislators, voting rights advocates or others. Note: This course counts towards the undergraduate American Politics subfield. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Olson | No final | 20 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | TBA | | TBA | Bowersox | No final | 0 | 0 | 0 | | |
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| | 01 | --W---- | 2:00P-4:50P | TBA | Lambert | Paper/Project/TakeHome | 23 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Lovett | No final | 19 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| Waits Not Allowed |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Darnell | No final | 20 | 0 | 0 | | |
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| | 01 | -T----- | 9:00A-11:50A | Wilson / 104 | Baril | See instructor | 0 | 0 | 0 | Desc: | Democracy in the United States faces several related challenges, including political polarization, extremism, and a shortage of reasoned moral and political debate. Many Americans believe our democracy is in crisis and are increasingly skeptical that political progress and social justice can be achieved in our democratic system. This course aims to engage with the crisis of American democracy by examining the practice of reasoning about values, which is a key component of "civil society," i.e. the norms, practices, and non-state institutions that constitute a democratic society. Students will study a selection of moral and political issues, learn strategies for reasoning with others about them, and organize a series of "Dinner & Dialogue" events designed to model constructive moral and political discourse. This course is part of the Civil Society Initiative; for more information: https://philosophy.wustl.edu/civil-society-initiative Enrollment is limited, so all students will initially be wait-listed. Students who wish to enroll should complete the following brief questionnaire: https://philosophy.wustl.edu/civil-society-questionnaire Students who fill out the questionnaire by April 1st will be notified about enrollment by April 16th. For more information on the course, contact anne.m.baril@wustl.edu. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Rosas | Dec 17 2024 6:00PM - 8:00PM | 15 | 0 | 0 | | |
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| Description: | Why does war occur? Why does it last so long? What are its long-term effects on the people that lived through them? This course is designed to shed light on these questions, examining the interaction of psychological and strategic processes in international war and conflict. We will critically examine how psychological factors such as emotions, identity, cognition, and motivation impact (and are impacted by) political violence. We will examine these processes in the context of crisis diplomacy, national security policy, war, post-conflict reconstruction, and more. Specific examples of potential topics include: the global "War on Terror," ongoing intractable conflicts such as the Israeli-Palestinian conflict, diplomatic standoffs between the US and adversaries such as North Korea and Russia, and refugee and migration crises around the globe. By the end of this course, students should have a clear understanding of how political conflict both affects and is affected by human psychology, and the implications this has for addressing a host of political problems and challenges. Note: This course counts towards the undergraduate International Politics subfield. Prereq: L32 262, L32 363 or permission from instructor |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Wayne | No final | 12 | 0 | 0 | | |
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| Description: | This course provides an introduction to qualitative and quantitative research methods in political science. The topics in this course address issues related to defining and operationalizing research questions, theory building (e.g., case studies, counterfactuals, formal theory, and interviews) as well as theory testing (e.g., observational studies, surveys, and experiments). Technical issues related to these methods are not the focus of this course. Theoretical issues regarding the advantages and disadvantages of the different approaches are instead. Ultimately, the goal of this course is threefold: (1) to instruct students to critically analyze scholarly articles with particular attention to research design, (2) develop skills associated with practical applications of particular methods, and (3) to guide students in how to design an original research project, such as a senior thesis. Note: This course counts towards the undergraduate Political Methods subfield. |
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| | 01 | M-W-F-- | 9:00A-9:50A | TBA | Ang | No final | 16 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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