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Overview
Overview
Issues of American politics, including the Constitution, federalism, interest groups, political parties and elections, presidency, congress, courts, the Bill of Rights, and political equality.
Required for political science majors
Human Behavior course for Core Curriculum
Typically taught Fall Semester (2 sections) and Spring Semester (2 Semesters)
Taught 21 sections total
Pedagogical Approach and Curricular Revisions
Pedagogical Approach and Curricular Revisions
Since Fall 2020, I have taught 19 sections of PSCI 1020: American Government. Over this five-year period, I have intentionally transformed the course from a traditional, lecture-driven survey into a dynamic, student-centered learning experience. PSCI 1020 fulfills a dual role: it is both a required course for political science majors and a Human Behavior credit in the Core Curriculum, making it a key site of political learning for first-year students from diverse academic backgrounds.
From the outset, I have balanced foundational political science instruction with an emphasis on civic engagement. Early versions of the course focused on textbook readings and multiple-choice exams. In response to student feedback and shifting pedagogical goals, I began integrating primary political texts, reflective writing assignments, and project-based learning. This included mock interest group presentations and the introduction of a Model Congress simulation, both of which fostered student-led exploration of U.S. institutions.
Subsequent revisions focused on relevance, accessibility, and engagement. I incorporated real-time news, visual data, and in-class activities to connect abstract theory with contemporary politics. I also reduced reading loads and refined assessments to ensure clarity and inclusivity without sacrificing intellectual rigor.
In 2024, through a Civic Engagement Fellowship with the Center for Artistic Activism, I introduced creative civic engagement projects as a capstone component. These projects empowered students to design and implement small-scale political actions, bridging the gap between classroom learning and democratic participation. Structured workshops, civic skills training, and election-based discussions helped students translate theory into practice and locate themselves within the broader political landscape. The pedagogical techniques from this fellowship are still part current iterations of my course.
Across all iterations, I have relied on student feedback and evaluation data to drive curricular improvement. Each revision has brought the course closer to my pedagogical goal: to foster political literacy, democratic confidence, and critical civic engagement in a participatory, inclusive classroom environment.
Click the links below to see course evaluation data and curricular revisions for each academic year.
Fall 2020 - Spring 2021
Fall 2020 - Spring 2021
During the 2020–2021 academic year, I taught two sections of PSCI 1020 in both the fall and spring semesters amid the ongoing disruptions of the COVID-19 pandemic. Instruction was a mix of in-person and online formats. I used a textbook previously adopted by former instructors but supplemented the material with foundational political texts such as The Federalist Papers and selections from Alexis de Tocqueville. Students engaged with the material through multiple-choice exams, reflective journal entries, and a culminating project in which they created mock interest groups and drafted advocacy letters to elected officials.
Student Learning Outcomes:
Express values important in American political culture that are derived from the founding and historical changes
Articulate how each branch of government including the bureaucracy interacts with each other
Differentiate civil rights and liberties and how they are guaranteed
Participate in active learning assignments that show how interest groups effectively lobby
Explore the discipline of political science by reviewing peer-reviewed work and historical documents
Converse intellectually with peer’s with critical thought and academic rigor.
Course Evaluations:
2020-2021 data averages based on 26 student responses
Student Feedback on Instructor:
Students praised my clarity, subject-matter expertise, and ability to link political theory to real-world issues. They described the classroom as inclusive and discussion-rich.
Suggestions included reducing reliance on PowerPoint, sharing slides in advance, and incorporating more interactive or multimedia content.
Some requested that politically divergent perspectives be more actively included in discussions—a point I addressed through more intentional facilitation strategies.
Student Feedback on Course:
The course was commended for building civic literacy, especially during a turbulent election year.
Students appreciated the alignment between lectures and assessments, and valued how assignments fostered critical thinking and real-world connections.
A few found the reading load heavy, prompting me to streamline content and provide more support materials to accommodate diverse academic backgrounds.
Grade Distribution:
While the majority of students earned As and Bs, the distribution prompted me to reflect on the rigor of my assessments and grading practices. Though encouraging, this pattern raised concerns that the assignments may not have been sufficiently challenging or that my standards needed fine-tuning.
In response, I began revisiting exam content and assignment rubrics to ensure more precise differentiation in student performance and to better capture varying levels of mastery.
Fall 2021 - Spring 2022
Fall 2021 - Spring 2022
Informed by student feedback from the previous year—especially requests for more structured civic engagement and deeper coverage of institutional content—I redesigned key components of PSCI 1020 to better balance experiential learning with foundational political knowledge. Most significantly, I replaced the open-ended interest group project with a scaffolded Model Congress simulation. In this interactive assignment, students role-played as legislators, drafted and negotiated bills, and simulated the legislative process in real time.
Unlike the previous civic engagement project, this simulation provided a clearer framework for collaboration while retaining the participatory, real-world emphasis that students had found transformative. By embedding the simulation within a broader unit on Congress and legislative behavior, students were able to engage creatively while deepening their understanding of institutional design and function. The new format successfully promoted collaboration, critical thinking, and conceptual mastery.
To further support student learning, I improved the alignment between assessments, in-class activities, and lectures with course objectives. Over the academic year, I taught two sections in Fall 2021 and two in Spring 2022.
Student Learning Outcomes:
Express values important in American political culture that are derived from the founding and historical changes
Articulate how each branch of government including the bureaucracy interacts with each other
Differentiate civil rights and liberties and how they are guaranteed
Participate in active learning assignments that show how amendments are passed, how presidents create foreign policy, how congress runs and how government protects citizens
Explore the discipline of political science by reviewing political theory
Converse intellectually with peers with critical thought and academic rigor.
Course Evaluations:
2021-2022 data averages based on 22 student responses
Student Feedback on Instructor:
Students described me as well-prepared, knowledgeable, and approachable. They appreciated my clear explanations, structured lectures, and responsiveness, noting that the course felt intellectually meaningful. Many highlighted the inclusive classroom environment and my attentiveness to student dynamics.
While the Model Congress was well received, some students wished for similar interactive elements earlier in the semester. Others suggested slowing the lecture pace slightly, increasing peer-based activities, and incorporating more political history for context.
Student Feedback on Course:
Students praised the course for its clarity, real-world relevance, and strong alignment between lectures, assessments, and learning goals.
Several recommended expanding assignment variety and integrating more historical context to deepen understanding of U.S. institutions.
Evaluation of Course Changes:
Student feedback from 2021–2022 affirmed the success of these revisions. Many students highlighted the Model Congress as a course highlight, noting that it deepened their understanding of legislative institutions while offering an engaging, hands-on learning experience.
The structured format addressed previous concerns about group dynamics, with students reporting improved collaboration and a clearer sense of purpose in team-based work. Several remarked that the simulation made abstract political concepts “click” and praised the alignment between class activities, readings, and assessments.
Their responses indicated that the course struck a more effective balance between civic engagement and institutional learning, confirming the value of the pedagogical adjustments.
Grade Distribution:
Comparing this distribution to 2020–2021 reveals a significant shift. While the number of A grades increased from 24 to 31, B grades dropped from 24 to 19, and C grades remained constant at 17. More notably, failing grades rose sharply: D grades increased from 5 to 7, and F grades nearly tripled from 6 to 17.
This polarization suggests that while the revised course design better supported high-performing students, it may have left others behind. These patterns highlighted the need to reassess how the course scaffolds support for students at risk of failure—an insight that would shape my next round of revisions.
Fall 2022 - Spring 2023
Fall 2022 - Spring 2023
Building on prior curricular refinements, I continued to evolve the structure of PSCI 1020 in response to student feedback and changing learning needs. In Fall 2022, I replaced several theoretically dense readings with more accessible, empirically grounded materials, such as contemporary news articles and visual data (e.g., graphs and charts). This shift aligned with the core curriculum’s emphasis on human behavior and empirical analysis and helped students more effectively connect abstract political concepts to real-world dynamics.
Drawing from the previous year’s feedback—particularly students’ appreciation for structured, interactive formats and strong content-to-application links—I also introduced more in-class testing and collaborative activities while reducing the emphasis on online written assignments. These changes directly addressed student requests for greater engagement and real-time feedback. The revised structure promoted regular formative assessment, peer-based learning, and hands-on political analysis, thereby reinforcing the course’s clarity, inclusivity, and intellectual rigor. Across the academic year, I taught two sections of American Government in both fall and spring.
Student Learning Outcomes:
Express values important in American political culture that are derived from the founding and historical changes
Articulate how each branch of government including the bureaucracy interacts with each other
Differentiate civil rights and liberties and how they are guaranteed
Participate in active learning assignments related to institutional features of federal government
Converse intellectually with peers with critical thought and academic rigor by simulating a model congress
Course Evaluations:
2023-2023 data averages based on 3 student responses
Student Feedback on Instructor:
Students praised my clarity, enthusiasm, and ability to make complex topics engaging. They highlighted the inclusive atmosphere and appreciated tools like advance slide uploads, multimedia content, and the continued success of the Model Congress simulation, which remained a course highlight.
Some requested a slower lecture pace and clearer scope per session. Others asked for more explicit writing prompts, periodic “knowledge checks,” and guidance on note-taking as a skill.
Student feedback on Course:
Students valued the course’s real-world relevance and the connections drawn between institutions and their daily lives. Open-note quizzes, current events, and structured discussions supported engagement. Several suggested introducing simulations earlier in the term and incorporating more historical or theoretical framing to contextualize political structures.
Evaluation of Course Changes:
Student feedback in 2022–2023 affirmed the effectiveness of the revisions made in response to previous concerns. Students responded positively to the introduction of more empirically grounded materials and praised the accessibility and engagement of the course content. The Model Congress continued to serve as a pedagogical anchor, reinforcing the importance of scaffolded, experiential learning.
Students also appreciated structural supports such as advance slide uploads and multimedia integration, which contributed to a more interactive and inclusive learning environment.
At the same time, their suggestions—such as slowing lecture pace, defining session scopes, and providing more academic skill-building—highlighted the need for continued attention to scaffolding foundational learning strategies alongside course content.
Their feedback also reinforced the value of applied learning grounded in institutional context, pointing to interest in expanding simulations and deepening historical and theoretical connections earlier in the term.
Grade Distribution:
Compared to the previous year, the grade distribution shows a modest increase in both A and B grades and a decline in D and F grades, though the number of failing students (12) remains a concern. These patterns suggest improvement in supporting a broader range of learners but also point to ongoing challenges for a subset of students. As I moved forward, I used this data to reflect on how to more consistently reach students at risk of disengagement, particularly through additional scaffolding and early interventions.
Fall 2023 - Spring 2024
Fall 2023 - Spring 2024
In Fall 2023, I taught one section of American Government and two sections in Spring 2024. This academic year, I continued refining the course with a greater emphasis on in-depth discussion and student-led engagement. By intentionally spacing out class sessions, I created more opportunities for conversation-based learning rather than relying solely on lecture. This shift fostered a more collaborative classroom culture, encouraging students to share their perspectives and sharpen their critical thinking. These discussions also functioned as real-time “knowledge checks,” enabling students to assess their understanding in an informal, low-stakes environment. As a result, the classroom dynamic became more dialogic and less hierarchical, strengthening student-instructor relationships and encouraging deeper participation.
A significant development occurred in Spring 2024 when I was awarded a Civic Engagement Fellowship through the Center for Artistic Activism (C4AA). This opportunity allowed me to integrate civic engagement prototypes—small, student-led projects designed to demonstrate how political participation can produce tangible social and political outcomes. These experiential learning components were well received, providing students with space to creatively explore real-world problem-solving. They also helped students develop a stronger sense of political agency and reinforced the practical relevance of the course material. By spacing out these assignments across the semester, I was able to maintain steady student engagement without overwhelming them.
Student Learning Outcomes:
Fall 2023
Express values important in American political culture that are derived from the founding and historical changes
Articulate how each branch of government including the bureaucracy interacts with each other
Differentiate civil rights and liberties and how they are guaranteed
Participate in active learning assignments related to institutional features of federal government
Converse intellectually with peers with critical thought and academic rigor by simulating a model congress
Spring 2024
Express values important in American political culture that are derived from the founding and historical changes
Articulate how each branch of government interacts with each other
Assess voting and elections in the United States and identify important actors
Participate in active learning assignments related to institutional features of federal government
Converse intellectually with peers with critical thought and academic rigor through several peer interactions
Understand the role of artistic activism within the American political landscape
Course Evaluations:
2023-2024 data averages based on 9 student responses
Student Feedback on Instructor:
Students described the course as rigorous, relevant, and inspiring, frequently citing my enthusiasm, real-world framing, and inclusive teaching style. Many felt empowered to pursue political leadership or civic engagement. My clarity, organization, and ability to translate theory into practice were consistently praised.
While students appreciated the civic engagement projects, some noted challenges with group work and uneven participation. Suggestions included reducing the number of projects, providing more structured support, and devoting additional time to core institutions. Students also recommended incorporating more videos and in-class activities to sustain engagement.
Student Feedback on Course:
Students found the course transformative and applicable beyond the classroom. The civic engagement elements were particularly impactful, helping them build confidence, connect with public officials, and envision themselves as active participants in democracy. Several suggested refining the balance between experiential learning and institutional coverage to maximize both depth and breadth.
Evaluation of Course Changes:
Student feedback from 2023–2024 affirmed the effectiveness of the revisions implemented. Students highlighted the course’s intellectual rigor and real-world relevance, praising my ability to translate complex theory into practice. The addition of civic engagement prototypes—especially those influenced by the C4AA Fellowship—provided students with creative, hands-on opportunities to engage with democratic processes.
The reorganized lecture structure, clearer learning goals, and use of classroom discussion as knowledge checks were also successful. Students praised these changes for enhancing the course’s clarity, accessibility, and inclusiveness. At the same time, student comments pointed to areas for further improvement: supporting group dynamics more effectively, scaffolding civic projects more deliberately, and recalibrating the balance between applied and institutional learning.
Grade Distribution:
Comparing the grade distributions from 2022–2023 to 2023–2024, we see a significant shift in how students performed:
A grades dropped sharply from 33 to 13 students.
B grades increased from 25 to 33 students, making it the most common grade.
C grades decreased slightly from 11 to 9.
D grades dropped from 3 to just 1.
F grades fell from 12 to 3.
This shift suggests a tightening of assessment standards or an increase in rigor, particularly at the top end. At the same time, the reduction in failing grades indicates that fewer students were struggling at the bottom.
Overall, the data reflect a more balanced distribution of student performance, with a stronger middle tier and fewer extremes—possibly indicating better clarity in expectations and greater consistency in student engagement.
Fall 2024 - Spring 2025
Fall 2024 - Spring 2025
In response to student feedback from 2023–2024, which emphasized the importance of real-world application and called for greater scaffolding of civic engagement projects, I implemented a series of strategic updates to PSCI 1020: American Government. Drawing on my Civic Engagement Fellowship with the Center for Artistic Activism (C4AA), I redesigned the Fall 2024 course around the 2024 general election. This allowed students to directly engage with live political events while developing core civic competencies.
To strengthen support for experiential learning, I introduced structured workshops that guided students through the design and execution of creative civic engagement projects. These workshops directly addressed prior concerns about group dynamics and project clarity. Students also received hands-on training in voter registration, absentee ballot requests, and locating polling places—practical skills that grounded their civic actions in real-world political participation. Regular news briefings and an end-of-semester election debrief allowed students to synthesize their experiences through collaborative reflection and political analysis.
Students in the Fall 2024 semester practicing their act of artistic activism for the federal election.
Student created promotional material for social media to advertise their act of artistic activism for Fall 2024.
Students in the Fall 2024 semester interviewing students on campus re: issues for the federal election
In Spring 2025, I retained many of these civic elements while shifting the course’s focus to the implications of the 2024 election results. Students developed new civic action prototypes and engaged in comparative electoral analysis, evaluating shifts in political dynamics under the new presidential administration and congressional composition. These adjustments responded to student interest in deeper integration of institutional knowledge with applied learning, reinforcing the course’s central goal: preparing students to understand and participate in democratic life.
Student Learning Outcomes:
Express values important in American political culture that are derived from the founding and historical changes
Articulate how each branch of government interacts with each other
Assess voting and elections in the United States and identify important actors
Participate in creative forms of civic engagement
Converse intellectually with peers with critical thought and academic rigor through several peer interactions
Course Evaluations:
Fall 2024 (01; 02; Mid-Course Review)
Spring 2025 (02; (Mid-Course Review)
2024-2025 data averages based on 27 student responses
Student Feedback on Instructor:
Students consistently praised my clear communication and responsiveness, highlighting my enthusiasm, subject-matter expertise, and commitment to student well-being. Many noted that my inclusive classroom atmosphere, combined with strong organizational structure and clearly articulated expectations, made the course both intellectually challenging and personally supportive.
The integration of current events—especially the 2024 election—was widely appreciated, with students remarking on how relevant and timely the course felt.
They also responded positively to my interactive teaching methods, which included in-class debates, whiteboard work, and group discussions.
Some students expressed interest in even more hands-on learning opportunities, such as additional civic projects. While I have substantially increased these components in recent years, I continue to reflect on how to expand them sustainably.
A few students requested study guides; however, I have chosen not to provide them, prioritizing critical engagement and self-directed learning consistent with college-level expectations.
Student Feedback on Course:
Students responded positively to the integration of real-world politics, especially the focus on the 2024 election. They found the material relevant and accessible, and many appreciated the course’s low homework burden coupled with high informational value. Activities such as class debates, election debriefs, and civic engagement projects were repeatedly cited as highlights.
In Fall 2024, students suggested a better balance between exams and assignments to reduce uneven workload. I adjusted the pacing in Spring 2025 to reflect this feedback, and subsequent evaluations noted improved satisfaction with the course structure.
Evaluation of Course Changes:
The 2024–2025 revisions significantly improved student engagement and instructional clarity compared to prior iterations of PSCI 1020. Integrating the 2024 general election and expanding support for experiential learning made civic content more concrete and accessible. Workshops and skill-building sessions ensured that students were better equipped to carry out creative civic engagement projects—an area that had previously lacked sufficient structure.
Compared to earlier offerings, the updated course design more effectively blended institutional content with applied learning. Students praised the course’s real-world relevance and interactive pedagogy. Moreover, after Fall 2024 students noted concerns about workload pacing, I refined the assignment schedule for Spring 2025, which led to improved evaluations.
While a small number of students continued to seek more civic engagement opportunities, the overall feedback confirmed that the course better fulfilled its goals of fostering democratic confidence and deepening political understanding. These updates represent the most comprehensive and effective iteration of the course to date.
Grade Distribution:
The 2024–2025 distribution reveals continued compression toward the middle, particularly in the B and C ranges. A grades declined from 13 to 7, likely reflecting greater rigor and more exacting assessment standards. While D and F grades rose slightly, the overall number of failing students remained low.
This shift indicates a more demanding grading environment and stronger performance clustering around average to above-average outcomes. The increase in C grades may suggest that, although students are passing, some continue to need support with analytical or writing skills—a concern I aim to address through targeted scaffolding in future semesters.
Fall 2025
Fall 2025
Building on the successes of the 2024–2025 applied learning initiatives and responding directly to continued student requests for more hands-on, in-class exploration, the Fall 2025 sections of PSCI 1020: American Government shifted the balance between traditional content delivery and active, discovery-based learning. (Note: I taught two sections of this course in Fall 2025, with no American Government sections taught in Spring 2026 due to family leave.)
To prioritize this experiential approach, I strategically reduced the reliance on textbook content. Class time was instead dedicated to developing practical digital literacy and research skills critical for civic life. Students engaged in live, in-class exploration, such as directly navigating government websites to locate their legislative representatives, track the status of current bills, and research relevant government agencies.
This classroom exploration was student-driven; I regularly introduced official websites and then facilitated a collaborative inquiry process, asking students to collectively decide which links to click or which executive orders to read. This practice fostered greater ownership over the material and made institutional knowledge immediately tangible.
The change in presidential administration also provided a compelling real-world context for learning. I integrated opportunities for personal political reflection, encouraging students to ask questions and share their perspectives on the evolving political landscape. This focus on individual connection to political events reinforced the course’s overall goal of preparing students for engaged, reflective participation in democratic life.
Student Learning Outcomes:
Explain foundational concepts of American government, including federalism, separation of powers, and the role of the Constitution in shaping political institutions and behavior.
Analyze the structure and function of key political institutions, such as Congress, the Presidency, and the Courts, and evaluate their impact on policy-making and democratic governance.
Evaluate the role of political participation, including voting behavior, interest groups, and political parties, in shaping electoral outcomes and public policy.
Interpret political data and visualizations to assess trends in political behavior, institutional performance, and electoral dynamics.
Apply critical thinking to contemporary political issues, using course concepts to assess the implications of political decisions and events on democratic principles and civic life.
Demonstrate effective communication and argumentation skills, both orally and in writing, through participation, quizzes, tests, and reflective assignments.
Reflect on personal political beliefs and civic engagement, articulating how course content has influenced their understanding of American politics and their role within it.
Course Evaluations:
TBD
2025 data averages TBD
Student Feedback on Instructor:
TBD
Student Feedback on Course:
TBD
Evaluation of Course Changes:
TBD
Grade Distribution:
The 2025 distribution shows a pronounced concentration in the B range, with 19 students earning B grades—an increase from last year’s clustering in the B and C ranges. A grades held steady at 7, matching last year’s total, while C grades declined slightly to 10. D and F grades rose modestly to 3 and 2, respectively, indicating a small uptick in lower-end performance.
This pattern suggests that while top performance remains stable, the middle tier has shifted upward, with more students achieving above-average outcomes compared to last year. The reduction in C grades may reflect improved comprehension among students who previously hovered near average, though the increase in D and F grades signals that a subset continues to struggle. Moving forward, targeted interventions for students at risk of falling below passing—particularly early in the semester—could help mitigate this trend and sustain gains in overall performance.
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