PSCI 3250: Introduction to Political Thought

Overview

Required for political science majors.
Explores foundational texts and key theories in political theory and philosophy, applying them to contemporary problems
Typically taught Fall (2 sections)
- Taught 8 sections total

Sample Syllabi

Sample Course Assignments

Pedagogical Approach and Curricular Revisions

PSCI 3250: Introduction to Political Thought is a required course for political science majors that introduces foundational texts in political theory and philosophy, while connecting them to pressing contemporary political issues. Because of the subject’s abstract and complex nature, I have continually revised the course to balance intellectual rigor with accessible, engaging instruction that supports active learning. I initially taught one section per fall but now offer two sections due to growing enrollment. In total, I have taught six sections of this course..

Over time, PSCI 3250 has evolved from a lecture-driven, text-heavy course into a dynamic, research-oriented, and student-centered space for exploring political theory. Originally organized around dense readings, traditional exams, and comparison papers, the course has undergone a series of targeted revisions to improve accessibility, engagement, and real-world application.

Key innovations have included the adoption of a core political theory textbook to support reading comprehension, the redesign of assessments to encourage deeper reflection, and the replacement of passive learning methods with discussion-based formats and interactive tools. The introduction of the “Theory of Justice” project—a student-led application of Rawlsian theory to contemporary dilemmas—proved especially impactful in increasing analytical depth and classroom participation.

Beginning in Fall 2022, I restructured the writing assignments to help students develop empirical research questions grounded in theoretical frameworks. These changes strengthened the course’s alignment with political science as a research discipline and responded to departmental priorities around research-driven learning. To further scaffold learning, I introduced tools such as reading guides, peer workshops, and cold-calling, each aimed at improving preparation, collaboration, and in-class engagement. In recent iterations, assignments have asked students to apply classical texts to contemporary debates on misinformation, free speech, and artificial intelligence—topics informed by my current research, which I now share as part of the course.

Across all six offerings, I have refined exams, clarified course outcomes, and used student feedback and performance data to iteratively adjust the structure and pace. These cumulative changes have fostered deeper critical thinking, improved comprehension, and cultivated a more inclusive and intellectually vibrant classroom environment.

Click the links below to view course evaluations and curricular changes by year.

Fall 2020

In my first year teaching the course, I used a traditional structure: two exams, two short analytical papers, and a final “Constitution creation” project, which asked students to apply political theory in designing ideal governance structures. While students appreciated the range of texts and critical themes—including racism, classism, poverty, feminism, and limits on government—they found the heavy reading load and dense material challenging.

Student Learning Outcomes:

Articulate why political theory is important to the general field of political science
Contrast ancient conceptions of duty and citizenship with contemporary understandings
Consider how revolutionary thought progressed in Western theory
Discover minority voices in political theory especially those of women and racial minorities in America
Compare punishment ideals for criminal justice
Write sophisticated theoretical comparison papers

Course Evaluations:

Fall 2020

2020 averages based on 5 student responses

Student Feedback on Instructor:

Students consistently praised my clarity in explaining difficult concepts, my enthusiasm for political theory, and my supportive, inclusive classroom environment. They also appreciated my responsiveness and encouragement of participation.
A few students suggested incorporating more interactive, hands-on elements and being more attuned to students’ personal circumstances.

Student Feedback on Course:

Students appreciated the breadth and substance of the course, particularly its grounding in foundational political theories and its inclusion of themes such as racism, classism, poverty, feminism, and the limitations of government. The course’s expansive range of theorists and its critical engagement with enduring political issues were cited as major strengths.
Some students suggested updating the syllabus to include more present-day political theory to complement the classical material. Others noted that the course could benefit from additional variety in instructional methods to prevent sessions from feeling too lecture-heavy or topic-dense.

Grade Distribution:

The grade distribution showed a broad range of performance: five students each earned A’s, B’s, and C’s.
However, the relatively high number of C grades suggests that many students were meeting expectations without excelling.
Notably, four students received F’s—more than the two who received D’s—indicating that a significant portion of the class struggled with the material.
This pattern suggests the need for future adjustments to support student engagement, clarity, and comprehension.

Fall 2021

In response to student feedback from Fall 2020, I implemented substantial revisions to PSCI 3250 to enhance accessibility, increase engagement, and create a more interactive learning environment. One of the clearest takeaways from the prior semester was that students struggled with long, dense readings. To address this, I adopted a core political theory textbook to provide a coherent foundation, supplementing it with targeted readings focused on key thinkers and contemporary applications. This streamlined approach improved comprehension and reduced cognitive overload..

To move away from lecture-heavy instruction, I redesigned the course around structured, discussion-based sessions. Students submitted discussion questions ahead of class and were assigned specific sections of readings to present, fostering peer-to-peer engagement and grounding our conversations in student inquiry. While this new format significantly boosted participation, I observed that classroom energy varied across sessions, indicating a need for further refinement to sustain consistent engagement.

I retained the comparative theory papers, which continued to develop students’ analytical skills, and converted the exams into flexible, written online assessments to promote reflective, concept-driven thinking. The most successful innovation was the new “Theory of Justice” project, which asked students to apply Rawlsian theory to real-world dilemmas. The project culminated in in-class debates and generated high levels of student interaction, showcasing notable gains in both critical thinking and the application of theory to practice.

Student Learning Outcomes:

Understand the role of political theory in political science
Articulate the difference between virtue and virtu politics
Discover different definitions of personhood and citizenship
Show how political theory’s idealism has been undermined
Compare theories of justice in political institutions
Write comparatively on political theory
Use political theory to structure empirical analysis
Create their own theory of justice

Evaluation of Course Changes:

Although formal evaluations were not conducted this semester, student performance, informal feedback, and my own observations affirmed the effectiveness of the revisions. Students appeared more confident in engaging with the material, and their written work reflected deeper comprehension. This iteration also made clear the importance of more deliberately connecting normative theory with empirical political analysis—a key focus of further course refinement in Fall 2022.

Grade Distribution:

The Fall 2021 grade distribution shows a marked improvement compared to the previous year.
The majority of students earned B's (10), followed by A's (7), indicating strong overall performance. The number of C grades dropped to just 3, and there were no D's, with only a single F.
This distribution more closely resembles a normal curve skewed toward higher achievement, suggesting that instructional strategies, student engagement, or course design may have improved.
The reduction in lower grades is a positive sign of academic progress and better comprehension among students.

Fall 2022

In Fall 2022, I retained the streamlined course structure introduced the previous year, including the use of a core political theory textbook supplemented with targeted readings. These materials continued to improve accessibility and provide coherence across the course content.

The most significant change this semester was a redesign of the writing assignments. I replaced the comparative theory papers with a new sequence of projects that asked students to propose empirical research questions grounded in political theory. This shift was designed to strengthen the connection between normative frameworks and empirical inquiry—aligning the course more closely with departmental goals around research-driven learning. The revised assignments encouraged students to see political theory not just as abstract thought but as a tool for framing real-world political questions and developing applied analytical skills.

I also continued the “Theory of Justice” project introduced in 2021, which remained a high-impact component of the course. This assignment facilitated student-led debates on justice, rights, and the role of the state, encouraging both critical thinking and collaborative engagement. Exams remained in an online written format, providing students with the flexibility and space for deeper reflection on complex ideas.

Student Learning Outcomes:

Understand the role of political theory in political science
Articulate the difference between virtue and virtu politics
Discover different definitions of personhood and citizenship
Show how political theory’s idealism has been undermined
Compare theories of justice in political institutions
Write comparatively on political theory
Use political theory to structure empirical analysis
Create their own theory of justice

Course Evaluations:

Fall 2022

2022 averages based on 5 student responses

Student Feedback on Instructor:

Students in Fall 2022 highlighted my clear communication, strong organization, and responsiveness to student needs. They emphasized that I created a supportive and inclusive classroom environment where they felt encouraged to engage critically with challenging material. My punctuality, empathy, and ability to adapt contributed to a learning atmosphere that balanced structure and flexibility.
One specific area of feedback involved the structure of the exams. Some students noted that multipart questions made time management during the two-hour exam period more difficult—an issue I plan to address in future course iterations.

Student Feedback on Course:

Students found the course engaging and intellectually rewarding, especially in how it connected dense theoretical texts to contemporary political issues. They appreciated the clarity of the course design, the accessibility of the materials, and the space for discussion and critical reflection. The applied focus of the new writing assignments was well-received and seen as a valuable enhancement to their understanding of political theory’s real-world relevance.
Although students offered few suggestions for improvement, their comments affirmed that the structural and pedagogical changes I introduced had strengthened the course’s clarity and relevance.

Evaluation of Course Changes

- - - The Fall 2022 iteration built directly on the pedagogical improvements made in 2021, including simplified readings, restructured assessments, and the Theory of Justice project. However, after identifying a lingering disconnect between theory and empirical research in my 2021 self-evaluation, I redesigned the writing assignments to address that gap. This new focus enabled students to bridge abstract ideas and political analysis, reinforcing theory’s practical utility and helping students envision themselves as participants in scholarly inquiry.
    - Overall, the course revisions preserved the strengths of prior iterations while deepening its alignment with political science learning objectives. The result was a more integrated, relevant, and rigorous intellectual experience—particularly for majors and students considering future academic research..

Grade Distribution:

The grade distribution in Fall 2022 showed a strong skew toward higher achievement: 11 students earned A’s and 8 earned B’s. Only two students received C’s and two received F’s; no students earned a D.
While this performance is encouraging, the high number of A’s may merit a review of assessment difficulty and grading standards to ensure they continue to differentiate levels of mastery effectively.

Fall 2023

In Fall 2023, I refined PSCI 3250 to build on successful elements from the previous year while addressing new pedagogical goals and student feedback. I retained the empirical research proposal project to sustain the course’s emphasis on connecting normative theory to political science inquiry, but I added more structured guidance to help students craft viable and well-supported proposals.

To improve reading comprehension and deepen class engagement, I replaced pre-class discussion questions with a structured reading guide. This change scaffolded student preparation more intentionally and fostered more focused, sustained dialogue during class. While the guide required more upfront effort, it resulted in improved participation and comprehension.

In response to feedback about exam pacing, I shifted from two online exams to three in-class exams spaced across the semester. This provided more even evaluation intervals and supported long-term retention by reinforcing content regularly.

Student Learning Outcomes:

Understand the role of political theory in political science
Compare and contrast time periods of political thought
Discover different definitions of personhood and citizenship
Understand social justice as part of a political theory and institutional agenda
Write comparatively on political theory
Engage in critical discussion and self-reflection

Course Evaluations:

Fall 2023 Mid Course Review

Excerpt from Fall 2023 Mid-Course Review

Student Feedback on Instructor:

Mid-course feedback reflected strong student-instructor rapport and appreciation for my consistent and responsive teaching. Students praised my engagement—especially my availability via Brightspace and email during periods of travel—and felt supported both academically and personally. They emphasized the positive classroom atmosphere, where open discussion was encouraged, and students felt comfortable asking questions.
Students also appreciated my active teaching style, noting that I avoided passive delivery methods like PowerPoint and instead focused on dynamic interaction. They found my examples clear and helpful and valued my accommodations around mental health, such as offering “mental health days.” The alignment between in-class discussion and exam content was highlighted as a strength that supported comprehension and confidence.

Student Feedback on Course:

Students expressed overall satisfaction with the course design and content. They found the reading guide especially helpful for comprehension and noted that it contributed to richer discussions. The flexible and clear course structure was well-received, and no major obstacles to learning were identified.
Some students suggested incorporating short recaps of key philosophers before transitioning to new material, to reinforce cumulative learning. There was also debate about the possibility of recording class sessions: some saw it as a useful review tool, while others worried it might diminish real-time engagement.

Evaluation of Course Changes

- - - The changes made in Fall 2023 effectively strengthened the course. The reading guide enhanced both comprehension and discussion, while the revised exam format addressed pacing concerns and encouraged steady engagement. These refinements reflect a continued commitment to responsive, evidence-based instruction.
    - By preserving the strengths of the 2022 iteration while deepening scaffolding and aligning assessments with student input, the course became more accessible and participatory, without compromising intellectual rigor.

Grade Distribution:

The Fall 2023 grade distribution reflects a more balanced academic curve. While A’s (9) and B’s (8) remained high, the number of C’s (11) increased, suggesting more differentiation in student outcomes.
A few D’s (2) and one F further indicate that the revised grading and assessment structure more accurately captured the range of student performance.
This distribution suggests improved alignment between assessment difficulty and student ability.

Fall 2024

In Fall 2024, I preserved successful elements from the 2023 course while refining areas that had shown limited impact. In response to student feedback about exam pacing, I reduced increased the number of exams (5 exams total) so students would have more regular learning check-ins. This adjustment aimed to support long-term retention without contributing to cognitive overload.

Although the reading guides introduced in 2023 had supported comprehension, I discontinued them due to the high time commitment and diminishing returns. In their place, I implemented cold-calling to encourage consistent reading habits and to cultivate a more active, responsive classroom atmosphere. This shift reinvigorated classroom discussion and helped restore student accountability.

To improve the quality and depth of empirical theory proposals, I introduced in-class workshops at the end of each unit. These structured sessions offered students opportunities for peer exchange, collaboration, and guided feedback prior to submitting assignments. I also revised the writing prompts to more explicitly connect political theory with contemporary political challenges. Assignments asked students to analyze First Amendment debates through the lens of Thomas Aquinas and to examine the role of artificial intelligence in the spread of misinformation—topics that aligned with my current research on democracy and AI, which I shared with students as a primary source. These updates helped demonstrate how political theory informs urgent, real-world problems.

Student Learning Outcomes:

Use political theory to inform empirical projects in political science
Apply the canon of political theory to theorize contemporary political problems
Compare and contrast political theories across time periods and amongst Western nations
Consider factors that threaten stable political governments
Assess the role of freedom in the early and contemporary American political theory
Write comparatively on political theory
Simulate seminal theoretical situations in political thought

Evaluation of Course Changes:

Although no formal evaluations were conducted, my observations and informal student feedback suggest that the course adjustments enhanced both engagement and learning. Cold-calling fostered consistent preparation and a greater sense of intellectual presence. Students responded enthusiastically to writing assignments that connected theory to contemporary issues, particularly those linked to my own research, and expressed appreciation for how these assignments sharpened their thinking on democracy and technology. The workshop model also proved successful: students used these sessions to refine their research questions and deepen their theoretical analysis.

Overall, the changes made in Fall 2024 advanced the course’s rigor and relevance. Students demonstrated increased investment in both the material and in class discussion, and the revised structure supported the course’s broader goal of integrating theoretical insight with empirical analysis..

Grade Distribution:

The Fall 2024 grade distribution shows a shift toward a more rigorous academic standard.
While the number of A's (7) and B's (5) has decreased compared to previous years, the number of C grades (16) has increased significantly. This course had 2 D's and no F's.
This pattern shows that the course is appropriately challenging and demanding.

Fall 2025

IIn Fall 2025, I taught two sections of Introduction to Political Thought, prioritizing adjustments to assessment and writing pedagogy to enhance student engagement and disciplinary research skills.

The adjustment to five regular exams implemented in Fall 2024 proved highly successful in Fall 2025. Students demonstrated improved responses to the testing format, noting they felt less rushed and better able to perform, indicating the design allowed them to be tested more directly on content knowledge without cognitive overload. I maintained the cold-calling strategy to encourage consistent reading and active discussion. However, the impact of this technique was significantly diminished by low student attendance, a challenge that was observed department-wide and across the university during the semester. Addressing this widespread attendance issue and brainstorming new ways to hold students accountable for completing assigned readings—which were typically brief, focused sections of 5–7 pages for in-class exploration—will be a priority moving forward.

I shifted the course's writing assignments to focus on persuasive writing in shorter, more frequent increments. Students completed four cumulative writing assignments throughout the semester, allowing them to iteratively develop and refine their skills. This change yielded noticeable improvements, as students became better equipped to conduct research within the discipline and adept at finding nuance and depth in peer-reviewed sources. This progressive approach to writing effectively integrated research skills with persuasive argumentation, fostering a deeper engagement with the critical analysis required by political thought.

Student Learning Outcomes:

Identify and explain key concepts in political theory from classical to contemporary thinkers, including themes such as freedom, domination, justice, and hegemony.
Analyze and interpret primary political texts from a diverse range of authors and traditions, including Western and non-Western sources.
Apply political theory to contemporary political issues, such as economic inequality, systemic oppression, and the role of the state.
Engage in critical discussions about political ideas, demonstrating respectful dialogue, active listening, and scholarly debate.
Demonstrate understanding through written analysis, including the ability to construct arguments, cite scholarly sources, and synthesize course materials in structured essays.
Evaluate political arguments and ideologies using tools of political theory and philosophical reasoning.

Course Evaluations

Student Feedback on Instructor

Student Feedback on Course

Evaluation of Course Changes:

Grade Distribution:

The Fall 2025 distribution reflects a more balanced performance profile compared to Fall 2024. A grades remained steady at 7, while B grades increased slightly from 5 to 6. Notably, C grades decreased from 16 to 7, signaling a significant reduction in mid-range performance. D grades rose modestly from 2 to 3, and there were no F grades, consistent with last year.
This shift suggests that fewer students are clustering in the average range, with more achieving higher marks and a small group continuing to struggle at the lower end. The decline in C grades may indicate improved mastery among students who previously hovered near passing, while the slight increase in D grades underscores the need for continued support for those at risk. Overall, the distribution points to a course that remains appropriately challenging while showing gains in student achievement at the top and middle tiers.

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