Pedagogical Deficiencies in Political Science Doctoral Programs

• In Event: We Can Do Hard Things: Challenges and Opportunities in PSCI Education

Abstract

Over a decade has passed since Ishiyama, Miles, and Balazero (2010) published their work on the pedagogical training opportunities afforded to PhD students in political science. Despite its age, the work remains influential and cited by scholars who continue to be concerned with the state of teaching-training in the discipline. In their work, Ishiyama et al. survey all PhD granting political science departments and find that pedagogical training for doctoral students of political science is scant. While the article is seminal and nearly canonical, its age is beginning to show.

In this paper, I revisit the piece and investigate what, if anything, has changed in training the next generation of political scientists with respect to their teaching. After conducting semi-structured interviews with current and recent department chairs, and directors of graduate study, little progress has been made in training political science PhD students in how to teach. As such, graduate students are not adequately prepared for careers in higher education. I conclude by echoing scholars who call for increased attention on pedagogical training, and for a benefit structure that rewards teaching.

Author

• Matthew Stein, College of Southern Nevada