The University of West Florida
Division of Academic Affairs
College of Arts and Sciences
Preliminary
Academic Program Review
Report for
Department of Government
45.1001
Bachelor’s in Political Science
Bachelor’s in Political Science/Pre-Law
Master’s in Political Science
Master’s in Political Science/Public Admin.
45.0901
Bachelor’s in International Studies
Academic Year 2005-2006
April 2006
FACULTY AND STAFF OF THE DEPARTMENT OF GOVERNMENT
Alfred G. Cuzán, Professor and Chairman1, 2, 3
J. David Alvis, Assistant Professor and Pre-Law Advisor1
Jocelyn Evans, Assistant Professor and Graduate Advisor1
William Tankersley, Associate Professor (as of next year) and Public Admin.
Advisor3
Michelle Williams, Assistant Professor and International Studies Advisor1, 2
Danielle Manjikian, Office Administrator1, 2
Primary Area of Programmatic Responsibility:
1
2
3
Political Science
International Studies
Public Administration. Prof. Tankersley has a joint appointment with Graduate
Education (College of Professional Studies), which holds his line.
ii
TABLE OF CONTENTS
I. Executive Summary……………………………………………………………………1
II. Undergraduate Programs……………………………………………………………... 5
A. B.A. in Political Science (general)…………………………………………... 5
B. B.A. in Political Science Pre-Law…………………………………………… 7
C. B.A. in International Studies………………………………………………… 9
III. Master of Arts in Political Science………………………………………………….. 13
IV. Conclusion………………………………………………………………………….. 18
Appendix 1………………………………………………………………………………19
Appendix 2……………………………………………………………………………… 53
iii
LIST OF TABLES AND EXHIBITS
Table I.1
Faculty by Rank and Year of Arrival at UWF…………………………… 2
Exhibit I.1.a
Student Survey Results, by Program……………………………………. 23
Exhibit I.1.b
Student Survey Participants, by Program……………………………….. 24
Exhibit I.2
Responses: Focus Group 3/8/2006……………………………………… 25
Exhibit I.3
Elective Offerings, Fall 2003 – Fall 2006……………………………….. 28
Exhibit II.A.1 Proposal for Revisions to the Political Science Curriculum…………….. 30
Exhibit II.A.2 Academic Learning Compact for Political Science……………………... 31
Exhibit II.A.3 Student Learning Outcomes: Political Science………………………….. 33
Exhibit II.B.1 Political Science – Pre-Law Track Degree Plan………………………… 34
Exhibit II.B.2 Proposal for Revisions to the Pre-Law Curriculum…………………….. 35
Exhibit II.C.1 International Studies Proposed Degree Plan……………………………. 37
Exhibit II.C.2 Academic Learning Compacts for International Studies……………….. 39
Exhibit II.C.3 Student Learning Outcomes: International Studies………………………40
Exhibit III.1
Political Science Specialization………………………………………… 41
Exhibit III.2
Curriculum Map………………………………………………………… 42
Exhibit III.3
Duties of the Graduate Student Advisor………………………………… 43
Exhibit III.4
Standards for M.A. Comprehensive Exams…………………………….. 46
Exhibit III.5
Standards for M.A. Thesis………………………………………………. 49
Exhibit III.6
Strategic Plan……………………………………………………………. 53
iv
LIST OF FIGURES
Figure 1
U.G. Majors by Program……………………………………………… 19
Figure 2
Candidates for the M.A. in Political Science…………………………. 20
Figure 3
Enrollment by Prefix………………………………………………….. 20
Figure 4
M.A. Majors to Enrollment…………………………………………… 21
Figure 5
Degrees Conferred, Total and by Program……………………………. 21
v
DEPARTMENT OF GOVERNMENT
Self-Study of Political Science and International Studies
I. Executive Summary
Located on the eastern wing of the first floor of Building 50, the Department of
Government at The University of West Florida consists of four full-time faculty members
(including the Chair), another faculty member who has a joint appointment in the College of
Professional Studies, which holds his line, several adjunct faculty, and one Office Administrator.
The Department offers degrees the B.A. and M.A. in Political Science and the B.A. in
International Studies. This Self-Study covers all programs.
Political Science acquired departmental status in 1969. At that time it consisted of six fulltime faculty members. Within a decade, four additional degree programs were conceived within
and added to the department’s repertoire: International Studies, Criminal Justice, and Legal
Administration (now Legal Studies) at the undergraduate level, and the Master in Public
Administration (MPA) at the graduate level. In 1995, the last three of these programs spun off,
first to another department within the College of Arts and Sciences and thence to the College of
Professional Studies. The Department of Government was left with eight full-time faculty,
including the Chair and a President Emeritus (whose line was held in Academic Affairs) to serve
Political Science and International Studies. Beginning in 1998, retirements began to whittle away
at the size of the Department. Since then new hires have not kept pace with retirements, so that
number of full-time faculty is now half what it was a decade ago, even as the number of majors
and FTE’s have surged.
According to the most recent count provided by Office of University Planning, last
academic year about 120 undergraduate students majored in Political Science and almost 100 in
International Studies. Another 25 students were pursuing the M.A. in Political Science. Figures 1
and 2 (located in the Appendix) display the number of undergraduate and graduate majors by year.
As is evident in Figure 1, over the last decade the total number of undergraduate majors has more
than doubled, and of graduate students more than tripled. Also, as shown in Figure 3, over the last
five years alone the total headcount enrolled in all undergraduate political science courses has
grown by almost two-thirds. Similarly, the number of graduates in all our programs is up
considerably since the last reviews and the rate of growth outpaces that of the university as a
whole (see Figure 4).
To repeat, far from keeping up with the growth in our majors or headcount, the number of
regular faculty has shrunk. At the present time the Department consists of four full-time
members, a fifth with a joint appointment in the Division of Graduate Education of the College of
Professional Studies, which holds his line, and an Office Administrator. Several adjuncts
supplement the teaching ranks. A search was conducted for a fifth full-time faculty member in
2005-06, but it was not successful. The search will be renewed next year. Our plan is to recruit
one additional faculty member per year until we reach the target of seven full-time members, as is
shown in Table I.1.
1
Table I.1 Faculty by Rank and Year of Arrival at UWF (actual or expected)
Name
Rank
Year arrival
Interests
(actual or expected)
Alfred G. Cuzán
Professor
1980
American,
Comparative,
International,
Theory
William B.
Associate
1992
Public Admin.,
Tankersley
Professor (as of
Public Policy,
(joint appointment
next year)
Research Methods,
with COPS, which
Political Economy
holds his line)
Jocelyn Evans
Assistant Professor
2003
American, Policy,
Theory
Michelle Williams
Assistant Professor
2003
Comparative,
International,
Pedagogy
David Alvis
Assistant Professor
2004
Constitutional
Law, Theory
TBA
Assistant Professor
2007
International Pols.
TBA
Assistant Professor
2008
American Pols.
TBA
Assistant Professor
2009
Comparative Pols.
A word about this faculty is in order. As may be noted, three of its five members are in the
early stages of their careers. As well as excelling in the classroom, they are active professionally,
presenting two to three conference papers per year, giving interviews to the press, appearing on
radio and TV public interest programs, and making presentations to community groups (see
Appendix 2. Strategic Plan, Annual Report 2004-05). Their energy and enthusiasm is contagious.
They attract and inspire students to excel not only in the classroom but also in extra-curricular
activities to a degree that had not been observed in the Department of Government for many years
prior to their arrival. Also, the departmental atmosphere is a collegial one. If we can recruit
another three faculty members of the same caliber, the future of the Political Science and
International Studies programs at UWF is a bright one indeed.
Student Survey. As part of this Self-Study, we administered the first-ever survey and
focus group of our majors to assess the level of satisfaction with our programs. The surveys were
administered in class over a one to two week period in late February. Respondent anonymity was
guaranteed. 130 questionnaires were filled out. Eleven students selected by the faculty
participated in the focus group. These students also filled out the same survey as the rest and, in
addition, were encouraged to discuss the program at length. No faculty was present during the
session, which was facilitated by Dani Manjikian, the Office Administrator, who was assisted by a
graduate student.
2
In the survey, respondents were asked to express their satisfaction with various aspects of
our programs on a scale of 1 to 5, where 1 represents greatest and 5 lowest level of satisfaction.
(We have anecdotal evidence that some students were confused and thought that 5 represented the
best rating. Next time we will reverse the numbering.) The average rating across all programs
and measures was 2.3. Although the differences are small, the highest satisfaction expressed
concerns the availability and helpfulness of faculty and the least has to do with the menu of
courses offered. Interestingly, participants in the focus group echoed these sentiments. They
praised the quality and dedication of the faculty and, at the same time, asked for greater variety of
courses, something which, of course, must await new faculty lines.
Although not part of the original Self-Study, in April we administered an exit survey of
students graduating at the end of the semester. They were asked to rate the Department of
Government on how well it had delivered on its Academic Learning Compacts (one each of
Political Science and International Studies). Half of those eligible responded. The results were
even more positive than those of the general survey. Asked to rate the each of the dimensions of
the ALC on a scale of 0 to 4, where 0=F, 1=D, 2=C, 3=B, and 4=A, the average rating across the
five dimensions (Content, Thinking, Integrity, Communication and Project Management) was a
whopping 3.8.
In sum, the Political Science and International Studies degrees offered in the Department
of Government at UWF are growing quality programs rated highly by its majors and graduating
students. Since the last review, the number of majors and graduating students, as well as the total
headcount, have all gone up substantially. By contrast, the size of the full-time faculty is smaller
than it was then. To keep up with the growing demand, it is imperative that the Department’s
schedule for recovering lines lost to retirement be adhered to (see Table I.1).
The Program Review Team Report. The Program Review Team, consisting of Professor
Martin Slann (Chair, Division of Social Sciences, Macon State College), Professor Nestor Arguea
(Chair of Economics, UWF), and Professor Sally Ferguson (Philosophy, UWF), concurred in all
respects with the analysis, self-assessment, and plans of the Department of Government. They
found a dedicated and collegial faculty and high satisfaction on the part of majors in all the
Department of Government programs. In their words,
We note with interest that the current faculty members are all dynamic and professionally
engaged. In individual and collective discussion committee members appreciated the enthusiasm
and excitement the faculty felt about their teaching and research agendas. These qualities are also
evident in the classroom; students are very impressed with the quality of the political science
faculty and with their genuine commitment to teaching their subject and sharing their expertise.
One faculty member stated that she “loves teaching and the students here.”
The PRT’s conclusions and recommendations follow, copied verbatim from the Report.
i. The faculty recruitment process should be formalized and monies to fill the
lines committed by the administration. While the department’s plan over
three years to fill three lines is reasonable, and certainly necessary, a fourth
3
ii.
iii.
iv.
v.
vi.
vii.
line might be seriously considered, especially if the department chair is
expected to return to a one course semester teaching load, the norm in
nearly all departments at most major state universities.
The Honors component of the department should be enhanced. There are
certainly sufficient students who would benefit from an upgrade of Honors
offerings. It is impressive that faculty members are willing to work with
selected individual students on research projects.
As an important component of the internationalization focus the Model
United Nations should receive a permanent budget that is adequate to
support at least one conference activity each semester and enable
delegations to have the ability to send at least 10-12 students as well as
their faculty advisor to each conference.
While the committee certainly respects the time of the faculty members it
does seem reasonable to suggest increased sociability to enhance the
academic experience and keep the faculty informed of one another’s
programs.
The chair’s administrative style and expertise is in ample evidence. The
younger faculty appreciate his support and encouragement. In a relatively
small department this is a basis for continued and enhanced collegiality and
full access to the department’s decision-making process.
Continue and expand the initiative to develop and sustain relationships
with alumni. Hopefully, reasonable tracking devices can be formulated
perhaps with the assistance of the Alumni Office.
The International Studies program is one that is first tier and much needed.
We urge the administration to consider supplementing the program with a
strong component of courses in political terrorism and the recruitment of a
faculty member with the expertise needed to develop the courses.
4
II. Undergraduate Programs
II.A. Bachelor of Arts in Political Science (general).
The history of Political Science since the founding of UWF in 1967 was summarized in
the 2001 Self-Study, a copy of which is available. Suffice it to say here that since its inception it
has been “the primary goal of the undergraduate program…to insure that its majors have a strong
liberal arts education. Reading and writing skills, analytical ability, and understanding of basic
political principles are emphasized,” as the 1987 Self-Study put it (p. 3). Political Science majors
learn to inquire about timeless questions pertaining to the governance of human societies,
including the origin and evolution of law and justice, the development and operation of
democratic political institutions and processes, with special attention paid to the United States, the
comparative performance of regimes, the exercise of political leadership, and problems of war and
peace. It is our task to analyze competing political theories purporting to throw light on these
questions, subjecting them to the test of reason, evidence, and experience.
Degree Requirements. The B.A. in Political Science consists of a minimum of 39
semester hours. Of these, 9 sh are taken at the lower division level (one course each in American
politics, comparative politics, and international politics). The remaining 30 sh are upper-division
courses distributed across the subfields of the discipline. Exhibit II.A.1 displays the revised
degree plan that will take effect in the 2006-07 Academic Year.
Academic Learning Compact. The Academic Learning Compact for Political Science
(see Exhibit II.A.2) emphasizes comparative analysis—of theories and regimes—even as it gives
pride of place to the governments and traditions of the United States. America’s political ideas,
institutions, and “habits of the heart” provide a useful point of reference for the study of
governments in other countries. Likewise, American foreign policy helps to illustrate the
behavior of great powers in the international system. Exhibit II.A.3 displays a curriculum map
indicating the contribution which each of the core courses in Political Science program makes
toward each of the ALC dimensions: content, critical thinking, communication, integrity and
values, and project management.
Majors and Enrollment Trends. As shown in Figure 1, the number of students majoring
in Political Science (general) has grown by more than 40% since the last program review.
Similarly, the “headcount” in Political Science courses is up by over 60%. Between 1982 (the
first year for which we have CICS data) and 2004, the fall headcount enrollment rose by more
than 130%. Over the same period, the total UWF headcount increased by less than 85%.1 Thus,
enrollment growth in Political Science courses has outpaced that of the university total by more
than 50%.
An apparent counter-trend, the steep decline in Political Science enrollment during the
1990s, is easy to explain. Beginning with the 1984-85 catalog, when freshmen were first admitted
to UWF, POS 2041 American Politics was one of only three courses with which students could
1
See The University of West Florida Factbook, Total Headcount Enrollment (1968-Present), available at
http://uwf.edu/ir/factbk/total_enroll_fte_deg_conferred.htm.
5
satisfy a social sciences core curriculum requirement. In subsequent years, POS 2041 became
only one out of an increasing number of choices with which students could satisfy either a 3sh
social science requirement and, beginning with the 1996-97 catalog, a 3 sh “socio-political
perspective” requirement.
Extra-Curricular Activities. A relatively new feature in the program is a more active
extra-curricular agenda centered around the Rho Pi chapter of Pi Sigma Alpha, the political
science honorary society. It has sponsored or co-sponsored the showing of movies, faculty
forums, and guest lectures.
Strengths, Opportunities, Weaknesses and Threats. The program’s strengths reflect
those of the faculty and the students. All members of the faculty have a strong liberal arts
background and hence the program is oriented along those lines. Also, the median age of the
faculty is about 35. Most being recent Ph.D.’s, they have infused the program with ideas and
energy. Their personalities attract students and inspire them to do more than the minimum
expected of them. For their part, for a university drawing the bulk of the student body from the
region, a surprising number of our majors are quite talented and truly dedicated to learning, even
as most of them work at least part-time while they go to school. In almost every class there are
students doing work that is at least as good as what members of the faculty were themselves
producing at a comparable age.
In the wake of 9/11 and the bitterly contested elections of 2000 and 2004, the political
environment beyond the Ivory Tower has created opportunities to attract majors to political
science. Also, UWF being located in an area that is popular among military retirees enables us to
tap a number of those retirees with Master’s degrees in order to offer
elective courses in national security. Still another opportunity lies in the Ft. Walton Beach and
other areas further to the east of Pensacola. We have not been able to service that area due to our
small size.
This brings us to our principal weakness. That is the small number of faculty members
relative to the number of our majors and the total headcount. Five years ago, when our enrollment
was 40% less than what it is now, the number of full-time faculty totaled seven. Today is it four.
We need to restore the size of the faculty to a minimum of six full-time members. The greatest
threat is that lines will not be forthcoming.
Response to Previous Review. The 2001 Program Review Team gave high marks to the
Political Science program and saw little need to change it. Here’s what they said:
“There seems little reason to contemplate significant change in . . . the Political Science
program[,] although minor adjustments might be warranted after the transition to a largely new
faculty who might have somewhat different interests and skills than the current generation.”
Indeed, this year the degree plan was revised along the lines shown in Exhibit II.A.1. Approval
from the Faculty Senate is expected.
6
II.B. Bachelor of Arts in Political Science Pre-Law.
The Department of Government offers a Pre-Law track in the Bachelor of Arts in
Political Science and a Minor in Political Science Pre-Law. As described in the University
catalogue, the “Pre-Law Specialization in Political Science emphasizes American government
with special attention paid to constitutional law and the judicial branch.”
According the 2001 Self-Study, initially the Department offered a Pre-Law option jointly
with the Department of History. Over time, however, each department developed its own prelaw track. In the mid-1990s, for the first time Political Science-Pre-Law was noted in the
student’s transcript. The 1978-79 AY catalog was the first to mention that Associate Professor
Robert L. Anderson served as the pre-law counselor for the department. He continued to serve in
that capacity with the title of Pre-Law Advisor or Pre-Law Director until 2005-06 AY. In the fall
of 2005, Assistant Professor J. David Alvis replaced Associate Professor Anderson as the PreLaw Advisor.
The Pre-Law program is designed to give students interested in law school a broad
preparation in the role that the rule of law takes in political life. To appreciate the value of our
pre-law program, be it noted that in “Preparation for Legal Education” the American Bar
Association declined to prescribe a particular major or even specific courses for students
contemplating going to law school. Instead, it advises undergraduates to acquire generic
language, research, and organizational skills, as well as knowledge of American history,
government, and society; political theory, including theories of justice; philosophy and ethics;
economics and business; and international relations. Rather than narrow the studies of our
majors, the department’s pre-law program in Political Science attempts to combine the breadth of
a liberal education with a rigorous study of the rule of law in political life.
Though our program generally appeals to students interested in pursuing law school, the
major also invites students who are simply interested in concentrating their study of political
science to the area of law and its influence upon the conduct of politics. Many of our students
have found promising careers in government, business, and social work.
Degree Requirements. Since 1998, the Pre-Law track degree plan has consisted of a 45
sh program, of which only 30 sh are in Political Science. The courses are distributed as follows: a
21 sh core, which includes the lower division introductory course in American politics, two
courses in constitutional law (one on case law involving institutions of American government and
a second examining cases dealing with Civil Rights), American political theory, Western political
theory, the legislative process, and political issues; 9 sh of pre-law specialization involving a
choice of three out of four law-related courses (two case law courses, jurisprudence, and legal
research methods); and 15 sh distributed across five of six support areas (History, Philosophy,
Literature, Business, Skills, and Communication). Although the core remained pretty much the
same as it had been, the new version of the degree plan improved upon the old one in its
structuring an updated menu of courses from the six aforementioned support areas. A copy of the
Political Science--Pre-Law Track degree plan is displayed in the Appendix as Exhibit II.B.1.
7
Currently, the department is reviewing the Pre-Law degree plan. The changes presently
contemplated maintain the general distribution of requirements but will add or subtract courses
according to changes in the course catalog over the past few years both in and outside of the
department. A copy of the degree plan that is currently under departmental consideration is
displayed in the Appendix as Exhibit II.B.2.
Academic Learning Compact. The Academic Learning Compact for the Pre-Law
Specialization in Political Science is identical to the compact for the Undergraduate Program in
Political Science. (See Exhibit II.A.2.) Our ALC crosses the dimensions of content, critical
thinking, communication, integrity and values, and project management.
Exhibit II.B.3 displays a curriculum map indicating the contribution which each of the
core courses in the Pre-Law Specialization in Political Science program makes toward each of the
ALC dimensions.
Enrollment Trends. The Political Science Pre-Law program has been very successful
since its inception with a steady growth in enrolment which has nearly doubled since the last selfstudy. (See Figure 1.)
Relationship to Other Programs. The Political Science Pre-Law program draws from a
number of other programs on campus. Our support categories listed in the degree requirements
above require us to work closely with the following departments: History, Philosophy, Literature,
Legal Studies, and Communications. Other programs that also provide some courses for the
degree requirements include Accounting, Computer Science, and Economics.
Student Placement. Although no comprehensive data file exists on what our students do
after graduation, many graduates keep in touch with the faculty informally. As mentioned above,
many of our students have been accepted into a wide variety of law schools both locally and
throughout the country. Some have pursued careers in local, state, and national government.
Finally, many have found promising careers in the private sector.
Advising and Mentorship. As noted earlier, in the fall of 2005 J. David Alvis replaced
Dr. Anderson as the Pre-Law Advisor. In the last two years the program has added a number of
features to its advising and mentorship of majors. In order to enhance the quality of student
applications to law school, we have developed a questionnaire for students requesting letters of
application. In addition, we have provided more extensive resources and information in pre-law
advisement for students interested in law school. Finally, Dr. Alvis is currently pursuing funding
for an honorary scholarship for students who have demonstrated academic excellence in their
studies while enrolled in the program. We have also worked closely with the pre-law fraternity at
the University (Phi Alpha Delta) to promote activities that will effectively prepare students for the
LSAT exam and for crafting their applications to law school.
Extra-Curricular Activities. The Pre-Law program has developed a number of extracurricular activities for students interested in the study of law. This spring we have begun two
8
new activities including a Constitution Society where students meet to discuss issues in
constitutional development and recent cases pending on the Supreme Court docket. Second, in
conjunction with the Communications department, we are initiating a Moot Court team. Students
in the program have also taken a leading role in the University’s activities celebrating Constitution
Day including the conduct of a Moot Court exercise.
Strengths, Opportunities, Weaknesses, and Threats. One of the strengths of the
program is that it successfully balances the interests of students in gaining the academic
preparation necessary to perform well in law school while at the same time providing the students
with a broad liberal education recommended by the American Bar Association. Our curriculum
avoids the unnecessary and potentially restrictive education that characterizes other pre-law
programs which focus strictly on legal studies and criminal justice. A law school representative
who recently visited students in our program remarked that the intellectual rigor and academic
seriousness of this program was precisely the type of preparation that her law school pursues in
their admissions department. The steady growth in enrollment, we believe, reflects the merits of
the program as a useful preparation for law school.
One weakness of the program is the absence of time that we as faculty are able to devote
to the guidance of our students applying to law school. While we do a great deal in writing their
letters of recommendation and in their academic preparation, we simply do not have the resources
to devote to arranging speakers, workshops, and activities devoted to the practical tasks of
applying to law school. We hope to acquire greater funding in the future to provide these services
to our students and look for the cooperation of other pre-law programs in the University to assist
in this endeavor.
Response to Previous Review. The 2001 Program Review Team gave high marks to the
pre-law program and offered two recommendations. One was that we establish a Political Science
Pre-Law minor. This was done. The other, directed at the Dean and Provost, was that Political
Science Pre-Law be treated as an “area of distinction.” Nothing has come of this
recommendation, perhaps because it included no specifics. We hope that if the Program Review
Team repeats the recommendation, it will offer concrete suggestions. E.g., the administration
could allocate a certain amount of funds to bring distinguished lawyers and legal scholars to give
an occasional lecture. This would have positive spillovers to other departments, as well, including
Philosophy, History, and Legal Studies.
II.C. Bachelor of Arts in International Studies.
The mission of the Bachelor of Arts in International Studies is to foster understanding and
analysis of world issues. Major coursework provides a broad introduction to the world
emphasizing politics, culture, history, geography and economics. Critical thinking and problemsolving skills are developed through the curriculum of study, as contextual knowledge is gained
and contemporary problems are examined.
As related in the previous Self-Study, the origins of International Studies at UWF go back
to UWF’s early years, when a Latin American Studies Program was housed in what was then
9
known as Gamma College. In the late seventies, however, Latin American Studies gave way to a
more generic International Studies program. The purpose and justification of International
Studies was put thus: “We are living in a world which is becoming increasingly interdependent.
The lives of people everywhere are affected by what takes place beyond their national borders.
With the view to increasing the student’s literacy in the shape of things to come, the University
has designed a cross-cultural, comparative interdisciplinary program which seeks to prepare
students for lives and careers in an increasingly interdependent world.”
From the beginning, International Studies was housed with Political Science. Through
2003, the program has had stable leadership, first under Dr. Lal Goel (who retired in 2002) and
since then under his immediate successor, Dr. Michelle Williams. As with leadership, so with
purpose and content: for three decades the aim of the program has been to educate students about
what is common, as well as what is different, across countries and cultures in an increasingly
interdependent world. Having undergone only marginal revisions since 1978, the degree plan has
been followed in its original format through 2005.
Upon assuming the position of International Studies Advisor, Dr. Williams was tasked
with reviewing the curriculum in light of the 2001 Program Review Team recommendations. As
well as that document, Dr. Williams examined the International Studies and International Affairs
programs of other universities and talked with majors as they came in for advising about their
career goals, motivations for being International Studies majors or minors, expectations, and
general impressions of the program at UWF. Last semester she submitted and the faculty
accepted her proposal for an overhaul of the International Studies curriculum, the first since its
inception. It is now pending Faculty Senate Approval.
Degree Requirements. Through this Academic Year the program has consisted of 36
semester hours for the Generalist concentration and 41 sh for the Area Studies concentration. The
generalist concentration has had a four course core and then much flexibility in course selection
across five substantive “support areas”: history, politics, economics, physical and cultural studies
(mostly anthropology and geography), and humanities. The Area Studies concentration has
stipulated that students complete a five course core and then eight additional courses focused in
one particular region, either Europe, Latin America, or Asia.
The new degree plan consists of an 18sh core and five tracks or concentrations (see
Exhibit II.C.1), all but one of which require an additional 15 sh for a total of 33 sh. The one
exception is the Area Studies track, which may take up to 41 sh due to a foreign language
requirement.
A generalist track is designed for those students that want a broad perspective on the
world. For students with more specific career goals or areas of academic interest, there are four
concentrations to choose from, one each in cultural affairs, security and diplomacy track,
international business and economics, and area studies track. In the Security and Diplomacy
track, students draw mostly from political science, including courses in international relations,
conflict and war, diplomacy and foreign policy, international law and organizations, security and
military issues, democratization, and comparative politics. In the International Business and
10
Economics concentration, students focus on international trade, development, business and
economics. In the Cultural Affairs track, students take courses in history, anthropology,
geography, and art history and other humanities, all with a non-American or non-USA focus.
Finally, in the Area Studies concentration, students pay particular attention to one region of the
world, choosing from Europe, Latin America, or Asia. The Area Studies specialization requires
two semesters of foreign language.
Academic Learning Compact. The Academic Learning Compact for the International
Studies Program crosses the dimensions of content, critical thinking, communication, integrity
and values, and project management (see Exhibit II.C.2). Broadly speaking, the ALC emphasizes
cross-cultural comparisons. The curriculum is designed to stimulate students to compare varieties
of economic, social, and political organization in light of different ideologies, cultures, historical
experiences, and geographic or physical factors. The aim is to foster greater understanding of the
similarities as well as the differences across countries and peoples. In terms of skills, the
International Studies ALC aims to foster critical thinking, communication and writing skills.
Additionally, the program is committed to ethical conduct in general and with regard to
intellectual property specifically.
Enrollment Trends. Until recently, the size of the student population served by
International Studies has been stable. Figure 1 shows that during its first decade the program
attracted an increasing number of majors, peaking at about 50 in 1989. The following decade saw
the total go up and down in cyclical fashion from a low in the thirties to a high in the mid-fifties.
However, since 2001 the number of majors has grown from 48 in 2001 to an all-time high of 90 in
2005, or an increase of almost 90%. Also, as may be observed in Figure 3, since 2000 enrollment
in Department of Government courses that serve both the Political Science and International
Studies majors (those with CPO and INR prefixes) has gone up faster than those serving mostly
the Political Science programs (91% vs. 53%). In sum, International Studies is a growing
program.
Relationship to Other Programs. As well as Political Science, the International Studies
program draws from a number of other programs on campus, including courses in History,
Geography, Anthropology, Archaeology, Philosophy, Economics, Marketing, Management, Art
History, Music History, and English and Foreign Languages. These departments are consulted
concerning degree requirements and curriculum development. One thing we would like to
accomplish is to have the Economics and Marketing Department offer a course on Economics
geared to our majors. The course would cover the basic concepts in economics in non-technical
terms and apply them to the area of international trade.
Student Placement. We are not aware of any comprehensive data file on what
International Studies majors do after graduation. However, in her capacity as International
Studies Advisor Dr. Williams has been proactive in putting together resources for majors
intending to pursue careers or further academic study in this field.
There are many practical fields that are open to students of international studies. As an
interdisciplinary program, majors are exposed to a variety of courses from different perspectives.
11
The overall objective is to train "students of the world," people who think critically about
transnational issues and problems. Such individuals find opportunities in international business,
the federal government (e.g., the Peace Corps), international governmental organizations, nonprofit organizations with a global focus or reach, humanitarian agencies, policy and research think
tanks, civil service, the tourism industry, the media, and public relations.
One of the most daunting tasks International Studies and Political Science majors face has
to do with marketing themselves. They have to search for and find the employers that they want
to target, where they can find interesting and rewarding work, and this requires research and
awareness of possibilities. Many of our students fear that they do not emerge with obvious
transferable skills, as students of accounting or engineering do. Actually, our graduates have
many more options than in those fields, although they do not pay as well, but they tend to be
spread out over a wide range of possibilities. Our students are not sufficiently cognizant of the
fact that they have something to offer in areas of employment that they had not considered before.
Students must be proactive, starting early, to explore different opportunities. Knowing the
types of jobs available helps students to focus their studies and ultimately their job search to find
the right position in which to apply their skills in critical thinking, issue and policy analysis, and
cross-cultural understanding that are developed in International Studies coursework. Dr. Williams
has put together brochures and information available on the internet
(http://uwf.edu/mwilliams/IScareers.htm) for job-seekers with International Studies credentials.
Advising and Mentorship. Dr. Williams is available to meet with each and every one of
the more than 100 International Studies majors, as well as students minoring in the program to
plan their schedules and their long term goals. Additionally, since this major is somewhat flexible
in terms of courses required, advising sessions also involve course selection and approval. The
departmental chairman also advises students in the program.
Strengths, Weaknesses, Opportunities, Threats. One of the major strengths of the
International Studies program at UWF is its interdisciplinary nature. Students with broad interest
in the social sciences and liberal arts and can broaden their intellectual and ultimately their
physical and cultural horizons through this program of study. It also aims at connecting students
with contemporary events and an ever-changing world. Through the program they develop
greater understanding of the peoples, issues, ideas, and challenges of our times.
The interdisciplinary nature has a downside, which constitutes one of its weaknesses. The
program offers flexibility. There are many combinations of courses that will satisfy the degree
plan. Thus, it is possible for cohorts of International Studies majors to have but less than a
handful of courses in common. Unlike a more traditional disciplinary program, IS majors
choosing a generalist specialization possibly lack the cohesive camaraderie of the student culture
found in individual departments across campus.
Another potential weakness, one that is shared with all liberal arts majors, is the lack of
career planning in a more formal way. Students in this program do not graduate with a degree that
immediately translates into an occupational specialty, such as accounting majors do. Instead, they
12
must search for opportunities and market their skills aggressively. Dr. Williams has not worked in
this field outside of the university, and therefore more strategic career advice may be needed for
these students that typically are quite bright and often committed to really making an impact on
the larger world.
As with Political Science, the events of 9/11 have created opportunities to attract majors
to International Studies. Also, UWF being located in an area populated with active military and
their spouses, as well as military retirees and their families. These constitute a population subset
interested in learning more about the world in a formal way such as that offered in the
International Studies program. Again, another opportunity lies in the Ft. Walton Beach and other
areas further to the east of Pensacola. We have not been able to service that area due to our
faculty size.
Response to Previous Review. A central recommendation of the previous review was
that the curriculum be examined and potentially overhauled to bring it in line with other programs
of this type and given changes in course offerings as well as student needs. The curriculum
change has been put through and adoption is expected for Fall of 2006. Another recommendation
was that a minor in International Studies be established. This was done. Finally, as with the PreLaw program, another recommendation was to make International Studies an “area of
distinction.” (To that end, the team recommended the naming of a Task Force to make concrete
recommendations.) The growth in enrollment since the last review suggests that the Program
Review Team had the right idea. However, nothing came of that recommendation. Again, we
hope that this year’s Program Review Team will revisit the recommendation and, if it agrees, to
offer concrete suggestions. Given the inter-disciplinary nature of International Studies, there
would be beneficial spillovers to other departments, as well.
III. The Master of Arts in Political Science
The mission of the Master of Arts in Political Science is “to teach graduate students how
to study the domestic and international exercise of political power in democracies (with special
attention paid to the United States) and dictatorships, the means by which power is used for good
and evil by different regimes, and how to apply this knowledge as a citizen or leader in ways that
are conducive to the common good of the American people and international communities.”
The program consists of 33 sh. It is designed for students interested in American
government and politics, international relations, comparative politics, public administration, and
security studies. The program is affiliated with a consortium formed by the U.S. Navy and
several civilian graduate schools. Students may be allowed to transfer a maximum of 15 semester
hours from one member of the consortium to another.
The previous Self-Study discussed the history of the program in some detail. Suffice it to
say here that the Master’s degree has gone through three different iterations. The original
program came into being in the early 1970s. Enrollment was never large and the program steadily
declined relative to the Master of Public Administration and was de facto suspended.
(Subsequently, the MPA was transferred to another department and thence to the College of
13
Professional Studies. It has since been discontinued, public administration having been included
as one of the concentrations in a new Master in the Science of Administration degree.) In the
mid-1980s the M.A. was recast to emphasize more practical concerns in campaign management
and lobbying. However, the program came under criticism from the Board of Regents and was
discontinued in 1989. Finally, in 1993, the traditional M.A. in Political Science was resurrected
with the present core requirements. Last year, a concentration in public administration was added
and next year, assuming Faculty Senate approval, a second concentration in security and
diplomacy will be inaugurated. These are discussed in the next section. Also last year, Dr.
Jocelyn Evans was appointed graduate student advisor.
Admission Standards. The program emphasizes quality: any applicant who fails to meet
the University’s minimum criteria for admission into a graduate program (3.0 GPA in last 60 sh of
undergraduate work or 1,000 combined score in the verbal and quantitative sections of the GRE)
is not admitted as a regular student. Experience has shown that students failing to meet this
requirement but who were granted probationary admission as a “special student” usually are not
successful. Probationary admission, therefore, is discouraged. Such quality control at the point of
admission has paid off in terms of the quality of work our students perform: in the last two or
three years alone, students have or will be presenting papers, solo or co-authored with a member
of the faculty, at the Florida Political Science Association, the Mississippi Political Science
Association, the Middle East Studies Association, the Southern Political Science Association, and
the Midwest Political Science Association.
General Degree Requirements. As shown in Exhibit III.1, the degree program consists
of 33 semester hours (a 21 sh core plus 12 sh of electives) capped with a comprehensive
examination or a thesis. All new students are initially advised by the department chairman or the
graduate advisor. After their first semester, students select their advisor from the program faculty.
This advisor chairs the examinations committee or directs the thesis.
The core curriculum covers all the fields of Political Science. The Study of Politics
surveys the “scope” of the discipline. Three seminars, one in American Politics, Comparative
Politics, and International Relations, examine the evolution, theoretical underpinnings, and core
findings of the respective fields. A dual-listed course in political theory covers the principal ideas
concerning the state from Plato’s dialogues to the present. A course on Political Economy
addresses the relationships between government and the economy. Finally, a research methods
course enables students to acquire some of the skills employed in quantitative political science.
The comprehensive examination has both a written and an oral component. The purpose
of the examination is to help the student synthesize knowledge from different courses into a
coherent whole. The examination is administered by a three-member committee of the faculty,
one of whom chairs or supervises the student’s efforts in preparing for the examination. For
detailed description of the comprehensive examination, see Exhibit III.2.
Students can earn up to 6 sh doing a thesis. The thesis must be done according to the
specifications indicated in UWF's Thesis and Dissertation Guide. Also, the thesis, and all papers
assigned in any of the courses, must be done according to The Style Manual for Political Science
14
(Washington, D.C.: The American Political Science Association, 2001). For detailed description
of the thesis option, see Exhibit III.3.
With the approval of their advisor, students may take 6 sh in disciplines outside Political
Science. Also, they may enroll in an undergraduate course for graduate credit to learn the
fundamentals of a discipline, or in a directed readings course to explore in greater depth an area of
interest in Political Science.
Tracks. The M.A. program currently has two specific tracks for students to pursue. (For
degree requirements for both tracks, see Exhibit III.1.) One is the General Track. For this track,
the student must complete 21 sh of core and another 12 sh of elective coursework, or 6 sh of
elective coursework and 6 sh of thesis work. The second track has a Public Administration
concentration. For this track, the student must complete the 21 sh core and earn at least another 9
sh in public administration courses (again, see Exhibit III.1). At the time of this writing the
Faculty Senate is reviewing a departmental proposal to add a third track, in Security and
Diplomacy, also shown in Exhibit III.1. Students choosing this option would devote all 12 sh of
electives in the program to courses in security and diplomacy.
Academic Learning Compact. The Academic Learning Compact for the Master’s
Program in Political Science is identical to the compact for the Undergraduate Program in
Political Science (see Exhibit II.A.2). Exhibit III.2 displays a curriculum map indicating the
contribution which each of the seven core courses in the M.A. in Political Science program makes
toward each of the ALC dimensions.
In terms of content, we expect our graduates of the M.A. Program in Political Science to
be conversant with competing theories of political power, international relations, comparative
politics, and mass political behavior. We expect our students to be able to compare the exercise of
political power in different regimes and across political cultures and historical periods. Our
students should be able to discuss varying methodologies for testing competing hypotheses. Also,
students should see the relevance of this political science research to the study and practice of
politics.
Enrollment Trends. This year the number of students seeking the Master’s in Political
Science is higher than at any other time in the history of the program. As Figure 1 suggests, the
number has more than doubled since the last self-study. In 2005, the Registrar’s Office recorded
25 graduate students majoring in the program as opposed to 9 in 2000. We can only expect this
total to rise as the two concentrations in public administration and security and diplomacy are
further developed and publicized.
Enrollment in our graduate seminars is also on the steady rise, reflecting the levels of the
mid 1980s when the program was first developed. As Figure 2 demonstrates, the students taking
our courses are also increasingly seeking the M.A. in Political Science as their terminal degree. It
has been over a decade since the graduate student body in our seminars was so uniformly seeking
our graduate degree.
15
Relationship to Other Programs. For obvious reasons (see Tracks), the M.A. in Political
Science has close relations with the public administration program, represented by its coordinator,
Dr. William Tankersley. Dr. Tankersley has a joint appointment in the Department of Government
and the Division of Graduate Studies in the College of Professional Studies, which holds his line.
He teaches two of the core courses, PAD 6275 Political Economy and Public Administration and
POS 6704 Political Science Research Methods (the latter dual-listed with an equivalent public
administration core). Also, Dr. Tankersley teaches a course in public budgeting and takes turns at
teaching another on the public administration professional that are part of the public
administration concentration. Dr. Tankersley has served on many comps and thesis committees.
Next to public administration, History is the second most popular outside field for our students. A
Europeanist, Dr. Dan Miller, in particular, has served on several comps and theses committees.
Student Placement. Although no comprehensive data file exists on what our students do
after graduation, many graduates keep in touch with the faculty informally. From these contacts,
we know that M.A. in Political Science graduates tend to cluster along several career paths. They
are the military (some of our students are Navy or Marine Corps officers), other government
(local, state, and federal), education (high school or junior college), and the law (several former
students have gone on to Law School). Also, as mentioned previously, two recent graduates are
presently pursuing the Ph.D. in political science.
Advising and Mentorship. As noted earlier, last year Dr. Jocelyn Jones Evans was
appointed as Graduate Student Advisor. The GSA position enhances the communication of
program expectations to and the professional development of the political science graduate
student body. (For a full presentation of GSA duties, see Exhibit III.3.)
Another recent development has been the introduction of collaborative faculty/student
research. In the last two years, students have engaged in university funded research with Dr.
Evans (one project took them to Washington, D.C. last summer). Dr. Alvis and Dr. Williams have
also co-authored papers with students. Students who have or are presently engaged in such
collaborative research projects with faculty include Melissa Neal (presently Ph.D. candidate at
FSU), Matt Brogdon (currently applying for doctoral programs at several institutions around the
country), Steve Stanquist, and Husain Abdulla.
Extracurricular Activities. Another new development is the organizing of reading
groups under the leadership of Dr. Alvis. In spring of 2005 he invited the graduate student body
to join him and other faculty to meet weekly to discuss Arisotle’s Politics. This semester he is
moderating a reading group on Locke’s Second Treatise. This semester Dr. Evans is also holding
a reading group, open to both graduate and undergraduate students, on legislative behavior. For
many students, these activities are extracurricular. Though some of these students do not receive
directed reading credit for participating in these groups, they see them as a way to familiarize
themselves with the material of import to the faculty in preparation for comprehensive exams.
Graduate students further recognize the opportunity for informal learning from department faculty
outside the confines of the classroom.
16
Strengths, Weaknesses, Opportunities, Threats. One of the strengths of the M.A.
Program in Political Science is that it is versatile, serving the educational needs of a variety of
students. For military students, the M.A. is valuable for internal occupational advancement and
for post-service integration into civilian life. For undergraduate students, the M.A. provides
additional preparation for or an alternative to law school in pursuing possible work in
government. For those students who hope to pursue a Ph. D. in the field, the M.A. provides a
stepping-stone for further graduate work in political science. Another strength is that it is small
and relatively selective. This makes it possible to carry on highly interactive faculty-student
relations.
Perhaps the program’s one serious weakness, one shared with other programs in the
department, is the relatively small number of faculty. This makes it impossible for faculty to do
more than teach the core courses. Most of the student electives in the department have to be taken
as dual-listed courses (where undergraduate and graduate students enroll concurrently) or outside
the department. Another weakness, shared with most other graduate programs at UWF, is that we
do not offer competitive fellowships or assistantships. Thus, for the most part we are limited in
our ability to attract students from outside our area.
There is an opportunity to attract more military officers to our program. Presently we are
negotiating an agreement with the Naval War College to accept each other’s credits into our
respective programs. As noted earlier, a Security and Diplomacy concentration is being added as
a track in the M.A. in Political Science.
Response to Previous Review. The 2001 Program Review Team was strongly impressed
with the quality of our M.A. program. Here is what they wrote:
The current M.A. program in Political Science appears to be a strong one despite
(or perhaps because of) its small size. Both faculty and students describe (and appreciate)
classes taught at a high level of sophistication. For example, one student who had
received a B.A. from American University indicated her great surprise at finding an equal
level of quality in the UWF political science courses. Graduates who have both moved
into the political realm and gone on to doctoral programs report that their M.A. in Political
Science served their professional and career needs quite well. Most impressively, in the
last few years several MA students have published articles in professional political science
journals. . . .
The team recommended that the M.A. in Political Science be designated “an area of distinction”
and be allocated more resources for graduate assistantships. As with similar recommendations for
the Pre-Law and International Studies programs, however, nothing came of this recommendation.
Concerning graduate assistantships, it is only recently, with the arrival of a new Provost and a new
V.P. for Research and Graduate Studies, that more resources are being made available for graduate
assistantships across all programs.
17
IV. Conclusion
The Political Science and International Studies degrees offered in the Department of
Government at UWF are growing quality programs served by a relatively young faculty of
teacher-scholars. Since the last review, the number of majors and the total headcount has gone up
substantially, yet the number of regular, full-time faculty is smaller than it was then. To keep up
with the growing demand, it is imperative that the Department’s schedule for recovering lines lost
to retirement be adhered to (see Table I.1).
18
APPENDIX 1. Figures and Exhibits
Figure 1
UG Majors by Program, 1982-2005
Source: UWF Planning Office
250
R2 = 0.9293
200
150
100
50
20
05
20
04
20
03
20
02
20
01
20
00
19
99
19
98
19
97
19
96
19
95
19
94
19
93
19
92
19
91
19
90
19
89
19
88
19
87
19
86
19
85
19
84
19
83
19
82
0
Year
Political Science (General)
International Studies
Political Science (Pre-Law)
Total Majors
19
Political Science Total (includes Pre-Law)
Trend Line
Figure 2.
Candidates for the M.A. in Political Science, 1982-2005
Source: Planning Office and Registrar
30
25
R2 = 0.7684
20
15
10
5
0
1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
Year
Master's in Political Science
Trend line
Figure 3
Enrollment by Prefix, 1982-2005
Source: CICS
700
600
500
400
300
200
100
POT courses
CPO courses
20
INR courses
Total
05
04
20
03
Year
POS courses
20
02
20
01
20
00
20
99
20
98
19
97
19
96
19
95
19
94
19
93
19
92
19
91
19
90
19
89
19
88
19
87
19
86
19
85
19
84
19
83
19
19
19
82
0
Figure 4. Degrees Conferred, Total and by Program, 1980-2005
60
50
Degrees Conferred
40
30
20
10
79
/8
0
80
/8
1
81
/8
2
82
/8
3
83
/8
4
84
/8
5
85
/8
6
86
/8
7
87
/8
8
88
/8
9
89
/9
0
90
/9
1
91
/9
2
92
/9
3
93
/9
4
94
/9
5
95
/9
6
96
/9
7
97
/9
8
98
/9
9
99
/0
0
00
/0
1
01
/0
2
02
/0
3
03
/0
4
04
/0
5
0
Academic Year
Political Science - Bachelor's
International Studies
Political Science/Pre-Law Bachelor's
Total Degrees Conferred
Political Science - Master's
Figure 5. M.A. Majors to Enrollment, 1982-2005
1.4
1.2
1
2
R = 0.3342
0.8
0.6
0.4
0.2
0
1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
Year
M.A. Majors to Enrollment
21
Trend line
22
Exhibit I.1.a Student Survey Results, by Program, by Method, and Overall
Program A
B
C
D
E
F
GENERAL SURVEY
VARIABLE
G
H
I
J
K
L
M
N
O
P
Q
POS
Mea Mean
n H- H-Q
N
3.18 0.17 0.46 0.70 17.18 12.17 3.12 2.62 2.10 2.04 2.10 2.33 2.20 2.14 2.45 2.28 2.38 2.21 2.26
INS
2.91 0.31 0.52 0.66 16.25 13.35 3.24 2.69 2.16 2.06 2.25 2.48 2.41 2.27 2.17 2.00 2.10 2.33 2.26
PreLaw 3.14 0.14 0.36 0.81 20.55 12.40 3.15 2.64 2.55 2.59 2.59 2.71 2.43 2.52 2.67 2.40 1.95 2.57 2.51
Dual
2.86 0.29 0.57 0.57 10.69 16.00 3.25 2.71 2.50 2.36 2.50 2.85 2.69 2.46 2.38 2.15 2.00 2.60 2.46
Mean
UG
Grad
3.02 0.23 0.48 0.69 16.16 13.48 3.19 2.67 2.33 2.26 2.36 2.59 2.43 2.35 2.42 2.21 2.11 2.42 2.42
All
3.26 0.19 0.44 0.68 17.98 13.20 3.20 2.68 2.23 2.12 2.24 2.47 2.32 2.27 2.40 2.24 2.23 2.33 2.32
5.00 0.00 0.23 0.69 31.00 16.78 3.60 2.85 2.00 1.54 1.92 2.18 2.00 2.00 2.27 2.45 2.73 2.07 2.19
A
Focus
B
C
D
E
F
FOCUS GROUP SURVEY
VARIABLE
G
H
I
J
K
L
M
N
O
P
Q Mean Mean
H-N H-Q
3.2 0.40 0.50 0.55 11.91 12.72 3.51 2.55 1.27 1.00 1.27 1.18 1.00 1.36 2.20 2.00 2.10 1.38 1.59
Notation:
A: Class; 1=freshman, 2=sophomore, 3=junior, 4=senior, 5=graduate (not included in major breakdown,
only Grad and All)
B: Residence; 1=on campus, 0=off campus
C: Transfer status; 1=transfer student, 0=not a transfer student
D: Employment; 1=employed, 0=not employed
E: Work; hrs/wk
F: Study; hrs/wk
G: GPA
H: Course Offerings; 1=very satisfied, 2=somewhat satisfied, 3=satisfied, 4=dissatisfied, 5=highly
dissatisfied
I: Quality of lectures or class discussion; see H for rating scale
J: Availability and helpfulness of faculty; see H
K: Overall quality of instruction; see H
L: Quality of academic advising; see H
M: Helpfulness of staff; see H
N: Overall feeling about the department; see H
23
O: Reading assignments; 1=very challenging, 2=challenging, 3=moderately difficult, 4=easy,
5=extremely easy
P: Writing assignments; see O for rating scale
Q: Tests and quizzes; see O
Exhibit I.1.b Student Survey Participants by Program
Major
Enrollment2
% of total
POS
INS
PreLaw
Grad
Dual34
Omitted
Total
67
90
53
25
29%
38
23
11
235
101
Survey
Participants
46
32
22
13
14
3
130
2
% of participants
35%
25
17
10
11
2
100
Participants /
Enrollment
.69
.36
.42
.52
N/A
N/A
.553
Enrollment data taken from UPIC
There are only 12 students listed as dual majors within the department. On the student surveys, 14 students circled more than one major,
and 2 of those students circled all three. The only explanation I can think of for this, would be that students inadvertently circled the types
of classes that they had been enrolled in, rather than indicating their major.
4
In the UPIC numbers, student enrollment is split up by major. Dual listed students are counted as being enrolled in both majors, and are
not listed in a separate category.
3
24
Exhibit I.2. Responses: Focus Group 3/8/2006
Students were given numbers so that we could track their responses and still preserve their
anonymity.
Questions:
a) What did you expect the program to be like when you applied? Were you
expectations
met, exceeded, or disappointed?
b) Since your admission, what have you enjoyed most about the program or your major? c) Has
anything disappointed you about the department?
d) What, if anything, would you change about the program/department? What wouldn’t you
change?
e) If you have participated in other programs, either here at UWF or at other institutions, how
does our program compare?
Question (A):
# 4: Expected lower standards at the beginning, but was pleasantly surprised to find higher
standards of learning and knowledge by the faculty.
#19: Chose UWF because of this students interest in taking specific course relating to
contemporary issues; additionally this student chose UWF in order to get a better understanding
of the political environment.
#16: Expected less as far as performance due to the small size of the school and the department
compared with previous larger university classes.
#6: Was not quite sure what to expect due to the small size of the department and the number of
faculty; also somewhat apprehensive in regards to the reputation or prestige a political science
degree from the University of West Florida might bring with it in the job market.
#18: Didn’t really know what to expect after attending a community college in a smaller town.
Question (B):
#2: Extremely happy with the quality of faculty members and the vast amount of knowledge they
possess.
#1: Impressed by attention to detail by younger professors, thought they brought a lot of energy
and enthusiasm to the classroom
#1: Enthusiasm expressed by the faculty, made this particular student motivated to want to learn
more and more.
25
#5: Likes the availability of the professors, to answer questions and help out students when they
needed it.
#2: Likes the fact that the professors were approachable; genuinely felt like the professors had a
vested interest in the success of every student.
#14: Likes the debate format in many of the classes; liked the small class size and the small group
learning environment.
#2: Likes the objectivity displayed by the professors within the department; feels like this type of
environment promotes a better environment that is conducive to learning; felt free to express
opinions without fear of reprisal regardless of political views
#19: Dr. Williams is extremely enthusiastic about teaching political science courses, extremely
genuine; likes the openness and availability
#16: Thought academic environment was conducive to free and open debate regardless if political
views.
#3: Thought the intellectual environment was superb, and greatly appreciated the objectivity
displayed by the faculty.
Questions (C/E):
#4: Courses not offered frequently enough; expressed a desire for more choices in regards to
substituting various classes for the department requirements for graduation.
#3: Add additional faculty; expressed a desire to have classes offered that used audio/visual
classes
#1: Allow different substitutions to count for course requirements
#16: Expressed a concern over the time core classes were offered
#3: Provide more of a framework and organization for undergraduate requirements, specifically
outline or mandate certain classes be taken prior to other core classes in order to have the
knowledge necessary to succeed in upper level courses.
#4: Expressed a desire for the faculty to take a more proactive role in participating in e-learning;
also expressed a desire for the faculty to make use of the e-classrooms (overhead projector, power
point slides).
26
Question (D):
#4: Though (social political philosophy) should be a foundation course because it would provide a
good foundation for incoming students new to the program.
#3: Expressed a desire for there to be a class about (State and Local government); this would
enable political science majors to get a total view of the entire field of political science.
#5: Expressed a desire for more structure for the international studies program, more choices more
concentration options.
#1: Expressed a desire for more diversity regarding international studies, specifically the student
thought it might be beneficial for there to be more department sponsored guest speakers that
would be able to present a more diverse picture of the political environment; also more diversity
on the faculty in regards to experience.
#16: A larger faculty with more diversity.
#4: More diversity regarding courses offered, specifically expressed a desire for courses to be
offered that reflected current events.
#19: Expressed a desire for more region specific courses (Middle East, Asia). Courses that
students could take that were relevant to contemporary issues around the world.
27
Exhibit I.3. Elective Offerings, Fall 2003-Fall 2006
Fall 2006
POS 3991 Elections 2006*
POT 3990 Religion and Politics*
INR 4990/5990 Geopolitics
INR 3991 Model United Nations III
INR 3990 Russian Foreign Policy
POS 2992 The West Wing*
INR 4994/5994 Strategy and War
CPO 3103 West European Politics*
INR 3102 American Foreign Policy
Spring 2006
POS 3991 Law & Politics in Literature*
INR 4991/5990 Intelligence
CPO 3990 Russian politics
INR 3990 USA-European Relations
CPO 3373 Great World Leaders*
Fall 2005
CPO 4314 Democracies*
POT 4990/5990 Politics in the Hebrew Bible*
INR 4334/5330 National Security Policy
INR 3503/3992 Model United Nations I & II
CPO 3990 African Politics
POS 3990 The West Wing*
Summer 2005
INR 3990 Homeland Security
POS 3991 Constitutional law I
Spring 2005
POS 3990 Women & Politics*
28
CPO 3990 Eastern European Politics*
INR 3991 Intelligence
INR 3990 Russian International Relations
CPO 3991 Latin American Politics*
INR 3102 American Foreign Policy
Fall 2004
CPO 3103 Western Europe*
CPO 3990 Politics of Russia
INR 3225 Vietnam and American Politics
INR 3990 Geopolitics
POS 3990 Elections 2004*
Summer 2004
CPO 4531 Politics & Culture of India
INR 3990/3991 Model United Nations I & II
____________________
Note:
* Indicates regular faculty offering.
29
Exhibit II.A.1. Political Science Curriculum Effective 2006-2007
Major (30-39 sh)
CPO 3000/4000 level course
INR 3000/4000 level course
3000/4000 level Political Science
(CPO, INR, POS, POT) electives
POS 3xx2 Analyzing Political Issues
POS 3000/4000level course
POT 4601 Masters of Political Thought
POT 3000/4000 level course
Choose two:
POS 3XX1 The Presidency
POS 3424 The Legislative Process
or either
POS 3XXX Constitutional Law I
POS 3XX3 Constitutional Law II
If not completed at the lower division:
CPO 2002 Comparative Politics
INR 2002 International Politics
POS 2041 American Politics
Major-Related (0 sh)
Upper Division Electives (21-30 sh)
Sufficient 3000/4000 level electives to meet UWF’s requirement of 48 semester hours in the
upper division or completion of all departmental requirements at the 3000/4000 level, whichever
is greater.
30
Exhibit II.A.2 Academic Learning Compact for Political Science
GOVERNMENT
Mission Statement
The mission of the Department of Government is to educate students in the areas of government,
politics, and international affairs, and by this means to foster more knowledgeable, informed, and
active citizenship, as well as more enlightened future political leadership, in the in communities to
which they belong.
Student Learning Outcomes
UWF Government graduates in Political Science should be able to do the following:
Content









Discuss competing theories on the nature of political power
Compare the exercise of political power in different regimes and political cultures
Discuss competing theories about the origin, evolution, and meaning of law, justice, and
equality
Discuss competing theories of international relations
Discuss competing theories of elections and electoral systems
Discuss competing theories of constitutionalism, particularly in the American context
Discuss different methods for testing competing hypotheses in political science
Discuss the relevance of political research to the study and conduct of political life
Identify the advantages and limitations of civic participation in different political and
cultural contexts.
Critical Thinking







Recognize the causes, severity, magnitude, and importance of a political problem
Delineate the relevant features of a particular political question, problem, or puzzle
Identify relevant theories from the scholarly literature that are helpful for understanding
the selected question, problem, or puzzle
Generate a plausible hypothesis or logical argument to address the question
Develop a coherent and comprehensive plan for evaluating the hypothesis using the tools
of political science
Use appropriate resources to collect evidence for assessing and evaluating hypotheses
Synthesize theory, evidence, and applications to produce an intelligible conclusion or
solution to the original question
31
Communication



Write coherent, intelligible, systematic, and potentially persuasive papers
Accurately present findings orally with appropriate visual tools
Defend details of oral presentations
Integrity/Values




Pursue the use of legitimate scholarship and appropriate citation in keeping with standards
of academic integrity
Identify the similarities and differences between individual moral and political obligations
Foster a free exchange of ideas
Promote appropriate civic participation
Project Management


Design and execute an appropriate work plan, using outlines and timelines, to complete
project obligations
Anticipate and overcome obstacles in project completion
Job/Career Prospects for Government Graduates
o
o
o
o
o
o
o
o
o
o
o
o
Preparation for law school and, hence, the legal profession
Any branch of business where companies hire liberal arts graduates
Political career as elected official or assistant to elected officials
The print, oral, or visual media as reporter, editorial writer, commentator
High school or college teaching (additional degrees or preparation required)
A military career in any of the branches of the armed services
Public affairs and public relations
Non-profit organizations
International organizations
Lobbying and political activism
Think tanks, research groups
Cross-cultural and diversity consulting and training
32
Exhibit II.A.3. Student Learning Outcomes: Political Science Core Courses
(Undergraduate)
Student Learning Outcomes
Courses
Content Critical Communication Integrity
Project
Thinking
/ Values Management
CPO 2002
Comparative
3
3
3
2
3
Politics
INR 2002
International
2
3
3
2
1
Politics
INR 3006
Conflict,
2
3
3
2
1
Violence, and
Peace
POS 3734
Research
1
3
2
1
2
Methods
POS 3xxx
Constitutional
3
2
1
1
1
Law I
POS 3xxx
Constitutional
3
2
1
1
1
Law II
POT 4204
POT 5207
2
3
1
1
0
American
Political
Thought
POT 4601
POT 5602
3
3
3
1
0
Masters of
Political
Thought
POS 4673
Jurisprudence
2
3
1
2
0
Notation: the emphasis placed on each dimension in the course ranges from 0 (little or
none) to 3 (highest level of emphasis).
33
Exhibit II.B.1. Political Science – Pre-Law Track Degree Plan
Political Science Specialization
POS
POS
POS
POS
POS
POT
POT
2041
3122
3423
3xxx
3xxx
4601
4204
Political Science Core
American Politics
Issues in American Government and Politics
Political Economy of Public Administration
The Study of Politics
Seminar in American Politics
Political Science Research Methods
Master’s of Political Thought
Pre-Law Specialties
Choose 3
POS 3625 First Amendment Freedoms
POS 3623 Bill of Rights
POS 4673 Jurisprudence
PLA 4103 Legal Research and Writing
Support Areas
Take at least one course from any five of the following six
categories:
A. History
B. Philosophy
C. English/American Literature
D. Business
E. Skills
F. Communication
Electives
Semester
Hours
21sh
3
3
3
3
3
3
3
12sh
15sh
12sh
34
Exhibit II.B.2. Proposal for Revisions to the Pre-Law Curriculum
I.
Political Science Core Courses (24sh)
POS 2041
American Politics
POS 3122
Issues in American government and Politics
POS 3423
Legislative Process
POS 3991
Constitutional Law I
POS 3991
Constitutional Law II
POT 4601
Masters of Political Thought (or another POT)
POT 4204
American Political Thought
II.
POS 4673
POS 3xxx
POS 3625
POS 3xxx
CPO 4314
Pre-Law Electives
Choose 4 (12h)
Jurisprudence
The Founders’ Constitution
First Amendment Freedoms
The Presidency
Democracies
III.
Support Areas (12sh)
A. History (Choose 2)
AMH 4150 Early American Republic 1789-1860
AMH 4131 American Revolutions, 1763-1828
AMH 4575 Civil Rights
AMH 6169 Jacksonian America
AMH 4550 US Constitutional and Legal History I
AMH 4551 US Constitutional and Legal History II
EUH 4503
English Constitutional and Legal History
B. Legal Specialties (Choose 1)
PLA 3020
Law and Society
PLA 3003
Paralegal and the Legal Profession
PLA 4103
Legal Research of Writing
CCJ 3024
The American Criminal Justice System
CJL 3510
Judicial Process
MMC 4201 The Constitution and the Press
EVR 4035
Environmental Law
B. Literature AND Communications (Choose 1)
POS 4670
Law and Literature
COM 4103C Leadership Communication
SPC xxxx
Political Communication
SPC xxxx
Argumentation and Debate
SPC xxxx
Public Address
ENL 4330
Shakespeare
35
ENL 4341
Milton
C. Skills (Choose 1)
ACG 2021
Principles of Financial Accounting
ECO 3003
Principles of Econ Theory and Public Policy
PAD 6275
Political Economy of Public Administration
STA 2023
Elements of Statistics
D. Philosophy (Choose 1)
PHH 3100 Greek Philosophy
PHH 3400 Modern Philosophy
PHI 2100 Introduction to Logic
PHI 3130 Modern Logic
PHI 3670 Ethics
IV. Electives (12sh)
36
Exhibit II.C.1 International Studies Degree Plan (Effective 2006-2007)
International Studies Major
Semester Hours: 33-41
Core
Semester Hours: 18
Choose a total of six courses, one each from at Analysis
least five different academics fields listed to
INR 3006 Conflict, Violence, and Peace
the right, for total of 18 sh:
INR 3073 Issues in International Politics
Politics
CPO 2002 Comparative Politics
INR 2002 International Politics
Culture
ANT 3141 Origins of Civilization
ANT 3212 Peoples and Cultures of the
World
History
Any 3000/4000 level EUH or LAH
course
Economics
ECO 3003 Principles of Economic
Theory and Public Policy
*both ECO2013 & ECO 2023 (micro /
macro)
Geography
GEO 3421 Cultural Geography
GEO 3470 Geography of World Affairs
Generalist Option
Semester Hours: 15
Choose five 3000/4000 level courses
Track I. Cultural Affairs: People and the
distributed across at least four tracks from the Past
five shown to the right, for a total of 15sh.
Track II. Cultural Affairs: People and
Places
Track III. Cultural Affairs: People and
Ideas
Track IV. Security and Diplomacy Track
Track V. International Economics and
Business
Concentration Option
Semester Hours: 15-23
Cultural Affairs
Choose five additional 3000/4000 level
Track I. Cultural Affairs: People and the
courses from one or several of the following
Past
tracks: history (Track I), anthropology and
Track II. Cultural Affairs: People and
geography (Track II), or humanities (Track
Places
III). Courses in each track must deal primarily Track III. Cultural Affairs: People and
with countries outside of the United States.
Ideas
Security and Diplomacy
3
3
3
3
3
3
3
3
3
3
3
15
15
37
Choose five additional 3000/4000 level
courses dealing primarily with international
relations, studies of conflict and war,
diplomatic relations, international law and
organizations, military issues,
democratization, and politics in specific
countries. For specific course listings, see the
International Studies Advisor or the
Department Chair.
International Business and Economics
Choose five additional 3000/4000 level
courses primarily focused on international
trade, economic development, business and
economics.
Area Studies
Choose 5 courses (15 sh) focused on one
regional area, Latin America, Asia, or Europe.
Additionally, students must complete two
semesters (8 sh) of a foreign language from
their regional area of concentration.
Track IV. Security and Diplomacy
Track V. International Economics and
Business
15
Regional Area Studies
23
15
Foreign Language Requirement
8
38
Exhibit II.C.2. Academic Learning Compact for International
Studies
Content



Identify and analyze key international issues using an interdisciplinary
framework and approach
Discuss competing theories about the reciprocal relations between politics,
culture, economics, and geographical factors across time
Compare the different institutions, cultural contexts, and policy challenges of
people around the world
Critical Thinking





Identify and apply relevant theories from the scholarly literature to
understand a particular question, problem, or puzzle
Critically evaluate competing theories and hypotheses
Develop research questions, then deduce and defend reasonable answers
Identify appropriate information resources to address research questions
Synthesize theory, empirical evidence, and contextual understanding
Communication



Articulate complex concepts clearly in both written and oral forms
Organize ideas logically
Accurately present findings using appropriate visual tools
Integrity/Values



Use intellectual property ethically and adhere to standards of academic
integrity
Consider and express ideas openly while demonstrating mutual respect
Engage in appropriate civic participation globally
Project Management


Design and execute an appropriate work plan, using outlines and timelines, to
complete project obligations
Anticipate and overcome reasonable obstacles in project completion
39
Exhibit II.C.3. Student Learning Outcomes: International Studies
Course
CPO 2002
Comparative
Politics
INR 2002
International
Politics
INR 3006
Conflict,
Violence, and
Peace
Content
Critical
Thinking
Communication
Values
Project
Management
3
3
3
2
3
3
3
2
3
3
2
3
2
2
2
ECO 3003
Principles of
Economic Theory
2
ANT 3212
Peoples and
Cultures of the
World
2
1
1
2
2
3
3
40
2
2
Exhibit III. 1 M.A. in Political Science Degree Plan
Political Science Specialization
Political Science Core
CPO
6006 Seminar in Comparative Politics
INR
6007 Seminar in International Relations
PAD
6275 Political Economy of Public Administration
POS
6006 The Study of Politics
POS
6045 Seminar in American Politics
POS
6704 Political Science Research Methods
POT
5602 Master’s of Political Thought
Electives
Thesis Option
Public Administration Specialization
Political Science Core
Public Administration Specialization
PAD
6053 The Public Administration Professional
PAD
6227 Public Budgeting
PAD Elective (with approval of chair)
Optional Elective (with approval of chair)
Advisor Approved Comprehensive Examination
Security Studies Specialization
(Effective 2006-07)
Political Science Core
Security Studies Specialization
INR
5330 National Security Policy
INR
5990 International Law
Take two:
INR
5990 Intelligence
INR
5990 Geopolitics
INR
5990 Homeland Security
41
Semester
Hours
21
3
3
3
3
3
3
3
6-12
0-6
21
12
3
3
3
3
0
Semester
Hours
21
12
3
3
3
3
3
Exhibit III. 2 M.A. in Political Science Curriculum Map
Core Courses
POT 5602
Masters of Political Thought
POS 6001
The Study of Politics
CPO 6006
Seminar in Comparative Politics
INR 6007
Seminar in International Relations
POS 6045
Seminar in American Politics
PAD 6275
Political Economy of Public
Administration
POS 6704
Political Science Research
Methods
Student Learning Outcomes
Content
Critical
Communication
Thinking
3
3
3
Integrity/Values
3
Project
Management
0
3
3
3
1
0
3
3
3
1
1
3
3
3
2
2
2
2
3
1
3
1
3
2
3
2
2
3
2
1
2
Note: the emphasis placed on each dimension in the course ranges from 0 (little or none) to 3 (highest level
of emphasis).
42
Exhibit III.3
Department of Government
Duties of Graduate Student Advisor
This document details the duties of the Graduate Student Advisor (GSA) for the Department of
Government at the University of West Florida. Some students enter the M.A. program in political
science with many goals in mind; still others enter this program with undefined goals. The M.A.
program can serve as a springboard into a doctoral program for those who wish to pursue an
academic career or as a terminal degree for those wishing to serve in the public or private sector.
The GSA can help students generally think through their interests and goals and acquaint them
with the many possible career paths available to them. Students would be wise, however, to cast a
wide net for academic and career advising. Those interested in pursuing a specific field of study
in political science would do well to work closely with the faculty member in the department
specializing in that field. Normally, that faculty member would supervise the thesis, if the student
takes that option, or chair the comprehensive exam committee. At the same time, the GSA can
help students, particularly those who are undecided, to discover what approach would best suit
them in the program and in life after UWF. The duties of the GSA generally fall under
communication, professional development, and extra-curricular activities.
43
Communication
Students
Academic
should know the
Expectations
performance
expectations for
completion of the
degree and be aware
of their progress in
pursuit of this goal.
Further students
should be aware of
the opportunities for
career advancement
Research
available to them
Assistance
through the
department and the
university at large.
Professional Development
Students
Resume/Vita
should be prepared
for professional
employment after
receipt of the
Masters Degree in
Employment
Political Science.
They should be
given the
opportunity to
develop the skills
necessary for
Teaching
academic and
nonacademic job
opportunities.
Research
Extracurricular activities

Knowledgeable of university policies and procedures

Knowledgeable of department requirements for degree
completion

Versed in department expectations for theoretical and
methodological development

Equipped with documentation to communicate standards for
student performance for either the comprehensive examination
or thesis option

Assist students in finding funding for travel to present quality
research and connect with other scholars with similar research
interests

Alert students to upcoming conference opportunities for
presentation of research

Coordinate opportunities for students to present quality research
both on campus and at surrounding campuses

Demonstrate guidelines for constructing a competitive vita or
employment resume

Work with students on developing their own curriculum vitae or
employment resume

Provide candid evaluation of job market and opportunities for
employment both in the academic and nonacademic arenas

Explain and demonstrate process for securing employment after
completion of the degree program

Encourage student observation of in-classroom faculty teaching

Encourage lecture opportunities for students to work on their
pedagogical skills

Encourage faculty-student collaboration on research projects

Encourage student presentation of quality research in
professional environments such as academic conferences

Develop means to recognize our students’ research
accomplishments

Encourage political science graduate students to found a student
organization, and to serve as their advisor.
44

If and when such an organization is established, to encourage
them to hold symposia and other activities related to academic
and career interests.

Similarly, to encourage them to collaborate with the Rho Pi
Chapter of Pi Sigma Alpha, the Model United Nations Debating
Team, and other student organizations in carrying out activities
of mutual interest.
45
Exhibit III. 4 Standards for M.A. in Political Science Comprehensive Exams
This document details the process and criteria of evaluation for the comprehensive examination capping
the program of study leading to the M.A. in Political Science. First, the fields of study, the components of
the examination process, the structure of the exams, and proper means for preparation are provided.
Following is a rubric specifying general expectations of student performance on the exam.
Fields
American Politics
Comparative Politics
International Relations
Political Theory
Political Economy
Outside Field (Public Administration, History, Economics, Communication Arts, etc.)—optional.
The Committee
The exam shall be administered by a committee of three regular faculty members, of which at least two,
including the committee chair, must be members of the faculty of the Department of Government or have
taught one of the core courses in the program. The first step in the selection of the committee is for the
student to ask a member of the faculty to chair it. In consultation with the committee chair, the student will
select the additional members. The committee may include a member from another discipline, again
chosen by the student in consultation with the committee chair. Such outside member will be given a copy
of this document and asked to apply the same or equivalent standards of evaluation specified in the rubric
shown below to his or her set of questions.
Once the faculty members have been selected, the student should meet with each faculty member
individually to determine the specific expectations for the exam. At this meeting, the student should seek
clarification of the structure the professor intends to employ, as well as the range of subjects the student
should be prepared to address.
The chair of the committee is responsible for scheduling the student’s written and oral examinations,
communicating with the other committee members for purposes of assessment, and presiding over the oral
examination.
Components
Written Examination – The written examination is a take-home exam provided to students for 48 hours,
comprised of three sections. Students are expected to complete each of the three sections in three hours,
for a total of nine.
Oral Examination – The oral examination is a panel discussion between the student and the faculty on the
exam committee. This exam serves to clarify, bolster, and defend the answers provided during the written
examination. Generally, it will be scheduled no sooner than two weeks after the written exam.
Structure
Written Examination – The structure of the written exam varies depending on the faculty chosen to sit on
the committee. While all exams have three parts developed by three different faculty members, individual
parts may consist of one or more questions with an average of two questions per section. Students taking
the written examination are required to sign a statement that they worked independently and spent no more
46
than three hours on each professor’s question(s). In terms of formatting, students should preface each
answer with the question and professor for whom it was written. Answers should be no less than 3 pages,
double-spaced, Times New Roman 12pt. font (or its equivalent). Each answer should begin on a new page.
Finally, students should use in-text citations to cite the relevant literature in addressing each question.
Oral Examination – The structure of the oral exam is a defense of each section of the exam to the faculty
member responsible for the respective field. Other faculty members may ask questions of clarification or
elaboration throughout the exam. Typically oral examinations last for 2 hours. At the end of the oral
defense of the written exams, the student is asked to leave the room so the faculty on the exam committee
may deliberate on final passage. The student is then asked to return, and the decision is announced.
Preparation
Students should be ready in the written exam to not only cover the material used in the core seminar or
outside field by the faculty member, but also additional readings outside the classroom either used for
research by the student or recommended by the professor to the student in preparation for exams.
Oral Examination – To prepare for oral examination, the students should thoroughly revisit the written
exams, noting areas in need of clarification, elaboration, or amendment. A week before the oral
examination they should contact the examiners individually for feedback on the written part. Students
should treat this exam phase as a defense of their work and an opportunity for intellectual discussion.
Students should prepare to hear constructive criticism and difficult questioning.
Assessment
The examination committee will assess the strength of the written exams and determine whether or not the
student should proceed to oral examination. There are four possible assessment outcomes. Students may
pass the written examination and pass oral examination. Students may fail the written examination and not
proceed to oral examination. Students may provisionally pass the written examination with the expectation
that they prove themselves in the oral examination. Finally, students may pass two of their questions in the
written examination but fail one question. In this situation, students may retake the written exam to
address the area of weakness before proceeding to the oral examination. If students fail the entire written
examination, they may reschedule to take comprehensive exams for a second time. This second attempt
must be within the semester following their failed attempt, and the outcome of the second examination
assessment is final. If students provisionally pass the written examination, but fail the oral examination,
they also must retake the comprehensive exam. A decision to pass both a student’s written and oral
examination can be split, but requires two of the three faculty members on the committee to be in
agreement.
Written Exams
Knowledge
Literature
Concepts
Students should demonstrate a general knowledge of the classic
texts in the field areas in which they are choosing to be tested.
Scholarly research should be cited throughout student answers.
Students should use this research to defend their argument.
Students should demonstrate through their answers an
understanding of the concepts of political science as a field of
study. Students should have enough familiarity with these
concepts to appropriately use them in both their written and oral
examinations.
47
Theory,
Method, and
Evidence
Students should be capable of answering general questions on
the major theoretical, methodological, and evidentiary fault-lines
in the chosen fields. Students should demonstrate familiarity
with the principal points made by each side of these disputes,
and, if pressed, to make a case for one or the other on
theoretical, methodological, or empirical grounds.
Clarity
Students should make a clear argument, easily stated in a general
thesis. This argument should be developed throughout the
answer in a clear manner, as well.
The purpose of exams is not only to demonstrate knowledge of
material, but also to demonstrate ability in argument and
presentation. For this reason, students should not only attempt
to articulate an argument throughout the course of their answers,
but also make that argument persuasive to an intellectual
audience.
Students’ arguments should be logically developed with the
substance of the answer used to defend the initial thesis, the
arguments and evidence drawn from the body or literature
skillfully marshaled in its support.
Students should further develop their argument to demonstrate
strength in terms of originality and significance.
Argument
Cogency
Development
Strength
Style
Grammar
Structure
Relevance
Students should demonstrate a command of the English
language both in written and spoken form. Sentences should be
in proper structure and use appropriate punctuation.
The answers should be in proper structure, addressing the
question asked through development of an introduction, body,
and conclusion.
Finally, the answers should follow from the question. Students
should focus on the issue at hand and limit tangential subject
matter. Occasional anecdotes are allowed, but only if they
illustrate or make more vivid general patterns in a body of
evidence.
48
Exhibit III. 5 Standards for M.A. in Political Science Thesis
Overview of Thesis
The thesis will include an appropriate theoretical foundation and a scholarly investigation of a
significant political problem or question. The problem may be historical, contemporary, or
hypothetical. The research will be conducted in accordance with a methodology suitable for
studying the question. The method may be quantitative, qualitative, or some combination of these
two. The data may be statistical, textual, or both. What is absolutely required is a disciplined
approach that involves rigorous thinking, objective examination of the available evidence or texts,
and reaching conclusions that are consistent with the weight of the evidence or the logic of the
argument. The object is to produce something that, in condensed form, could be presented at a
state or regional conference of political scientists. There is no minimum or maximum length,
although most theses will run between 50 and 100 pages. For more information on the thesis
structure, see the guidelines that follow.
The choice of the thesis topic lies with the student in consultation with the thesis director. Before
a student embarks on a thesis, a prospectus has to be approved by a committee of three faculty
members. Also, the final product will be defended before a committee of faculty whose
composition should, if at all possible, be identical to the first committee. Approval of the
prospectus and successful defense of the final product requires the consent of at least three faculty
members on the thesis committee. In the case of an unsuccessful prospectus defense, the student
will have one more opportunity to defend the prospectus, but this defense must be successfully
completed within the semester subsequent to the first defense. In the case of an unsuccessful final
thesis defense, the student will have one more opportunity to defend the thesis, but this defense
must be successfully completed within the semester subsequent to the first thesis defense.
Credit Hours
No more than six sh of thesis credit may be applied to the student’s degree plan. However, as long
as the student is working on a thesis, he or she must enroll in at least 1 sh every semester, even if
this brings the total for the degree to more than 33 sh.
Committee
The thesis committee must have a minimum of three members. The thesis will be directed by a
faculty member who consents to work with the student. The thesis director, who must be a fulltime member of the Political Science program faculty, will chair the committee. The director will
assume responsibility for guiding the student through the entire thesis cycle, from choosing and
refining a topic, preparing a thesis prospectus, doing the bibliographic review, collecting and
analyzing data, through writing one or more drafts of the thesis. It is the thesis director who
decides when the prospectus is ready for presentation and when the thesis is ready for a defense.
At least one more committee member must be a member of the full-time faculty. The third
committee member may be an emeritus faculty, a visiting faculty member, an adjunct faculty, a
member of another UWF department, or even a faculty from another institution whose expertise
bears on the thesis topic. The selection of committee members outside of UWF is subject to
approval by the thesis director.
49
Thesis Prospectus
The thesis prospectus must contain the following parts:
1. A statement of the research problem or question.
2. A statement on the methodology to be followed in investigating the question as appropriate to
the discipline.
3. A description of the data or texts to be analyzed.
4. A comprehensive bibliography to be consulted.
5. A timeline for completion of the thesis.
Thesis Timeline
A thesis normally takes two semesters. In consultation with the thesis director, the student must
draw up a timeline consistent with the university thesis calendar. The timeline should have dates
for the following milestones:
1. Selection of two or three committee members in addition to the thesis director.
2. Submission of a thesis prospectus to the committee.
3. Meeting of thesis committee to approve, subject to revisions, the thesis prospectus.
4. Defense of the thesis.
Sample Calendar with Suggested Target Dates
A student may work on a thesis at any time during the academic calendar, however it should be
noted that a Fall-Spring schedule leaves more time for completion than a Spring-Summer or
Summer-Fall schedule.
Fall – Spring Schedule
September – select thesis director and discuss thesis topic
October – select other committee members and defend prospectus
November – if successful defense of prospectus, begin work on thesis
December – schedule second defense of prospectus if first is unsuccessful
January – meet with thesis director to discuss draft of thesis
February – work on revisions and meet with committee members to discuss draft
March – schedule defense of thesis
April – if unsuccessful, work on revisions to re-defend in the summer
Thesis
The thesis shall consist of the following parts:
1. An abstract of no more than 300 words.
2. A statement of the research problem or question.
3. Review of the literature.
4. Description of data or texts and methodology.
5. Data or textual analysis.
6. Presentation of findings.
7. Discussion of results and implications of investigation.
8. Conclusion.
50
9. Bibliography.
Preparation for Prospectus Defense
The prospectus defense is a panel discussion between the student and the faculty on the thesis
committee. This discussion serves to clarify, bolster, and defend the thesis structure and argument
provided in the prospectus. Generally, it will be scheduled during the first semester of the
student’s work on the thesis.
After scheduling the prospectus defense, but before the actual meeting of the thesis committee,
students would be well advised to visit with the individual members of their thesis committee to
gain possible early insight into their potential concerns. To prepare for the prospectus defense,
students should thoroughly revisit their prospectus, noting areas in need of clarification,
elaboration, or amendment.
The prospectus defense begins with a presentation by the student of the thesis topic. After this 1030 minute presentation, each faculty member on the thesis committee may ask questions of
clarification or elaboration of the prospectus. Typically prospectus defenses last up to 2 hours. At
the end of the prospectus defense, the student is asked to leave the room so the faculty on the
thesis committee may deliberate on passage. The student is then asked to return, and the decision
is announced.
Students should treat this phase as a defense of their conceptualization of the project and an
opportunity for intellectual discussion. Students should prepare to hear constructive criticism and
difficult questioning.
Preparation for Thesis Defense
In many ways, the thesis defense is very similar in form and purpose to the prospectus defense.
The thesis defense is a panel discussion between the student and the faculty on the thesis
committee. Whereas the prospectus defense is a time for clarification and constructive criticism
of the proposed topic, the thesis defense is a discussion to defend the thesis structure, argument,
and findings in revised form. Generally, it will be scheduled early enough during the second
semester of the student’s work to provide time for a secondary defense if necessary.
The thesis defense begins with a presentation by the student of the thesis research question, mode
of analysis, findings, and major conclusions. After this 10-30 minute presentation, each faculty
member on the thesis committee may ask questions of clarification or elaboration of the thesis.
Typically thesis defenses last up to 2 hours. At the end of the defense, the student is asked to
leave the room so the faculty on the thesis committee may deliberate on passage. The student is
then asked to return, and the decision is announced.
51
Guidelines for and Explanation of Thesis Structure
Element
Length
Description
Abstract
No longer than
300 words.
2-5 pages
The purpose of the abstract is to communicate the research question and the
major findings of the study in a succinct well-designed paragraph.
The introduction should briefly suggest the theoretical basis for the inquiry, the
specific research question, the scope of the project, and expected findings.
The research problem should be phrased in such a way that it can be
systematically addressed. It should set up a scholarly investigation of a
significant political problem or question. The problem may be historical,
contemporary, or hypothetical.
The literature review should briefly describe the major academic works in
political science on the topic as well as suggest to the reader to the areas of the
topic left inadequately addressed by the literature.
The data and methods section should present the choice of data sources,
including statistical, textual, or both. The methodology also should be presented.
The student may choose to use a quantitative or qualitative methodology or some
combination of both.
The analysis section should present the major analytical work of the thesis. For
example, if the student chooses to use a quantitative approach, this section would
present the major tables, charts, graphs, models or arguments suggested by the
data and methods employed. In the case of political theory, this section would
offer a textual analysis that supports the contention of the thesis.
The findings section draws the reader’s attention to the major results of the
analysis. The student should focus on the important correlations or associations
in the data or, or similarities and differences between authors or deductions or
inferences drawn from the text(s) These results should be related back to the
original research question to either support or refute the initial expectations of
the student.
In the discussion and implications section, the research findings are discussed in
terms of the broader literature on the subject. The contribution of the student’s
findings should be highlighted. This section should also draw out the
implications of the findings for future research in the field.
The conclusion sums up the entire thesis in a concise manner for the reader. The
research question is rearticulated. The major findings are summarized. Just as
the reader should gain from the abstract and the introduction the purpose and
structure of the thesis, so should the reader ascertain this information from the
conclusion.
Introduction
Research
Problem
2-5 pages
Literature
Review
10-20 pages
Data and
Methods*
2-5 pages
Analysis
10-25 pages
Findings
10-20 pages
Discussion/
Implications
5-10 pages
Conclusion
5-10 pages
Total = 50100pp
52
APPENDIX 2. Government Strategic Plan
Exhibit III.6 Strategic Plan
Government Strategic Plan
- Vision
Text Updated: Mar 13, 2003
To challenge students to inquire into timeless questions pertaining to the governance
of human societies, to wit: the nature of political power, the origin, evolution, and
meaning of law and justice, the rights and duties of citizens and leaders in a
democracy, the design and operation of governmental institutions subject to popular
control, the comparative performance of regimes, relations between government,
society and economy, and problems of war and peace within and between nationstates.
Text Updated: Mar 13, 2003
- Mission
Text Updated: Dec 31, 2002
The mission of the Department of Government is to educate students in the areas of
government and politics, and by this means to foster more knowledgeable, informed,
and active citizenship, as well as more enlightened future political leadership, in the
communities to which they belong.
Text Updated: Dec 31, 2002
- Values
Text Updated: Jan 27, 2003
1. Truth. Political Science inquires into what is true and what is false about the
domestic or international exercise of political power. This requires distinguishing
fact from fiction, and explaining the facts with theories grounded in concepts
about human nature. Also, Political Science offers practical advice about what is
and is not conducive to justice, peace, prosperity and other components of the
common good. Political Science thus stands or falls by the validity of its truth
claims.
Text Updated: Jan 2, 2003
2. Freedom. Liberty of thought and expression. In the pursuit of truth about all
matters political, the mind must be able to roam without impediments. There can
be no intellectual dictatorship, no persecution of heretical opinions, be it by
53
officialdom or by self-appointed vigilantes bent on enforcing intellectual
conformity. Professors and students must be able to question or inquire into the
truth or falsity of propositions, free from ideological pressure from within or
without the university.
Text Updated: Jan 2, 2003
3. Courage. Thinking and speaking without fear, no matter how unpopular our
views may happen to be. Every age lives by what John Stuart Mill called its
"received opinion." Anyone who questions or challenges the conventional
wisdom faces public disapproval or ostracism. If, in the pursuit of truth, a few
individuals are led to question the received political opinion, they must be brave
in order to withstand the onslaught of censure which their neo-heretical views are
bound to provoke.
Text Updated: Jan 27, 2003
4. Reasonableness. Political Science abides by logic and evidence. One must be
open to persuasion by argument and data, and be willing to submit one's beliefs
to rational analysis and empirical tests. Wishful thinking must yield to
experience. The proper attitude to the study of politics is summed up by John
Adams, who said in 1770: "Facts are stubborn things; and whatever may be our
wishes, our inclinations, or the dictates of our passions, they cannot alter the state
of facts and evidence."
Text Updated: Jan 2, 2003
5. Criticism. Skeptically scrutinizing truth claims about politics. Progress in
Political Science is made dialectically, with propositions offered to fellow
scholars for evaluation. Theories, hypotheses, and findings are subjected to
rigorous examination by specialists on the lookout for questionable premises and
errors of fact or logic. Discussion across both space and time ensues, resulting in
rejection or revision of the original propositions. Those surviving criticism are
regarded as true.
Text Updated: Jan 2, 2003
6. Eloquence. Speaking and writing persuasively. This requires not only correct
spelling, grammar, syntax and diction, flawless logic, and skillful marshaling of
evidence, but also a gracious style of one's own. One way to cultivate eloquence
is to study the speeches and prose of famous orators and writers. Political Science
has a rich tradition of great speaking and writing on the part of both students and
practitioners of politics. In this, as with any craft, practice makes perfect.
Text Updated: Dec 31, 2002
7. Civility. The obligation to treat one another with courtesy and respect. Fellow
travelers in the pursuit of truth must listen to each other patiently, assume the
good will of their interlocutors, and refrain from insulting their persons, however
mistaken or even contemptible their views may be. All opinions, no matter how
54
pernicious, deserve a hearing. There must be no shouting down of speakers, no
burning or other destruction of printed words, no intimidation of those who think
differently.
Text Updated: Dec 19, 2002
8. Integrity. Conducting ourselves honorably, shunning dishonesty in our work.
There can be no faking of evidence to support preferred propositions or ignoring
or suppressing facts that falsify our truth claims. There can be no phony excuses
for failing to complete an assignment, no turning in of another's essay as one's
own, no plagiarism, no cheating on tests. The pursuit of truth requires one to be
trustworthy, so that others may safely rely on our word without fear of being
misled.
- Instructional Goals by Program
Text Updated: Mar 6, 2003
1. Political Science - 45.1001 - Bachelor's-B.A. To teach undergraduate students
how to study the domestic and international exercise of political power in
democracies and dictatorships, the means by which power is used for good or evil
by different regimes, and how applying this knowledge as a citizen or leader can
be conducive to the common good of the United States and the international
community.
Text Updated: Mar 6, 2003
- Student Learning Outcomes
Text Updated: Mar 13, 2003
1. Demonstrate orally and in writing undergraduate-level knowledge
of the philosophical underpinnings, core concepts and
propositions, contested hypotheses, methodologies, and the
principal findings of the discipline of Political Science, as well as
their potential or actual applications to contemporary problems
and opportunities.
Text Updated: Mar 13, 2003
- Outcome Assessment Measures
Text Updated: Mar 10, 2003
1. Students must complete lower-level prerequisites for
the program (POS 2002 American Politics, CPO
2002 Comparative Politics, and INR 2002
International Politics), and maintain a GPA of 2.0 or
higher.
Text Updated: Mar 1, 2003
2. Students must complete the required trio of political
thought (two courses) and research methods courses
and maintain a GPA in the major of 2.0 or higher.
55
Text Updated: Mar 1, 2003
3. Students must complete a set of upper-division
courses in political science distributed across
American politics, comparative politics, and
international politics, and maintain a GPA in the
major 2.0 or higher.
Text Updated: Mar 1, 2003
4. Students must complete all other requirements for
the major and the University with a GPA of 2.0 or
higher.
Text Updated: Mar 6, 2003
5. Students enrolling in an internship must receive a
favorable review from their internship supervisor
and be assigned a satisfactory grade by their
academic supervisor.
Text Updated: Mar 1, 2003
- Student Learning Outputs
Text Updated: Mar 11, 2003
1. Total number of students majoring in Political Science.
Text Updated: Mar 10, 2003
- Output Assessment Measure
Text Updated: Mar 11, 2003
1. Fall semester headcount of Political Science majors.
Text Updated: Mar 11, 2003
2. Full-time equivalent students enrolled in undergraduate Political
Science courses.
Text Updated: Mar 10, 2003
- Output Assessment Measure
Text Updated: Mar 11, 2003
1. Annualized student FTEs generated by Political
Science courses.
Text Updated: Mar 10, 2003
3. Number of Bachelor's degrees in Political Science awarded.
Text Updated: Mar 10, 2003
- Output Assessment Measure
Text Updated: Mar 11, 2003
56
1. B.A. degrees in Political Science awarded during the
AY (summer, fall, and spring).
Text Updated: Mar 10, 2003
4. Rate of completion of Bachelor's degrees in Political Science.
Text Updated: Mar 10, 2003
- Output Assessment Measure
Text Updated: Mar 11, 2003
1. Six-year degree completion/retention rate for FTIC
Political Science majors. [At least 60 percent.]
Text Updated: Mar 10, 2003
2. Four-year degree completion/retention rate for AA
transfer Political Science majors. [At least 75
percent.]
Text Updated: Mar 10, 2003
3. Average number of semesters (fall, spring) to degree
completion for FTIC students completing B.A.'s in
Political Science. [Average not more than 10
semesters.]
Text Updated: Mar 11, 2003
4. Average number of semesters (fall, spring) to degree
completion for AA transfer students completing
B.A.'s in Political Science. [Average not more than
six semesters.]
Text Updated: Mar 11, 2003
2. Political Science - 45.1001 - Bachelor's-B.A. Pre-Law track. To teach
undergraduate students how to study the principles of law and justice, he judicial
institutions upon which the American system of constitutional government rests,
ompeting theories of judicial review, and how applying this knowledge as a
citizen, lawyer, or judge would advance the common good.
Text Updated: Mar 6, 2003
- Student Learning Outcomes
Text Updated: Mar 13, 2003
1. Political Science - 45.1001 - Bachelor's-B.A. Pre-Law track.
Demonstrate orally and in writing undergraduate-level knowledge
of theories of law, justice, and judicial review, the history,
landmark cases, and current operations of the judiciary in the
American system of constitutional government rests, and the
57
potential or actual application of this knowledge to contemporary
problems and opportunities.
Text Updated: Mar 6, 2003
- Outcome Assessment Measures
Text Updated: Mar 10, 2003
1. Students must complete lower-level prerequisites for
the program (any two of POS 2002 American
Politics, CPO 2002 Comparative Politics, and INR
2002 International Politics), and maintain a GPA of
2.0 or higher.
Text Updated: Mar 6, 2003
2. Students must complete 21 sh of core courses in
American government, political theory, and
constitutional law, and maintain a GPA in the major
of 2.0 or higher.
Text Updated: Mar 6, 2003
3. Students must complete 9sh of in pre-law specialty
courses, and maintain a GPA in the major of 2.0 or
higher.
Text Updated: Mar 6, 2003
4. Students must complete 15 sh in support areas
distributed across History, Philosophy, Literature,
Business, Communication, and Skills, and maintain
a GPA of 2.0 in the major.
Text Updated: Mar 6, 2003
5. Students must complete all other requirements for
the major and the University with a GPA of 2.0 or
higher.
Text Updated: Mar 6, 2003
6. Students enrolling in an internship must receive a
favorable review from their internship supervisor
and be assigned a satisfactory grade by their
academic supervisor.
Text Updated: Mar 6, 2003
- Student Learning Outputs
Text Updated: Mar 11, 2003
58
1. Total number of students majoring in Political Science--Pre-law.
Text Updated: Mar 10, 2003
- Output Assessment Measure
Text Updated: Mar 11, 2003
1. Fall semester headcount of Political Science-Pre-law
majors.
Text Updated: Mar 11, 2003
2. Full-time equivalent students enrolled in Political Science Pre-law
specialty courses.
Text Updated: Mar 10, 2003
- Output Assessment Measure
Text Updated: Mar 11, 2003
1. Annualized student FTEs generated by Political
Science Pre-law specialty courses.
Text Updated: Mar 11, 2003
3. Number of Bachelor's degrees in Political Science--Pre-law
awarded.
Text Updated: Mar 10, 2003
- Output Assessment Measure
Text Updated: Mar 11, 2003
1. B.A. degrees in Political Science-Pre-law awarded
during the AY (summer, fall, and spring).
Text Updated: Mar 11, 2003
4. Rate of completion of Bachelor's degrees in Political Science.
Text Updated: Mar 10, 2003
- Output Assessment Measure
Text Updated: Mar 11, 2003
1. Six-year degree completion/retention rate for FTIC
Political Science-Pre-law majors. [At least 60
percent.]
Text Updated: Mar 11, 2003
2. Four-year degree completion/retention rate for AA
transfer Political Science-Pre-law majors. [At least
75 percent.]
Text Updated: Mar 11, 2003
3. Average number of semesters (fall, spring) to degree
completion for AA transfer students completing
B.A.'s in Political Science-Pre-law. [Average not
59
more than six semesters.]
Text Updated: Mar 11, 2003
4. Average number of semesters (fall, spring) to degree
completion for AA transfer students completing
B.A.'s in Political Science-Pre-law. [Average not
more than six semesters.]
Text Updated: Mar 11, 2003
3. Political Science - 45.1001 - Master's-M.A. To teach graduate students how to
study the domestic and international exercise of political power in democracies
and dictatorships, the means by which power is used for good and evil by
different regimes, and how to apply this knowledge as a citizen or leader in ways
that are conducive to the common good of the United States and the international
community.
Text Updated: Mar 3, 2003
- Student Learning Outcomes
Text Updated: Mar 13, 2003
1. Demonstrate orally and in writing graduate-level knowledge of
the philosophical underpinnings, core concepts and propositions,
contested hypotheses, methodologies, and principal findings of
political science, as well as their potential or actual applications to
contemporary problems and opportunities.
Text Updated: Mar 6, 2003
- Outcome Assessment Measures
Text Updated: Mar 10, 2003
1. Students must complete the 21 sh core, earning at
least a "B" in each course.
Text Updated: Mar 10, 2003
2. Students must complete at least 12 sh of additional
course work, or 6sh of course work and 6 sh of
thesis, earning at least a "B" in each course and an
"S" in the thesis.
Text Updated: Mar 10, 2003
3. Students must either pass a comprehensive exam,
both written and oral, or succesfully defend a thesis.
Text Updated: Mar 10, 2003
4. Students enrolling in an internship must receive a
favorable review from their internship supervisor
60
and be assigned a satisfactory grade by their
academic supervisor.
Text Updated: Mar 10, 2003
5. Students must complete all other university
requirements for a Master's degree, and maintain a
GPA of at least 3.0.
Text Updated: Mar 10, 2003
- Student Learning Outputs
Text Updated: Mar 11, 2003
1. Total number of students majoring in the M.A. in Political
Science.
Text Updated: Mar 10, 2003
- Output Assessment Measure
Text Updated: Mar 11, 2003
1. Fall semester headcount of M.A. in Political Science
majors.
Text Updated: Mar 11, 2003
2. Full-time equivalent students enrolled in graduate courses in
Political Science courses.
Text Updated: Mar 10, 2003
- Output Assessment Measure
Text Updated: Mar 11, 2003
1. Annualized FTE's generated by Political Science
M.A. courses.
Text Updated: Mar 11, 2003
3. Number of M.A. degrees in Political Science awarded.
Text Updated: Mar 10, 2003
- Output Assessment Measure
Text Updated: Mar 11, 2003
1. Number of M.A. degrees awarded during the AY. [At
least three.]
Text Updated: Mar 11, 2003
4. Rate of completion of M.A. degrees in Political Science.
Text Updated: Mar 10, 2003
- Output Assessment Measure
Text Updated: Mar 11, 2003
61
1. 1. Two-year completion/retention rate for full-time
graduate students in Political Science. [At least 75
percent.]
Text Updated: Mar 11, 2003
2. 2. Four-year completion/retention rate for part-time
graduate students in Political Science. [At least 75
percent.]
Text Updated: Mar 11, 2003
3. Average number of semesters (fall, spring) to degree
completion for students completing the M.A. in
Political Science. [Average of not more than four
semesters for full-time students and eight semesters
for part-time students.]
Text Updated: Mar 11, 2003
4. International Studies - 45.0901 - Bachelor's-B.A. To teach undergraduate
students how to study what is similar and what is different in the beliefs, customs,
and institutions among peoples across space and time, what is and what is not
conducive to human flourishing around the world, and how applying this
knowledge in any field, be it the educational, cultural, economic or political can
promote the common good of mankind.
Text Updated: Mar 6, 2003
- Student Learning Outcomes
Text Updated: Mar 13, 2003
1. Demonstrate orally and in writing knowledge of what is common
as well as what is different in beliefs, customs, and institutions
across space and time, the increasing economic, political,
environmental, and cultural interdependence of peoples around
the world, the challenges and constraints facing the global
community, and how this knowledge may be applied for the
common good of mankind.
Text Updated: Mar 6, 2003
- Outcome Assessment Measures
Text Updated: Mar 10, 2003
1. If not taken in the lower division, students will
complete CPO 2002 Comparative Politics and INR
2002 International Politics and maintain a GPA of
2.0 or better in the major and overall.
Text Updated: Mar 10, 2003
2. Students must complete any two of the following:
62
ANT 3212 Peoples and Cultures of the World 3 sh
INR 3006 Conflict, Violence and Peace 3 sh ECO
3003 Principles of Economic Theory and Public
Policy 3 sh (ECO 2013 and ECO 2023 (6 sh) may be
substituted for ECO 3003), and maintain a GPA of at
least 2.0 in the major and 2.0 overall.
Text Updated: Mar 10, 2003
3. Students must complete 24 sh of major-related
courses 6 sh each from any four of five support areas
(History, Politics, Economics, Physical/Cultural and
Humanities) from a list of pre-approved courses or
advisor-approved substitutes. At least 21 sh must be
at the 3/4000 level. Also, students must maintain a
GPA of 2.0 in the major and overall.
Text Updated: Mar 10, 2003
4. Students must complete all other university
requirements for graduation.
Text Updated: Mar 10, 2003
- Student Learning Outputs
Text Updated: Mar 11, 2003
1. Total number of students majoring in International Studies.
Text Updated: Mar 10, 2003
- Output Assessment Measure
Text Updated: Mar 11, 2003
1. Fall semester headcount of International Studies
majors.
Text Updated: Mar 11, 2003
2. Number of Bachelor's degrees in International Studies awarded.
Text Updated: Mar 11, 2003
- Output Assessment Measure
Text Updated: Mar 11, 2003
1. B.A. degrees in International Studies awarded during
the AY (summer, fall, and spring).
Text Updated: Mar 11, 2003
3. Rate of completion of Bachelor's degrees in International Studies.
Text Updated: Mar 10, 2003
63
- Output Assessment Measure
Text Updated: Mar 11, 2003
1. Six-year degree completion/retention rate for FTIC
International Studies majors. [At least 60 percent.]
Text Updated: Mar 11, 2003
2. Four-year degree completion/retention rate for AA
transfer International Studies majors. [At least 75
percent.]
Text Updated: Mar 11, 2003
3. Average number of semesters(fall, spring) to degree
completion for FTIC studens completing B.A.'s in
International Studies. [Average not more than 10
semesters.]
Text Updated: Mar 11, 2003
4. Average number of semesters (fall, spring) to degree
completion for AA transfer students completing
B.A.'s in International Studies. [Average not more
than six semesters.]
Text Updated: Mar 11, 2003
- Creative and Scholarly Activities Goals for Department
Text Updated: Mar 12, 2003
1. To make scholarly contributions to the discipline of Political Science by means of
scholarly publications and academic conference presentations.
Text Updated: Mar 12, 2003
- Creative and Scholarly Activities Outcomes
Text Updated: Mar 12, 2003
1. Conducting reasoned inquiry, of a philosophical or empirical
nature, of problems of concern to the discipline of Political
Science, and publishing or making conference paper presentations
of the results of such invetigations in academic outlets or forums.
Text Updated: Mar 12, 2003
- Outcome Assessment Measures
Text Updated: Mar 12, 2003
1. Publications: peer-reviewed journal articles, books,
book chapters, monographs, conference proceedings
papers, and conference papers posted on the
conference-sponsor website or the Department of
Government's own website.
64
Text Updated: Mar 12, 2003
2. Quality of publications and presentations determined
by the reputation of the journal or of the association
sponsoring the conference, the reputation of outside
reviewers asked to evaluate the scholarly products,
the number and quality of citations and bibliographic
references to this published work in the political
science discipline, college, university or external
research-oriented awards, fellowships, or grants and,
ultimately, by the judgement of departmental
colleagues.
Text Updated: Mar 12, 2003
- Creative and Scholarly Activities Outputs
Text Updated: Mar 12, 2003
1. Annual average of one of any combination of publications and
presentations of conference papers per full-time faculty of the
department.
Text Updated: Mar 12, 2003
- Professional and Institutional Service Goals for Department
Text Updated: Mar 12, 2003
1. To contribute to the governance or general welfare of the department, college,
and university, and of professional associations of the discipline of Political
Science.
Text Updated: Mar 12, 2003
- Professional and Institutional Service Outcomes
Text Updated: Mar 12, 2003
1. Serving on an appointed or elected capacity in departmental,
college, and university committees.
Text Updated: Mar 12, 2003
- Outcome Assessment Measures
Text Updated: Mar 12, 2003
1. Number of memberships in departmental, college, or
university committee per full-time faculty member
in the department per year.
Text Updated: Mar 12, 2003
2. Serving on an appointed or elected capacity in offices or boards of
associations, journals, or equivalent institutions in the discipline
65
of Political Science.
Text Updated: Mar 12, 2003
- Outcome Assessment Measures
Text Updated: Mar 12, 2003
1. Number of memberships in association governing
councils or journal editorial boards or its equivalent
in an institution of the discipline of Political Science
on the part of full-time faculty in the deparment.
Text Updated: Mar 12, 2003
3. Serving as book reviewer for journals, as anonymous peer
reviewer of manuscripts (books, manucripts or articles) submitted
for publication, grant proposals, fellowship or award juries, and
otherwise contributing one's expertise to the welfare of the
professional institutions of the discipline of Political Science.
Text Updated: Mar 12, 2003
- Outcome Assessment Measures
Text Updated: Mar 12, 2003
1. Number of book reviews or manuscript reviews or
grant, fellowship, or award reviews per year by the
full-time faculty of the department.
Text Updated: Mar 12, 2003
- Professional and Institutional Service Outputs
Text Updated: Mar 13, 2003
1. At least one membership in departmental, college, or university
committees per full-time faculty member in the department per
year.
Text Updated: Mar 12, 2003
2. At least one book review, or peer review of amanuscript, or
review of a grant or a fellowship application or an award
nomination, or its equivalent in the Political Science discipline,
for every two full-time faculty in the department per year.
Text Updated: Mar 13, 2003
3. At least one membership in an association governing council,
editorial board, or equivalent professional institution in the
discipline of Political Science per year for every three full-time
faculty in the department.
Text Updated: Mar 12, 2003
66
- Community/Public School/Economic Development Goals for Department
Text Updated: Mar 13, 2003
1. To contribute to the general welfare of the locality or region by giving talks to
community or civic organizations, publishing guest editorials, participating in
forums or giving interviews to the media, serving on citizen advisory committees,
sharing one's expertise with government or non-profit organizations, doing guest
lectures in high schools, teaching non-credit "courses" for the Leisure and
Learning Society, and performing related or equivalent types of pro-bonno public
service.
Text Updated: Mar 13, 2003
- Community/Public School/Economic Development Outcomes
Text Updated: Mar 13, 2003
1. Giving talks to community or civic organizations, publishing
guest editorials, participating in forums or giving interviews to the
media, serving on citizen advisory committees, sharing one's
expertise with government or non-profit organizations, doing
guest lectures in high schools, teaching non-credit "courses" for
the Leisure and Learning Society, and performing related or
equivalent types of pro-bonno public service.
Text Updated: Mar 13, 2003
- Community/Public School/Economic Development Outputs
Text Updated: Mar 13, 2003
1. An average of at least one of the following per full-time faculty
per year: giving a talk to a community organization, publishing a
guest editorial, participating in a forum or giving an interview to
the media, serving on a citizen advisory committee or governing
board, consulting with government or a non-profit, lecturing to a
high school class, organizing a simulation for jr. college or high
school students, teaching a "course" for the Leisure & Learning
Society, or an equivalent service.
Text Updated: Mar 13, 2003
- Budget Request BudgetRequests2005-2006.pdf
File Upload Date: Feb 18, 2005
- Notable Accomplishments
Text Updated: May 5, 2005
The "Notable Accomplishments" is where each UWF organizational unit reflects its
notable accomplishments toward helping UWF to achieve its Strategic Goals. The
section includes as many accomplishments as the unit wants to present for each of
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the four UWF Strategic Goals.
Text Updated: May 5, 2005
- Notable accomplishments for UWF Goal 1: Promote programs and
activities, and learning and living environments that encourage the development
of individual potential in students, faculty, and staff; communities of learners;
and the valuing of lifelong learning
Text Updated: May 23, 2005
1. The Political Science faculty continues to hold students up to a
high standard of performance, stimulating a esprit d'corps among
our very best students, who are proud to be majoring in a
demanding program. Faculty are encouraged to pursue their
instructional, scholarly, and service interests consistent with
university and departmental goals. Staff is encouraged to update
and upgrade skills.
Text Updated: May 20, 2005
2. David Alvis presented two conference papers, Alfred Cuzan
presented four, Jocelyn Evans three and Michelle Williams two.
Also, Evans had a book published. Cuzan had an article
published. Cuzan, Evans, and Williams all won a Research and
Creative Activities summer grant.
Text Updated: May 20, 2005
3. Robert Anderson, Associate Professor Emeritus, received the
Chambered Nautilus Award of Merit.
Text Updated: May 23, 2005
- Notable accomplishments for UWF Goal 2: Attract and inspire a diverse
and talented student body committed to uncompromising academic excellence
Text Updated: May 23, 2005
1. Again, the Department of Government faculty have a sterling
reputation as tough but fair and caring task masters. Students
attracted to our programs know that they will be challenged to
perform to the very best of their abilities.
Text Updated: May 20, 2005
2. The following students were inducted into Pi Sigma Alpha, the
political science honorary society: Olivia Lagergren, Sarah
Ericksen, Nicholas Johnson, Matthew Holcombe, Casey
Anderson, Travis Braidwood, Matthew Brogdon, Lindsey
Durham, Jeff Foster, Javier Leung, Melissa McIvor, Aziz Noorale,
Frederick Nora, Angela Petrash, Sean Seely, Kara Stanley, Robert
Stevens, Crystal Triantafellou, Gorden Wade, Stephen Stanquist,
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Cliff Allen, and Melissa Blakely.
Text Updated: May 20, 2005
3. The following students received Outstanding Student awards:
Lowell Baudouin, Outstanding Student in Political Science,
recognized at Honors Convocation. Lindsey Durham,
Outstanding Student in International Studies, recognized at
Honors Convocation. Teresa Tetrault, Outstanding Graduate
Student of the year, recognized at the Arts and Sciences reception.
Text Updated: May 20, 2005
4. The following students presented at least one conference paper at
political science association: Husain Abdulla (2), Matt Brogdon,
Steven Stanquist, Teresa Tetrault, and Travis Braidwood.
Text Updated: May 23, 2005
- Notable accomplishments for UWF Goal 3: Provide solutions to
educational, cultural, economic, and environmental concerns
Text Updated: May 20, 2005
1. Several of our Model United Nations (MUN) Debate Team
members have been tapped to serve on MUN staff in Atlanta,
New York, and/or Tampa. They are: Lindsey Durham, Crystal
Triantafellou, Lowell Boudoin, and Bessie Reina.
Text Updated: May 20, 2005
- Notable accomplishments for UWF Goal 4: Manage growth and
development responsibly through focus on continuous quality improvement of
programs and processes
Text Updated: May 23, 2005
1. Most of the original faculty have retired. Two new Assistant
Professors were hired for 2003-2004, and another for 2004-05.
Presently, for the third year in a row we seek authorization to hire
a faculty member in international relations. The department is two
to three lines below its FTE generation. It is imperative that the
Department continue to renew itself as per plans previously
approved by the Dean and the Provost.
Text Updated: May 23, 2005
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Resource Needs
Text Updated: Mar 20, 2006
1. Given the strong growth in our programs, we need to restore the faculty lines lost
to retirements in years past. This will require that we hire one faculty member per
year in the next three years, one each in International Politics (to join the faculty
in fall 2007), American Politics (fall 2008), and Comparative Politics (fall 2009).
Text Updated: Mar 20, 2006
2. The furniture in our meeting/seminar/reading room is long overdue for
replacement. We need to spend at least $2,500 just to replace old and
uncomfortable chairs.
Text Updated: Mar 20, 2006
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ANNUAL REPORT 2004-2005
Department of Government
Building 50, Room 119
474-2929
Faculty Assignments by Degree Program
Political Science
Professor Alfred G. Cuzán
Assistant Professor J. David Alvis
Assistant Professor Jocelyn Evans
Assistant Professor Michelle Williams
International Studies
Assistant Professor Michelle Williams, Advisor
Professor Alfred G. Cuzán
Staff
Dani Manjikian, Office Administrator
Chairman of the Department of Government
Alfred G. Cuzán
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Annual Report 2004-2005
I. Goals/Objectives for 2004-05.
A. Goals.
The goals of the Department of Government, as specified in the SACS report, are to contribute to
the liberal education and to promote more responsible citizenship in all its undergraduates; to
make significant scholarly contributions to the specialties represented in the Department; and to
provide appropriate service and support to the University, professional societies, and state,
regional, and local entities.
II. Objectives for 2004-2005, ranked within each category.
A. Faculty.
1. To recruit an International Relations faculty member, something which we were slated to do
last year until our line had bee “swept.”
Not accomplished. The line was not returned to the Department of Government.
2. To incorporate a new faculty member, J. David Alvis, into the department.
Accomplished. Dr. Alvis, who serves as the Pre-Law Advisor, has been fully integrated into the
department, participating as an equal member in its deliberations.
3. To continue the mentoring of all untenured faculty pursuant to their tenuring and timely
promotion.
Accomplished. All new faculty, Dr. Alvis, Dr. Evans, and Dr. Williams, are making excellent
progress toward promotion and tenure.
4. To recruit or keep qualified adjuncts to supplement our regular faculty.
Accomplished. We have a stable of qualified and capable adjuncts. These include Dr. Anderson
and Dr. Goel, both retired UWF faculty, Dr. Victor Sapio (retired from Troy State), retired military
officers Capt. Fred Levin and Col. Leo Weeks, and FSU Ph.D. candidate and UWF alumnae Ms.
Melissa Neal.
B. Teaching/curriculum.
1. To add a public administration concentration to the M.A. in Political Science.
Accomplished. This program was approved by the Faculty Senate and is now listed in the
catalog.
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Annual Report 2004-2005
2. To continue our review, pursuant to revision, of the curriculum of the B.A. in Political Science,
both the general and the pre-law tracks.
Accomplished. Both programs were reviewed and revised by the faculty. Pursuant to
implementing those revisions, CCRs have or are being submitted to the Faculty Senate.
3. To offer new courses in both Political Science and International Studies.
Accomplished. The following new courses were offered:
POS 3990 Constitutional Law I (fall)
POS 3991 Elections 2004 (fall)
POS 3990 Constitutional Law II (spring)
CPO 3990 Eastern European Politics (spring)
CPO 3990 Latin American Politics (spring)
INR 3990 Geopolitics (Fall)
C. Research.
1. To present papers at conferences and have articles or books published.
Accomplished. Two of the faculty presented papers at the American Political Science Association
in Chicago (Cuzán and Evans), all four faculty presented papers at the Southern Political Science
Association in New Orleans and at the Florida Political Science Association in Tallahassee.
Additionally, Dr. Evans presented a paper on teaching political science at a conference sponsored
by the APSA in Washington and Dr. Cuzán presented papers at the Association for the Study of
the Cuban Economy (Miami), the Northeastern Political Science Association (Boston) and the
International Forum on Forecasting (San Antonio).
2. To explore possibilities for funding research both within and without the university.
Accomplished. Three of the faculty applied and received research mini-grants from the URCAC,
and Dr. Alvis submitted a proposal to the National Endowment for the Humanities.
D. Service.
1. To serve as reviewer of articles or books for academic publications, and otherwise to serve the
profession of Political Science.
Accomplished. Dr. Evans was elected to the governing board of the Florida Political Science
Association.
2. To serve on college or university committees.
Accomplished. Dr. Alvis, Dr. Cuzán, Dr. Evans, and Dr. Williams all were elected or appointed to
serve on college or university standing or ad-hoc committees.
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Annual Report 2004-2005
3. To give interviews to the local media and give speeches or presentations to community
organizations or groups.
Accomplished. Dr. Cuzán, Dr. Evans, and Dr. Williams all gave speeches or appeared in radio or
TV programs. Dr. Alvis made a presentation to a social sciences curriculum committee of the
Escambia County School District.
Changes.
Assistant Professor J. David Alvis replaced Dr. Robert Anderson as Pre-Law Advisor.
Assistant Professor Jocelyn Evans became the department’s Graduate Student Advisor.
Dani Manjikian assumed the position of Office Administrator.
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Annual Report 2004-2005
C. Assessment measures.
Except where it is not obvious, the assessment “measures” used in the aforementioned discussion
of objectives, and the degree to which they were accomplished, consist in the exercise of
experienced judgment on the part of the departmental chairman, in consultation with the faculty,
individually and collectively.
III. Priorities/goals for 2006-2010.
A. To complete the renewal of the Department of Government, continuing to recruit, mentor, and
retain outstanding faculty to replace the five who retired (Anderson, Goel, Myers, Salmon, Witt)
plus another who no longer teaches (Howard). Our goal is to have at least six full-time faculty
members before 2010. This will entail the hiring of at two more faculty members, one each in
International Politics and American Politics. The renewal process will conclude with a change in
departmental leadership to a member of the new generation of faculty hired during the renewal
process.
B. To continue to perform quality teaching, research, and service, with these goals objectives in
mind:
1. Teaching.
a. No member of the faculty will receive less than a Agood@ and at least 80 percent of the faculty
will receive excellent or distinguished ratings in their annual evaluations of teaching.
b. No less frequently than every third year at least one member of the faculty will be nominated
for a Best Teacher award or receive equivalent recognition of outstanding teaching.
2. Research:
a. No member of the faculty will receive less than a “good” and at least 50 percent of the faculty
will receive excellent or distinguished in their annual evaluations of research.
b. All members of the department will present a conference paper, publish an article, or apply for
a nationally competitive fellowship or grant every year.
c. No less frequently than every other year at least one member of the faculty will have a
publication cited in the Social Sciences Citation Index.
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Annual Report 2004-2005
3. Service:
a. No member of the faculty will receive less than a Agood@ and no less than 50 percent will
receive excellent or distinguished in their annual evaluations of service.
b. Every year, at least one member of the faculty per year will review an article for a scholarly
journal, or a textbook for a publisher, or a grant or fellowship application for an agency or
foundation, or will write a review of a scholarly book for an academic journal.
c. Every year, most members of the faculty will serve on a college or university standing or adhoc committee.
d. Every year, most members of the faculty will speak before a community group or serve on a
local organization board or give a newspaper interview or appear on a television public affairs or
publish a guest OP-ED in a national, state, or local newspaper.
IV. Principal unmet budgetary needs, by type and amount, that need to be addressed as
expeditiously as possible should additional funds become available.
1. A one-time infusion of about $2,500 to replace furniture in the Office Assistant=s office and
reception area.
2. A one-time infusion of $2,500 to replace seminar room furniture.
V. List of distinguished individual (faculty and student) accomplishments in 2004-05.
A. Faculty. See notations under Teaching, Research, and Service in previous sections.
B. Students.
Several students completed the requirements for an M.A. in Political Science:
Eric Weaver, Jonathan D’Avignon, Shannon Sims, and Teresa Tetrault.
Abdulla, Husain - M.A. candidate in Political Science, is the co-author of a paper,
"Democracy in Iraq," presented at the Florida Political Science Association Conference,
Tallahassee, March.
Anderson, Casey - Dr. Alfred Cuzán has sponsored her paper on the
Undergraduate Student Forum page.
Baudouin, Lowel was the Honors Convocation Outstanding Undergraduate Student in
Political Science.
Brogdon, Matthew - M.A. candidate in Political Science, co-authored a paper,
"Convenient? Not for the Pollsters: An Examination of Convenience Voting in the 2004
Presidential Election," presented at the Florida Political Science Association Conference,
Tallahassee, March.
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Annual Report 2004-2005
Durham, Lindsey, was the Honors Convocation Outstanding Undergraduate Student in
International Studies.
Smith, Melanie - Dr. Alfred Cuzán has sponsored her paper on the Undergraduate
Student Forum page.
Stanquist, Steve - M.A. candidate in Political Science, made a presentation, "How many
voters does it take define a margin? An examination of congressional elections from 1992
to 2000," at the Florida Political Science Association Conference, Tallahassee, March.
Tetrault, Teresa - M.A. candidate in Political Science, presented a paper, "The Stakes Are
Too High: Negative Political Advertising and Voter Turnout", at the Florida Political
Science Association Conference, Tallahassee, March.
Tetrault, Teresa - M.A. candidate in Political Science, was recognized at the College of
Arts and Sciences Reception as Outstanding Graduate Student of the Year.
Honorary Society of Political Science Pi Sigma Alpha inductees: Gordon E.
Wade, Crystal Triantafellon, Robert J. “Flipper” Stevens Jr., Kara Marie Stanley,
Sean Seely, Angela Petrash, Frederick Nora, Casey John Anderson, Travis
Braidwood, Matthew Brogdon, Lindsey Durham, Sarah Eriksen, Jeffrey A. Foster,
Matthew D. Holcombe, Nicholas Johnson, Olivia Lagergren, Javier Leung,
Melissa McIvor, Aziz Noorali, Clifford Jack Allen, Stephen Stanquist, Melissa
Blakely
77