Introduction to Political Psychology explores the many psychological patterns that influence individual political behavior. The authors introduce readers to a broad range of theories, concepts, and case studies of political activity, arguing that individuals are driven or motivated to act in accordance with personality characteristics, values, beliefs, and attachments to groups. The book explains many aspects of political behavior-whether seemingly pathological actions or normal decision-making practices, which sometimes work optimally, and sometimes fail. Thoroughly updated throughout, the book examines patterns of political behavior in areas including leadership, group behavior, voting, race, nationalism, terrorism, and war. This edition features coverage of the 2016 election and profiles former U.S. President Donald Trump, while also including updated data on race relations and extremist groups in the United States. Global issues are also considered, with case studies focused on Myanmar and Syria, alongside coverage of social issues including Black Lives Matter and the #MeToo movement. Accessibly written and comprehensive in scope, it is an essential companion for all graduate and upper-level undergraduate students of psychology, political science, and political psychology. It will also be of interest to those in the policy-making community, especially those looking to learn more about the extent to which perceptions, personality, and group dynamics affect the policy-making arena. It is accompanied by a set of online instructor resources.

Introduction to Political Psychology explores the many psychological patterns that influence individual political behavior. The authors introduce readers to a broad range of theories, concepts, and case studies of political activity, arguing that individuals are driven or motivated to act in accordance with personality characteristics, values, beliefs, and attachments to groups. The book explains many aspects of political behavior-whether seemingly pathological actions or normal decision-making practices, which sometimes work optimally, and sometimes fail. Thoroughly updated throughout, the book examines patterns of political behavior in areas including leadership, group behavior, voting, race, nationalism, terrorism, and war. This edition features coverage of the 2016 election and profiles former U.S. President Donald Trump, while also including updated data on race relations and extremist groups in the United States. Global issues are also considered, with case studies focused on Myanmar and Syria, alongside coverage of social issues including Black Lives Matter and the #MeToo movement. Accessibly written and comprehensive in scope, it is an essential companion for all graduate and upper-level undergraduate students of psychology, political science, and political psychology. It will also be of interest to those in the policy-making community, especially those looking to learn more about the extent to which perceptions, personality, and group dynamics affect the policy-making arena. It is accompanied by a set of online instructor resources.

This is a book for anyone who has ever considered engaging in the scholarship of teaching and learning – known familiarly as SoTL – and needs a better understanding of what it is, and how to engage in it. The authors describe how to create a SoTL project, its implications for promotion and tenure, and how it fosters: * Increased satisfaction and fulfilment in teaching * Improved student learning * Increased productivity of scholarly publication * Collaboration with colleagues across disciplines * Contributing to a growing and important body of literature This guide provides prospective SoTL scholars with the necessary background information, foundational theory, tools, resources, and methodology to develop their own SoTL projects, taking the reader through the five stages of the process: Generating a research question; Designing the study; Collecting the data; Analyzing the data; and Presenting and publishing your SoTL project. Each stage is illustrated by examples of actual SoTL studies, and is accompanied by worksheets to help the reader refine ideas and map out his or her next steps. The process and worksheets are the fruit of the successful SoTL workshops the authors have offered at their institution for many years. SoTL differs from scholarly and reflective teaching in that it not only involves questioning one’s teaching or a teaching strategy, but also formally gathering and exploring evidence, researching the literature, refining and testing practices, and finally going public. The purpose of SoTL is not just to make an impact on student learning, but through formal, peer-reviewed communication, to contribute to the larger knowledge base on teaching and learning. While the roots of SoTL go back some 30 years, it was Ernest Boyer in his classic Scholarship Reconsidered who made the case for the parity of the scholarships of integration, of discovery, of application, and of scholarship of teaching as vital to the health of higher education. Glassick, Huber, and Maeroff ’s subsequent Scholarship Assessed articulated the quality standards for SoTL, since when the field has burgeoned with the formation of related associations, a proliferation of conferences, the launching of numerous journals, and increasing recognition and validation by institutions.

This is a book for anyone who has ever considered engaging in the scholarship of teaching and learning - known familiarly as SoTL - and needs a better understanding of what it is, and how to engage in it. The authors describe how to create a SoTL project, its implications for promotion and tenure, and how it fosters: * Increased satisfaction and fulfilment in teaching * Improved student learning * Increased productivity of scholarly publication * Collaboration with colleagues across disciplines * Contributing to a growing and important body of literature This guide provides prospective SoTL scholars with the necessary background information, foundational theory, tools, resources, and methodology to develop their own SoTL projects, taking the reader through the five stages of the process: Generating a research question; Designing the study; Collecting the data; Analyzing the data; and Presenting and publishing your SoTL project. Each stage is illustrated by examples of actual SoTL studies, and is accompanied by worksheets to help the reader refine ideas and map out his or her next steps. The process and worksheets are the fruit of the successful SoTL workshops the authors have offered at their institution for many years. SoTL differs from scholarly and reflective teaching in that it not only involves questioning one's teaching or a teaching strategy, but also formally gathering and exploring evidence, researching the literature, refining and testing practices, and finally going public. The purpose of SoTL is not just to make an impact on student learning, but through formal, peer-reviewed communication, to contribute to the larger knowledge base on teaching and learning. While the roots of SoTL go back some 30 years, it was Ernest Boyer in his classic Scholarship Reconsidered who made the case for the parity of the scholarships of integration, of discovery, of application, and of scholarship of teaching as vital to the health of higher education. Glassick, Huber, and Maeroff 's subsequent Scholarship Assessed articulated the quality standards for SoTL, since when the field has burgeoned with the formation of related associations, a proliferation of conferences, the launching of numerous journals, and increasing recognition and validation by institutions.

On an everyday basis, we communicate with one another using various technological media, such as text messaging, social networking tools, and electronic mail, in work, educational, and personal settings. As a consequence of the increasing frequency of use and importance of computer-supported interaction, social scientists in particular have heeded the call to understand the social processes involved in such interactions. In this volume, the editors explore how aspects of a situation interact with characteristics of a person to help explain our technologically supported social interactions. The person-by-situation interaction perspective recognizes the powerful role of the situation and social forces on behavior, thought, and emotion, but also acknowledges the importance of person variables in explaining social interaction, including power and gender, social influence, truth and deception, ostracism, and leadership. This important study is of great relevance to modern readers, who are more and more frequently using technology to communicate with one another.

On an everyday basis, we communicate with one another using various technological media, such as text messaging, social networking tools, and electronic mail, in work, educational, and personal settings. As a consequence of the increasing frequency of use and importance of computer-supported interaction, social scientists in particular have heeded the call to understand the social processes involved in such interactions. In this volume, the editors explore how aspects of a situation interact with characteristics of a person to help explain our technologically-supported social interactions. The person-by-situation interaction perspective recognizes the powerful role of the situation and social forces on behavior, thought, and emotion, but also acknowledges the importance of person variables in explaining social interaction, including power and gender, social influence, truth and deception, ostracism, and leadership. This important study is of great relevance to modern readers, who are more and more frequently using technology to communicate with one another.