When we think about environmental policy and regulation in the U.S., our attention invariably falls on the federal level and, more specifically, the U.S. Environmental Protection Agency. Although such a focus is understandable, it neglects the actors most responsible for the implementation and maintenance of the nation's environmental laws - the states. Recognition of the importance of the states still ignores an even smaller subsection of actors, inspectors. These front-line actors in state environmental agencies are the individuals responsible for writing environmental rules and ensuring compliance with those rules. They play an important role in the environmental regulatory state. With data collected from more than 1,200 inspectors across 17 states, Michelle C. Pautz and Sara R. Rinfret take a closer look at these neglected actors to better understand how environmental regulators perceive the regulated community and how they characterize their interactions with them. In doing so, they explore the role these front-line actors play, what it is like to be them, what they think of their place in the environmental regulatory system, and how they interact with the regulated community. An original, timely and unmatched volume advancing the debate on the future of environmental regulation in the U.S.

When we think about environmental policy and regulation in the U.S., our attention invariably falls on the federal level and, more specifically, the U.S. Environmental Protection Agency. Although such a focus is understandable, it neglects the actors most responsible for the implementation and maintenance of the nation's environmental laws - the states. Recognition of the importance of the states still ignores an even smaller subsection of actors, inspectors. These front-line actors in state environmental agencies are the individuals responsible for writing environmental rules and ensuring compliance with those rules. They play an important role in the environmental regulatory state. With data collected from more than 1,200 inspectors across 17 states, Michelle C. Pautz and Sara R. Rinfret take a closer look at these neglected actors to better understand how environmental regulators perceive the regulated community and how they characterize their interactions with them. In doing so, they explore the role these front-line actors play, what it is like to be them, what they think of their place in the environmental regulatory system, and how they interact with the regulated community. An original, timely and unmatched volume advancing the debate on the future of environmental regulation in the U.S.

Gender in the Political Science Classroom looks at the roles gender plays in teaching and learning in the traditionally male-dominated field of political science. The contributors to this collection bring a new perspective to investigations of gender issues in the political behavior literature and feminist pedagogy by uniting them with the Scholarship of Teaching and Learning (SoTL). The volume offers a balance between the theoretical and the practical, and includes discussions of issues such as curriculum, class participation, service learning, doctoral dissertations, and professional placements. The contributors reveal the discipline of political science as a source of continuing gender-based inequities, but also as a potential site for transformative pedagogy and partnerships that are mindful of gender. While the contributors focus on the discipline of political science, their findings about gender in higher education are relevant to SoTL practitioners, other social-science disciplines, and the academy at large.

Gender in the Political Science Classroom looks at the roles gender plays in teaching and learning in the traditionally male-dominated field of political science. The contributors to this collection bring a new perspective to investigations of gender issues in the political behavior literature and feminist pedagogy by uniting them with the Scholarship of Teaching and Learning (SoTL). The volume offers a balance between the theoretical and the practical, and includes discussions of issues such as curriculum, class participation, service learning, doctoral dissertations, and professional placements. The contributors reveal the discipline of political science as a source of continuing gender-based inequities, but also as a potential site for transformative pedagogy and partnerships that are mindful of gender. While the contributors focus on the discipline of political science, their findings about gender in higher education are relevant to SoTL practitioners, other social-science disciplines, and the academy at large.