When the non-profit organization, American Council of Trustees and Alumni (ACTA), conducted a survey of more than 1,000 universities, it found that fewer than 20 percent of them required either political science or history!  ACTA President Anne Neal asked, “How can one think critically about anything if one does not have a foundation of skills and knowledge?  It’s like suggesting our future leaders only need to go to Wikipedia to determine the direction of our country.”

Aristotle regarded the study of politics as the “supreme science.”  Professor Herbert Adams is credited with coining the phrase “political science” while teaching history at Johns Hopkins University.  The phrase is believed to have been derived from the Greek term “polis” for city-states and “scire” for knowledge.  Political science is a social science that deals with the theory and practice of politics.  It is oriented around academia, theory, and research.  It has clear roots in the fields of philosophy, economics, and history.  It began to be taught in American universities under various names as early as the 1860s.

The importance of political science is the knowledge of the application of political powers in various types of governments.  The study of political science motivates citizens to participate in political activities of the state.  It gives citizens the insight regarding the consequences of individual actions in society.  The principles of liberty, equality, and accountability are made clear by the study of American government. To understand the immense power of government, it is essential to study political science.        

[Interested in a Political Science degree? Learn more about your options online.]

For example, in American Public University’s graduate course on the U.S. Presidency (POLS 630), students actively engage in topics to include the modern presidency, the imperial presidency, and scandalous presidents.  In the American Government course (POLS 210), undergraduate students discuss the merits of omnibus bills to overcome congressional partisanship, analyze key presidential speeches that made a difference in the country, and review key Supreme Court cases with regard to activist judges and justices.

The bottom line is that political science classes enrich one’s mind and widens one’s intellectual horizon as an American citizen.  In order to know what is happening in the country requires at least an elementary knowledge of its political system.  Political science also teaches good citizenship, cooperation, and toleration.  The success of our democracy depends on the political consciousness of the American people.

By Stephen Schwalbe, PhD
Program Director, Political Science at American Public University

With the recent events of the death of Junior Seau, traumatic brain injury is stepping into the spotlight as a serious issue with current and former athletes. In this podcast we interviewed an expert in sports psychology, Steve Juaire, a professor at American Public University about this event and how teams and leagues are handling it with current players.

Analyzing Traumatic Brain Injury in the NFL by APUS

Why is a US Country Team similar to the President’s Cabinet?

They both meet to discuss events affecting the nation, as well as effective policy-making. In the podcast below APU Political Science Program Director, Stephen Schwalbe, shows how the two relate, and why you should be aware of these types of relationships.

[Interested in analyzing the fundamental theories and philosophies of government? Learn more about a Master's degree in Political Science at APU.]

Embassy Country Teams – Mini Presidential Cabinets by APUS

Tuesday, May 22, 2012
11:00 a.m. – 12:15 p.m. ET

Register today!

Improvised Explosive Devices (IEDs) are not just a threat to soldiers locked in unconventional warfare – the danger is very real at home, where public safety personnel are faced with life-threatening challenges every day. While no one can be 100% prepared for the impact of a homemade explosive, the countermeasures to assess and control a catastrophic scene can be undertaken by a trained professional.

In this live webcast hosted by American Military University and PoliceOne, guest speaker Dr. Robert Dawkins will provide strategic tips to assist law enforcement personnel who must respond to the threat of an improvised explosive device. His guidance includes a series of countermeasures to consider such as first-response, planning, arrival on scene, situational awareness, threat assessment, and more.

Register today to attend this special live webcast event.

According to a 2011 fall survey by U.S. News more MBA graduates are landing jobs now than in the past two years – as a reflection of the improving economy. Among 441 business schools surveyed in the study, 78.8 percent of those graduates were hired within three months of graduation; that’s a 4.1 percent growth from the past two years.

Recent national media attention has shifted to people re-tooling and pursuing their entrepreneurial passions after finding themselves displaced from their jobs/careers. They are finding creative ways to utilize/exercise/capitalize their talents and passions into entrepreneurial ventures. I recently discussed these trends with American Public University’s Dean of the School of Business Dr. Chad Patrizi and Program Director of Business Administration Dr. Kathy Irwin.

What are some enrollment trends you’re seeing recently in the School of Business?

Dr. Patrizi: We are noticing that students are entering the business administration programs and choosing a specific concentration. The highest enrolled concentration is the General concentration in the MBA and BBA programs. The next highest enrolled concentration is the Information Technology Management in the MBA program and the Entrepreneurial/Small Business Management concentration in the BBA program. The Entrepreneurial/Small Business Management concentration has four times the students than any other concentration.

 What forces do you believe are influencing these trends?

Dr. Patrizi: I believe what we are seeing is that our students are entering the program with clear-cut career aspirations. They have mapped the business skills they want to learn to the best concentration that fits their development plan.

Dr. Irwin: We continually assess our curriculum and work closely with industry advisory councils. These councils are made up of exceptional leaders from a variety of business disciplines. This, along with our research and benchmarking practices, help us forecast trends and offer concentrations that many professionals are actively seeking. For example, Healthcare Administration is a high-growth sector that requires specialized knowledge and skills. We are monitoring this and other business sectors to gauge demand. By offering diverse concentrations, we are providing more educational opportunities and students are taking advantage of those.

What criteria do you analyze to determine whether a new concentration will be beneficial?

Dr. Irwin: We research and analyze data, but more importantly, we listen to our students. One of the things I love most about APUS is that it feels like a community. It is a place where our students’ voices are heard. We take to heart what they are saying and we provide relevant curricula. Because of our student-focused culture, and the fact that we are online, we are able to make changes quicker than many other institutions. We also provide additional support that enriches student learning. I believe this distinguishes us from other universities.

Can you expand upon the industry advisory council, how often they convene, and what it means in the long run for learners?

Dr. Patrizi: First and foremost, the IAC provides insight to ensure that the business programs are meeting industry needs. An IAC is held annually and is composed of corporate leaders and experts. They are given an open platform to review the programs in the School of Business. The School of Business sponsors to IACs including an IAC for the Accounting programs and an IAC for the Business and Marketing programs. The IAC s provide information to ensure the programs reflect industry needs to better prepare APUS students. In addition to the IACs APUS conducts Triennial Program Reviews where each program is scrutinize in detail in an effort to optimize the quality of each program. In terms of listening to students, APUS conducts End of Course, End of Program and Employment surveys. The alumni survey are taken 1 and 3 years following graduation. This allows us to pinpoint how effective our programs have been as our alumni members apply their education in the field. In fact, we have a number of alumni who return to earn a second or even third degree.

Many private and public MBA programs are launching development partnerships with large firms to train employees online. Why are so many universities now incorporating online learning?

Dr. Patrizi: Despite the recession, companies still face the challenge of attracting, developing, and retaining top talent. Blended and asynchronous learning offers a lot of advantages to both employers and employees alike. By emphasizing education, organizations are more likely to keep their top employees while also bridging major skills gaps. From an employee’s perspective, numerous studies indicate that education and career development rank high when choosing an employer. It also drives discretionary effort because employees feel as though they have opportunity to grow and develop with an organization.

The challenge is finding cost-effective solutions that are flexible and do not interfere with productivity or work-life balance. That is where online learning comes in. Students can take an online course on their own time and their employers do not lose 8 to 10 hours or productivity per week. Instead, they are developing a multi-skilled workforce. It’s a win-win scenario.

You mentioned the popularity of Global Management Studies—how can employees and multinational firms benefit from this type of business concentration?

Dr. Irwin: Global Management Studies is an important field right now because many companies are transitioning to a multinational business model in order to stay competitive. With the proliferation of the Internet and e-commerce, growth lies in international expansion. Business students recognize this trend and many choose Global Management Studies. This helps them to be well-versed and have an in-depth understanding about the key components for conducting business overseas. These people are going to have a strong foundation when it comes to setting up or growing businesses that are not purely domestic. The program attracts individuals who might be interested in traveling to foreign countries, negotiating complex business deals, and managing projects around the world. It is an exciting subject.

Dr. Patrizi: Europe, China, India, and South America are taking prominent roles in the world’s economy, and the demand is growing for employees that have a global business perspective. Employees are adapting to working in a virtual organization, or in international finance, where team members are geographically dispersed. This is good for business, but at the same time, students need to learn how to research and respect different cultures. Our program emphasizes researching case studies and strategies that have worked or even failed in the international arena. This approach helps students understand and navigate common cultural barriers facing multinational firms.

Why is information technology (IT) such a highly desired MBA concentration?

Dr. Irwin: E-commerce, social and interactive media, enterprise systems management—these are expanding disciplines that are quickly changing. They require employees with specialized skills. We’re seeing a large number of current IT professionals who come back to school in order to finish a higher degree. They want additional business skills to lead larger teams and projects. Sometimes an MBA is required for management positions in IT or for lateral transitions. The IT concentration allows them to earn their MBA while still focusing on a familiar subject. Dr. Patrizi: It is clear that IT is the leading concentration in both our undergrad and graduate business programs. The enrollment data is telling us that this concentration, and the fact we provide it entirely online, makes it a natural choice for IT professionals because they thrive at working and learning in the virtual environment. The data also suggests that many of our students want to round out their technical expertise with business management credentials.

If going back to school is part of your development plan, consider the time you have outside of work and whether online education is a viable option. Be sure to check with your human resources group to see if your organization offers educational reimbursement programs.

[Learn more about the online MBA at American Public University. ]

Interview by J. Mason

Grant writing is an essential skill for the 21st century administrator. With the serious budget crisis facing America’s schools, grants are a key to supplementing major budget deficits. Grant writing has not traditionally been taught as an administrator skill, but at American Public University (APU) we’re pioneering the movement to ensure that future administrators are prepared for a new era in leadership.

Learning grant writing online provides our students with an authentic grant writing experience. The entire grant process now takes place technologically from application, to feedback, to funding. There is very little human contact in the application process. By learning grant writing skills in a virtual format, students can become comfortable with the process while gaining applicable knowledge.

Step One: Application Packets

Students are first exposed to a variety of grant application packets. These packets include the original call for applications, a completed application and the feedback provided to applicants. An equal number of funded and unfunded applications are evaluated by the student. For example, when the student is given the grant packet the student does four things:

1. Read the call for proposals. This is an official notice posted that explains the criteria for the grant, timeline for accepting proposals, and the directions for completing and submitting an application.
2. Create a rubric for assessing the grant. The student uses the call for proposals to create a rubric for how he would evaluate the grant proposals based on the criteria and the directions.
3. Read and assesses the completed application. A student will read through a completed proposal and then use the rubric developed in step two to evaluate the application.
4. Read the official feedback from the grant evaluators. In this final step, the student will read the official feedback from the grant evaluators and compare his or her understanding to that of the official granting body.

This provides the student with an understanding of the feedback process and allows the student to evaluate the skills needed to be successful in grant writing.

Step Two: ID Granting Sources

The second step in the process is to identify granting sources. There are a variety of public and private granting sources, many of which are largely unknown. Students create a resource that identifies various sources of grants that meet a variety of needs.

Step Three: Deciding on a Grant

Students have the opportunity to complete a grant application of their choice. There are some websites, such as http://www.grantsalert.com and http://www.schoolgrants.org that provide lists of grants. Students can also perform a simple online search for grants in specific areas. The grant writing process is supported by videos and podcasts of successful grant writers giving tips as well as opportunities for peer review. There are even several sites dedicated to giving tips for writing grants through: The School Funding Center, National Institutes of Health, and the United Nations.

Final Step: Writing and Reviewing a Grant

As a final step, students review the grants of the other students in the class using the original call for proposals to develop rubrics specific to each individual grant.

Preparing administrators is becoming tougher and the need for creative funding isn’t going to go away. This is one of the best ways to offer a useful tool for the administrator’s tool kit!

By Dr. Amy Burkman
Director of M.Ed. in Administration and Supervision, American Public University

In many states where collective bargaining governs education, the role of an administrator takes on a new and added dimension. The principal and the union members have a joint responsibility to support the negotiated contract between the teachers union and the board of education. Administrators in particular have the responsibility to ensure that the terms of the agreement are being carried out in the day-to-day operations of the school. They should be knowledgeable about the contract’s details and be able to anticipate potential conflicts. These proactive measures can help everyone avoid violating the spirit of the agreement. More importantly, it builds a culture of trust between teacher unions and leadership, which can minimize work disruptions.  

[More on shared governance and collective bargaining.]

Sometimes contract violations or the appearance of a violation do occur and is to be expected. It’s how you, as a leader, manage these issues that make the biggest difference. You don’t want to have one grievance create multiple grievances. So, know the contract and know the law. Otherwise, a principal may create the perception of being ignorant of the mission of collective bargaining and this can create a divide. 

When addressing a contract issue, it’s imperative that a principal frequently and openly communicates with school union representatives. This is a key relationship and an opportunity to build trust with your staff and the union. An administrator should always strive to develop a culture of transparency. This will enhance perceptions that administrative decisions are not being made arbitrarily, or are not in the same vein as the original agreements.

School administrators can benefit from additional understanding of state education and employment laws. Most school districts retain a law firm for the purpose of interpreting potential violations of the contract or state laws. The most severe reaction to contract violations is the threat of a teacher strike. Therefore, administrators should consult the many resources available to them.

[If leadership is your career direction, learn more about Administration and Supervision online programs.]

I have personally experienced a particularly difficult teacher strike as a school administrator. It’s a tough situation to be placed in the middle of the teachers and union during this type of conflict. Through good preparation and leadership training courses you can plan for a course of action to handle different types of situations. Make sure your working knowledge of the union in your district is current and that you keep open the lines of communication with the representatives. An open dialogue will benefit the administrator, the teachers and their most important priority—the students.

By Dr. Charles Bindig
Faculty Member, American Public University

What is causing the deficit in U.S. classrooms? With the current economic climate and social trends education is taking a hard hit. With decreased funding for schools there’s a constant pressure on our educators to continue to increase student achievement, with less materials. So, how can our teachers do more with less?

Integrate technology in the classroom as a cost savings tool, and as a way to re-engage the students. If you’re looking for more insight on how to combat the current budget crisis occurring in your own district then tune into the podcast below. Dr. Amy Burkman, Program Director for the Master of Education in Administration and Supervision at American Public University, discusses innovative ways to work with what you have, and how to get more assistance; like through grant funding.

[related: School Administrator's Toolbox: How to Evaluate Effective Teaching]

Doing More With Less: Technology in the Classroom by APUS

We recently enlisted the help of one of the online librarians at APUS to share why Wikipedia may not be the best place to search for information.

How to find alternatives to improve your scholarly research.

The quality of your education hinges on the quality of your research. Did you know that Wikipedia entries can be written and edited by anyone? That’s why I advise students to always consider the source when researching information for their scholarly projects. Wikipedia can be helpful in guiding you as you gather ideas about a subject, but remember the information is unsubstantiated and in some cases, inaccurate. What you’re looking for is a trusted academic source.    

“Wikipedia, as well as Google, Bing, Yahoo and other public search engines offer unprecedented searching power — but they can also be an intellectual mess for scholars,“ said Fred Stielow Dean of the Academic Library at American Public University System (APUS). Although you may feel more comfortable using search engines like Google than with in-depth Web resources like the library databases; turning to an open Web search engine can cause problems if you aren’t careful. Search results and unverified entries like those found in Wikipedia pages are inconsistent. Some entries are long and thorough, while others are short and omit critical information.

For example, I can click the “Edit this Page” tab in Wikipedia and change an entry I’m searching on however I choose. So if I decide that Flora is not only the goddess of flowers and the season of spring, but also of minty fluoride toothpaste, I can make it so, regardless of whether or not it’s false.

While there is nothing wrong with turning to a Wikipedia entry to collect background information, be sure that you:

• Verify the information you find with at least two other sources
• Cite the authoritative source in your paper and not Wikipedia
• Check with your academic library site or a librarian if you’re unsure

Blogs and Websites

Your research paper can only be as strong as the sources you cite, and Web searches tend to pull up many sources that are not very strong at all. Just as anyone can edit a Wikipedia entry, anyone can publish a website or blog. Many blogs and websites—particularly anonymous ones or ones where you cannot verify the author’s credentials—are inappropriate to use in a college-level research project. This is true of personal webpages too, even when they appear on .edu sites, which is the domain designated for educational institutions. For example, student papers, including those that received poor grades, are often published on .edu sites, so you will want to evaluate the information carefully and only cite sources written by experts in the field.

Dot-Com Sites

Dot-com sites are often too problematic to use for research projects. Most of the sites that have .com in the URL are most likely marketing related. The people hosting the sites are trying to sell you something. So if you’re writing a paper about the potential health benefits and hazards of milk consumption, gotmilk.com isn’t your best or impartial source. While you might find it useful to analyze the content of .com sites, beware of using information in these sites to support your arguments.

I encourage you to utilize your school’s library staff when researching assignments. They’ll be able to help you pinpoint credible journals and sources. With options like Turnitin.com, a plagiarism check Website used by many universities, you’ll want to ensure that what you’re turning in for class is factual and properly cited.

By Christy Stevens
Online Librarian, American Public University System

Thursday, April 26, 2012
11:00 a.m. – 12:15 p.m. ET

Register today!

The only state born as a result of the Civil War, West Virginia was the most divided state in the nation. About 40,000 of its residents served in the combatant forces — about 20,000 on each side. The Mountain State also saw its fair share of battles, skirmishes, raids and guerrilla warfare, with places like Harpers Ferry, Philippi and Rich Mountain becoming household names in 1861.

[Learn more about degrees in history online. ]

When the Commonwealth of Virginia seceded from the Union on April 17, 1861, leaders primarily from the northwestern region of the state began the political process that eventually led to the creation of West Virginia on June 20, 1863. Renowned Civil War historian Mark A. Snell has written the first thorough history of these West Virginians and their civil war in nearly 50 years.

Register today for the live interview with Mark Snell, moderated by Dennis E. Frye, the Chief Historian at Harpers Ferry National Historic Park. Following the main presentation, there will be a Q&A session with Mark and Dennis.