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This article describes a lesson plan that harnessed students' abilities to generate new teaching material by constructing country timelines. This involved "crowdsourcing," or the reliance upon task inputs from a large number of people to acquire information. The plan was motivated by an approach that conceives of learning as deriving from the joint activity of individuals with shared tools, and was geared toward promoting self-instruction alongside traditional lectures and exams. By relying on independent research and individual contributions to create a new teaching resource, the course facilitated strategic reading and peer learning and promoted a research-active learning environment. The experience encourages instructors to consider ways to use distributed learning in the classroom to make students both the producers and consumers of innovative content.

We describe and analyze patterns in the geographical focus of political science research across more than a century. Using a new database of titles and abstracts from 27,690 publications in eight major political science journals from their inception, we demonstrate that, historically, political scientists concentrated their studies on a limited number of countries situated in North America and Western Europe. While a strong focus on Western countries remains today, we detail how this picture has changed somewhat over recent decades, with political science research becoming increasingly "globalized." Still, several countries have received almost no attention, and geographical citation patterns differ by subfield. For example, we find indications of a greater focus on the United States and large Western European countries in international relations than in comparative politics publications. We also analyze several correlates of a country being the focus of political science research, including the country's predominant languages, income, population size, democracy level, and conflict experience, and show systematic variation in the geographical focus of research. This unequal focus, we argue, has important implications regarding the applicability of extant descriptive and causal claims, as well as the development of theories in political science. [ABSTRACT FROM AUTHOR]

Although scholars agree that ethnically divided societies are generally more prone to political violence, critics of consociationalism suggest that proportional representation and parliamentarism provide poor solutions for ethnically heterogeneous settings. I argue that extant findings about the impacts of powersharing institutions on conflict likelihood assume that institutions have a linear relationship with ethnic diversity, whereas in reality, the relationship is more complex. I demonstrate that proportional representation and parliamentarism are associated with an increased likelihood of civil conflict at mid-range levels of diversity but are associated with a decreased risk of conflict in more extremely divided settings, while federalism is independently associated with greater conflict risk at higher levels of ethnic heterogeneity. The results underscore that the peace-promoting effects of institutions may depend on how polarized societies are, encouraging scholars to think more seriously about the effectiveness of consociationalism for mitigating violence where there is greater ethnic diversity. [ABSTRACT FROM AUTHOR]