Good education requires student experiences that deliver lessons about practice as well as theory and that encourage students to work for the public good—especially in the operation of democratic institutions (Dewey 1923; Dewy 1938). We report on an evaluation of the pedagogical value of a research project involving 23 colleges and universities across the country. Faculty trained and supervised students who observed polling places in the 2016 General Election. Our findings indicate that this was a valuable learning experience in both the short and long terms. Students found their experiences to be valuable and reported learning generally and specifically related to course material. Postelection, they also felt more knowledgeable about election science topics, voting behavior, and research methods. Students reported interest in participating in similar research in the future, would recommend other students to do so, and expressed interest in more learning and research about the topics central to their experience. Our results suggest that participants appreciated the importance of elections and their study. Collectively, the participating students are engaged and efficacious—essential qualities of citizens in a democracy.

Atrazine detection in drinking water has raised questions about how to reduce levels of this herbicide. Field experiments were conducted near Ottawa, KS, to determine atrazine levels in runoff from grain sorghum grown under three tillage systems in three growing seasons. Atrazine at 1.12 kg ai/ha was applied several weeks before planting to areas where no-till (NT), ridge-till (RT), and chisel-disk (CD) systems were used, followed by an additional 0.56 kg ai/ha applied at planting. Surface-water runoff was collected from enclosed metal frames within each tillage system, and total water runoff and atrazine concentration were determined and used to compute total atrazine loss. Atrazine loss was less from CD than from the other tillage systems in years when atrazine was soil incorporated. Atrazine loss was highly variable among years and tillage systems. This suggests that other factors besides till systems influenced atrazine runoff.

We evaluate hypotheses about human capital and structural theory-based predictors of variation in academic salaries. We use standard statistical models to explore differences in salary among full-time political science faculty, while also utilizing selection models to control for factors that place individuals on different trajectories stemming from their graduate school experience. We report on several findings, one of which is the positive effect on salary associated with graduation from a highly ranked PhD program; a second being the negative effect on salary of a high undergraduate teaching load. Other findings are that negotiation positively affects salary for men, but not for women, and that journal publications increase salaries amongst women, but not men. At the associate professor level, we find a significant gender gap in salary, even with controls for human capital, structural factors, and productivity. We also find a significant effect of race on the salaries of male faculty.