Tenure and Promotion File, Teaching Evidence Summary, for Jeremy Lewis,
organized as suggested by Faculty Manual E-2.  Revised 1 Jan 2005.
Extensive website: http://fs.huntingdon.edu/jlewis/; aliases JeremyLewis.org or political-science.org.

  • A. TEACHING
    1. Courses taught
      1. I was observed teaching by two faculty (Buckner and Murphy) in November '04, one (Carlisle) in December '03, and three (Harrell, Pollard and K. Williams) in October '00; I also provided videotape of two class sessions in December 2002.
    2. Innovations or unusual teaching responsibilities
      1. Evidence: personnel file contains favorable evaluation of teaching prior to tenure.  Observers of a PSC 201 American Government class session, October 2000, of interactive lecture and brief student presentations plus interactive use of the Web, comprised Profs. Kenneth Williams and John Harrell, and Dean William Pollard.
      2. Evidence: VHS videotape of two sessions, introductory and advanced levels, during last week of classes, December 2002.
        1. PSC 201 American Government, Wednesday at 10:00, a free-form lecture on the supreme court, transitional between the Monday set-piece lecture on the principles, and the Friday final discussion session.  The lecture is a new synthesis by the instructor.  Although Flowers Basement 1 is less than ideal for videotaping, the tape shows:
          1. a lecture linking assessment of the supreme court (with overhead transparency) to the four quadrants of American political ideology, and early theme of the class.
          2. This second point is made with Idealog, a web-based server that calculates an index of student responses to dichotomous questions revealing their political ideology.  A graph shows the respondent's position in political space, the students usually finding themselves moderate conservatives, faculty moderate liberals, and other positions being libertarian or communitarian.
          3. The third stage of the class is initiated by a student's reaction to a guest speaker, a federal judge (African American, female).  The student feels she could not defend a guilty person.  The instructor uses this as a springboard to jump into the ethics of professionalism, the Anglo American adversarial system versus the continental or Napoleonic system, the assumption of innocence, the Scottish verdict of "Not Proven," and the possibility of recusing oneself.  This gives a taste of constitutional law.
          4. After the session, students gather round with questions and the instructor discusses with one of them the minor constitutional errors in the judge's presentation.
        2. PSC 311 Voters, Parties & Elections, final conclusions lecture.  Held in Wilson Center 207, unfortunately without smart room for which the class was designed.  The audiovisual aid is the traditional blackboard.  This follows several student presentations of classic works and discussion responding to them, not shown (to protect the privacy of students).  The lecture is a new synthesis by the instructor.
          1. The lecture uses as a starting point the classic 1955 APSA Report on Responsible Political Parties, which the instructor compares to the British system, then factors in criticisms of the Report and changes in modern British and American politics.
          2. The instructor relates this to criticisms by major scholars in the classic anthology just presented, Morris Fiorina and V.O. Key, of Harvard.
          3. The instructor brings in some modern theory of the new electoral order, based on a leading conference presentation by Byron Shafer of Oxford (attended by the instructor.)
          4. The new electoral order, rather than comprising a realignment or a dealignment, is characterized by fickle electorate, weak parties, minor party insurgencies, fund raising, television advertising, and valence rather than cleavage issues.
          5. The instructor links the classic readings and modern responses, to a set of new ideas found throughout the course.
    3. Other instructional activities
    4. Student awards and successful student entry into specialized graduate programs.
    5. Successful implementation of student projects, programs and research or creative endeavors.