"Education is the most powerful weapon which you can use to change the world."

— Nelson Mandela

My goal is to help students discover their personal “why” for studying comparative politics — a motivation that extends beyond grades, requirements, or course credits. Whether it is a drive to better understand global events, prepare for a career in public service or international relations, or simply to cultivate critical thinking skills for engaged citizenship, I aim to encourage students to view their education as an opportunity for personal and intellectual growth, not just a series of tasks to complete.

This philosophy is reflected in my sample syllabus, where I first ask students to articulate their individual learning goals at the start of the semester, such as developing skills in policy analysis, comparative case writing, or theoretical application. I then provide flexible options for major assignments, allowing students to choose between a policy memo, a country case study, or a theoretical essay depending on their interests and career aspirations. Additionally, during each class session, I incorporate active learning exercises that invite students to apply political theories to real-world examples, engage in debates about democratic backsliding, simulate decision-making in authoritarian regimes, and critically evaluate political data from global sources. Through these practices, I seek to create a classroom where education is personalized, purposeful, and transformative.

POL/LAS 204 – Comparative Politics in the Age of Globalization

Section 1: About This Course

1.1 Course Title and Number

POL/LAS 204 – Comparative Politics in the Age of Globalization

1.2 Welcome Statement

Hello and welcome! My name is Yongfeng Tang, and I’m excited to be your instructor for Comparative Politics in the Age of Globalization. This course is a journey into how different political systems work—and why they matter. I look forward to learning with you, supporting your growth, and helping you discover your own voice as a thinker and global citizen. Let’s have a great semester together!

1.3 Instructor Information/Office Hours

Yongfeng Tang
PhD Candidate
Social Sciences Building 120
ytang08@arizona.edu
Office Hours: Wednesday 10-11 am

1.4 Teaching Philosophy

In this course, my teaching philosophy continues to evolve with each student I meet. It is grounded in a commitment to support, challenge, and inspire you as you explore the complexities of political systems around the world. My goal is to help you build on your strengths, confront difficult questions with confidence, and discover your unique voice as a critical thinker and engaged global citizen.

1.5 Description of Course

This course will explore the field of comparative politics, which involves the analysis and comparison of the causes and consequences of different political systems across the world. The course will start by exploring how political scientists use the scientific method to understand political phenomena.

Next, we will introduce different theories that explain the emergence of modern states.

Then, we will apply these tools to explain the emergence of democracy and autocracy, the causes and consequences of different electoral systems, and finally, the economic and political effects of different institutional designs.

After completing the course, students will know the basics of different government institutions and have a basic understanding of the consequences of these different institutional forms. In doing so, we will explore several cases in depth from all regions of the world.

Section 2: Course Objectives/Learning Outcomes

2.1 Course Objectives[^1]

This course will introduce students to the field of comparative politics, which involves the study of governments outside the US. We will learn how to research and theorize about political systems across the world. In doing so, we will examine political institutions that are common to all forms of government and understand distinctions between different types of political systems.

We will also gain familiarity with the diversity of political organizations and institutions across the world, including democracies and dictatorships.

Finally, in analyzing these systems, we will learn how to use quantitative measures of political systems to examine both the causes and effects of different political institutions.

Throughout this course, students will be introduced to several commonly used datasets used by political scientists to measure democracy and autocracy and the strengths and weaknesses of those datasets.

2.2 Expected Learning Outcomes

At the end of the semester: -Students will learn how comparative political scientists study politics by examining different approaches and methods. They will critically evaluate arguments about democracy and autocracy and understand the causes and consequences of these systems. -Students will study the political systems of several countries, with a focus on one non-U.S. country for a research paper. They will develop expertise in that case by exploring its political history and outcomes. -Students will also build skills in working with data—interpreting graphs, analyzing tables, and using quantitative evidence to support their arguments. -Finally, students will learn how to ask strong research questions, identify independent and dependent variables, and engage in the peer review process to better understand how political science research is developed and evaluated.

Section 3: Course Formats and Logistics-related Issues

3.1 Course Format and Teaching Methods

The course will be in-person and lecture-based (delivered on Mondays and Wednesdays), but it will also emphasize active student participation. In addition to five discussion posts submitted through D2L, students will regularly engage in small group activities, case-based discussions, and interactive polling during class. A major component of the course is a semester-long research assignment designed to simulate the real-world research process of political scientists, encouraging you to ask critical questions, analyze evidence, and present your findings in both written and oral formats.

3.2 Locations and Times

Monday and Wednesday 10:30-11:45 am at Communication Building #212

3.3 Required Textbook

• Clark, William Roberts, Matt Golder, and Sona Nadenichek Golder (CGG). Principles of Comparative Politics: Third Edition. 2018.

Section 4: Grading Policy/Extra Credit/Class Behavior Polices

4.1 Grading Policy

University policy regarding grades and grading systems is available at:
University Grading Policy

Grade Distribution for this Course:

• A: Excellent
• B: Good
• C: Satisfactory
• D: Poor
• E: Failure

Requests for incompletes (I) and withdrawal (W) must be made in accordance with university policies, which are available at:
Incomplete Policy
Withdrawal Policy

4.2 Honors Credit

Students wishing to contract this course for Honors Credit should email me to set up an appointment to discuss the terms of the contract and to sign the Honors Course Contract Request Form. The form is available at:here

4.3 Late Work Policy

Timely submission of assignments is important, but I understand that life can be unpredictable. If you anticipate needing extra time due to illness, personal challenges, or unforeseen circumstances, please reach out to me as soon as possible. Extensions may be granted on a case-by-case basis. While documentation is appreciated, it is not always required. My goal is to support your learning while maintaining fairness for all students.

4.4 Attendance Policy

The UA’s policy concerning Class Attendance and Administrative Drops is available at: here.

The UA policy regarding absences on and accommodation of religious holidays is available at: here.

Absences pre-approved by the UA Dean of Students (or Dean designee) will be honored. See: here.

Participating in the course and attending lectures and other course events are vital to the learning process. As such, attendance is required at all lectures and discussion section meetings. If you need to miss class due to illness, a personal emergency, or other important reasons, please let me know as soon as you’re able. While documentation (e.g., from a healthcare provider or other professional) can be helpful, it is not always required. I trust students to make responsible decisions and will work with you to help you stay on track with the course material.

4.5 Classroom Behavior

To foster a positive learning environment, students may not text, chat, make phone calls, play games, read the newspaper, or surf the web during lectures and discussions. Students are asked to refrain from disruptive conversations with people sitting around them during lectures. Students observed engaging in disruptive activity will be asked to cease this behavior. Students who continue to disrupt the class will be asked to leave the lecture or discussion and may be reported to the Dean of Students.

The Arizona Board of Regents’ Student Code of Conduct, ABOR Policy 5-308, prohibits threats of physical harm to any member of the University community, including oneself. See: here.

4.6 AI Policies for this Course

In this course, any and all uses of generative artificial intelligence (AI)/large language model tools such as ChatGPT, Dall-e, Google Bard, Microsoft Bing, etc., will be considered a violation of the Code of Academic Integrity, specifically the prohibition against submitting work that is not your own. This applies to all assessments in the course, including case studies, written assignments, discussions, quizzes, exams, and problem sets. This course policy is driven by the learning goals and desired learning outcomes for the course described at the beginning of this syllabus.

The following actions are prohibited: •
entering all or any part of an assignment statement or test questions as part of a prompt to a large language model AI tool; •
incorporating any part of an AI-written response in an assignment; •
using AI to summarize or contextualize reading assignments or source materials; •
and submitting your own work for this class to a large language model AI tool for iteration or improvement.
For more guidance and resources on how to use Generative Artificial Intelligence can be found at the UA Library here.

4.7 Accessibility and Accommodations

It is the University’s goal that learning experiences be as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, please let me know immediately so that we can discuss options. You are also welcome to contact Disability Resources (520-621-3268) to establish reasonable accommodations. For additional information on Disability Resources and reasonable accommodations, please visit the DRC website.

If you have reasonable accommodations, please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate.

Please be aware that the accessible table and chairs in this room should remain available for students who find that standard classroom seating is not usable.

4.8 Student Code of Academic Integrity

Students are encouraged to share intellectual views and discuss freely the principles and applications of course materials. However, graded work/exercises must be the product of independent effort unless otherwise instructed. Students are expected to adhere to the UA Code of Academic Integrity as described in the UA General Catalog. See: Code of Academic Integrity and Academic Integrity policy.

The University Libraries have some excellent tips for avoiding plagiarism available at: Plagiarism.

Selling class notes and/or other course materials to other students or to a third party for resale is not permitted without the instructor’s express written consent. Violations of this and other course rules are subject to the Code of Academic Integrity and may result in course sanctions. Additionally, students who use D2L or UA email to sell or buy these copyrighted materials are subject to Code of Conduct Violations for misuse of student email addresses. This conduct may also constitute copyright infringement.

4.9 Confidentiality of Student Records

The FERPA policy is available at: FERPA policy

4.10 Subject to Change Statement

Information contained in the course syllabus, other than the grade and absence policy, may be subject to change with advance notice, as deemed appropriate by the instructor.

4.11 Additional Resources for Students

UA Non-discrimination and Anti-harassment policies are available at: Nondiscrimination policy. UA Academic policies and procedures are available at: Academic Policies Student Assistance and Advocacy information is available at: Student Assistance

Section 5: Assignment Related Issues

5.1 Assignment Format

15% Discussion Posts Each week will feature a quiz where the student will be asked to summarize the argument of one of the readings (five discussion posts in total, each counts as 3% of the final grade).

25% Mid-Term (closed exam)

25% Final Exam (closed exam)

35% Research Paper (detail can be found below)

5.2 Research Paper Project:

5.2.1 Paper Topic Assignment

This course includes a scaffolded research project that unfolds over the duration of the semester. Rather than being completed all at once, the project is broken into manageable stages—each designed to build your skills step by step. From forming a research question and reviewing the literature to collecting evidence and presenting your findings, each component will help prepare you for the final paper. This structure not only supports your learning but also mirrors the process real political scientists go through when conducting research.

Each student selects a research topic related to comparative politics. Suggested themes include:

• Democratic transitions and consolidation
• Political institutions (e.g., presidentialism vs. parliamentarism)
• Electoral systems and their effects
• Nationalism and populism
• Authoritarian regimes and their survival strategies
• Democratic Backsliding and its causes
• Or other topics approved by the instructor.

5.2.2 Submit a one-paragraph proposal, including:

• A research question.
• A brief hypothesis or argument.
• A justification for the topic’s relevance.

This assignment is due on Wednesday midnight (11:59 pm) of the Third week of the semester. It counts as 10% of the Research Paper Project or 3.5% of the final grade.

5.2.3 Annotated Bibliography Assignment

Compile an annotated bibliography with at least 5 scholarly sources. Each entry should include:

• A summary of the source.
• Its relevance to your research question.
• How does it inform your analysis?

This assignment is due on Wednesday midnight (11:59 pm) of the Fifth week of the semester. It counts as 10% of the Research Paper Project or 3.5% of the final grade.

5.2.4 Draft Paper Assignment

Each student brings a draft of their paper (minimum 5 pages) to class (in the second session of the Eighth Week of the semester). The draft paper is due before the second session of the Eighth week of this semester. It counts as 10% of the Research Paper Project and 3.5% of the final grade.

5.2.5 Presentation and Peer-review Project

During the 9th week’s first session:
Each student presents their argument in 3-5 minutes in front of the class.
Peers provide feedback based on a rubric focusing on:

• Clarity of the research question and argument.
• Use of evidence.
• Strength of the comparative analysis.
• Writing and organization.

The presentation and peer-review feedback each count as 7.5% of the Research Paper Project and 2.625% of the final grade.

5.2.6 Final Research Paper Project

Submit a 10–12 page paper that includes:

• Introduction: A clear research question and its significance.
• Literature Review: Discuss existing research relevant to the question.
• Theoretical Framework: Identify key variables and their expected relationship.
• Evidence: Include quantitative evidence to support your arguments/hypotheses.
• Case Studies: Include one or two Cases outside the US.
• Analysis: Evaluate findings in light of the theoretical framework.
• Conclusion: Summarize findings and discuss their implications.

This assignment is due on the First session of the Fifteenth Week. It counts as 55% of the Research Paper Project and 19.25% of the final grade.

Section 6: Course Schedule

6.1 Course Schedule

• Jan 16 – Introduction and What is Comparative Politics?
Read: CGG Ch 1

• Jan 21 - How to Study Politics Scientifically
Read: CGG CH 2

• Jan 23 – Questions and Cases in Comparative Politics

• Jan 28– Introduction to Political Science Datasets

• Jan 30 – States, governments and the origins of states
Read: CGG Ch 4
Discussion post 1 is due in D2L.
The proposal assignment is due on Jan 31.

• Feb 4 – States, governments and the origins of states
Read: CGG Ch 4

• Feb 6 – Democracy and Autocracy
Read: CGG Ch 5

• Feb 11 – Democracy and Autocracy
Read: CGG Ch 5

• Feb 13 – Determinants of Democracy and Dictatorship
Read: CGG Ch 6
Discussion post 2 is due in D2L.
The annotated bibliography assignment is due on Feb 14.

• Feb 18 – Determinants of Democracy and Dictatorship
Read: CGG Ch 7

• Feb 20 –Democratic Transitions
Read: CGG Ch 8

• Feb 25 – Democratic Transitions
Read: CGG Ch 8

• Feb 25 – Democratic Transitions
Read: CGG Ch 8
Discussion post 3 is due in D2L.

• Feb 27 – Democracy or Dictatorship, does it make a difference?
Read: CGG Ch 9

• Mar 4 Exam Review

• Mar 6 – Midterm Exam

• March 10-14 Spring Break

• March 18 – Democracy or Dictatorship, does it make a difference? [China vs. India]
Read: CGG Ch 9

• March 20 –Varieties of Autocracy
Read: CGG Ch 10
Discussion post 4 is due in D2L.
The draft paper assignment is due on March 20.

• March 25 – Varieties of Autocracy
Read: CGG Ch 10
The peer review assignment is due on March 25.

• March 27 – Democracies – Presidential vs. Parliamentary
Read: CGG Ch 12

• April 1 – Democracies – Presidential vs. Parliamentary
Read: CGG Ch 12 • April 3 – Democracies – Elections and Electoral Systems
Read: CGG Ch 13
Discussion post 5 is due in D2L.

• April 8 – Democracies – Elections and Electoral Systems
Read: CGG Ch 13

• April 10 – Democracies – Elections and Electoral Systems
Read: CGG Ch 13

• April 15– Social Cleavages and Party Systems
Read: CGG Ch 14

• April 17 – Social Cleavages and Party Systems
Read: CGG Ch 14

• April 22 – Social Cleavages and Party Systems
Read: CGG Ch 14

• April 24 – Consequences of Democratic Institutions
Read: CGG Ch 16

• April 29 – Consequences of Democratic Institutions
Read: CGG Ch 16
The final paper assignment is due on April 29.

• May 1 – Consequences of Democratic Institutions
Read: CGG Ch 16

• May 6 – Exam Review

• May 14 (1 pm) – Final Exam

[^1] This section differs from the next section (expected learning outcomes), which emphasizes how learning will take place in this course. Thanks to Professor Gemein’s suggestion.