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U.S Government and Politics

Purpose: to help other instructors teaching the same course

Common Course ID: PSCI 100
CSU Instructor Open Textbook Adoption Portrait

Abstract: This open textbook is being utilized in a Political Science course for undergraduate or graduate students by Elizabeth Nash at CSU San Marcos. The open textbook provides overviews of the foundations of American government, including civic engagement, civil rights, political parties, Congress, and the courts. Throughout the course, I alternate between assigned OER chapters and copyrighted readings and videos, and helpful websites that connect the material to current events and give students additional context, examples, and perspectives to deepen their understanding. The main motivation to adopt an open textbook was to promote equity by giving all students free, immediate access to high-quality course materials, while also offering content in multiple formats to meet a variety of learning needs. Most student access the open textbook through library reserves or via direct links and PDFs provided on the Canvas course page. 

About the Course

U.S Government and Politics - PSCI 100 
Brief Description of course highlights:  The principles of the U.S. Constitution, and a survey of political institutions and processes that developed under it, including the legislature, the executive, the courts, state and local government, federalism, and civil liberties. Include a link to the course description in the catalog if available: https://catalog.csusm.edu/content.php?filter%5B27%5D=-1&filter%5B29%5D&filter%5Bcourse_type%5D=1248&filter%5Bkeyword%5D&filter%5B32%5D=1&filter%5Bcpage%5D=1&cur_cat_oid=11&expand&navoid=1977&search_database=Filter&acalog_template_course_filter 

Student population: Include majors: Child & Adolescent Development, Biochemistry, Crim & Justice Studies, Pre-Business, Kinesiology, Computer Info Systems, Psychology, Communication, Liberal Studies, Software Engineering, Literature & Writing & Undeclared.  Typical incoming knowledge (i.e. prerequisites): None, this is an introductory course that fulfills several requirements:

  • Lower Div GE requirement in Social Science
  • Gen Ed requirement in American Inst. & Ideals
  • General Ed requirement in California History

Course Learning outcomes:  Students successfully completing this course will:
1. Identify and critically analyze the historical origins and ongoing evolution of the United States & California Constitutions, with a particular emphasis on citizen rights, liberties, and responsibilities.
2. Describe and analyze how changes in public opinion, interest group pressures, and media coverage have influenced citizens' attitudes toward the political system.
3. Recognize and describe the structures and functions of political parties, elections, and voting in shaping political outcomes.
4. Describe and analyze the powers and responsibilities of U.S. political institutions.
5. Identify key economic, social, and foreign policy issues and examine how the political system resolves competing tensions raised by such policy issues.
6. Further develop the capacity for critical analysis and application of research skills that enable students to provide evidence to support their arguments, both verbally and in written form.
7.  Be encouraged to see themselves as agents of positive change and become engaged with the key issues and challenges that are facing their cities and the United States of America.


Program Learning Outcomes: The CSUSM Political Science department has identified specific course objectives, including the opportunity to:

  1. Develop an understanding of the political processes and institutions of U.S. and California government.
  2. Develop an understanding of relationships between governmental institutions and nongovernmental actors such as political parties and interest groups as well as the effects of these relationships on political processes and outcomes.
  3. Develop an understanding of constitutional rights, including landmark cases that address religious freedom and racial and gender equality as well as due process rights.
  4. Develop strong writing, critical thinking, and oral communication skills.

General Education Learning Outcomes. Students who have completed their General Education requirements will be able to:

  1. Describe and/or apply principles and methods that are necessary to understand the physical and natural world.
  2. Compare and contrast relationships within and between human cultures.
  3. Communicate effectively in writing, using conventions appropriate to various contexts and diverse audiences.
  4. Use oral communication to effectively convey meaning to various audiences.
  5. Find, evaluate, and use authoritative and/or scholarly information to comprehend a line of inquiry.
  6. Think critically and analytically about an issue, idea or problem, considering alternative perspectives and re-evaluation of one’s own position. 
  7. Apply numerical/mathematical concepts in order to illustrate fundamental concepts within fields of study. 
  8. Describe the importance of diverse experiences, thoughts, and identities needed to be effective in working and living in diverse communities and environments. 
  9. Apply knowledge gained from courses in different disciplines to new settings and complex problems. 

Syllabus and/or Sample assignment from the course or the adoption:
Click this link for Syllabus
In Week 3, students were instructed to watch the assigned video below and come prepared to answer discussion questions in-class (see samples below).

  • PLAY FROM 21:30-49:12, 1:02:10-1:13:00 Steamboat Institute. 2025. “Is the U.S. Experiencing a Constitutional Crisis?” YouTube. October 1, 2025. https://www.youtube.com/watch?v=DmI6MSi2EOE
  • Question Sample 1: Using Farbman’s (crisis) and Turley’s (no crisis) definitions of a constitutional crisis, explain how they differ. In your opinion, do any of the actions discussed in the debate show a crisis, or just normal tensions in the balance of power? Support your answer with evidence from at least two of the actions mentioned.

OER/Low Cost Adoption

OER/Low Cost Adoption Process

Provide an explanation or what motivated you to use this textbook or OER/Low Cost option.  I chose the OpenStax text for this lower-division GE course to make learning accessible, relevant, and engaging for all students while keeping costs low. Among young voters, declining literacy and political disengagement fueled by polarization, distrust, cynicism, and dis/misinformation make it challenging to spark interest in government. So, I wanted a resource I could customize and supplement with materials that connect directly to issues students recognize from their daily lives and social media feeds—such as immigration and ICE, where debates center on border security versus humanitarian responsibility; presidential power, where questions arise about executive authority and constitutional limits; political violence, which raises concerns about free speech, extremism, and public safety; and government spending, where priorities like student debt, defense, and social programs often divide voters. Framing these debates clearly helps students see how competing values and policy choices shape our society. The textbook’s explanations and relevant examples, paired with videos and current articles, emphasize the importance of civic engagement and help students see the value of understanding government.

How did you find and select the open textbook for this course?  Browsed OER sites, read peer reviews, evaluated resources.

Sharing Best Practices:   
1. I would emphasize that cost is often a top factor in whether students enroll in or stay in a course—making affordable materials available can reduce financial stress and support students’ overall balance and mental health. Attending the Faculty Center panel on CALM/Zero-Cost materials opened my eyes even more to how much cost impacts student retention and engagement.
2. It’s also important to listen closely to student experiences and take course evaluations seriously, as students can provide insights on how they interact with materials, which can guide how we can adapt to meet their needs.
3. Staying aware of how technological advancements shape students’ learning preferences is also key, since many benefit from multiple formats like videos, interactive modules, and accessible PDFs/web-based texts.
4. Finally, be willing to experiment and adapt: One of the things I enjoy most is how easy it is to keep the course relevant by swapping texts, videos, and other resources in and out to reflect current events and the issues students care about from semester to semester. OER allows us to—in most cases—customize content, update examples, and integrate materials that make learning relevant and engaging, which can improve student outcomes.

Describe any key challenges you experienced, how they were resolved  and lessons learned. Delay in materials: Plan ahead. New ADA requirements can impact text availability. Although the text isn’t needed until Week 16, it remains unavailable as of the time of this writing (Week 6), so it’s wise to prepare accordingly.

About the Instructor

Instructor Name - Elizabeth Nash
I am a Political Science and Global Studies lecturer at the CSU San Marcos.
Please provide a link to your university page.
https://www.csusm.edu/profiles/index.html?u=enash

Please describe the courses/course numbers that you teach. I teach U.S. Government & Politics, State Politics, Introduction to Global Studies, Global Governance, & Perspectives in Globalization.  I teach a range of courses in political science and global studies, covering both domestic and international political systems, helping students understand how governments function, how policies are shaped, and how global forces influence local and national contexts. 

Describe your teaching philosophy and any research interests related to your discipline or teaching.  My teaching philosophy is grounded in the belief that one of higher education’s most vital roles is to cultivate globally conscious citizens who can think critically, act ethically, and engage meaningfully with the world around them. I design my courses to help students see the deep connections between global systems and local realities—how histories, power dynamics, and policies shape the communities we live in and the choices we make. In doing so, I aim to show that political science and global studies are not abstract disciplines, but powerful lenses through which we make sense of both our personal experiences and broader global challenges.

To support this kind of learning, I focus on creating opportunities for students to actively engage with varied modalities that resonate with different learning styles, helping them take ownership of their learning while developing critical thinking and reflection skills. This student-centered approach is grounded in equity and inclusion, aiming to create classroom spaces where diverse backgrounds are recognized, respected, and empowered. Creating a dynamic learning environment means valuing our differences—not only in how we learn, but in how we listen, communicate, and understand one another. And by emphasizing empathy, active listening, and the value of multiple perspectives, I foster an environment where students collaborate, question, and contribute to a shared intellectual community.

Ultimately, I want them to recognize that their voices matter and that they have the capacity to help shape a more just and informed world. To bring this to life, I draw on my interest in California state and national politics, interest groups, political polarization, and the power and responsibility of the press. 

About the Resource/Textbook 

Textbook or OER/Low cost Title: 
 The Primary OER text used in this course is American Government 4e.  Selected chapters were assigned throughout the semester and were interchanged with readings and videos from a set of 12 Open Access resources, including, but not limited to, book chapters, news articles, court briefs, materials from nonprofit organizations and think tanks, and expert commentaries and TED talks. 

Brief Description:  American Government 4e is a free, openly licensed textbook that provides easy-to-understand explanations, real-world examples, and an emphasis on civic engagement to help students understand how government works and the value of learning about engaging with the political system. The text follows a logical progression from the Constitution and founding principles to political participation, institutions like Congress and the presidency, and domestic and foreign policy. The OpenStax platform is available in multiple formats, and includes key terms, activities, and review questions to support student learning. It also provides instructor resources such as lecture slides, a test bank, and customization options that integrate with LMS platforms like Canvas, Blackboard, and Moodle.  

I also integrated Open Access materials to connect core political concepts to current events. Students examine topics such as immigration law, federalism, executive power, media strategies—including Matt Taibbi’s “Ten Rules of Hate”—and contemporary Supreme Court cases and foreign policy developments. These materials help students build media literacy, evaluate political messaging, and strengthen their ability to interpret political institutions and processes. I reinforce this learning through active strategies such as debates, simulations, Four Corners activities, and group discussions, which create opportunities for students to analyze different perspectives and actively participate in the learning process.

Please provide a link to the resource https://openstax.org/details/books/american-government-4e   Links for the other Open Access resources:

Senior Contributing Authors:  Glen Krutz, University of Colorado Boulder Sylvie Waskiewicz, PhD.

Contributing Authors
Prosper Bernard, Jr., City University of New York Jennifer Danley-Scott, Texas Woman’s University Ann Kordas, Johnson & Wales University, Christopher Lawrence, Middle Georgia State College Tonya Neaves, George Mason University
Adam Newmark, Appalachian State University Brooks D. Simpson, Arizona State University Joel Webb, Tulane University
Abram Trosky, US Army War College Shawn Williams, Campbellsville University
Rhonda Wrzenski, Indiana University Southeast

Student access:   OpenStax, Library Reserves, academic sites like Brookings, legal search engines like Justia or multimedia resources like YouTube to name a few.

Supplemental resources:  The OpenStax text includes:
- For students: audiobook, key terms, chapter summaries, both discussion and multiple-choice review questions, flash cards, critical thinking questions, suggestions for further exploration
-  For instructors: multiple-choice and discussion question test bank, lecture slides and OER community resources page

Provide the cost savings from that of a traditional textbook.  I previously used this text: William T. Bianco, David T. Canon. 2022. American Politics Today, 8th Edition. New York: W.W. Norton & Company. The textbook can be viewed as a paperback ($147) or Ebook ($68.95).

License*:  The Krutz & Waskiewicz OER text by OpenStax is licensed under Creative Commons Attribution: CC BY-NC 4.0. The other Open Access resources used in this course are copyrighted. 

COOLforED is a service of the California State University-MERLOT program.
Partial funding provided by the State of California, the William and Flora Hewlett Foundation, and the Bill and Melinda Gates Foundation. 
Questions? Email cool4ed@calstate.edu