Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-28T03:28:49.163Z Has data issue: false hasContentIssue false
  • English
  • Français

So, You Want to Run for Elected Office? How to Engage Students in the Campaign Process Without Leaving the Classroom

Published online by Cambridge University Press:  10 May 2005

Kiki Caruson
Kiki Caruson
Affiliation:
University of South Florida
Get access Rights & Permissions [Opens in a new window]

Extract

The use of active learning strategies can involve students with course material in ways that the traditional lecture can not. As described by Bonwell and Eison (1991), active learning requires that students engage in activity (other than listening) that emphasizes the development of cognitive skills through higher order thinking tasks such as analysis, synthesis, and evaluation. There are numerous ways to integrate active learning strategies in the classroom, including: collaborative or group exercises, experiential learning, guided discussion, computer-based instruction, peer-to-peer teaching, and participant demonstrations. Incorporating active learning exercises into course curriculum can have a powerful effect on the development of learning skills. The benefits of active learning for students include an increased motivation to learn, increased responsibility for learning, improved attitudes toward learning, better interpersonal skills, and an increased ability to appreciate and consider a variety of perspectives (Jacobs, Power, and Inn 2002).

Type
THE TEACHER
Information
PS: Political Science & Politics , Volume 38 , Issue 2 , April 2005 , pp. 305 - 310
Copyright
© 2005 by the American Political Science Association

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Astin Alexander W. 1985. Achieving Educational Excellence. San Francisco: Jossey-Bass.Google Scholar
Baloche Lynda A. 1998. The Cooperative Classroom: Empowering Learning. Upper Saddle River, NJ: Prentice Hall.Google Scholar
Bean John C. 1996. Engaging Ideas. San Francisco: Jossey-Bass.Google Scholar
Belch Jean. 1973. Contemporary Games. Detroit: Gale Research Company.Google Scholar
Bonwell Charles C., and James A. Eison. 1991. Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No.1. Washington, D.C.: The George Washington University, School of Education and Human Development.Google Scholar
Bosworth Kris, and Sharon J. Hamilton, eds. 1994. Collaborative Learning: Underlying Processes and Effective Techniques. San Francisco: Jossey-Bass Publishers.Google Scholar
Brown Nina W. 2000. Creating High Performance Classroom Groups. New York: Falmer Press.Google Scholar
Cloke Paul. 1987. “Applied Rural Geography and Planning: A Simple Gaming Technique.” Journal of Geography in Higher Education 11 (1): 35– 45.Google Scholar
Cross K. Patricia. 1987. “Teaching for Learning.” AAHE Bulletin 39: 3– 7.Google Scholar
Dolan Julie, and Marni Ezra. 2002. CQ's Congressional Election Simulation: Government in Action. Washington, D.C.: CQ Press.Google Scholar
Dukes Richard L. 1978. Learning with Simulations and Games. Beverly Hills, CA: Sage Publications.Google Scholar
Fraas John W. 1982. “The Use of Seven Simulation Activities in a College Economics Survey Course.” Data results presented in Active Learning: Creating Excitement in the Classroom, Charles C. Bonwell and James A. Eison, Washington, D.C.: George Washington University, 1991.Google Scholar
Grummel John A. 2003. “Using Simulation to Teach Decision-Making within the Policy Process.” PS: Political Science and Politics 30 (October): 787– 89.Google Scholar
House Peter W. 1971. Urban Simulations: New Aids to Teach and Learn About Cities. Englewood Cliffs, NJ: Educational Technology Publications.Google Scholar
Jacobs George M., Michael A. Power, and Loh Wan Inn. 2002. The Teacher's Sourcebook for Cooperative Learning. Thousand Oaks, CA: Corwin Press.Google Scholar
Johnson D., and R. Johnson. 1983. “Social Interdependence and Perceived Academic and Personal Support in the Classroom.” Journal of Social Psychology 120: 77– 82.Google Scholar
Johnson D., and R. Johnson. 1989. Cooperation and Competition: Theory and Research. Edina, MN: Interaction Books.Google Scholar
Johnson D., R. Johnson, and E. Holubec. 1992. Advanced Cooperative Learning. Edina, MN: Interaction Books.Google Scholar
Johnson D., and E. Holuec. 1993. Circles of Learning: Cooperation in the Classroom. Edina, MN: Interaction Books.Google Scholar
Kagan Spencer, and Miguel Kagan. 1999. “The Structural Approach: Six Keys to Cooperative Learning.” In Handbook of Cooperative Learning Methods, ed. Shlomo Sharan. Westport, CT: Praeger.Google Scholar
Kathlene Lyn, and Judd Choate. 1999. “Running for Elected Office: A Ten-Week Political Campaign Simulation for Upper-Division Students.” PS: Political Science and Politics 32 (March): 69– 76.Google Scholar
Pappas Christine, and Charles Peaden. 2004. “Running for Your Grade: A Six-Week Senatorial Campaign Simulation.” PS: Political Science and Politics 37 (October): 859– 63.Google Scholar
Penner Jon G. 1984. Why Many College Teachers Cannot Lecture. Springfield, IL: Charles C. Thomas.Google Scholar
Sharan Shlomo, ed. 1999. Handbook of Cooperative Learning Methods. Westport, CT: Praeger.Google Scholar
Walcott Charles, and Anne Walcott. 1976. Simple Simulations: A Guide to the Design and Use of Simulation/Games in Teaching Political Science. Washington, D.C.: American Political Science Association.Google Scholar
Walcott Charles, ed. 1980. Simple Simulations II. Washington, D.C.: American Political Science Association.Google Scholar