Organizing a Congressional Candidate Debate as Experiential Learning

Autor/inn/en	Boeckelman, Keith; Deitz, Janna L.; Hardy, Richard J.
Titel	Organizing a Congressional Candidate Debate as Experiential Learning
Quelle	In: Journal of Political Science Education, 4 (2008) 4, S.435-446 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
Schlagwörter	Debate; Experiential Learning; Political Candidates; Student Participation; College Students; United States Government (Course); Political Science; Planning; Outcomes of Education; Citizen Participation; College Freshmen; Student Attitudes; Illinois + Suchen Sie Ihr Suchwort? Debating; Streitgespräch; Experiental learning; Erfahrungsorientiertes Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Collegestudent; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Ablaufplanung; Planungsprozess; Lernleistung; Schulerfolg; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Studienanfänger; Schülerverhalten
Abstract	This article describes a political debate among congressional candidates that the authors organized in 2006. The debate was structured to maximize student involvement both in the planning stages and during the event itself. After discussing relevant literature on experiential learning, the article describes the debate format and details the issues encountered in planning and organization. Given the large number of stakeholders, a number of challenges emerged in dealing with the candidates, media, students, and university bureaucracy. Our description of these issues is designed to assist others wishing to organize similar debates. The article also examines student learning outcomes from the perspectives of those involved in debate planning and those who attended as part of an American Government class. We find that participation enhanced political knowledge and engagement for both groups. Finally, the paper considers how assessment of the debate's impact could be addressed more effectively and systematically in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10