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Experiencing the New Hampshire Primary
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Elder Hofrenning Seligsohn
New Hampshire Primary
4
this experience contrasted sharply with their usual experience of seeing brief sound bytes on television.
3. Media
interaction
While other experiential aspects of the courses were planned, media interaction opportunities emerged more or less serendipitously. Many students were interviewed on one or more occasions by local and national media outlets. They were interviewed based on varying ways of viewing their identity. Some were interviewed as campaign volunteers. Others were interviewed as citizens attending a campaign event. Still others were interviewed specifically due to their participation in this experiential course. Students often experienced the difference between what they thought they said to a reporter and what appeared in print or on screen—as well as the disappointment of ending up on the cutting room floor. Students also frequently watched television news coverage of events they had attended. Again, this created the opportunity for students to experience the difference between what they saw as participants and what television viewers saw.
4. Immersion
experience
In addition to the structured activities, students were also immersed in the atmospherics of the New Hampshire primary. Students ran into candidates in cafes and diners; they saw well known political figures and journalists on street corners and in hotel lobbies; and they had countless opportunities for informal discussions with New Hampshire citizens and with others who had come to New Hampshire for the primary.
5. Reflection on experience
Students were required to write reflective journals on their experiences in New Hampshire. Journals were collected weekly and graded. In their journals, students were expected to analyze their daily experiences of campaign work, campaign events, and media coverage in light of course readings and their background knowledge of political science. While these journals began with the students’ personal experience, their purpose was to create regular opportunities for students to place that experience in a broader context. Our regular class meetings also provided opportunities for systematic reflection on the experiential dimension of the course.
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| | Authors: Elder, Laurel., Seligsohn, Andrew. and Hofrenning, Daniel. |
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Elder Hofrenning Seligsohn
New Hampshire Primary
4
this experience contrasted sharply with their usual experience of seeing brief sound
bytes on television.
3. Media
interaction
While other experiential aspects of the courses were planned, media interaction
opportunities emerged more or less serendipitously. Many students were interviewed
on one or more occasions by local and national media outlets. They were interviewed
based on varying ways of viewing their identity. Some were interviewed as campaign
volunteers. Others were interviewed as citizens attending a campaign event. Still
others were interviewed specifically due to their participation in this experiential
course. Students often experienced the difference between what they thought they
said to a reporter and what appeared in print or on screen—as well as the
disappointment of ending up on the cutting room floor. Students also frequently
watched television news coverage of events they had attended. Again, this created the
opportunity for students to experience the difference between what they saw as
participants and what television viewers saw.
4. Immersion
experience
In addition to the structured activities, students were also immersed in the
atmospherics of the New Hampshire primary. Students ran into candidates in cafes
and diners; they saw well known political figures and journalists on street corners and
in hotel lobbies; and they had countless opportunities for informal discussions with
New Hampshire citizens and with others who had come to New Hampshire for the
primary.
5. Reflection on experience
Students were required to write reflective journals on their experiences in New
Hampshire. Journals were collected weekly and graded. In their journals, students
were expected to analyze their daily experiences of campaign work, campaign events,
and media coverage in light of course readings and their background knowledge of
political science. While these journals began with the students’ personal experience,
their purpose was to create regular opportunities for students to place that experience
in a broader context. Our regular class meetings also provided opportunities for
systematic reflection on the experiential dimension of the course.
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