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Cultivating Civic Competency: Using Simulations to Teach Citizenship Skills
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Cultivating Civic Competency:
Using Simulations to Teach Citizenship Skills
Jeffrey L. Bernstein
*
Department of Political Science
Eastern Michigan University
Paper prepared for presentation at the American Political Science Association Teaching and Learning Conference, Washington, D.C., February 18-20 2006. I have received much useful advice and feedback in developing the ideas for this paper from Matt Kaplan, Deborah Meizlish and Joe Ohren. My project group at the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) continues to provide stimulating ideas and needed support as this project develops; I am especially grateful to Rebecca Nowacek for many conversations that are reflected in my work here. My honors assistants – Micheal Balke, Steven M. Balke, Jr, Eileen Carroll, Ellen Gutman and Erin Sergison – all provided wonderful classroom support and provocative conversation on teaching and learning issues. Laura Thomas provided much appreciated research assistance. Most of all, I wish to acknowledge my American government students, who unselfishly let me “peek in” at their learning during the fall 2005 semester. None of the above should be implicated in any errors of fact or interpretation in this paper.
* Address all correspondence to Department of Political Science, Eastern Michigan University, 601 Pray-Harrold Hall, Ypsilanti, MI 48197. E-mail: <jeffrey.## email not listed ##>
Abstract
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| | Authors: Bernstein, Jeffrey. |
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Cultivating Civic Competency:
Using Simulations to Teach Citizenship Skills
Jeffrey L. Bernstein
*
Department of Political Science
Eastern Michigan University
Paper prepared for presentation at the American Political Science Association Teaching
and Learning Conference, Washington, D.C., February 18-20 2006. I have received
much useful advice and feedback in developing the ideas for this paper from Matt
Kaplan, Deborah Meizlish and Joe Ohren. My project group at the Carnegie Academy
for the Scholarship of Teaching and Learning (CASTL) continues to provide stimulating
ideas and needed support as this project develops; I am especially grateful to Rebecca
Nowacek for many conversations that are reflected in my work here. My honors
assistants – Micheal Balke, Steven M. Balke, Jr, Eileen Carroll, Ellen Gutman and Erin
Sergison – all provided wonderful classroom support and provocative conversation on
teaching and learning issues. Laura Thomas provided much appreciated research
assistance. Most of all, I wish to acknowledge my American government students, who
unselfishly let me “peek in” at their learning during the fall 2005 semester. None of the
above should be implicated in any errors of fact or interpretation in this paper.
* Address all correspondence to Department of Political Science, Eastern Michigan
University, 601 Pray-Harrold Hall, Ypsilanti, MI 48197.
E-mail: <jeffrey.## email not listed ##>
Abstract
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