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Effect of Congressional Role-Playing Experience on Students? Attention to Constituency & PACs
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Effect of Congressional Role-Playing Experience on Students' Attention to
Constituency & PACs
by
Michelle L. Chin
Arizona State University
michelle.## email not listed ##
Abstract I have used the CQ Legislative Simulation as an integrated feature in my upper-division Congress class at Arizona State University for 4 years. I conducted an experiment with students in the class to test their attention to the PAC and constituency status of individuals seeking access to members of Congress. The experiment is a replication of experiments conducted with real congressional schedulers (Chin, Bond and Geva 2000), and with subjects who did not participate in the legislative simulation. Subjects in the replication are 137 college students and nonstudent administrative professionals, including 23 students who participated in a semester-long legislative role experience simulation. The analysis reveals that among subjects who did not participate in the legislative role simulation, the only statistically significant main effect is for constituency status, which is consistent with Chin, Bond and Geva’s findings. However, for students who participated in the legislative role simulation, the study reveals statistically significant main effects for both PAC and constituency status, suggesting that role experience increases the salience of PAC decision cues. Integrating the simulation into the semester-long course allows students to practice the various aspects of lawmaking at the same time that they are reading about the theories regarding legislative behavior. This holistic approach to learning also creates opportunities for students to develop problem-solving and critical analytical thinking skills. Anecdotal evidence suggests that students find the course to be useful in preparing them for legislative-related jobs in the "real world."
** This research was funded by grants from the American Politics program at Texas A&M University and the Department of Political Science at Arizona State University. For invaluable assistance with this project, I thank Jon Bond, Nehemia Geva, Ken Meier, Patrick Kenney, Kim Fridkin, Michelle Taylor-Robinson, Andrea Griffin, Whitney Grace-Franklin, Watson & Loan Chin, Katie Jordan, Christine Getzler-Vaughn, Gina Gormley, Innokenty Grekov, Christopher Bach and Ryan Repucci.
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1
Effect of Congressional Role-Playing Experience on Students' Attention to
Constituency & PACs
by
Michelle L. Chin
Arizona State University
michelle.## email not listed ##
Abstract
I have used the CQ Legislative Simulation as an integrated feature in my upper-division
Congress class at Arizona State University for 4 years. I conducted an experiment with
students in the class to test their attention to the PAC and constituency status of
individuals seeking access to members of Congress. The experiment is a replication of
experiments conducted with real congressional schedulers (Chin, Bond and Geva
2000), and with subjects who did not participate in the legislative simulation. Subjects in
the replication are 137 college students and nonstudent administrative professionals,
including 23 students who participated in a semester-long legislative role experience
simulation. The analysis reveals that among subjects who did not participate in the
legislative role simulation, the only statistically significant main effect is for constituency
status, which is consistent with Chin, Bond and Geva’s findings. However, for students
who participated in the legislative role simulation, the study reveals statistically
significant main effects for both PAC and constituency status, suggesting that role
experience increases the salience of PAC decision cues.
Integrating the simulation into the semester-long course allows students to practice the
various aspects of lawmaking at the same time that they are reading about the theories
regarding legislative behavior. This holistic approach to learning also creates
opportunities for students to develop problem-solving and critical analytical thinking
skills. Anecdotal evidence suggests that students find the course to be useful in
preparing them for legislative-related jobs in the "real world."
** This research was funded by grants from the American Politics program at Texas
A&M University and the Department of Political Science at Arizona State University.
For invaluable assistance with this project, I thank Jon Bond, Nehemia Geva, Ken
Meier, Patrick Kenney, Kim Fridkin, Michelle Taylor-Robinson, Andrea Griffin, Whitney
Grace-Franklin, Watson & Loan Chin, Katie Jordan, Christine Getzler-Vaughn, Gina
Gormley, Innokenty Grekov, Christopher Bach and Ryan Repucci.
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