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proxies for expert decision makers in social science experiments.
So, in conclusion, my research suggests further that at a pedagogical level
integrating the legislative 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. For example, in evaluating the legislative simulation one student wrote,
“Every student, no matter their level of knowledge of politics or intellectual abilities,
became involved in the role-playing of various members of Congress. After gaining an
understanding of the legislature in the first portion of the class, the role-playing provided
an outstanding way to put what we had learned into practice. The experience was so
enjoyable that students would stand outside the classroom after class, hesitant to leave
and anxious to continue the discussions and Congressional simulation.” The legislative
simulation also prepares students for real-world experience. A former student who was
interning for a Midwest governor reported that the simulation gave him “an
understanding of congress that helps me fully understand the day-to-day workings of
the governor's office, despite the fact it is a state government entity (although we do
have an active DC branch).”
Convention