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Expanding Measureable Student Learning about Congress through an In-Class, Effective Mock Congress

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Abstract:

My purpose for this paper is to share an effective student classroom exercise for teaching the legislative process in an introductory American Government class (Introduction to Political Science). The exercise is a mock congress I designed that is held with approximately 25-30 students over a three-hour period. I designed it to meet a number of intended student learning outcomes related to the functions of the U.S. Congress which I teach in an introductory political science course. In this paper I describe how I conduct and implement the mock congress with students. Furthermore, I introduce my initial findings regarding the exercise’s effectiveness as evident from some qualitative student statements and some basic grade statistics. The central purpose of the paper is to share the dynamic nature of the exercise and some initial existing evidence of its effectiveness. In the future, I plan to gather and analyze more statistics to assess the ongoing effectiveness of the mock congress activity.

Most Common Document Word Stems:

student (80), bill (55), committe (41), hous (39), exercis (34), congress (31), learn (30), polit (28), question (25), describ (23), process (22), leader (22), senat (20), mock (19), parti (19), activ (19), class (19), legisl (17), exam (17), two (16), make (16),

Author's Keywords:

Classroom Activities, Congress, Assessment
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Name: APSA Teaching and Learning Conference
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http://www.apsanet.org


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MLA Citation:

Sabo, Joanna. "Expanding Measureable Student Learning about Congress through an In-Class, Effective Mock Congress" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, San Jose Marriott, San Jose, California, Feb 22, 2008 <Not Available>. 2013-12-15 <http://citation.allacademic.com/meta/p245630_index.html>

APA Citation:

Sabo, J. , 2008-02-22 "Expanding Measureable Student Learning about Congress through an In-Class, Effective Mock Congress" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, San Jose Marriott, San Jose, California Online <APPLICATION/PDF>. 2013-12-15 from http://citation.allacademic.com/meta/p245630_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: My purpose for this paper is to share an effective student classroom exercise for teaching the legislative process in an introductory American Government class (Introduction to Political Science). The exercise is a mock congress I designed that is held with approximately 25-30 students over a three-hour period. I designed it to meet a number of intended student learning outcomes related to the functions of the U.S. Congress which I teach in an introductory political science course. In this paper I describe how I conduct and implement the mock congress with students. Furthermore, I introduce my initial findings regarding the exercise’s effectiveness as evident from some qualitative student statements and some basic grade statistics. The central purpose of the paper is to share the dynamic nature of the exercise and some initial existing evidence of its effectiveness. In the future, I plan to gather and analyze more statistics to assess the ongoing effectiveness of the mock congress activity.

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