Teaching for Civic Competency Jeffrey L. Bernstein Department of Political Science Eastern Michigan University Dirksen Congressional Center Congress in the Classroom® Workshop August 2, 2006

Democracy and its Problems

Why I Don’t Sleep at Night We love democracy, but have an antipathy to actual democratic processes. We love democracy, but have an antipathy to actual democratic processes. We embrace Rush Limbaugh, Michael Moore, Ann Coulter, Al Franken, and the culture they create (exploit?). We embrace Rush Limbaugh, Michael Moore, Ann Coulter, Al Franken, and the culture they create (exploit?). We bowl alone. We bowl alone.

The Context in Which I Try to Save the World Regional comprehensive university Regional comprehensive university One hundred students in class One hundred students in class Class is General Education requirement Class is General Education requirement Heterogeneous student body Heterogeneous student body Motivation and interest Skills and preparation Many poorly prepared students Many poorly prepared students

My Class - BEFORE

And Now, Let Me Bore You With Some Statistics

Where My Students Begin the Course QuestionAverage Score Follow government, public affairs 3.18 (1=never, 6=all the time) Understand political issues 3.37 Feel I have something to say 3.45 Feel qualified to participate 3.08 Feel I can make a difference 3.55 (1=strongly disagree, 6=strongly agree) (1=strongly disagree, 6=strongly agree)

Differences Between Our Worlds Differences in levels of student freedom Differences in levels of student freedom Differences in instructor freedom Differences in instructor freedomContentPedagogy The research background and imperative at the university level The research background and imperative at the university level

My Challenge Today We work in different contexts, with different rules, different motivations, and different opportunities. But assuming we share similar goals, can my model help you to achieve these goals?

What I Used to Do (thanks to Frank Mackaman and the Dirksen Center for supporting this work!) Large character-playing simulation CongressAdministration Interest Groups Media Pork Chips, Campaign Fliers, etc.

And Then I Had an Idea…

What’s The Goal? Increasing Civic Competency Among American Government Students Increasing Civic Competency Among American Government Students Managing Information Managing People Managing Rules and Strategy Believing You Can Do It

The Simulation Plan Four issues – students move among: Four issues – students move among: Affirmative action Economic development School prayer War on terrorism

The Simulation Plan (continued) Students do reading assignments and write pre-paper on their views of issue and articles Students do reading assignments and write pre-paper on their views of issue and articles Students go through the simulation trying to make policy Students go through the simulation trying to make policy Students write final, reflective paper on issue and their performance in simulation Students write final, reflective paper on issue and their performance in simulation

Within the Simulation Think-Pair-Share (x2) Think-Pair-Share (x2) Joining together to write proposals Joining together to write proposals The “Status Quo” The “Status Quo” Voting on proposals Voting on proposals Rules Committee % required to pass legislation

Emphasis on Skill Development Students Learn to Manage Information from Multiple Sources: Assess credibility of sources Assess credibility of sources Assess logic/arguments of source Assess logic/arguments of source Evaluate all sides of an argument Evaluate all sides of an argument Form an opinion Form an opinion

Emphasis on Skill Development Students Learn to Communicate a Political Opinion: Write coherently and persuasively Write coherently and persuasively Verbally express ideas and arguments Verbally express ideas and arguments Support arguments orally & in writing Support arguments orally & in writing

Emphasis on Skill Development Students Learn How the Rules Help Determine the Outcomes: What the rules are What the rules are How to work within the system – to whom do you complain? How to work within the system – to whom do you complain? How to manipulate the rules to manipulate outcomes How to manipulate the rules to manipulate outcomes

Emphasis on Skill Development

Data Being Collected Surveys, beginning and end of class Surveys, beginning and end of class Learning styles inventories of students Learning styles inventories of students Content analysis of all written assignments Content analysis of all written assignments Focus groups of students Focus groups of students Analysis of student teaching journals Analysis of student teaching journals

Findings – Internal Efficacy Students learned that they are capable of being informed political actors who are ready to be involved in the political world.

Brace Yourself – More Statistics

Internal Efficacy - Summary QuestionPre-coursePost-course Follow government, public affairs (1=never, 6=all the time) Understand political issues Feel I have something to say Feel qualified to participate Feel I can make a difference (1=strongly disagree, 6=strongly agree) (1=strongly disagree, 6=strongly agree)

Internal Efficacy - Skills QuestionPretestPosttest Can persuade others Can develop political strategies (Scored 1-6, higher scores indicate more perceived skill)

Findings – Political Expression Students learned to make sense of the vast amounts of information available to them, develop opinions on the issues and to communicate their views.

Political Expression - Skills QuestionPretestPosttest Can write well about politics Can weigh pros and cons on political issues (Scored 1-6, higher scores indicate more perceived skill)

Findings – Rules Matter Students learned that rules have a significant impact on outcomes.

Rules Matter – A Nice Story

Findings – Skill Building Students learned to use their experience in the simulations to improve their performance in subsequent simulations.

ALL STUDENTS GAIN: Skills in managing information Skills in working with people Skills in political strategizing

My Class - AFTER

Yiddish Word of the Day Tachlis – basic and practical information This project is democracy at the level of the hand, more so than at the level of the head or heart.

Things You Can Take Home Embrace the competence model – you can succeed teaching in this way!

Things You Can Take Home Frequent practice with the skills – and hold the students accountable to one another!

Things You Can Take Home Infuse real issues into what you are teaching as much as you can

Things You Can Take Home Give students the opportunity to construct their own knowledge – and see how we do it

Warning – Subversion on Next Slide

Things You Can Take Home Embrace uncoverage rather than coverage – at least think about it!

Thank You And please, don’t bowl alone.

Questions, Thoughts, Comments? Jeffrey L. Bernstein Department of Political Science Eastern Michigan University