Teaching for Teaching for Civic CompetencyCivic Competency

Jeffrey L. BernsteinJeffrey L. BernsteinDepartment of Political ScienceDepartment of Political Science

Eastern Michigan UniversityEastern Michigan University

Dirksen Congressional CenterDirksen Congressional CenterCongress in the Classroom® WorkshopCongress in the Classroom® Workshop

August 2, 2006August 2, 2006

Democracy and its ProblemsDemocracy and its Problems

Why I Don’t Sleep at NightWhy I Don’t Sleep at Night

We love democracy, but have an We love democracy, but have an antipathy to actual democratic antipathy to actual democratic processes.processes.

We embrace Rush Limbaugh, Michael We embrace Rush Limbaugh, Michael Moore, Ann Coulter, Al Franken, and Moore, Ann Coulter, Al Franken, and the culture they create (exploit?).the culture they create (exploit?).

We bowl alone.We bowl alone.

The Context in Which I Try to The Context in Which I Try to Save the WorldSave the World

Regional comprehensive universityRegional comprehensive university One hundred students in classOne hundred students in class Class is General Education Class is General Education

requirementrequirement Heterogeneous student bodyHeterogeneous student body

Motivation and interestMotivation and interest

Skills and preparationSkills and preparation Many poorly prepared studentsMany poorly prepared students

My Class - BEFOREMy Class - BEFORE

And Now, Let Me Bore You With And Now, Let Me Bore You With Some StatisticsSome Statistics

Where My Students Begin the Where My Students Begin the CourseCourse

QuestionQuestion Average ScoreAverage Score

Follow government, public affairsFollow government, public affairs 3.18 3.18

(1=never, 6=all the time)(1=never, 6=all the time)

Understand political issuesUnderstand political issues 3.37 3.37

Feel I have something to sayFeel I have something to say 3.45 3.45

Feel qualified to participateFeel qualified to participate 3.08 3.08

Feel I can make a differenceFeel I can make a difference 3.55 3.55

(1=strongly disagree, 6=strongly agree)(1=strongly disagree, 6=strongly agree)

Differences Between Our Differences Between Our WorldsWorlds

Differences in levels of student Differences in levels of student freedomfreedom

Differences in instructor freedomDifferences in instructor freedom

Content Content

PedagogyPedagogyThe research background and The research background and

imperative at the university levelimperative at the university level

My Challenge TodayMy Challenge Today

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

What I Used to DoWhat I Used to Do(thanks to Frank Mackaman and the Dirksen Center for supporting (thanks to Frank Mackaman and the Dirksen Center for supporting

this work!)this work!)

Large character-playing simulationLarge character-playing simulationCongressCongressAdministrationAdministrationInterest GroupsInterest GroupsMediaMedia

Pork Chips, Campaign Fliers, etc.Pork Chips, Campaign Fliers, etc.

And Then I Had an Idea…And Then I Had an Idea…

What’s The Goal?What’s The Goal?

Increasing Civic Competency Among Increasing Civic Competency Among American Government StudentsAmerican Government Students

Managing InformationManaging Information

Managing PeopleManaging People

Managing Rules and Managing Rules and StrategyStrategy

Believing You Can Do ItBelieving You Can Do It

The Simulation PlanThe Simulation Plan

Four issues – students move among:Four issues – students move among:

Affirmative actionAffirmative action

Economic developmentEconomic development

School prayerSchool prayer

War on terrorismWar on terrorism

The Simulation Plan (continued)The Simulation Plan (continued)

Students do reading assignments Students do reading assignments and write pre-paper on their views of and write pre-paper on their views of issue and articlesissue and articles

Students go through the simulation Students go through the simulation trying to make policytrying to make policy

Students write final, reflective paper Students write final, reflective paper on issue and their performance in on issue and their performance in simulationsimulation

Within the SimulationWithin the Simulation

Think-Pair-Share (x2)Think-Pair-Share (x2) Joining together to write proposalsJoining together to write proposalsThe “Status Quo”The “Status Quo”Voting on proposals Voting on proposals

Rules CommitteeRules Committee

% required to pass % required to pass legislationlegislation

Emphasis on Skill Emphasis on Skill DevelopmentDevelopment

Students Learn to Manage Information from Multiple Sources:

Assess credibility of sourcesAssess credibility of sources Assess logic/arguments of sourceAssess logic/arguments of source Evaluate all sides of an argumentEvaluate all sides of an argument Form an opinionForm an opinion

Emphasis on Skill Emphasis on Skill DevelopmentDevelopment

Students Learn to Communicate Students Learn to Communicate a Political Opinion:a Political Opinion:

Write coherently and persuasivelyWrite coherently and persuasively Verbally express ideas and Verbally express ideas and

argumentsarguments Support arguments orally & in Support arguments orally & in

writingwriting

Emphasis on Skill Emphasis on Skill DevelopmentDevelopment

Students Learn How the Rules Students Learn How the Rules Help Determine the Help Determine the Outcomes:Outcomes:

What the rules areWhat the rules are How to work within the system – How to work within the system –

to whom do you complain?to whom do you complain? How to manipulate the rules to How to manipulate the rules to

manipulate outcomesmanipulate outcomes

Emphasis on Skill Emphasis on Skill DevelopmentDevelopment

Data Being CollectedData Being Collected

Surveys, beginning and end of classSurveys, beginning and end of classLearning styles inventories of Learning styles inventories of

studentsstudentsContent analysis of all written Content analysis of all written

assignmentsassignmentsFocus groups of studentsFocus groups of studentsAnalysis of student teaching journalsAnalysis of student teaching journals

Findings – Internal Findings – Internal EfficacyEfficacy

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

Brace Yourself – More Brace Yourself – More StatisticsStatistics

Internal Efficacy - Internal Efficacy - SummarySummary

QuestionQuestion Pre-coursePre-course Post-coursePost-course

Follow government, public affairsFollow government, public affairs 3.18 3.18 3.51 3.51

(1=never, 6=all the time)(1=never, 6=all the time)

Understand political issuesUnderstand political issues 3.37 3.37 4.01 4.01

Feel I have something to sayFeel I have something to say 3.45 3.45 4.10 4.10

Feel qualified to participateFeel qualified to participate 3.08 3.08 3.91 3.91

Feel I can make a differenceFeel I can make a difference 3.55 3.55 4.19 4.19

(1=strongly disagree, 6=strongly agree)(1=strongly disagree, 6=strongly agree)

Internal Efficacy - SkillsInternal Efficacy - Skills

QuestionQuestion PretestPretestPosttestPosttest

Can persuade othersCan persuade others 3.44 3.44 4.19 4.19Can develop politicalCan develop political 2.82 2.82 3.93 3.93

strategiesstrategies

(Scored 1-6, higher scores indicate (Scored 1-6, higher scores indicate more perceived skill)more perceived skill)

Findings – Political Findings – Political ExpressionExpression

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

Political Expression - Political Expression - SkillsSkills

QuestionQuestion PretestPretestPosttestPosttest

Can write well about Can write well about 3.22 3.22 4.17 4.17politicspolitics

Can weigh pros and Can weigh pros and 3.86 3.86 4.46 4.46cons on political issuescons on political issues

(Scored 1-6, higher scores indicate more (Scored 1-6, higher scores indicate more perceived skill)perceived skill)

Findings – Rules MatterFindings – Rules Matter

Students learned that rules have a Students learned that rules have a significant impact on outcomes.significant impact on outcomes.

Rules Matter – A Nice StoryRules Matter – A Nice Story

Findings – Skill BuildingFindings – Skill Building

Students learned to use their Students learned to use their experience in the simulations to experience in the simulations to improve their performance in improve their performance in subsequent simulations.subsequent simulations.

ALL STUDENTS GAIN:ALL STUDENTS GAIN:

Skills in managing Skills in managing informationinformation

Skills in working with Skills in working with peoplepeople

Skills in political Skills in political strategizingstrategizing

My Class - AFTERMy Class - AFTER

Yiddish Word of the DayYiddish Word of the Day

TachlisTachlis – basic and practical – basic and practical informationinformation

This project is democracy at the level This project is democracy at the level of the hand, more so than at the of the hand, more so than at the level of the head or heart.level of the head or heart.

Things You Can Take HomeThings You Can Take Home

Embrace the competence model – you Embrace the competence model – you can succeed teaching in this way!can succeed teaching in this way!

Things You Can Take HomeThings You Can Take Home

Frequent practice with the skills – and Frequent practice with the skills – and hold the students accountable to one hold the students accountable to one another!another!

Things You Can Take HomeThings You Can Take Home

Infuse real issues into what you are Infuse real issues into what you are teaching as much as you canteaching as much as you can

Things You Can Take HomeThings You Can Take Home

Give students the opportunity to Give students the opportunity to construct their own knowledge – and construct their own knowledge – and see how we do itsee how we do it

Warning – Subversion Warning – Subversion on Next Slideon Next Slide

Things You Can Take HomeThings You Can Take Home

Embrace uncoverage rather than Embrace uncoverage rather than coverage – at least think about it!coverage – at least think about it!

Thank YouThank You

And please, don’t bowl And please, don’t bowl alone. alone.

Questions, Thoughts, Questions, Thoughts, Comments?Comments?

Jeffrey L. BernsteinJeffrey L. Bernstein

Department of Political ScienceDepartment of Political Science

Eastern Michigan UniversityEastern Michigan University

734-487-6970734-487-6970

jeffrey.bernstein@emich.edujeffrey.bernstein@emich.edu