Learning by Doing: A Simulation for Teaching How Congress Works

Abstract

Teachers of political science have increasingly recognized the utility of classroom simulations to provide students with an active-learning experience to enhance learning outcomes. Our article builds on this growing trend by proposing a congressional simulation to help students understand the complexities and nuances of the lawmaking process. Specifically, the simulation aids students in identifying the deliberative aspects of congressional policymaking, appreciating the complicated process involved in a bill becoming a law, understanding the multifaceted ways in which self-interest guides the decisions of congressional actors, and challenging student cynicism about Congress as an institution.

Simulations, Jurisprudence, and Critical Thinking: A Case Study

“…These pedagogical tools can be short-term one class events or semester-long intensive immersion experiences (Baranowski, 2006, The benefits of simulations depend in large part on their design and level of engagement (Asal and Blake, 2006). Researchers have found that simulations promote active learning of key concepts, produce cognitive learning outcomes (Stapleton, 2020, Blackstone and Oldmixon, 2019, and Mitchell et al, 2021, alter student attitudes about U.S. institutions (Williams and Chergosky, 2019), improve student interactions and teamwork (Sands and Shelton, 2010) and increase student enthusiasm for course material (Woessner, 2017). While simulations are particularly prevalent in international relations and comparative politics courses, they can also be found increasingly in judicial politics or public law courses.…”

Can 100 Students Debate One Another? Adapting the Nuclear Proliferation Debate for a Large Lecture Class

“…Fact-finding, theorizing, and knowledge building are the dominant goals for scholars. Thirdly, parliamentary debates showcase two (or more) competing ideologies, but are fundamentally votegetting and/or problem-solving endeavors (Sands & Shelton, 2010). Notice that shifting metaphors modifies both the format and goals of a debate.…”

Between the Patient and Politics – A Ready-to-Use Simulation for Human Service Practitioners

“…Experiential learning is a key component to developing emotional intelligence within organizations (Cherniss et al, 1998) and in provider training programs (Gerdes, Segal, Jackson, & Mullins, 2011). Simulations prove effective in both personal empathy building (Bachen, Hernández-Ramos, & Raphael, 2012; Zappile, Beers, & Raymond, 2016) and teaching about processes in larger social systems, like governments (Sands & Shelton, 2010). Programs like the Oxfam Hunger Banquet, the Paper Bag Game, and Development Monopoly have been used to place participants in role-play environments that illuminate the personal effects of complex social phenomena like poverty and inequality (Ansoms & Geenen, 2012; Davidson, Preez, Gibb, & Nel, 2009; Krain & Shadle, 2006).…”