Shooting Fish in a Barrel? Experiential Learning, Civic Engagement and the 2012 Election

2013 ◽  
Author(s):  
Mary McHugh ◽  
Lilly Goren
Keyword(s):  
Experiential Learning ◽  
Civic Engagement ◽  
2012 Election

scholarly journals Simulating 2008: A Mock Presidential Election's Impact on Civic Engagement

2012 ◽  
Vol 45 (04) ◽  
pp. 743-747 ◽  
Author(s):  
Janna L. Deitz ◽  
Keith Boeckelman
Keyword(s):  
Experiential Learning ◽  
Civic Engagement ◽  
Science Curriculum ◽  
Political Knowledge ◽  
Learning Activity ◽  
Low Levels ◽  
One Year ◽  
The Impact ◽  
Positive Effect

AbstractYoung adults have particularly low levels of civic engagement. Incorporating experiential learning activities as part of the political science curriculum shows promise to reverse this trend. We analyze the impact of a mock presidential election simulation on the civic engagement of college-aged students. Exit surveys of student participants and a one-year follow-up survey confirm that this experiential learning activity had a positive effect on participants' levels of political knowledge, their interest in public life, and their attitudes about government in general.

“I can think, I can wait, I can fast”: Teaching food literature and experiential learning

2016 ◽  
Vol 16 (2) ◽  
pp. 209-220 ◽  
Author(s):  
Anita Anantharam
Keyword(s):  
Experiential Learning ◽  
Civic Engagement ◽  
Political Action ◽  
The Political ◽  
Access To Education ◽  
Sustainable Solutions ◽  
Self Sufficiency ◽  
Women's Lives ◽  
Feminist Theories ◽  
Global Food

The idea of self-sufficiency resonates with feminist activists because the political thrust of the various movements for women’s rights—beginning with Mary Wollstonecraft’s plea for women’s access to education in her famous Vindication—hinged on finding sustainable solutions to the stranglehold that social, political, and economic institutions have on women’s lives. If the pivotal movement of feminism, in other words, is about increasing women’s sovereignty in a patriarchal world, the emerging “local/global” food movements provide a dynamic opportunity to understand how the personal can be refashioned into political action. The point of this essay is thus twofold: first, to show that food literature is an excellent medium to teach transnational feminist theories and practices; and second, to offer some of our strategies for feminist civic engagement through reclaiming the idea of “the personal is political.”

Nine Ideas for Including a Civic Engagement Theme in an Informal Logic Course

2018 ◽  
Vol 4 ◽  
pp. 100-115
Author(s):  
Lisa Cassidy ◽  
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Civic Engagement ◽  
Informal Logic ◽  
Basic Material ◽  
The Subject ◽  
Scene Investigation

A class in informal logic can be an opportunity to do more than just cover the basic material of the subject (such as fallacies, induction, and deduction). Critical Thinking can also foster civic engagement as experiential learning—in the course’s readings, assignments, in-class activities and discussions, and tests. I favor an inclusive understanding of civic engagement: the course theme is engaging (from the French, pledging with) with the concerns of the civis (Latin for the citizenry). The argument made throughout here is that the civic engagement theme is a way of doing experiential learning in informal logic. I offer nine ideas for instructors here, which could be adopted wholesale or piecemeal, including how to do CSI (that’s Civic Scene Investigation).

Street Challenge Pedagogy: How Walking Down Main Street Broadens Entrepreneurship and Ecosystem Perspectives

2021 ◽  
pp. 251512742110068
Author(s):  
John McArdle ◽  
Alice de Koning
Keyword(s):  
Experiential Learning ◽  
Civic Engagement ◽  
Learning Outcomes ◽  
Communication Skills ◽  
Entrepreneurship Education ◽  
Business Owners ◽  
Primary Research ◽  
Education Needs ◽  
Business District ◽  
Intended Learning Outcomes

Street Challenge is a community engaged, place-based, experiential learning pedagogical framework that heightens students’ understanding of the ecosystems entrepreneurs work within. Entrepreneurship courses often focus on students as future entrepreneurs, taking the perspective of business owners as independent agents. Ecosystem awareness, however, allows students to develop broader perspectives about entrepreneurs and their own goals by adding a broader context. We present an overview of several exercises and projects used to explore the facets of a business district, which we use as an example and an analogy of business or community ecosystems. Implementation of Street Challenge in different locations, courses, and modalities demonstrated that the method can be adapted and customized to fit a variety of entrepreneurship education needs and intended learning outcomes. Using local neighborhoods as tangible contexts for teaching entrepreneurship within ecosystems, as well as primary research and effective communication skills, is highly effective. Equipping students with perspectives and conceptual frameworks to address future career situations as self-employed professionals or entrepreneurs is a worthwhile endeavor in itself; with Street Challenge students also discover the value of civic engagement and a sense of agency in addressing ecosystem or community challenges.

Experiential Learning through Civic Engagement as a Response to Intimate Partner Violence in the Community

2015 ◽  
Vol 8 (3) ◽  
pp. 29-35
Author(s):  
Elizabeth Ann Wardle ◽  
◽  
Karen Furgerson ◽  
Rebecca Davis ◽  
Tara Schultz ◽  
...  
Keyword(s):  
Intimate Partner Violence ◽  
Experiential Learning ◽  
Civic Engagement ◽  
Partner Violence ◽  
Intimate Partner

scholarly journals Developing Civically Engaged Citizens in an Introductory Criminal Justice Course

2019 ◽  
Vol 8 (2) ◽  
Keyword(s):  
United States ◽  
Criminal Justice ◽  
Service Learning ◽  
Experiential Learning ◽  
Civic Engagement ◽  
Learning Outcomes ◽  
Political Change ◽  
Change Agents ◽  
The United States ◽  
Criminal Justice Programs

Criminal justice programs are often considered a training ground for students’ future careers; however, that training often lacks a focus on civic engagement. This article highlights an experiential learning project in an introductory criminal justice course that was designed to develop the skills of civically engaged professionals. The project, combining research with service-learning, was implemented in an undergraduate criminology course to demonstrate the ways in which research and theory are necessary for implementing social and political change. Student participants achieved the desired learning outcomes and gained a deeper understanding of their role as change agents. The success of this project suggests that a focus on experiential learning can help criminal justice programs across the United States to develop civically engaged citizens.

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