Electoral Candidate Debates for Policy Learning in Large First-Year Classes

Abstract

The benefits of experiential learning are well-documented, but large course enrollment can be seen as a barrier to providing meaningful experiential learning experiences. Political science literature on experiential learning in large undergraduate classes has prioritized simulations of political processes over direct student engagement in actual political processes. This multiple case study analyzes two in-class electoral candidate debates, one municipal and one federal, organized in a 300-student introductory social welfare course. Detailing the tensions inherent to organizing for maximum student engagement, and drawing on qualitative data from 73 student reflections, we found that in-class electoral candidate debates are feasible and effective as an experiential civic education activity. Though preparation work was complex and substantial, in-class candidate debates resulted in a rich learning foundation for the whole course. Key components for effective learning included student generated topics and questions and a wide range of candidates. Debriefing was also essential given the varied levels of prior knowledge inevitable in large classes. This paper extends the literature on teaching in the large policy classroom to a promising new experiential learning activity. It provides useful guidance for others who wish to harness the benefits of experiential civic education in large classes.

Keywords:

• Civic education
• candidate debates
• undergraduate education
• large classes
• experiential learning

Disclosure statement

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Notes

1 Carleton University REB protocol #112517

Additional information

Funding

This research was completed with funding provided by the School of Social Work at Carleton University.

Notes on contributors

Beth Martin

Dr. Beth Martin, B.S.W., M.S.W., is an Assistant Professor in the School of Social Work at Carleton University in Ottawa, Canada. Dr. Martin’s research interests include family migration and reunification policies, poverty reduction strategies, innovative locations for social service provision and methods for engaging students in the policy classroom. Her practice experience is primarily with immigrants and refugees, in Canada and internationally.

Melissa Redmond

Dr. Melissa Redmond, M.S.W, BCL, LLB, B.S.W. is an Assistant Professor at Carleton University’s School of Social Work in Ottawa, Canada. In addition to child protection policy and practice, Dr. Redmond’s research interests include social service program access, children’s human rights and health promotion, poverty reduction strategies, cultural identity and gender concerns. Melissa Redmond has worked as a social work practitioner, researcher and advocate in varied academic, community and organizational settings.