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ABSTRACT
This paper describes a three-stage model to introduce legislative learning into the study of social welfare policy at the undergraduate level. It provides strategies to prepare students to engage in the legislative process, to empower undergraduate students to participate in legislative activity, and to integrate their learning. Students (n = 18) report that the impact of their legislative learning experiences includes: overcoming fear of engagement and justifying participation, greater comprehension of the legislative process, understanding the role of policy work within the profession, and becoming empowered and gaining voice.