Zombie Federalism: Using Experiential Learning Pedagogy in State and Local Politics.
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| Title: | Zombie Federalism: Using Experiential Learning Pedagogy in State and Local Politics. |
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| Authors: | Hally, Edmond1 |
| Source: | Journal of Political Science Education. Jan-Mar2022, Vol. 18 Issue 1, p52-63. 12p. |
| Subject Terms: | *Federal government, *Experiential learning, *Education, Epidemics, Political science |
| Abstract: | This article describes the results of a game (Zombie Federalism) created for a lower-level political science elective, State and Local Politics. This game was created to improve both retention of course material and enthusiasm in a historically underperforming course. In the game, students play the roles of officials in different levels of government, who are attempting to solve both the mundane problems of government as well a fictional zombie epidemic. The simulation forces students to navigate between short-term versus long-term goals as well as individual versus communal outcomes. The results show that student scores from multiple choice questions relevant to the game improved from the midterm to the final exam. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Political Science Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This article describes the results of a game (Zombie Federalism) created for a lower-level political science elective, State and Local Politics. This game was created to improve both retention of course material and enthusiasm in a historically underperforming course. In the game, students play the roles of officials in different levels of government, who are attempting to solve both the mundane problems of government as well a fictional zombie epidemic. The simulation forces students to navigate between short-term versus long-term goals as well as individual versus communal outcomes. The results show that student scores from multiple choice questions relevant to the game improved from the midterm to the final exam. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15512169 |
| DOI: | 10.1080/15512169.2021.2008410 |
