The Votes Are In! Candidate Debates as Large Policy Course Experiential Learning Method

Abstract

Background: Like other professional training programs, social work pedagogy has long recognized the value of experiential learning for professional development. Despite social work's rich experiential learning literature involving field education, direct practice courses, and program evaluation, there is a dearth of literature examining how to make learning in the policy classroom experiential, particularly for large class sizes. Purpose: We asked, “How might electoral candidate debates provide experiential learning opportunities for large classes?” Approach: The authors organized municipal and federal election candidate debates attended in-person and online by over 300 undergraduate students in a social work policy class at a Canadian university. Integrating our experiences as instructors/organizers and a teaching assistant, within a social constructivist framework, we used Kolb's experiential learning theory, and critiques thereof, to analyze reflective assignments from 73 students. Results and Conclusions: Candidate debates, when facilitated appropriately, can encourage students in large courses to work through the stages of experiential learning and consider related concepts and possible links among social justice course content and social policy, social work practice, and political engagement. Implications: The paper contributes to a broader understanding of the opportunities and constraints associated with employing experiential learning in the large social work classroom and beyond.