Teaching and Learning Democracy: An Analysis of Undergraduates' Lived Experiences of Political Engagement

Abstract

This article presents the findings from a qualitative field study of students' “lived experiences” in the University of Minnesota political science course “Democracy and Education” and practicum “Coaching Public Achievement.” This study has two key purposes: to better understand how undergraduates learn through these experiences of democratic action and to better understand how this course and practicum foster political engagement. The findings of the study highlight that most undergraduates indeed gained a better understanding of the relationship between theory and practice, developed political skills, especially group process skills, and experienced a greater sense of motivation to be active and politically involved citizens, including a stronger sense of political identity. It is evident that they now think differently about politics and themselves as public actors; it is not as clear whether students translated this into further political engagement.