Lawmaking and Law Interpreting in the Land of Oz: Using Simulations to Draw Back the Curtains of the American Legislative and Judicial Processes

Abstract

Proponents of active learning recognize the value of using simulations to engage students with course material and enhance student understanding of key concepts. A related but often overlooked benefit is how simulations help students appreciate the complexities of group decision-making endeavors. Regardless of their value, instructors may be hesitant to include simulations in their courses because of concerns about “taking time away” from covering other important course material or even the preparatory time associated with planning and overseeing simulations. This paper considers how targeted, short-term simulations (a two session legislative simulation and mini-moot court) enhance student understanding of decision-making processes and outcomes in each institution without significantly adding to the course preparatory burden for instructors. I evaluate my own experiences with targeted simulations in two upper level undergraduate courses, Congress, and, the Federal Judiciary, and offer suggestions for easily adapting and incorporating simulation exercises into courses without such activities.