Abstract
AbstractResearch suggests that student learning is enhanced when students are engaged through active learning strategies. In studying public opinion and polling, challenges include the provision of meaningful active learning environments when resources are limited. In this article, I discuss the design and implementation of telephone surveys as a teaching tool for use in introductory American politics as well as upper-level public opinion courses. I emphasize polling situations in which there are limited resources or no established survey research center is available. Topics include student involvement in survey design and implementation, logistics, and budgeting. Student satisfaction with participation in the survey process is also discussed.
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