Abstract
This article discusses two interview assignments used in a class on political representation. Instructor observations, as well as student-provided survey data, indicate the assignment was a successful learning tool. Students who provided feedback on the assignment reported high levels of enjoyment and learning. Moreover, students reported higher levels of social-political capital and many students made professional connections through the assignment. The article concludes with a discussion of the utility of this assignment, as well as potential barriers to implementation.
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