Congressional staff have often been called the “invisible force” behind members of Congress, earning themselves the title of “unelected lawmakers.” In this paper, I explore the link between United States Senate committees' level of productivity and the experience of their staff. Utilizing publicly reported data on Senate staff experience and a new measure of committee productivity I find that a committee's average years of staff experience is a significant predictor of committee legislative effectiveness. I find, however, that greater levels of staff experience only increase committee effectiveness when assessing the experience of senior or high‐ranking staff. As non‐senior staff experience increases, however, committees become less effective. These findings suggest that when making hiring decisions, Senate chairs and ranking members should prioritize years of experience in their senior staff while foregoing experienced general and administrative staff in order to achieve greater levels of committee productivity.
In addition to interest in undergraduate research, political science increasingly recognizes the value of civically engaged research for various educational, professional, and civic outcomes. With limited time and steep tradeoffs, instructors must find ways to cleverly combine undergraduate research experiences with the broader normative civic-education responsibilities of political science and higher education. This article presents a course design that allows instructors to leverage their classroom for both civic education and undergraduate research without the need for previously developed community partnerships that are common to most engaged research and learning. Our approach brings together undergraduate research and community engagement through course design.
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