Active Engagement of the Intro IR Student: A Simulation Approach

Newmann, William W.; Twigg, Judyth L.

doi:10.2307/420926

Cited by 61 publications

(45 citation statements)

References 2 publications

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“…Simulation advocates contend that these exercises enhance the educational experience. They promote the value of these exercises in promoting critical thinking and analytical skills, providing students with a deeper level of insight into the dynamics of political exchange, promoting oral and written communication skills, and building student confidence (Smith and Boyer 1996; Brock and Cameron 1999; Newmann and Twigg 2000; Caruson 2005). Given broader trends in the discipline, it also seems appropriate to employ problem‐solving exercises and other innovative projects to foster “constructivist learning environments” (Brown and King 2000:245).…”

Section: The Simulations Literaturementioning

confidence: 99%

Building Knowledge? Evaluating the Effectiveness of the Global Problems Summit Simulation

Krain

Lantis

2006

Int Studies Perspectives

132

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This paper is an initial attempt to evaluate the effectiveness of the Global Problems Summit, a simulation exercise developed for the international studies classroom over 10 years ago. We first situate the simulation exercise within the wider literature on active learning techniques and discuss how the Global Problems Summit can be used as a learning tool to introduce international relations students to issues and processes that underlie diplomacy and negotiations. The paper then assesses the pedagogical value of the simulation based on data from an experimental research design. We test whether students who participated in the summit demonstrated a statistically significant level of increased knowledge about these issues compared with control groups who learned the same material in a traditional classroom (lecture/discussion) format. The paper concludes that while both the Global Problems Summit and traditional lecture environments promote learning, they have a significantly different impact on the types of knowledge that students gain from the experience. Active teaching and learning techniques have generated considerable excitement in the discipline. Many teacher-scholars have created interactive educational environments, employing new instructional technologies, case studies, and simulations in the classroom. But these changes have also given rise to criticism that instructors are choosing ''style over substance'' and that there is limited evidence of the value of active learning approaches. To date, there have been very few studies that carefully assess the value of active teaching and learning approaches. This paper sets out to explore the value of one category of approaches, role-playing simulations, for enhancing the educational experiences of students. Using an experimental research design, we test whether students who participated in the summit demonstrated a International Studies Perspectives (2006) 7, 395-407.

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Section: The Simulations Literaturementioning

confidence: 99%

Building Knowledge? Evaluating the Effectiveness of the Global Problems Summit Simulation

Krain

Lantis

2006

Int Studies Perspectives

132

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“…The idea of using simulations in the classroom is certainly nothing new (Newkirk and Hamilton 1979;Newmann and Twigg 2000;Dogherty 2003;Asal 2005;Stover 2007) but seems to be a very effective and stimulating didactic tool which is rarely employed in mainstream IR teaching. Making simulations an element of IR modules such as ''International Security,'' ''Conflict Resolution,'' and ''Peace Studies,'' as well as thematic courses on ''Conflict in Africa'' or ''the Middle East,'' provides tutors and lecturers with a valuable pedagogic medium which conveys as much empirical information on respective conflict scenarios as it teaches the dynamics of negotiation, conflict resolution, rational choice theory, and strategy.…”

Section: Simulations and International Relationsmentioning

confidence: 99%

“…The starting scenario of the ''Middle East Crisis Game'' is a nuclear Iran threatening Iraqi national integrity as well as security in the region. Skeptics of such seemingly modern teaching methods should note that it draws on techniques outlined by Newmann and Twigg (2000).…”

Section: Simulations and International Relationsmentioning

confidence: 99%

“…However, there are a number of other ways in which these orthodox, even traditional methods of teaching can be supplemented to enhance the learning process. As Newmann and Twigg write, “standard classroom lectures may not capture the imagination of students new to the subject of IR” (Newmann and Twigg 2000: 835). Using films alongside simulations including role play scenarios can aid students in developing their analytical skills and communication skills and improving their understanding of theory.…”

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confidence: 99%

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IR Teaching Reloaded: Using Films and Simulations in the Teaching of International Relations

Simpson¹,

Kaussler

2009

International Studies Perspectives

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This article reflects some experiences in teaching International Relations (IR) by using films to supplement the use of simulations and role play scenarios. The authors have used simulations and role play scenarios in order to teach complex issues and theories, and to engage the interest of students. By using films to supplement the use of simulations in classrooms, it is suggested that students become more active in their own learning. A number of ways in which simulations and role play can be used in teaching are established here alongside an array of films that can be shown to students to complement such teaching approaches. The use of films to teach IR theory is also listed. It is concluded that the use of simulations, role play, and films in teaching IR can aid student learning especially in terms of IR theory.

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“…Many scholars recognize the value of active learning (Newmann and Twigg 2000;Asal 2005;Shellman and Turan 2006), and several employ simulations to help illustrate different elements of terrorism and counterterrorism. Many scholars recognize the value of active learning (Newmann and Twigg 2000;Asal 2005;Shellman and Turan 2006), and several employ simulations to help illustrate different elements of terrorism and counterterrorism.…”

Section: Lesson 7: Know the Limitations Of A Terrorism Coursementioning

confidence: 99%

Teaching about Terrorism: Lessons Learned at SWOTT

Miller

2009

APSC

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This article discusses some of the challenges and lessons for teaching undergraduate-level courses related to terrorism. The author outlines some of the primary issues that instructors can expect to face, and provides strategies for dealing with several of these challenges. The goal is to relay useful information to those teaching, or planning to teach, courses on terrorism, with the larger hope of strengthening the community of terrorism scholars and possibly developing some best practices for teaching courses on terrorism. Option 2: Terrorism and Political ViolenceThese courses focus on terrorism as one type of political violence, but also cover topics like guerilla warfare, genocide, and civil war, Terrorism (SWOTT). In addition to undergraduate and graduate courses titled The Study ofTerrorism, he recently developed a course calledThe History ofTerrorism. He also teaches courses in international security and U.S. foreign policy. Gregory Miller is an assistant professor of political science at the University of Oklahoma and is the co-creator and director of the Summer Workshop on Teaching about

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Active Engagement of the Intro IR Student: A Simulation Approach

Cited by 61 publications

References 2 publications

Building Knowledge? Evaluating the Effectiveness of the Global Problems Summit Simulation

Building Knowledge? Evaluating the Effectiveness of the Global Problems Summit Simulation

IR Teaching Reloaded: Using Films and Simulations in the Teaching of International Relations

Teaching about Terrorism: Lessons Learned at SWOTT

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