Balancing the Books: Analyzing the Impact of a Federal Budget Deliberative Simulation on Student Learning and Opinion

Levy, Dena; Orr, Susan

doi:10.1080/15512169.2013.859084

Cited by 10 publications

(4 citation statements)

References 25 publications

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“…Logistically this precludes every student from speaking to the class because of the sheer time it will take. For example, Levy and Orr (2014) attempt to use debates in a large lecture class, but ultimately divide the 65 students in the experimental group (i.e. those conducting the debate) into smaller deliberation groups of roughly eight students to promote fuller student interaction rather than proceed with a sustained whole group debate.…”

Section: Verbal Prizefighting No Longermentioning

confidence: 99%

Can 100 Students Debate One Another? Adapting the Nuclear Proliferation Debate for a Large Lecture Class

2021

JHETP

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Often professors teaching in large lecture halls are often unwillingly cast into the role of sage on the stage. This article takes an active learning seminar teaching method -the structured classroom debate -and adapts it to a large lecture hall class. Beyond describing how we conducted a simultaneous lecture hallsized debate, we offer evidence that debate participants displayed improved recall of the facts and positions in the scholarly debate about the danger of nuclear proliferation. We also review the debate notes to explore how students held or shifted positions during the large classroom debate. With thoughtful updates and alterations, other active learning techniques can and should be brought out of the seminar room and into the lecture hall.

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Section: Verbal Prizefighting No Longermentioning

confidence: 99%

Can 100 Students Debate One Another? Adapting the Nuclear Proliferation Debate for a Large Lecture Class

2021

JHETP

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“…In knowledge quizzes, students respond to the same questions at the same time and, hence, they provide consistent, impersonal and more valid measures of cognitive learning and teaching efficiency (Powner and Allendoerfer, 2008). As explained by Baranowski (2006) and Levy and Orr (2014), knowledge quizzes may involve comparisons of students’ responses in control and experimental groups or pre- and post-quizzes assessing the students’ learning of concepts and core knowledge. Experimental studies suggest that knowledge quizzes are more viable and rigorous assessment tools compared to other relatively subjective assessment tools (Cuhadar and Kampf, 2014; Krain and Shadle, 2006).…”

Section: Assessing the Quality Of Higher Educationmentioning

confidence: 99%

Setting the foundation for democratization

Khodary¹

2019

JARHE

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Purpose The purpose of this paper is to investigate the quality of a political science program in an Egyptian private university through assessing three particular dimensions: knowledge of political science core facts and theories; reading comprehension skills; and critical thinking (CT). Design/methodology/approach A case study research approach was used. The study relies also on a quantitative methodology. Quantitative data were collected from students in the second and fourth years of political science to assess their knowledge of core political science facts and theories, reading comprehension and CT through the online California Critical Thinking Skills Test. Findings Unlike the results of core knowledge and reading comprehension, positive results were found with regard to students’ CT. The levels of students’ CT increased from 0 percent in Year 2 to 18 percent in Year 4. Variables such as the school GPA, non-Egyptian high school degree and not meeting professors during office hours were found statistically significant to higher levels of CT. Research limitations/implications One limitation of the study was the relatively small samples’ size. However, while the samples might look small on the surface, they represent, in reality, between 49 and 59 percent of the students enrolled in Years 2 and 4. Practical implications Despite its pilot nature, this study provides some insight into the quality of private political science education in Egypt through assessing the degree it contributes to political science students’ knowledge, reading comprehension and CT and through investigating the most statistically significant variables. Originality/value Whilst several studies have investigated the quality of higher education programs, very limited literature attempted to assess the quality of political science education, in particular.

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“…Increased depth and breadth of subject understanding, improved negotiation and collaboration skills, increased empathy and overall improvement of grades are all purported benefits of using role plays in delivering IR and PS subjects. With that underpinning of experiential learning theory, the use of role play to provide politics students with authentic experiences is another purported benefit (Levy & Orr, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Long Game: Five Years of Simulating the Middle East

Hardy

Totman

2016

AJET

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Scholarly literature attesting to the benefits of role play in teaching international relations or political science subjects is abundant and universally positive. However, despite many case studies presenting snapshots of single examples, long term data concerning a role play exercise is difficult to find. This study presents student feedback data gathered from 10 iterations of the Middle East politics simulation carried out over 5 years from 2011-15. The data obtained from over 600 respondents establishes very clear trends in terms of satisfaction, engagement, and workload. The findings demonstrate that students can be significantly engaged in the subject matter through role plays and that they value these opportunities and the learning that ensues, even though it may represent more work than they are used to allotting to traditional assignments. The results show that year after year, successive student cohorts have made a clear judgement that extra work is worthwhile when it pays off against their perceived learning. The inference can also be drawn that they do not see this same pay off when completing essay type assignments.

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Balancing the Books: Analyzing the Impact of a Federal Budget Deliberative Simulation on Student Learning and Opinion

Cited by 10 publications

References 25 publications

Can 100 Students Debate One Another? Adapting the Nuclear Proliferation Debate for a Large Lecture Class

Can 100 Students Debate One Another? Adapting the Nuclear Proliferation Debate for a Large Lecture Class

Setting the foundation for democratization

The Long Game: Five Years of Simulating the Middle East

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