Beyond Model UN: Simulating Multi-Level, Multi-Actor Diplomacy Using the Millennium Development Goals

Crossley-Frolick, Katy A.

doi:10.1111/j.1528-3585.2010.00401.x

Cited by 72 publications

(33 citation statements)

References 29 publications

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“…In alignment with the practices of PBL, the Center recommended that instructors simply stay 'out of the way' and let the student negotiate their way to a compromise (Crossley-Frolick, 2010;Shaw, 2004). I know that it was difficult to get students organized enough to do group work in the classroom, so I was pleasantly surprised to hear that the member state groups were actually meeting on a regular basis outside of the classroom to prepare for the simulation.…”

Section: The Chocolate Directive Simulationmentioning

confidence: 95%

‘Vegelate’ and Greece: Teaching the EU through Simulations

Jozwiak

2012

Eur Polit Sci

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The article argues that problem-based learning, through the creative use of simulations, can raise student engagement and enhance student performance. Specifically, it discusses two simulations that were used in a recent European Union Politics course, one involving a Council Simulation of the Chocolate Directive and the other a simulation of the European Parliament. The simulations were assessed through a combination of reflective student essays, pre-post tests and other in-class student work.

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Section: The Chocolate Directive Simulationmentioning

confidence: 95%

‘Vegelate’ and Greece: Teaching the EU through Simulations

Jozwiak

2012

Eur Polit Sci

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“…Some studies have investigated active learning activities other than simulations. For instance, case studies can be effectively integrated with simulations; after students become familiar with a case, they then take on a specific role in a simulation (e.g., Crossley-Frolick 2010;Fliter 2009). Additional studies show that many other active learning activities can engage students and improve student learning, including case studies without simulations (Craig and Hale 2008;Krain 2010), discussion (Pollock, Hamann, and Wilson 2011), enhanced lectures (Huerta 2007), experiential learning (Bardwell 2011), writing (Çav-dar andDoe 2012), and combining two or more active learning activities (e.g., Auerbach 2012;Powner and Allendoerfer 2008).…”

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confidence: 99%

Active Learning Strategies for Diverse Learning Styles: Simulations Are Only One Method

Bromley

2013

APSC

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Although political science instructors increasingly recognize the advantages of incorporating active learning activities into their teaching, simulations remain the discipline's most commonly used active learning method. While certainly a useful strategy, simulations are not the only way to bring active learning into classrooms. Indeed, because students have diverse learning styles-comprised of their discrete learning preferencesengaging them in a variety of ways is important. This article explores six active learning techniques: simulations, case studies, enhanced lectures, large group discussion, small group work, and in-class writing. Incorporating these activities into an introductory, writingintensive seminar on globalization and surveying students about their engagement with course activities, I find that different activities appeal to students with different learning preferences and that simulations are not students most preferred activity. Bringing a broader range of active learning strategies into courses can improve teaching for all students, no matter their learning style. P olitical science lends itself to a wide range of active learning activities. Unlike traditional teaching methods, where students more passively take in information through at-home readings and professor-delivered lectures, active learning demands more-and more engaged-student participation. Active learning helps students not only learn content but also develop critical thinking and writing skills (Bonwell and Eison 1991). These activities require instructors to offer opportunities "for students to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues, and concerns of an academic subject" (Meyers and Jones 1993, 6; emphasis in original ). Indeed, the annual National Survey of Student Engagement includes increasing active and collaborative learning as one of only five benchmarks of effective educational practice (NSSE 2012). In the United States, millennials (the generation born after 1980) account for more than 75% of all undergraduates and more than 85% of full-time undergraduates (US Department of Education 2012); because this generation is more likely to attend college, more ethnically and racially diverse, and more likely to embrace technology than previous generations (Taylor and Keeter 2010), engaging them in more interactive ways is critical. Because students have diverse learning preferences, a broad range of active learning activities can help engage them in their learning.In political science, often we focus on a single active learning activity: simulations. These include mock conventions, assemblies, debates, and other collaborative activities when students take on roles and make decisions accordingly. Simulations and role plays are the most common active learning activities in introductory courses (Archer and Miller 2011), and these are also used in upper-level, graduate, and online courses (e.

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“…4 Students can start doing MUN while in middle school, and continue through college and graduate school. Four hundred thousand students per year participate in MUN conferences 5 ; some of them are doing MUN for course credit, while others do it as an extracurricular activity.…”

Section: Introductionmentioning

confidence: 99%

Humour at the Model United Nations: The Role of Laughter in Constituting Geopolitical Assemblages

Dittmer

2013

Geopolitics

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Model United Nations (MUN) is a simulation in which studentstake on the roles of ambassadors to the United Nations, engaging in debate on 'real' issues from the perspective of their assumed national identities. This paper, based on a year of ethnography and interviews of a college-level MUN team, examines the role of humour in producing particular geopolitical imaginations among those participating and also in producing the MUN assemblage itself. Key here is the circulation of affects among participants' bodies, producing an orientation among them that facilitates debate and consensus-building. This finding is seen as a corrective to past work on geopolitics and humour, which has tended to emphasise irony and satire, as well as mass-mediated humor.

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Beyond Model UN: Simulating Multi-Level, Multi-Actor Diplomacy Using the Millennium Development Goals

Cited by 72 publications

References 29 publications

‘Vegelate’ and Greece: Teaching the EU through Simulations

‘Vegelate’ and Greece: Teaching the EU through Simulations

Active Learning Strategies for Diverse Learning Styles: Simulations Are Only One Method

Humour at the Model United Nations: The Role of Laughter in Constituting Geopolitical Assemblages

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