Designing In-Class Simulations

Smith, Elizabeth; Boyer, Mark A.

doi:10.2307/420794

Cited by 159 publications

(97 citation statements)

References 3 publications

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“…We defined educational outcomes, assigned background materials to provide students with a clear understanding of the simulated situation, created specifi c ground rules, and held a debriefi ng session to evaluate outcomes (Lantis 1998 ;Smith and Boyer 1996 ). The most specifi c learning goal was to help students understand EU-US relations, especially the relevance and ...................................................................................................................................................................................................................................................................................................................... T h e Te a c h e r : N e g o t i a t i n g t h e T r a n s a t l a n t i c R e l a t i o n s h i p complexity of trade relations.…”

Section: Simulation Description and Learning Objectivesmentioning

confidence: 99%

Negotiating the Transatlantic Relationship: An International, Interdisciplinary Simulation of a Real-World Negotiation

Nance

Suder

Hall

2016

APSC

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Section: Simulation Description and Learning Objectivesmentioning

confidence: 99%

Negotiating the Transatlantic Relationship: An International, Interdisciplinary Simulation of a Real-World Negotiation

Nance

Suder

Hall

2016

APSC

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“…Political scientists have recognized simulations as important pedagogical tools in political science for some time (Grafton and Permaloff 1989;Kaarbo and Lantis 1997;Koch 1991;McQuaid 1992;Reeher and Cammarano 1997;Smith and Boyer 1996;Vavrina 1995). But while all of the simulations described in the literature represent impressive efforts in innovative pedagogy, their level of sophistication may make them difficult use in to some courses or institutions.…”

Section: Simulations In Political Science Coursesmentioning

confidence: 99%

Simulating Issue Networks in Small Classes Using the World Wide Web

Josefson¹,

Casey²

2000

APSC

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“…It gives them a chance to build a better understanding of current events or specific real-life cases. Debriefing also can open the question of how well the experience simulates real life, which in itself is a useful analytical exercise (Smith and Boyer 1996). Our preferred assessment and debriefing method is to assign a response essay after Phase 4, in which students organize their thoughts before discussing them with the class.…”

Section: Phase 5: Debriefing and Assessmentmentioning

confidence: 99%

Multilevel Bargaining and the Negotiation of a Regional Trade Agreement: A Classroom Simulation

Kerevel

Hultquist

Edwards

2017

APSC

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This article introduces a regional trade agreement (RTA) simulation for undergraduate students. The simulation uses a multilevel bargaining framework, in which students can represent not only governments of negotiating countries but also domestic interests. By allowing students to experience international bargaining at different levels, they gain a deeper understanding of controversial international trade processes.I n recent decades, dramatic changes in higher education have led to new practices and methods, extending classroom styles beyond traditional lecture formats. Active learning and/or learner-centered teaching has burgeoned in discussions of enhancing student knowledge and skill-building. 1 Other than purely academic goals, many professors view active learning as a means for "setting students' minds on fire" (Carnes 2011, A72). Student knowledge and skills may increase through these methods, and they may be more motivated and involved in the learning process (Frederking 2005;Giovanello, Kirk, and Kromer 2013;Krain and Lantis 2006;Shellman and Turan 2006). As a result, professors have incorporated experiential learning, classroom simulations, "flipped" classrooms, web-based learning, and other techniques into their teaching practices.This article introduces a new classroom simulation that resembles the multilevel negotiations of a regional trade agreement (RTA). The concept of free trade and the practice of negotiating trade agreements continue to be a source of considerable controversy and confusion, exemplified by the ongoing case of the Trans-Pacific Partnership negotiations. In our experience, students find that they lack the knowledge of how trade agreements work to engage the issue beyond simplistic partisan talking points. We believe a classroom simulation provides an ideal opportunity for students to learn through experience not only the basics of international trade but also the complicated domestic politics involved.By simulating multilevel bargaining, the simulation described in this article puts students in the position of various domestic interests and requires them to negotiate at both the country and international levels. By disaggregating domestic interests, we move beyond existing country-level simulations (Switky and Avilés 2007) to give students a deeper understanding of how domestic politics-that is, coalition building, agenda setting, and the role of veto players-affects international politics. 2 This framework also allows cross-country interaction among similar groups (e.g., transnational labor cooperation), which reminds students that states do not always operate as unitary actors.Building on the structure of Stodden's (2012) simulation concerning the provision of humanitarian aid, we adapted it to RTA circumstances. Although the simulation is loosely based on real-world RTAs, 3 we use abstract countries. Our experience with using real countries is that students either try to replicate how that country acted or believe they do not know enough about its history to act on it...

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Designing In-Class Simulations

Cited by 159 publications

References 3 publications

Negotiating the Transatlantic Relationship: An International, Interdisciplinary Simulation of a Real-World Negotiation

Negotiating the Transatlantic Relationship: An International, Interdisciplinary Simulation of a Real-World Negotiation

Simulating Issue Networks in Small Classes Using the World Wide Web

Multilevel Bargaining and the Negotiation of a Regional Trade Agreement: A Classroom Simulation

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