Using Simulations and Collaborative Teaching to Enhance Introductory Courses

Challenging What They All Know: Integrating the Real/Reel World into Criminal Justice Pedagogy

“…It is said to provide a "positive and safe [venue for dealing with and expressing] attitudes and feelings" (Oberle:200); it also "relates well to the outside world" (p. 200) and real-life situations, a quality that students typically crave and respond to; and, finally, it is "highly motivating" (p. 200) for students because they typically enjoy these types of activities. Jones (2006) describes a particularly interesting use of role play within the context of another active learning technique, the small group setting (Bernstein et al 2002;Dabney et al 2006). He begins by speaking to the range of competencies shown to be associated with group work or collaborative learning, from the active construction of knowledge and learning through experience and Downloaded by [Kungliga Tekniska Hogskola] at 22:53 04 October 2014 inquiry to teamwork and communication skills (p. 90).…”

“…Included among the many active learning techniques in the current college classroom are debates, experiential learning, games and simulations, role plays, group work, case study analysis, use of films and literature, group work, content analysis, use of pop culture, guest speakers, and field trips (Bernstein, Scheerhorn, and Ritter 2002;Bordt and Lawler 2005;Brown 2006;Dabney, Green, Topalli 2006;Engel 2003;Finley 2004;Jones 2006;Kenselman and Johnson 2004;Leblanc 1998: Levy andMerenstein 2005;Lichtenberg, Lune, and McManimon 2004;Livingston 2004;Misra 2000;Monk-Turner and Payne 2005;Nickoli, Hendricks, Hendricks, and Osgood 2003;Oberle 2004;Patenaude 2001;Payne et al 2003;Quinn, Holman, andTobolowsky 1992:, Robinson 2000;Sellers 2002;Sims 2006;Williams and Robinson 2004;Wolfer and Baker 2000).…”

“…Role playing is another particularly effective active learning strategy, wellliked by students, that may be applied in a variety of criminal justice scenarios (Bernstein et al 2002). As a pedagogical tool, it has, of course, a long tradition and has been used successfully in a diverse range of courses, from nursing practice (Sellers 2002) to those dealing with land management (Oberle 2004) and architecture (Brown 2006).…”

Simulating Humanitarian Aid Decision Making in International Relations Classrooms

“…Many authors write about use of simulations to enhance international relations classes, while others write about the benefits of collaborative and active learning to learning in general. Bernstein, Scheerhorn, and Ritter (2002) discuss how simulations can be used in introductory classes to enhance the acquisition of complex concepts and to improve comprehension of class material. DelMas, Garfield and Chance (1999) discuss improvement of students' ability to understand statistics with simulations.…”

Budget Conflict in Banjo Crossing: Using a Classroom Simulation to Teach the Politics of Budgeting

“…Simulations and other active learning techniques provide several benefits for political science students. By allowing students to actively participate in decision making and problem solving, simulations convey the dynamic and strategic aspects of political processes more effectively than a mere presentation of rules and procedures in class lectures (Bernstein, Scheerhorn, and Ritter 2002; Endersby and Webber 1995; McKeachie 1994; Smith and Boyer 1996). These activities not only provide students with an enhanced understanding of political processes, but also help them practice critical thinking and develop their speaking and presentation skills (Smith and Boyer 1996).…”