Hostname: page-component-586b7cd67f-t7fkt Total loading time: 0 Render date: 2024-11-27T22:27:18.818Z Has data issue: false hasContentIssue false
  • English
  • Français

Learning Opportunities in a Department-Wide Crisis Simulation: Bridging the International/National Divide

Published online by Cambridge University Press:  26 June 2009

Jeanne S. Zaino  and
Tricia Mulligan
Jeanne S. Zaino
Affiliation:
Iona College
Tricia Mulligan
Affiliation:
Iona College
Get access Rights & Permissions [Opens in a new window]

Abstract

When designed and executed properly, role-playing simulations go a long way to enhance student learning. Typically, however, simulations are divided along subfields. Most exercises, whether based on real or fictitious events, either place students in various roles within a country or have them represent the international interests of one country among others. In an effort to bridge this divide and answer recent calls to internationalize the curriculum, we have designed and implemented a department-wide crisis simulation. The article demonstrates that students engaged in a large-scale, department-wide simulation gain a greater appreciation and understanding of political processes and variables including negotiation, the opportunities and constraints of institutional design, identity, and strategic thinking.

Type
The Teacher
Information
PS: Political Science & Politics , Volume 42 , Issue 3 , July 2009 , pp. 537 - 542
Copyright
Copyright © The American Political Science Association 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Barber, Benjamin R., Cassell, Mark, Ingebritsen, Christine, Lamy, Steven L., Leslie, Isis I., Martin, Pamela L., and Ward, Deborah E.. 2007. “Internationalizing the Undergraduate Curriculum.” Symposium. PS: Political Science and Politics 40 (January): 105–20.Google Scholar
Brock, Kathy L., and Cameron, Beverly J.. 1999. “Enlivening Political Science Courses with Kolb's Learning Preference Model.” PS: Political Science and Politics 32 (June): 251–56.Google Scholar
Ciliotta-Rubery, Andrea, and Levy, Dena. 2000. “Congressional Committee Simulation: An Active Learning Experiment.” PS: Political Science and Politics 33 (December): 847–51.Google Scholar
DeNeve, Kristina M., and Heppner, Mary J.. 1997. “Role Play Simulations: The Assessment of an Active Learning Technique and Comparisons with Traditional Lectures.” Innovative Higher Education 21 (3): 231–46.CrossRefGoogle Scholar
Dougherty, Beth K. 2003. “Byzantine Politics: Using Simulations to Make Sense of the Middle East.” PS: Political Science and Politics 36 (April): 239–44.Google Scholar
Endersby, James W., and Webber, David M.. 1995. “Iran Triangle Simulation: Role-Playing Games for Undergraduates in Congress, Interest Groups, and Public Policy Classes.” PS: Political Science and Politics 36 (March): 520–23.Google Scholar
Galatas, Steven E. 2006. “A Simulation of the Council of the European Union: Assessment of the Impact on Student Learning.” PS: Political Science and Politics 39 (1): 147–51.Google Scholar
Kolb, David. 1976. Experiential Learning: Experience as the Source of Learning and Development. Upper Saddle River, NJ: Prentice Hall.Google Scholar
McCarthy, J. Patrick, and Anderson, Liam. 2000. “Active Learning Techniques Versus Traditional Teaching Styles: Two Experiments from History and Political Science.” Innovative Higher Education 24 (5): 279–94.CrossRefGoogle Scholar
McKeachie, W. J. 1986. Teaching Tips. 8th ed. Lexington, MA: Heath.Google Scholar
Shellman, Stephen M. 2001. “Active Learning in Comparative Politics: A Mock German Election and Coalition-Building Simulation.” PS: Political Science and Politics 34 (December): 827–34.Google Scholar