Designing In-Class Simulations
Bibliographic Data
| ID | 6097372 |
|---|---|
| Authors | Elizabeth Smith (0000-0003-3937-1055), Elizabeth T Smith (0000-0001-7400-2891), Mark A Boyer |
| Year | 1996 |
| Volume | 29 |
| Issue | 4 |
| Pages | 690-694 |
| Publication date | 1996-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | PS Political Science & Politics (JOURNAL) |
| Journal identifiers | ISSN: 1049-0965 • E-ISSN: 1537-5935 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.2307/420794 |
| OpenAlex | W2008247777 |
| Language | EN |
| Citations received | 82 |
| References cited | 2 |
think and speak on their feet, a valuable skill that comes naturally to few, but is of benefit to everyone. Since you can assess their comprehension of the reading assignments on an ongoing basis, you can freely assign written assignments of greater interest to you and the students-because a full series of written tests on the material is less important. In courses beyond the introductory level, for example, neither of us have final exams. Instead, students do more independent research, like an extra short paper or a more in-depth term paper. The ongoing feedback from class participation also lets professors know more quickly and effectively than weekly quizzes if students are comprehending the material. Because you help them through the material, you can assign more sophisticated readings. Finally, we have found that this method leads to much more satisfying interaction with students. It challenges both the students and us. Class is less predictable, less scripted, more spontaneous; and students have, by virtue of their responses, often caused us to view an issue taught many times before in a new light. They have taught us in turn. The method also requires the instructor to learn all student names; this personalizes classroom interactions and helps to create a greater sense of community and common
Comprehension · Epistemology · Linguistics · Mathematics education · Programming language · Reading comprehension · Virtue · Computer Science · Innovative Teaching and Learning Methods · Innovative Teaching Methodologies in Social Sciences · Online and Blended Learning · Psychology · Artificial Intelligence
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Vegelate’ and Greece
Frequently used Active Learning Techniques and Their Impact
Assessing the effectiveness of EU simulations
Building Resources for Simulations
Student Diversity in a Cross-Continental EU-Simulation Exploring Variation in Affective Learning Outcomes Among Political Science Students
Prisoners at Midnight
Play It Again, Sam! Teaching Transferable Skills Through Multiple Repetitions of ‘Simple’ Simulations (With Research Benefits)
Breaking the fourth wall in political studies
Humanitarianism and affect-based education
Teaching (Something About) Terrorism
National Security Council
The Effects of Different Types of Case Learning on Student Engagement
Stimulating Learning by Simulating Politics
Active Learning across Borders
Ethics and Foreign Policy
Starving for Knowledge
The Uses and Limits of the Model United Nations in an International Relations Classroom
Using Role-Play Scenarios in the IR Classroom
Do Role-Playing Simulations Generate Measurable and Meaningful Outcomes? A Simulation’s Effect on Exam Scores and Teaching Evaluations
Beyond Model UN
Simulating the European Union
Assessing the Impact of Role Play Simulations on Learning in Canadian and US Classrooms
The Comparative Politics Game Show
Crisis Management Europe
Crushing Their Dreams? Simulations and Student Idealism
The Next Climate Treaty? Pedagogical and Policy Lessons of Classroom Negotiations
Constructivist Pedagogy and How We Learn
Negotiating in the European Council
Teaching Students How to Fail
Power Politics, Diplomacy and Role Playing
Teaching Students about Congress and Civic Engagement
Teaching the Military and Revolutions
Teaching about Oppression and Rebellion
Simulating Issue Networks in Small Classes Using the World Wide Web
Simulating Humanitarian Aid Decision Making in International Relations Classrooms
Byzantine Politics
The Use of a Middle East Crisis Simulation in an International Relations Course
Campaign Simulation for American Government
Crossing a Virtual Divide
Multilevel Bargaining and the Negotiation of a Regional Trade Agreement
The Settlement Game
Learning by Doing
Budget Conflict in Banjo Crossing
Teaching Globalization and Development through a Simulation
A Classroom Simulation of the Syrian Conflict
Enlivening Political Science Courses with Kolb's Learning Preference Model
Developing Immersive Simulations
Mini-Games for Teaching Political Science Methodology
Prioritizing Active Learning
Challenging the Constitution
Teaching Social Movements with a Sustained Simulation of Police–Protester Contention
Negotiating the Transatlantic Relationship
The Green Building Project
When Great Minds Don't Think Alike
In the Supreme Court Justices' Shoes
Teaching Critical Understandings of Realism through Historical War Simulations
Active Learning in Comparative Politics
Colleague Crowdsourcing
Representation and the Rules of the Game
Assessment Base
Do Simulations Enhance Student Learning? An Empirical Evaluation of an IR Simulation
Simulating election results and party systems
Conceiving of Future War
Student-Designed Simulation
Engaging History “in the Bushes”
Building Knowledge? Evaluating the Effectiveness of the Global Problems Summit Simulation
Peacekeeping the Game
Simulations Inside and Outside the IR Classroom
Becoming Binford
Experiential Learning in an Arms Control Simulation
United States Supreme Court Confirmation Simulation
Politics in Action
Explaining self-efficacy development in an authentic higher education learning context of role-play simulations
From polyps to politics
Model Arctic Council for sustainable development
On “Stepping Back and Letting Go”
Are We Simulating the Status Quo? Ideology and Social Studies Simulations
Communicating Politics
A Simulation of the Council of the European Union
How to Make the Most of Your Summer Study Abroad Teaching Experience
Giving Up Control in the Classroom
| Unique citing works | 82 |
|---|---|
| Citations per year | 3,04 |
| Citation span | 1999 - 2026 (28) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 21 |