Engaging Students Through Extended Simulations

Type of Work

Article

Date

2008

Journal Title

Journal of Political Science Education

Journal ISSN

1551-2177

Journal Volume

4

Journal Issue

3

First Page

298

Last Page

316

DOI

10.1080/15512160802202805

Abstract

This article describes a simulation that fulfills many of the goals of a scholar/apprentice model—one that requires a sustained period of time during which an apprentice practices a set of discipline-specific skills under the guidance of his or her mentor. Such an extended simulation differs from shorter exercises in several ways, such as the necessity of including numerous checkpoints for monitoring student progress and of utilizing objective and systematic assessment tools. In particular, students must know that they will be assessed on the basis of both group results and their individual contributions. The simulation discussed in this article pays explicit attention to these two issues—the importance of “deliverables” and the need for dual-pronged, objective assessment instruments—as well as to the desirability of coordinated college-wide instructional support.

Hamilton Areas of Study

Government, World Politics

Hamilton Office Affiliation

Library and Information Technology Services

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