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Model United Nations and Deep Learning: Theoretical and Professional Learning

Published on Apr 3, 2017in Journal of Political Science Education
· DOI :10.1080/15512169.2016.1250644
Susan N Engel5
Estimated H-index: 5
(UOW: University of Wollongong),
Josh Pallas1
Estimated H-index: 1
(UOW: University of Wollongong),
Sarah R Lambert3
Estimated H-index: 3
(UOW: University of Wollongong)
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Abstract
ABSTRACTThis article demonstrates that the purposeful subject design, incorporating a Model United Nations (MUN), facilitated deep learning and professional skills attainment in the field of International Relations. Deep learning was promoted in subject design by linking learning objectives to Anderson and Krathwohl’s (2001) four levels of knowledge or cognition: factual, conceptual, procedural, and metacognitive. Students demonstrated improvement in all four areas; however, this article focuses on outcomes in the conceptual and metacognitive realms as these were where students showed the most growth. In the conceptual realm, the subject aimed to increase students’ capacity to apply international relations theories. Students tended to utilize the traditional theories of realism and liberalism; however, their explanations and applications of these theories showed deep learning. In the metacognitive realm, students were able to analyze their own negotiation styles and to explain how it influenced their appr...
  • References (23)
  • Citations (4)
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References23
Newest
Published on Jul 2, 2016in Australian Journal of Political Science0.84
Susan N Engel5
Estimated H-index: 5
(UOW: University of Wollongong)
ABSTRACTFor decades, politics and international relations (PaIR) programs across Australia have taken a smorgasbord or student consumption approach to curriculum development. This article examines whether, with the Australian Qualifications Framework (AQF), there has been a systematisation and transformation of curriculum. It surveys 21 programs and majors in the field offered at 10 universities. It analyses directions in program structure, content and to a lesser extent delivery in order to dis...
Published on Nov 1, 2014in International Studies Perspectives1.47
Mary Pettenger1
Estimated H-index: 1
(Western Oregon University),
Douglas West1
Estimated H-index: 1
(Lakehead University),
Niki Young1
Estimated H-index: 1
(Willamette University)
Several scholars have begun to assess the benefits of role play simulations in the university classroom. This study provides a model to assess the effectiveness of active learning exercises on student engagement and learning. The paper describes role play simulations related to climate change negotiations run in four courses at two universities in the United States and Canada, identifies the learning outcomes, and aligns them with four knowledge domains (factual, conceptual, procedural, and meta...
Published on Nov 1, 2014in International Studies Perspectives1.47
Emre Hatipoğlu4
Estimated H-index: 4
(Sabancı University),
Meltem Müftüler-Baç14
Estimated H-index: 14
(Sabancı University),
Teri Lynne Murphy1
Estimated H-index: 1
(Sabancı University)
This article reviews experiences from a large-scale student simulation, which concluded the Istanbul Conference on Mediation: Enhancing Peace through Mediation that took place in February 2012. We share insights on two unique aspects of the simulation. First, the paper examines a rare case where the simulation crossed paths with real life: a number of the impersonated officials (and offices) including the president of the General Assembly of the UN, the Minister of Foreign Affairs of Turkey, and...
Published on May 1, 2013in International Studies Perspectives1.47
Kirsten Taylor1
Estimated H-index: 1
(Berry College)
While global politics simulations have great potential to produce deeper learning of international affairs and IR theories and to promote the further development of technical skills, there are a variety of simulations to choose from, each with its own advantages and disadvantages for student learning. This paper engages in a comparative analysis of five distinct simulation types to examine the ways in which structural differences grant instructors more or less control over the learning environme...
Published on Apr 1, 2013in Journal of Political Science Education
Chad Raymond6
Estimated H-index: 6
(Salve Regina University),
Simon Usherwood8
Estimated H-index: 8
(University of Surrey)
Simulations are employed widely as teaching tools in political science, yet evidence of their pedagogical effectiveness, in comparison to other methods of instruction, is mixed. The assessment of learning outcomes is often a secondary concern in simulation design, and the qualitative and quantitative methods used to evaluate outcomes are frequently based on faulty paradigms of the learning process and inappropriate indicators. Correctly incorporating assessment into simulation design requires th...
Published on Apr 1, 2013in Australian Journal of International Affairs1.17
Lee Morgenbesser1
Estimated H-index: 1
This article analyses the results of the most recent and largest cross-national survey on the international relations discipline. Completed by scholars in 20 countries, the survey covered the areas of teaching, research, foreign policy, the profession, and the relationship between policy and academia. From an Australian perspective, the key findings include the strong link between what academics teach and research; the narrowing epistemological gap between the USA and Australia; the curious pess...
Published on Jan 1, 2012
Mat Hardy2
Estimated H-index: 2
,
Sally Totman1
Estimated H-index: 1
The use of an online diplomatic simulation to increase learning outcomes amongst students of MIddle East Politics. The chapter explores the gains to be had from such collaborative online learning, including the increased depth and breadth of knolwedge gained, the defeat of ethnocentricity, high levels of stduent engagement and the changing role of the teacher in this role play as learners become more self-directed.
Published on Jan 1, 2012
Cristina Leston-Bandeira1
Estimated H-index: 1
Our student population has changed considerably over the last two decades. An increasingly popular field, Politics courses have expanded all across the country and our classes are now larger and include a wider range of ability and experience. And yet the style of teaching in Politics has not necessarily followed this path of change. Many other disciplines have adopted innovative and varied ways to respond to the characteristics of our new student population, but until the 2000s there was little...
Published on Jan 1, 2012
Steven Curtis7
Estimated H-index: 7
The teaching of Politics and International Relations has traditionally taken place through lectures and seminars. However, in recent years we have seen the emergence and rising prominence of other ways to learn about politics. The UK Quality Assurance Agency for Higher Education’s ‘benchmark statement’ for Politics and International Relations includes a place for class-based debates, role-play and simulations, which can be conducted within regular teaching arrangements; but, in addition, mention...
Cited By4
Newest
Published on May 29, 2019
Julia Leib (Goethe University Frankfurt), Samantha Ruppel (Goethe University Frankfurt)
Verbessern Planspiele als aktive Lernmethode die Lernergebnisse von Student*innen der Friedens- und Konfliktforschung (FuK)? Dieser Beitrag untersucht verschiedene UN-Simulationen, um deren Effektivitat in Bezug auf drei Wissensbereichen (Fakten- und Verfahrenswissen, Soft Skills) nachzuweisen. Im Gegensatz zu theoretischen Aussagen uber die positiven Auswirkungen aktiver Lernumgebungen auf die Lernergebnisse von Student*innen sind empirische Belege begrenzt. Mit diesem Beitrag sollen fruhere Be...
Published on Feb 7, 2019in Journal of Political Science Education
Augustine Hammond , Craig Douglas Albert2
Estimated H-index: 2
AbstractAcademic institutions and programs are increasingly using experiential learning and simulations with the observation that these pedagogical devices not only facilitate knowledge but they also provide an opportunity for skills and attitudinal development. The article seeks to determine the effect of experiential learning through simulations on students’ skills development. Specifically, this article examines whether participation in a Model United Nations (MUN) class affects self-reported...
Published on Jan 2, 2019in American Review of Canadian Studies
Leah Sarson (Dal: Dalhousie University), Val Muzik (UBC: University of British Columbia)+ 3 AuthorsRobert Comeau (U of S: University of Saskatchewan)
ABSTRACTThis article draws on the perspectives of students and organizers involved in recent iterations of the Model Arctic Council (MAC), an experiential learning simulation designed to expand students’ knowledge and understanding of the Arctic and its governance. While much of the discourse related to simulations such as the MAC emphasizes its pedagogical and networking benefits, this article leverages participant-based ethnography to argue that the MAC also affects multi-track diplomatic outc...
Published on Jan 2, 2019in Journal of Political Science Education
Aleksandar Xavier Deejay (Monash University), Maria Rost Rublee5
Estimated H-index: 5
(Monash University),
Steven Thomas Zech2
Estimated H-index: 2
(Monash University)
AbstractThis article details a role-playing “citizenship simulation” used in a large graduate seminar offered by the Masters of International Relations (IR) faculty at Monash University in Melbourne, Australia. While recognizing the need for a more systematic analysis of the relationship between class size and active learning strategies, this article offers an anecdotal reflection on the challenges faced when employing active learning in an IR course with growing enrollment numbers. We describe ...
Published on Apr 3, 2018in Journal of Political Science Education
Nathan Alexander Sears1
Estimated H-index: 1
(U of T: University of Toronto)
ABSTRACTSimulations are increasingly common pedagogical tools in political science and international relations courses. This article develops a classroom simulation that aims to facilitate students’ theoretical understanding of the topic of war and peace in international relations, and accomplishes this by incorporating important theoretical concepts about the causes of war found in international relations theory into the design and implementation of the simulation. In addition to sharing a succ...