“Simulating Globalization:
Learning the Dynamics of World Politics
through Simulations Written by Students”
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Brian McCormack
Arizona State University
Abstract
Teaching the dynamics of world politics requires dynamic teaching
methods. Students often engage in simulations to learn dynamic
processes. These simulations, however, are almost always prepared for
them, and lose direct ownership by the students. An even more direct
engagement with global practice can be had when students write the
simulations themselves. This paper describes a course in which several
small groups of students write (and revise) simulations in which all
students participate (at the end of the semester). Although the success of
this method relies upon the diversity of available material (globalization
entails a diverse array of interdisciplinary perspectives and practices),
the method might also be useful in other contexts. I argue for the value
of the method by analyzing its underlying principles.
Overview
Simulations have become increasingly commonplace in courses in
higher education, with good reason. As part of active learning strategies
they provide an alternative to conventional course delivery strategies. In
this paper I shall do two things: 1) describe an innovation in simulation
design that might contribute to the various approaches to active learning
in higher education, and 2) argue that learning is more than a method –
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Prepared for presentation at the annual meeting of the International
Studies Association, Hilton Hawaiian Village, Honolulu, Hawaii, March
2005. Simulations written by students, reproduced here are done so with
written permission. This material, as well as material (syllabi and
“sample simulation”) that appears in Appendixes and through online, may
not be used or replicated. The other content of this paper constitutes a
rough draft. Please do not use without the author’s permission. All
comments are most welcome. Please contact the author at:
## email not listed ##
.
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Convention