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Active Learning in International Relations: A Simulation Approach
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shellman_.v2.readytousegame.doc Draft 1 Sent June 16, 2004 words (includes notes, references, tables, and figures) = 11,219 Shellman and Turan NEGOTIATING GLOBAL ISSUES: TERRORISM, GLOBALIZATION, AND THE FUTURE OF IRAQ* Stephen M. Shellman
Work: Department of Government
College of William & Mary
Williamsburg, VA 21387-8795
Home: 5108 Scarborough Mews
Williamsburg, VA 21388
Telephones: 1-757-221-3047, 1-757-259-9070 Fax: 1-757-221-1868 E-mail:
## email not listed ##
Kür ad Turan
Work: Department of Political Science
Florida State University
Tallahassee, FL 32306-2230
Home: 310 Wood Grove Court #25 Tallahassee,
FL
32301
Telephones: 1-850-644 4542, 1-850-580-0893 Fax: 1-850-644 1367 E-mail:
## email not listed ##
NEGOTIATING GLOBAL ISSUES: TERRORISM, GLOBALIZATION, AND THE FUTURE OF IRAQ*
*We wish to especially thank Pierre Corbeil for comments and suggestions. We would also like to thank the students at The College of William and Mary and Florida State for their efforts and suggestions leading up to, through, and after the simulation, especially Andrew Reeves, Brandon Stewart, and Aaron Ward.
ABSTRACT This paper describes an international relations course simulation which focuses on threats of networked terror organizations, the future of the Iraqi regime, and the impact of globalization on foreign policies. Conflicting goal-directed students, who are representing specific actors, must derive and achieve foreign policy goals given military and monetary constraints. The manuscript serves as the Simulation Director’s Guide and contains the Participant’s Guide. Though the simulation tends to focus on certain conflicts and issues, the simulation director can limit the scope of the simulation by limiting the actor list as described in the text. Thus, the general rules and procedures are applicable to just about any international conflict or issue. The manual explains the steps taken to run the simulation and offers a description of the process. For information on the benefits of active learning and international relations simulations see Shellman and Turan (2003).
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| | Authors: Shellman, Stephen. and Turan, Kursad. |
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shellman_.v2.readytousegame.doc
Draft 1 Sent June 16, 2004
words (includes notes, references, tables, and figures) = 11,219
Shellman and Turan
NEGOTIATING GLOBAL ISSUES: TERRORISM, GLOBALIZATION, AND THE
FUTURE OF IRAQ*
Stephen M. Shellman
Work: Department of Government
College of William & Mary
Williamsburg, VA 21387-8795
Home: 5108 Scarborough Mews
Williamsburg, VA 21388
Telephones: 1-757-221-3047, 1-757-259-9070
Fax: 1-757-221-1868
E-mail:
## email not listed ##
Kür ad Turan
Work: Department of Political Science
Florida State University
Tallahassee, FL 32306-2230
Home: 310 Wood Grove Court #25
Tallahassee,
FL
32301
Telephones: 1-850-644 4542, 1-850-580-0893
Fax: 1-850-644 1367
E-mail:
## email not listed ##
NEGOTIATING GLOBAL ISSUES: TERRORISM, GLOBALIZATION, AND THE
FUTURE OF IRAQ*
*We wish to especially thank Pierre Corbeil for comments and suggestions. We would also like to thank
the students at The College of William and Mary and Florida State for their efforts and suggestions leading
up to, through, and after the simulation, especially Andrew Reeves, Brandon Stewart, and Aaron Ward.
ABSTRACT
This paper describes an international relations course simulation which focuses on threats
of networked terror organizations, the future of the Iraqi regime, and the impact of
globalization on foreign policies. Conflicting goal-directed students, who are representing
specific actors, must derive and achieve foreign policy goals given military and monetary
constraints. The manuscript serves as the Simulation Director’s Guide and contains the
Participant’s Guide. Though the simulation tends to focus on certain conflicts and issues,
the simulation director can limit the scope of the simulation by limiting the actor list as
described in the text. Thus, the general rules and procedures are applicable to just about
any international conflict or issue. The manual explains the steps taken to run the
simulation and offers a description of the process. For information on the benefits of
active learning and international relations simulations see Shellman and Turan (2003).
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