Pre-simulation questionnaires are to be administered at this time. These, combined
with similar post-simulation instruments, are useful for the purposes of outcomes
A series of map exercises is very important. Basic knowledge of political
geography is appalling for many undergraduates today.
At the beginning of the semester, faculty and students have access to a “scenario”
produced at ICONS headquarters. This details basic issues to be negotiated throughout
the ensuing weeks as well as fundamental assumptions about the international system.
The scenario projects the real world into the future by some six months. This frees
students in the following negotiations to have some flexibility developing their own
policies, yet simultaneously portray their assigned countries authentically.
Throughout my years of teaching ICONS-based courses, I have been consistently
pleased with the up-to-date, thoughtful, and wide-ranging content of provided scenarios.
I learn a great deal from them. If at the end of the semester, my students have mastered a
substantial piece of their scenario, I know the course has been successful.
The focal point of Phase One is the writing of a class position paper from the point of
view of the foreign policy decision-makers in the country assigned to us by the
This is truly a daunting task. Of course, the job is complicated
by the number of students in the class – something over which the professor may have
little or no control. I have found that ideal class size is 15 to 20 students. Too small a
roster puts too much strain on the participants. Too large a class is very difficult for the
instructor to monitor properly. In any event, what is more important than the size of a
class is the quality of students in it. To enhance monitoring my preference is for the class
to meet at least twice a week. It is true that some student activity may be checked
electronically; nevertheless, I have found there is no substitute for face-to face meetings.
2
Convention