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ICONS and 'Resistant Populations': Assessing the Impact of the International Communication and Negotiation Simulations Project on Student Learning at SIUE
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ICONS and “Resistant Populations”:
Assessing the Impact of the International Communication and Negotiation
Simulations Project on Student Learning at
Southern Illinois University Edwardsville
Denise DeGarmo, PhD
Department of Political Science
Southern Illinois University Edwardsville
Edwardsville, IL 62026
## email not listed ##
Internationalizing the Curriculum
APSA Conference on Teaching and Learning in Political Science
Washington, D.C., on February 18-20, 2006.
Abstract: The most common challenge confronting instructors of international relations is engaging “resistant populations” in meaningful dialogue. The use of simulations has long been touted as an effective way to overcome challenges associated with student learning. Simulations provide experiential learning, which helps students develop the crucial skills required for the study of the international politics. While this claim seems logical, there have been few studies that have actually measured the impact of simulations on student learning in the classroom. Additionally, the “resistant population” is often absent from discussions of this kind. A preliminary study of the effect of simulations on the “resistant population’s” learning was conducted in the Introduction to International Relations (POLS370) course at Southern Illinois University Edwardsville in the Fall 2005 semester. Doug Eder, Vice Provost and Director of the Office of Undergraduate Assessment and Program Review, provided support for this project in the area of assessment. In addition to discussing the characteristics of the “resistant population, this paper discusses the simulation mechanism and assessment devices used in this study. The paper also provides an overview of the preliminary findings of the study.INTRODUCTIONWhen I first arrived at Southern Illinois University Edwardsville (SIUE), I believed that
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| | Authors: DeGarmo, Denise. |
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ICONS and “Resistant Populations”:
Assessing the Impact of the International Communication and Negotiation
Simulations Project on Student Learning at
Southern Illinois University Edwardsville
Denise DeGarmo, PhD
Department of Political Science
Southern Illinois University Edwardsville
Edwardsville, IL 62026
## email not listed ##
Internationalizing the Curriculum
APSA Conference on Teaching and Learning in Political Science
Washington, D.C., on February 18-20, 2006.
Abstract: The most common challenge confronting instructors of international relations
is engaging “resistant populations” in meaningful dialogue. The use of simulations has
long been touted as an effective way to overcome challenges associated with student
learning. Simulations provide experiential learning, which helps students develop the
crucial skills required for the study of the international politics. While this claim seems
logical, there have been few studies that have actually measured the impact of
simulations on student learning in the classroom. Additionally, the “resistant population”
is often absent from discussions of this kind. A preliminary study of the effect of
simulations on the “resistant population’s” learning was conducted in the Introduction to
International Relations (POLS370) course at Southern Illinois University Edwardsville in
the Fall 2005 semester. Doug Eder, Vice Provost and Director of the Office of
Undergraduate Assessment and Program Review, provided support for this project in the
area of assessment. In addition to discussing the characteristics of the “resistant
population, this paper discusses the simulation mechanism and assessment devices used
in this study. The paper also provides an overview of the preliminary findings of the
study.
INTRODUCTION
When I first arrived at Southern Illinois University Edwardsville (SIUE), I believed that
1
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