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will involve a different set of political actors, encourage them to make use of a simulation
"mechanic" similar to that of the instructor-led simulation (e.g. if your simulation involved
three related scenarios, each with an opportunity for opening statements, debate, private deal-
making, and voting, then encourage them to use a similar structure).
6) The three student directors draft their simulation and a list of potential actors and meet with
the instructor one or more times to discuss how the simulation will explore topics and
concepts from course readings. You may wish to advise them how to assign key roles (e.g. in
a simulation of a Venezuelan coup attempt, directors have to choose carefully who they will
cast in the pivotal role of President Hugo Chávez).
7) The directors prepare character dossiers for each role, possibly listing web sites where students
might begin to research their role. Each dossier contains general information on the
simulation rules and format, as well as unique information about that character and his or her
objectives.
8) One week before the simulation, the directors make an informal presentation to the class in
which they introduce the simulation, assign roles, and explain what guidance they will
provide to help everyone prepare. They also hand out a current events article or two to put
everyone on the same page about the scenario.
9) Although the directors are in charge of the simulation, the instructor has her hands full making
observations of every actor, as well as the directors. My approach is to bring a laptop to class
with one open email message for each student. As the simulation proceeds, I type my
observations directly into the appropriate message window. This kind of detailed feedback
assures an even more successful third simulation both through specific identification of areas
for improvement and, critically, through student enthusiasm--students will notice that you
noticed their degree of preparation and will appreciate your concrete suggestions for how
they can do better.
10) Directors coordinate student evaluations of the simulation. Again, results should be shared
with directors of any subsequent simulations, so that they can learn from the mistakes of their
predecessors.
11) Each trio of student directors should receive a single letter grade for their work, as well as a
single written evaluation, but that evaluation ideally will make note of individual
contributions and areas for improvement.
Variation: "Simulation Fishbowl." Classes of 20-30 students have four simulations (one
instructor-led and three student-led), with each student participating in only two of the four.
Non-participating students must observe the simulation and then write an analytical paper
about the course readings related to the simulation. Additionally, directors usually create
some role for the observers to make them feel a part of the event. For example, in a
simulation of Mexico's 2006 presidential elections, the participants role-play the political
actors, but it is the observers who cast the final votes based on their assigned constituency
(which they do not need to research).
Convention