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Beyond Model UN: Simulating Multilevel, Multiactor Diplomacy with the Millennium Development Goals
Unformatted Document Text:  Crossley-Frolick Finally, students were provided a short form for the rules of procedure used in the Midwest Model United Nations conference. Role Assignments The issue of role assignments revolves around two components: how roles are assigned (in other words, methodology); and substantive considerations concerning the topic to be explored in the simulation. In terms of the former, roles can be assigned in a variety of ways: lottery system, students volunteering for a role, peer selection, faculty selection, to name only a few. In terms of the latter, it is often noted that one of the major challenges in producing a successful simulation is to match student skills with roles (Chasek 2005:5). The better the match, the logic runs, the better the outcome. Indeed, the success of the simulation substantially hinges on quality of the preparation and presupposes that students develop a keen understanding of their roles and stay “in character” for the duration of the simulation. But students’ skill levels vary, as does their willingness to lead, assume burdens, and interact with their classmates. These considerations cannot always be precisely weighed at the outset. Nonetheless, for this simulation roles were assigned by the instructor based on a combination of factors, including adequate geographical representation, prior Model UN experience, student preference, previous experience with simulations, the number of slots per role, 8 and quality of class performance, including participation and attendance. In general, the more prominent and therefore “labor-intensive” 8 In some cases, two students were assigned to a role. In the case of countries, China and India each had two delegates, both due to the size of the countries and their relative power in the region. All of the major pharmaceutical countries and IGOs each had two delegates as well, indicating their negotiating power as compared to other players. All the NGOs each had one representative, as did USAID. 10

Authors: Crossley-Frolick, Katy.
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Crossley-Frolick
Finally, students were provided a short form for the rules of procedure
used in the Midwest Model United Nations conference.
Role Assignments
The issue of role assignments revolves around two components: how
roles are assigned (in other words, methodology); and substantive considerations
concerning the topic to be explored in the simulation. In terms of the former, roles
can be assigned in a variety of ways: lottery system, students volunteering for a
role, peer selection, faculty selection, to name only a few. In terms of the latter, it
is often noted that one of the major challenges in producing a successful
simulation is to match student skills with roles (Chasek 2005:5). The better the
match, the logic runs, the better the outcome. Indeed, the success of the
simulation substantially hinges on quality of the preparation and presupposes
that students develop a keen understanding of their roles and stay “in character”
for the duration of the simulation. But students’ skill levels vary, as does their
willingness to lead, assume burdens, and interact with their classmates. These
considerations cannot always be precisely weighed at the outset. Nonetheless,
for this simulation roles were assigned by the instructor based on a combination
of factors, including adequate geographical representation, prior Model UN
experience, student preference, previous experience with simulations, the
number of slots per role,
and quality of class performance, including participation
and attendance. In general, the more prominent and therefore “labor-intensive”
8
In some cases, two students were assigned to a role. In the case of countries, China and India
each had two delegates, both due to the size of the countries and their relative power in the
region. All of the major pharmaceutical countries and IGOs each had two delegates as well,
indicating their negotiating power as compared to other players. All the NGOs each had one
representative, as did USAID.
10


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