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Beyond Model UN: Simulating Multilevel, Multiactor Diplomacy with the Millennium Development Goals
Unformatted Document Text:  Crossley-Frolick The simulation was designed to run approximately five hours, three on the first evening of the simulation, and two on the second, part of which was devoted to a debriefing session. 9 In addition, students were required to circulate ideas and continue their caucusing on Blackboard before and between class sessions. The instructor monitored these discussions, but did not interject any substantive comments into the students’ deliberations. During the first session students made opening statements in a formal plenary session, each limited to one minute. The goal was to make students more comfortable with public speaking and for them to publicly state their official position on the topic and their goals for the conference in keeping with the role assigned. They were also instructed to post their opening statement on Blackboard approximately one week prior to the opening session so that others would have a time to read them and carefully consider the points. The instructor, acting in the role of “Conference Secretary,” monitored the opening statements to ensure that the appropriate time limits were respected. After that the floor was open for additional statements or questions of other delegates in “points of inquiry” motions. The open plenary continued until one of the students made the motion to suspend the formal proceedings and move into caucusing session. Caucusing sessions facilitate the formation of smaller groups to discuss the topic in more detail and to begin working toward a formula or a plan that would generate the highest level of support. The groups were not pre-assigned. Rather, based on 9 Initially the simulation was used in a class that met three times weekly, with each class session running one hour. The following semester the course was offered again, but once a week in an evening slot for uninterrupted three hour period. I focus here on section that met once weekly at night. 12

Authors: Crossley-Frolick, Katy.
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Crossley-Frolick
The simulation was designed to run approximately five hours, three on the
first evening of the simulation, and two on the second, part of which was devoted
to a debriefing session.
In addition, students were required to circulate ideas and
continue their caucusing on Blackboard before and between class sessions. The
instructor monitored these discussions, but did not interject any substantive
comments into the students’ deliberations.
During the first session students made opening statements in a formal
plenary session, each limited to one minute. The goal was to make students
more comfortable with public speaking and for them to publicly state their official
position on the topic and their goals for the conference in keeping with the role
assigned. They were also instructed to post their opening statement on
Blackboard approximately one week prior to the opening session so that others
would have a time to read them and carefully consider the points. The instructor,
acting in the role of “Conference Secretary,” monitored the opening statements to
ensure that the appropriate time limits were respected. After that the floor was
open for additional statements or questions of other delegates in “points of
inquiry” motions.
The open plenary continued until one of the students made the motion to
suspend the formal proceedings and move into caucusing session. Caucusing
sessions facilitate the formation of smaller groups to discuss the topic in more
detail and to begin working toward a formula or a plan that would generate the
highest level of support. The groups were not pre-assigned. Rather, based on
9
Initially the simulation was used in a class that met three times weekly, with each class session
running one hour. The following semester the course was offered again, but once a week in an
evening slot for uninterrupted three hour period. I focus here on section that met once weekly at
night.
12


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