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Beyond Model UN: Simulating Multilevel, Multiactor Diplomacy with the Millennium Development Goals
Unformatted Document Text:  Crossley-Frolick their background research and pre-conference caucusing via Blackboard, students determined who they wanted to caucus with and what they wanted to discuss for inclusion in the “Plan of Action.” The initial caucusing session lasted approximately twenty minutes. After that, the students reconvened in the formal plenary arrangement to hear additional public statements, take points of inquiry, and then motioned again for an extended caucus session that continued for approximately one hour. After that, students reconvened briefly in the formal plenary session to select a drafting committee made up of three students and one alternate. Their job was to draft the “Plan of Action” to be presented and voted on at the second and final session. To encourage maximum participation and prevent the opportunity for “free-riding” based on role alone, all delegates were qualified to be selected for the drafting committee. In between class sessions the caucusing continued on-line using Blackboard. Each student, regardless of role, was instructed to post a one page list of priorities on Blackboard by a given deadline for the drafting committee to formally consider in their own deliberations. Each of those priorities had to be explained and carefully justified. In addition to on-line caucusing, students met in groups on their own. In one case this led to a “joint statement of priorities” being posted on Blackboard for the drafting committee’s consideration. During the second and final session of the simulation the draft “Plan of Action” composed by the drafting committee was formally presented for discussion, although it was circulated on-line the day before the final session. 13

Authors: Crossley-Frolick, Katy.
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background image
Crossley-Frolick
their background research and pre-conference caucusing via Blackboard,
students determined who they wanted to caucus with and what they wanted to
discuss for inclusion in the “Plan of Action.”
The initial caucusing session lasted approximately twenty minutes. After
that, the students reconvened in the formal plenary arrangement to hear
additional public statements, take points of inquiry, and then motioned again for
an extended caucus session that continued for approximately one hour. After
that, students reconvened briefly in the formal plenary session to select a drafting
committee made up of three students and one alternate. Their job was to draft
the “Plan of Action” to be presented and voted on at the second and final
session. To encourage maximum participation and prevent the opportunity for
“free-riding” based on role alone, all delegates were qualified to be selected for
the drafting committee.
In between class sessions the caucusing continued on-line using
Blackboard. Each student, regardless of role, was instructed to post a one page
list of priorities on Blackboard by a given deadline for the drafting committee to
formally consider in their own deliberations. Each of those priorities had to be
explained and carefully justified. In addition to on-line caucusing, students met in
groups on their own. In one case this led to a “joint statement of priorities” being
posted on Blackboard for the drafting committee’s consideration.
During the second and final session of the simulation the draft “Plan of
Action” composed by the drafting committee was formally presented for
discussion, although it was circulated on-line the day before the final session.
13


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