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Beyond Model UN: Simulating Multilevel, Multiactor Diplomacy with the Millennium Development Goals
Unformatted Document Text:  Crossley-Frolick debriefings should Describe, Explain, Predict, Prescribe and Participate (DEPPP) (Cusimano 2000:80). Accordingly, students were encouraged to describe what happened, explain it from the role they assumed in the simulation and well as the roles of others, predict and prescribe alternatives if the simulated was repeated again, and participate fully, even if that meant airing their frustrations and communicating what they did not like about it. In addition to the oral debriefing, students were required to submit a reflective summary in their research portfolios. Written debriefings are important in that they give students additional time to reflect on and analyze their experiences and to factor in what they hear from their peers in the oral debriefing. Studies show that students learn even more from simulations when a written debriefing is included (Petranek 2000:108). The reflective summaries had to address the following: what they found most challenging about the simulation; biggest obstacles and how they overcame them; an assessment of to what extent power and influence impacted the drafting of the Plan of Action; whether the pre-conference strategy they considered worked; the biggest surprise and biggest disappointment in terms of the substance of the simulation based on their assigned role; a prediction as to whether or not MDG #6 will be met; and finally and an honest review of their own work and effort. ASSESSMENT This simulation was conducted twice in 2006. The first time was during a day class that met three times weekly for an hour each time. The second time, 15

Authors: Crossley-Frolick, Katy.
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Crossley-Frolick
debriefings should Describe, Explain, Predict, Prescribe and Participate (DEPPP)
(Cusimano 2000:80). Accordingly, students were encouraged to describe what
happened, explain it from the role they assumed in the simulation and well as the
roles of others, predict and prescribe alternatives if the simulated was repeated
again, and participate fully, even if that meant airing their frustrations and
communicating what they did not like about it.
In addition to the oral debriefing, students were required to submit a
reflective summary in their research portfolios. Written debriefings are important
in that they give students additional time to reflect on and analyze their
experiences and to factor in what they hear from their peers in the oral
debriefing. Studies show that students learn even more from simulations when a
written debriefing is included (Petranek 2000:108). The reflective summaries had
to address the following: what they found most challenging about the simulation;
biggest obstacles and how they overcame them; an assessment of to what
extent power and influence impacted the drafting of the Plan of Action; whether
the pre-conference strategy they considered worked; the biggest surprise and
biggest disappointment in terms of the substance of the simulation based on their
assigned role; a prediction as to whether or not MDG #6 will be met; and finally
and an honest review of their own work and effort.
ASSESSMENT
This simulation was conducted twice in 2006. The first time was during a
day class that met three times weekly for an hour each time. The second time,
15


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