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Beyond Model UN: Simulating Multilevel, Multiactor Diplomacy with the Millennium Development Goals
Unformatted Document Text:  Crossley-Frolick and the basis for this discussion, was during a night class that met once a week for three hours. In that case, two class sessions were devoted to the simulation. In retrospect, the simulation seems better adapted to classes with larger blocks of uninterrupted time. The one hour classes tended to make the simulation feel rather disjointed. Just as students had “warmed up,” time was up and students were on to their next task, class, work, athletics, etc. The class drew mostly majors, but not all of them were advanced students. Many were freshman and sophomores. The quality of Blackboard discussions tended to be of lower quality. Not as many students participated and those that did, with the exception of three very dedicated students (one being an older, non-traditional student), tended to treat the material in a more cursory manner. There was also more “free-riding” when it came to the drafting of the Plan of Action because those who were not selected for the committee did not always provide a final summary of points to be included in the draft. While course evaluations frequently noted the positive experience students had with the simulation, they seemed overall less motivated, less engaged with the material, more hesitant, and had a difficult time staying “in character” for the duration of the simulation. As a result, the deliberations did not accurately reflect a real world quality. Moreover, the three students who drafted the Plan of Action essentially overwhelmed the other students with their knowledge and personalities. They succeeded in getting the other students to vote for the Plan of Action with little debate or discussion. While this might, at first glance, provide evidence that their abilities were appropriately matched with role 16

Authors: Crossley-Frolick, Katy.
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Crossley-Frolick
and the basis for this discussion, was during a night class that met once a week
for three hours. In that case, two class sessions were devoted to the simulation.
In retrospect, the simulation seems better adapted to classes with larger blocks
of uninterrupted time.
The one hour classes tended to make the simulation feel rather disjointed.
Just as students had “warmed up,” time was up and students were on to their
next task, class, work, athletics, etc. The class drew mostly majors, but not all of
them were advanced students. Many were freshman and sophomores. The
quality of Blackboard discussions tended to be of lower quality. Not as many
students participated and those that did, with the exception of three very
dedicated students (one being an older, non-traditional student), tended to treat
the material in a more cursory manner. There was also more “free-riding” when it
came to the drafting of the Plan of Action because those who were not selected
for the committee did not always provide a final summary of points to be included
in the draft. While course evaluations frequently noted the positive experience
students had with the simulation, they seemed overall less motivated, less
engaged with the material, more hesitant, and had a difficult time staying “in
character” for the duration of the simulation. As a result, the deliberations did not
accurately reflect a real world quality. Moreover, the three students who drafted
the Plan of Action essentially overwhelmed the other students with their
knowledge and personalities. They succeeded in getting the other students to
vote for the Plan of Action with little debate or discussion. While this might, at first
glance, provide evidence that their abilities were appropriately matched with role
16


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