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Effects of a Simulation on Exam Scores and Teaching Evaluation Results
Unformatted Document Text:  to other members of their teams or to their entire class, depending on the semester. The intent of the assignment was to increase students’ knowledge of the foreign policies of the various actors in the simulation, and help them create a clear and realistic set of goals that they could focus on achieving as the simulation unfolded. Secondly, each simulation participant was required to write a five page essay that applied one international relations theory to what occurred during the simulation. The objective of the assignment was to identify how well a single international relations theory explained and/or predicted actual events. Finally, all students who participated in the simulation were required to assess their experience by providing the instructor with written answers to questions such as: • What did you learn about the nature of international politics that you may not have considered before? • What did you learn about your own ability to interact with others on important international issues in a simulated context? • What did you learn about your own preparation for the simulation and the importance of prior knowledge for this type of experience? • How would you assess your involvement in the actual simulation, whether by speaking, writing, or other means? • What suggestions would you offer to make this simulation a better learning experience in the future? Students’ subjective impressions of the simulation, as reflected by the assessments, were remarkably uniform across sections, semesters, and instructors. ii The majority of students stated that they enjoyed participating in the simulation and believed that it was a good educational experience. Many students stated that they had learned more “by doing” than by listening to

Authors: Raymond, Chad.
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to other members of their teams or to their entire class, depending on the semester. The intent of
the assignment was to increase students’ knowledge of the foreign policies of the various actors
in the simulation, and help them create a clear and realistic set of goals that they could focus on
achieving as the simulation unfolded.
Secondly, each simulation participant was required to write a five page essay that applied
one international relations theory to what occurred during the simulation. The objective of the
assignment was to identify how well a single international relations theory explained and/or
predicted actual events.
Finally, all students who participated in the simulation were required to assess their
experience by providing the instructor with written answers to questions such as:
What did you learn about the nature of international politics that you may not have considered
before?
What did you learn about your own ability to interact with others on important international
issues in a simulated context?
What did you learn about your own preparation for the simulation and the importance of prior
knowledge for this type of experience?
How would you assess your involvement in the actual simulation, whether by speaking, writing,
or other means?
What suggestions would you offer to make this simulation a better learning experience in the
future?
Students’ subjective impressions of the simulation, as reflected by the assessments, were
remarkably uniform across sections, semesters, and instructors.
The majority of students stated
that they enjoyed participating in the simulation and believed that it was a good educational
experience. Many students stated that they had learned more “by doing” than by listening to


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