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Using a Role-Playing Simulation to Bridge Theory and Practice in Graduate Professional Education
Unformatted Document Text:  Using a Role-Playing Simulation to Bridge Theory and Practice in Graduate Professional Education 5. Presentation: Competence in individual and group presentation and discussion. These learning outcomes will be used, along with other measures, to evaluate the efficacy of the 2007 Capstone (see below). The Scenario The simulation began with the discussion of an industrial espionage case within the European Union in which non-EU nationals were implicated. This narrative helped set the stage for the remainder of the simulation and served as a catalyst for escalating tensions across the various teams. These tensions took the form of questions of freedom vs. security, openness and equality vs. protection of borders, and respect for various nationalities, ethnic groups, and religions. At the same time, the European teams were tasked to enforce their ability to track non-citizens entering EU territory without alienating them and their national governments. The key objective for the three EU teams was to work with the other teams to negotiate an agreement that would allow the EU to incorporate the Schengen Information System II (or SIS II), which would legally require foreign nationals entering the EU territory to divulge specific personal information, including one’s religious affiliation. This requirement raised considerable controversy and discussion among the simulation participants and, in the end, led to significant differences of opinions between the EU teams and the Arab League team in particular. At the same time, the other teams were involved in an attempt to reach a consensus that would satisfy everyone. After prolonged debate, negotiations, and multiple reframing of the agreement proposal, participants achieved consensus, yielding that information on religious affiliation of non-nationals entering the EU not be required, but rather voluntary. It was a truly controversial issue, considering that the EU today is a multi-ethnic and multi-religious entity with increasing numbers of immigrants possessing diverse ethnic and religious backgrounds. It is clear that families living within EU countries stay in touch with their families living in their countries of origin. It is also clear that the EU is built on the principles of human rights and freedoms in which one’s religious beliefs play a pivotal role. Thus, the larger question of common security vs. individual freedoms became apparent. Students experienced first-hand the difficulty of maneuvering between what could become inadequate security precautions on the one hand and potentially excessive intrusion into individuals’ private lives on the other. The overriding issue became the risk of imposing double standards in the treatment of people based on their religious preferences. 5

Authors: Bonham, G. Matthew.
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Using a Role-Playing Simulation to Bridge Theory and Practice in Graduate Professional Education
5. Presentation: Competence in individual and group presentation and
discussion.
These learning outcomes will be used, along with other measures, to evaluate
the efficacy of the 2007 Capstone (see below).
The Scenario
The simulation began with the discussion of an industrial espionage case within
the European Union in which non-EU nationals were implicated. This narrative
helped set the stage for the remainder of the simulation and served as a catalyst
for escalating tensions across the various teams. These tensions took the form
of questions of freedom vs. security, openness and equality vs. protection of
borders, and respect for various nationalities, ethnic groups, and religions. At the
same time, the European teams were tasked to enforce their ability to track non-
citizens entering EU territory without alienating them and their national
governments.
The key objective for the three EU teams was to work with the other teams to
negotiate an agreement that would allow the EU to incorporate the Schengen
Information System II (or SIS II), which would legally require foreign nationals
entering the EU territory to divulge specific personal information, including one’s
religious affiliation. This requirement raised considerable controversy and
discussion among the simulation participants and, in the end, led to significant
differences of opinions between the EU teams and the Arab League team in
particular. At the same time, the other teams were involved in an attempt to
reach a consensus that would satisfy everyone.
After prolonged debate, negotiations, and multiple reframing of the agreement
proposal, participants achieved consensus, yielding that information on religious
affiliation of non-nationals entering the EU not be required, but rather voluntary.
It was a truly controversial issue, considering that the EU today is a multi-ethnic
and multi-religious entity with increasing numbers of immigrants possessing
diverse ethnic and religious backgrounds. It is clear that families living within EU
countries stay in touch with their families living in their countries of origin. It is
also clear that the EU is built on the principles of human rights and freedoms in
which one’s religious beliefs play a pivotal role. Thus, the larger question of
common security vs. individual freedoms became apparent. Students
experienced first-hand the difficulty of maneuvering between what could become
inadequate security precautions on the one hand and potentially excessive
intrusion into individuals’ private lives on the other. The overriding issue became
the risk of imposing double standards in the treatment of people based on their
religious preferences.
5


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