"This book is premised on the assumption that games and simulations provide welcome alternatives and supplements to traditional lectures and class discussions, especially in political science classrooms where real world circumstances provide ideal applications of theory and policy prescriptions. Implementing such an active learning program, however, is sometimes daunting to overburdened professors and teaching assistants. This book addresses the challenges of using games and simulations in the political science classroom, both online and in person. Each chapter offers a game or simulation that politics teachers can use to teach course concepts and explains ways to execute it effectively. In addition, the authors in this volume make a proactive case for games and simulations. Each chapter offers research to evaluate the effectiveness of the activity and pedagogical design best practices. Thus, the book not only serves as a game design resource, but also offers demonstratable support for using games and simulations in the political science classroom. Aimed at teachers at all levels from high school through college, the book may be especially appealing to graduate students entering teaching for the first time and open to new teaching and learning approaches"--
This book is premised on the assumption that games and simulations provide welcome alternatives and supplements to traditional political sceience lectures and class discussions.
This book is premised on the assumption that games and simulations provide welcome alternatives and supplements to traditional lectures and class discussions—especially in political science classrooms, where real-world circumstances provide ideal applications of theory and policy prescriptions. Implementing such an active learning program, however, is sometimes daunting to overburdened professors and teaching assistants. This book addresses the challenges of using games and simulations in the political science classroom, both online and in person. Each chapter offers a game or simulation that politics teachers can use to teach course concepts and explains ways to execute it effectively. In addition, the authors in this volume make a proactive case for games and simulations. Each chapter offers research to evaluate the effectiveness of the activity and pedagogical design best practices. Thus, the book not only serves as a game design resource, but also offers demonstrable support for using games and simulations in the political science classroom. Aimed at teachers at all levels, from high school through college, the book may be especially appealing to graduate students entering teaching for the first time and open to new teaching and learning approaches.
Contents
List of Contributors
Preface and Acknowledgments
1 Jeux Sans Frontières: How Games Push the Frontiers of Learning
Mark Harvey, James Fielder, and Ryan Gibb
I. Pedagogical Foundations of Games and Simulations
2. Gaming to Lose: Learning from Failure in Classroom Games
James Fielder
3. "I am Che Guevara!": The Value of Roleplaying in Educational Experiences
Jennifer Shinefeld, Michael Surbrook, and Mark Harvey
4. An Argument for Lengthier, More Concrete, More Outcomes-Oriented Games
Edmond Hally
5. Making Game Design and Management Easy: Tips for the "Almost Convinced"
David Claborn and Mark Harvey
III. Designing and Teaching Games
6. Exploring Federalism and Interstate Relationships in the Classroom: An
In-Class Race to the
Bottom Teaching Simulation
Derek Glasgow
7. Playing Politics: Utilizing Simulations to Expose Students to the Factors
that Shape Congressional Decision Making
Kellee J. Kirkpatrick, and James Stoutenborough,
8. Medicare-for-All or the Status Quo? Simulating Lobbying, Policy Debate,
and the Party Line in Congress
Lucy Britt
9. To Veto or Not to Veto: A Simulation of Presidential Decision Making
James Stoutenborough, Kellee J. Kirkpatrick, Johnathan W. L. Blakeman, and
James Pascali
10. Pick a Justice: Simulating Judicial Selection on the U.S. Supreme Court
Ryan J.Williams,
11. Using Moot Court in Introduction to Law Courses
Edward F. Kammerer, Jr.
12. A Congressional Election Simulation for a Small Class
Bruce F. Nesmith
13. A Game of Difference: The Effect of Role-playing Race, Gender, Sexual
Orientation, and Socioeconomic Class in a Political Theory Course
Edmond Hally
14. Taking a Risk: Can a Game on War Teach Students About Peace?
Mark Harvey
15. Model Diplomacy in the Classroom
Ryan Gibb
III. Conclusion
16. Games Without Frontiers: The Final Pieces of the Puzzle
Mark Harvey is an associate professor, honors program coordinator, and director of graduate programs at the University of Saint Mary in Kansas.
James Fielder is an instructor at Colorado State University and a retired lieutenant colonel in the US Air Force.
Ryan Gibb is an associate professor and the coordinator of international studies at Baker University.
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