Abstract
While much research has been conducted on the use of political simulations and other active learning experiences in the classroom environment, there has been little scholarship about multi-institutional simulations such as Model UN and Model EU. This chapter examines the organization and learning outcomes of one such simulation, the 25-year-old Mid-Atlantic Model EU (MEUSC). The complexity of the MEUSC simulation and the logistical issues related to convening several institutions in Washington, D.C. each year require a strong commitment from the participating faculty. Yet, the MEUSC organizers believe that the benefits of the simulation more than outweigh the costs. Prior assessments of the simulation outcomes, including a pre-/post-survey instrument launched in 2015, offer some support for this belief. These assessments suggest that students learn as much or more about the EU than they would from a traditional lecture environment. Perhaps more importantly, participating in the simulation appears to engender greater interest in the EU. The faculty organizers remain engaged in ongoing efforts to assess the effects of multi-institutional simulations.
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Sobisch, A., Scherpereel, J., Loedel, P., Van Dyke, G.J., Clark, N. (2018). The Costs and Benefits of Organizing a Multi-institutional Simulation on the European Union. In: Bursens, P., Donche, V., Gijbels, D., Spooren, P. (eds) Simulations of Decision-Making as Active Learning Tools. Professional and Practice-based Learning, vol 22. Springer, Cham. https://doi.org/10.1007/978-3-319-74147-5_3
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