Abstract
Simulations have become popular teaching tools in political science curricula. In particular, European Studies programs have often been complemented with all kinds of simulation exercises. Proponents argue that simulations have several advantages as teaching tools. This paper investigates pedagogical literature and presents a framework to assess the added value of simulations in European Studies programs. More specifically, the paper evaluates the use of simulations as powerful learning environments and as a way to increase affective learning among political science students. It presents the example of EuroSim, a yearly extended simulation, organized by the Trans-Atlantic Consortium for European Union Studies and Simulations (TACEUSS) by assessing the organization of the event and by using data from pre- and post-simulation surveys among student participants.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
See the Annex for complete descriptive statistics.
- 2.
Due to an approaching snow storm, several schools left early to avoid any travel problems.
References
Barr, R., & Tagg, J. (1995). From teaching to learning – A new paradigm for undergraduate education. Change: The Magazine of Higher learning, 27(6), 12–26.
Birenbaum, M. (2003). New insights into learning and teaching and their implications for assessment. In F. Dochy, E. Cascalar, & M. Segers (Eds.), Optimizing new modes of assessment: In search for qualities and standards (pp. 13–37). Boston/Dordrecht/London: Kluwer Academic Publishers.
Bonwell, C. E. J. (1991). Active learning : Creating excitement in the classroom. ASHE-ERIC higher education report 1. Washington, DC: George Washington University.
Brown, S. W., & King, F. B. (2000). Constructivist pedagogy and how we learn: Educational psychology meets international study. International Studies Perspectives, 1, 245–254.
Cruickshank, D. R., & Telfer, R. (1980). Classroom games and simulations. Theory into Practice, 19(1), 75–80.
De Corte, E. (2000). Marrying theory building and the improvement of school practice: A permanent challenge for instructional psychology. Learning and Instruction, 10, 249–266.
Dochy, F., & McDowell, L. (1997). Introduction: Assessment as a tool for learning. Studies in Educational Evaluation, 23(4), 279–298.
Dougherty, B. K. (2003). Byzantine politics: Using simulations to make sense of the middle east. Political Science and Politics, 36(2), 239–244.
Frederking, B. (2005). Simulations and student learning. Journal of Political Science Education, 1, 385–393.
Greenblat, C. S. (1973). Teaching with simulation games: A review of claims and evidence. Teaching Sociology, 1(1), 62–83.
Greenblatt, C., & Duke, R. D. (Eds.). (1975). Gaming simulations: Rationale, design, and applications. New York: Halsted Press.
Ip, A., & Linser, R. (2001). Evaluation of a role-play simulation in political science. The Technology Source. http://ts.mivu.org
Jones, R. (2008). Evaluating a cross-S continent EU simulation. Journal of Political Science Education, 4(4), 404–434.
Shellman, S. M. (2001). Active learning in comparative politics: A mock German election and coalition-formation simulation. Political Science and Politics, 34(4), 827–834.
Shellman, S. M., & Kürşad, T. (2006). Do simulations enhance student learning? An empirical evaluation of an IR simulation. Journal of Political Science Education, 2, 19–32.
Snyder, K. (2003). Ropes, poles and space. Active learning in business education. Active Learning in Higher Education, 4(2), 159–167.
Struyven, K., Dochy, F., Janssens, S., Schelfhout, W., & Gielen, S. (2006). On the dynamics of students’ approaches to learning: The effects of the teaching/learning environment. Learning and Instruction, 16, 279–294.
Szafran, R. F., & Mandolini, A. F. (1980). Student evaluations of a simulation game. Teaching Sociology, 8(1), 21–37.
Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249–276.
Tynjälä, P. (1999). Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the university. International Journal of Educational Research, 31, 357–442.
Tynjälä, P., Välimaa, J., & Sarja, A. (2003). Pedagogical perspectives on the relationships between higher education and working life. Higher Education, 46, 147–166.
Vermetten, Y., Vermunt, J., & Lodewijks, H. (2002). Powerful learning environments? How university students differ in their response to instructional measures. Learning and Instruction, 12, 263–284.
Woodworth, J. R., Gump, W. R. & Forrester, J. R. (2005). Camelot, A Role-playing Simulation for Political Decision Making. Belmont: Wadsworth.
Zeff, E. E. (2003). Negotiating in the European Council: A model European Union format for individual classes. International Studies Perspectives, 4(3), 265–274.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Annex: Overview EuroSim 2007–2010
Annex: Overview EuroSim 2007–2010
| Â | EuroSim 2007 | EuroSim 2008 | EuroSim 2009 | EuroSim 2010 |
|---|---|---|---|---|
Venue | Buffalo, NY, USA | Otzenhausen, Germany | Buffalo, NY, USA | Antwerp, Belgium |
Host institution | Canisius College | Trier University/Saarland University | Canisius College | Antwerp University |
Simulation theme | Energy policy | CFSP/Kosovo | Fighting crime and terrorism under the Lisbon Treaty | EU-Russia relations |
Number of participating students | 157 | 176 | 217 | 201 |
Number of participating institutions (EU/US) | 6/11 | 6/12 | 9/13 | 9/11 |
Participating institutions | Babes-Bolyai University | Canisius College | Alfred University | Alfred University |
Canisius College | Cluj University | Canisius College | Canisius College | |
Colgate University | Colgate University | Cornell University | Colgate University | |
Cornell University | Cornell University | East Stroudsburg University | Cornell University | |
East Stroudsburg University | East Stroudsburg University | Hamilton College | East Stroudsburg University Hamilton College | |
Hamilton College | Hamilton College | Hanze University Groningen | Hanze University Groningen | |
Niagara University | New York University | London Metropolitan University | Maastricht University | |
Skidmore College | Niagara University | Maastricht University | New York University | |
St. John Fisher College | Skidmore College | New York University | Niagara University | |
SUNY Brockport | St. John Fisher College | Niagara University | Skidmore College | |
SUNY Geneseo | SUNY Brockport | Northeastern Illinois Univ. | St. John Fisher College | |
| Â | University of Antwerp | SUNY Geneseo | Skidmore College | SUNY Brockport |
University of Lower Silesia | University of Antwerp | St. John Fisher College | University of Antwerp | |
University of Saarland | University of Lower Silesia | SUNY Brockport | University of Bremen | |
University of Trier | University of Saarland | SUNY Geneseo | University of Salford University of Lower Silesia University of Saarland University of Trier | |
University of Twente | University of Trier | University of Antwerp | University of Twente | |
Widener University | University of Twente | University of Bremen | Widener University | |
Widener University | University of Lower Silesia | |||
University of Saarland | ||||
University of Trier | ||||
University of Twente | ||||
Widener University |
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Jones, R., Bursens, P. (2014). Assessing EU Simulations: Evidence from the Trans-Atlantic EuroSim. In: Baroncelli, S., Farneti, R., Horga, I., Vanhoonacker, S. (eds) Teaching and Learning the European Union. Innovation and Change in Professional Education, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7043-0_10
Download citation
DOI: https://doi.org/10.1007/978-94-007-7043-0_10
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-7042-3
Online ISBN: 978-94-007-7043-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)