In this paper, I argue that real-time simulations - that is, simulations based on real world events that are still in progress - are a particularly effective form of classroom simulation, which capture the elements of urgency and uncertainty that are often missing from fictional or historical case study simulations. Specifically, I contend that real-time simulations help students to engage with the material in a more personal and immediate way than traditional role play exercises. Moreover, real-time simulations are realistically unpredictable, because the information that students use to make decisions is uncertain, incomplete and ever-changing. After discussing the theoretical benefits of real-time simulations, the paper describes an example from an undergraduate course on international development at Knox College, which focuses on the issue of international aid in post-earthquake Haiti. Based on the results of pre- and post-simulation surveys administered to participants in the course, I argue that real-time simulations like the one described here constitute a promising teaching tool for instructors of political science and international relations.
{"title":"Policymaking in Post-Earthquake Haiti: A Real-Time Classroom Simulation","authors":"Daniel J. Beers","doi":"10.2139/ssrn.2212515","DOIUrl":"https://doi.org/10.2139/ssrn.2212515","url":null,"abstract":"In this paper, I argue that real-time simulations - that is, simulations based on real world events that are still in progress - are a particularly effective form of classroom simulation, which capture the elements of urgency and uncertainty that are often missing from fictional or historical case study simulations. Specifically, I contend that real-time simulations help students to engage with the material in a more personal and immediate way than traditional role play exercises. Moreover, real-time simulations are realistically unpredictable, because the information that students use to make decisions is uncertain, incomplete and ever-changing. After discussing the theoretical benefits of real-time simulations, the paper describes an example from an undergraduate course on international development at Knox College, which focuses on the issue of international aid in post-earthquake Haiti. Based on the results of pre- and post-simulation surveys administered to participants in the course, I argue that real-time simulations like the one described here constitute a promising teaching tool for instructors of political science and international relations.","PeriodicalId":413948,"journal":{"name":"Political Science Educator: Courses","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122527446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article, co-authored by an instructor and a student of a research design and methods course at a liberal arts college, outlines key lessons learned by both instructor and student as the course progresses. Building on past scholarly writings about the teaching of research methods to undergraduates in political science and other social science disciplines, this paper continues the discussion about good practice in teaching research methods to social science undergraduates. We aim to narrow the gap between teacher and student, and to invigorate debate among instructors of undergraduate research methods about the need for innovative teaching and practice in such courses. Finally, we include recommendations for sustaining student interest in research methods, and for making research design and methods relevant to non-political science majors who might have to take the course to fulfill academic requirements. This paper will be of interest to instructors of research methods and heads of social science departments, as well as potential students of such courses.
{"title":"Training Future Political Scientists: Reflections from an Undergraduate Research Methods Course","authors":"J. M. Lau, E. Schaefer","doi":"10.2139/SSRN.2207367","DOIUrl":"https://doi.org/10.2139/SSRN.2207367","url":null,"abstract":"This article, co-authored by an instructor and a student of a research design and methods course at a liberal arts college, outlines key lessons learned by both instructor and student as the course progresses. Building on past scholarly writings about the teaching of research methods to undergraduates in political science and other social science disciplines, this paper continues the discussion about good practice in teaching research methods to social science undergraduates. We aim to narrow the gap between teacher and student, and to invigorate debate among instructors of undergraduate research methods about the need for innovative teaching and practice in such courses. Finally, we include recommendations for sustaining student interest in research methods, and for making research design and methods relevant to non-political science majors who might have to take the course to fulfill academic requirements. This paper will be of interest to instructors of research methods and heads of social science departments, as well as potential students of such courses.","PeriodicalId":413948,"journal":{"name":"Political Science Educator: Courses","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127894378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We introduce a simple but particularly compelling prisoner’s dilemma classroom experiment that can be used in a variety of settings to demonstrate issues surrounding cooperative behavior (e.g., oligopoly, advertising, and public corruption). The prisoner’s dilemma occurs in all 21 class sections in our experiment. This experiment is more likely to engage students in two ways. The “payoff” in the game involves the possibility of students earning a small number of extra points. Also, we find that presenting experimental results to students enhances their interest in the material. For example, we find evidence that female students are less likely to “defect” than are male students, and that international students are more likely and seniors less likely to “defect.” Classroom discussions are greatly enhanced as a result.
{"title":"Teaching the Prisoner's Dilemma More Effectively: Engaging the Students","authors":"Michael A. McPherson, M. Nieswiadomy","doi":"10.2139/ssrn.2191685","DOIUrl":"https://doi.org/10.2139/ssrn.2191685","url":null,"abstract":"We introduce a simple but particularly compelling prisoner’s dilemma classroom experiment that can be used in a variety of settings to demonstrate issues surrounding cooperative behavior (e.g., oligopoly, advertising, and public corruption). The prisoner’s dilemma occurs in all 21 class sections in our experiment. This experiment is more likely to engage students in two ways. The “payoff” in the game involves the possibility of students earning a small number of extra points. Also, we find that presenting experimental results to students enhances their interest in the material. For example, we find evidence that female students are less likely to “defect” than are male students, and that international students are more likely and seniors less likely to “defect.” Classroom discussions are greatly enhanced as a result.","PeriodicalId":413948,"journal":{"name":"Political Science Educator: Courses","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125156795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The intuition behind linear regression can be difficult for students to grasp particularly without a readily accessible context. This paper uses basketball statistics to demonstrate the purpose of linear regression and to explain how to interpret its results. In particular, the student will quickly grasp the meaning of explanatory variables, r-squared, the statistical significance of estimates of regression coefficients, and applications to Finance. Even if the student is not a sports fan the examples are easily understood and familiar. The student can easily replicate the procedures in this paper to reinforce learning.
{"title":"Introducing Linear Regression: An Example Using Basketball Statistics","authors":"Tom Arnold, Jonathan M. Godbey","doi":"10.2139/ssrn.1736184","DOIUrl":"https://doi.org/10.2139/ssrn.1736184","url":null,"abstract":"The intuition behind linear regression can be difficult for students to grasp particularly without a readily accessible context. This paper uses basketball statistics to demonstrate the purpose of linear regression and to explain how to interpret its results. In particular, the student will quickly grasp the meaning of explanatory variables, r-squared, the statistical significance of estimates of regression coefficients, and applications to Finance. Even if the student is not a sports fan the examples are easily understood and familiar. The student can easily replicate the procedures in this paper to reinforce learning.","PeriodicalId":413948,"journal":{"name":"Political Science Educator: Courses","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124017232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This note summarizes the pros and cons of lecturing and outlines several principles of giving, and listening to, good lectures. It includes a reference list for additional reading. Excerpt UVA-PHA-0048 LECTURING For most college teachers lecturing is like throwing the shot. In fact, it is more like throwing a frisbee. —Ed Davis Lecturing is probably the most common form of instruction in education in the world. For many of us, the notions of college teaching and lecturing are so closely aligned that we automatically think of the latter when we think of the former. That lecturing is so common does not, however, make it necessarily the best or the most powerful method of instruction. Like all other forms of instruction, lecturing has strengths and weaknesses, some of which will be explored and examined here. This note will also outline some suggestions for preparing effective lectures. General Principles Lecturing well requires work and practice. Lectures are not something you can do well merely because you have an advanced degree. You cannot simply walk into an auditorium without careful thought, planning, and practice and give an excellent lecture. Lecturing is an art as much as a science. Like other methods of instruction, it deserves special attention and practice if you want to become more skilled. Effective lecturing is neither the mere reading of notes nor the casual regurgitation of facts that you may have learned throughout your life. One senior professor at a well-known university gave a lecture on lecturing and noted that in 42 years he had never been in a meeting at the school that focused on the quality of teaching. This is a shameful thing for any educational institution. We cannot be good teachers if we don't work at it. . . .
{"title":"Lecturing","authors":"James G. Clawson","doi":"10.2139/ssrn.911823","DOIUrl":"https://doi.org/10.2139/ssrn.911823","url":null,"abstract":"This note summarizes the pros and cons of lecturing and outlines several principles of giving, and listening to, good lectures. It includes a reference list for additional reading. Excerpt UVA-PHA-0048 LECTURING For most college teachers lecturing is like throwing the shot. In fact, it is more like throwing a frisbee. —Ed Davis Lecturing is probably the most common form of instruction in education in the world. For many of us, the notions of college teaching and lecturing are so closely aligned that we automatically think of the latter when we think of the former. That lecturing is so common does not, however, make it necessarily the best or the most powerful method of instruction. Like all other forms of instruction, lecturing has strengths and weaknesses, some of which will be explored and examined here. This note will also outline some suggestions for preparing effective lectures. General Principles Lecturing well requires work and practice. Lectures are not something you can do well merely because you have an advanced degree. You cannot simply walk into an auditorium without careful thought, planning, and practice and give an excellent lecture. Lecturing is an art as much as a science. Like other methods of instruction, it deserves special attention and practice if you want to become more skilled. Effective lecturing is neither the mere reading of notes nor the casual regurgitation of facts that you may have learned throughout your life. One senior professor at a well-known university gave a lecture on lecturing and noted that in 42 years he had never been in a meeting at the school that focused on the quality of teaching. This is a shameful thing for any educational institution. We cannot be good teachers if we don't work at it. . . .","PeriodicalId":413948,"journal":{"name":"Political Science Educator: Courses","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124680699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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