Global Citizens Are Made, Not Born: Multiclass Role-Playing Simulation of Global Decision Making

Levintova, Ekaterina; Johnson, Terri; Scheberle, Denise; Vonck, Kevin J.

doi:10.1080/15512169.2011.590075

Cited by 25 publications

(7 citation statements)

References 23 publications

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“…EU EU M EL SD X X X X X X X X X X X Jozwiak (2013) EU EU C S SC X X X X X X X X X X X Kalaf-Hughes & Mills (2016) CP USC C S SC X X X X X X X X X X X X X Levintova et al (2011) IR UN C EL X X X X X X X X X X X X Levintova & Mueller (2015) IR UN C EL X X X X X X X Lowry (1999…”

Section: Discussionmentioning

confidence: 99%

Looking at role-play simulations of political decision-making in higher education through a contextual lens: A state-of-the-art

Duchatelet

Gijbels

Bursens

et al. 2019

Educational Research Review

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Section: Discussionmentioning

confidence: 99%

Looking at role-play simulations of political decision-making in higher education through a contextual lens: A state-of-the-art

Duchatelet

Gijbels

Bursens

et al. 2019

Educational Research Review

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“…As it turned out, active learning, exemplified by the Global Summit, if unaccompanied by substantive instruction, has its limitations, even if it encourages students to be creative, think outside the box, and develop other important skills and competencies (Levintova, Johnson, Scheberle, & Vonck, 2011). However, with a simple adjustment in which a more traditional lecture instruction is included alongside the active learning process, the Summit can serve as a useful tool for mastering a threshold concept with resonance and implications beyond college campuses.…”

Section: Discussionmentioning

confidence: 99%

Sustainability: Teaching an Interdisciplinary Threshold Concept through Traditional Lecture and Active Learning

Levintova

Mueller

2015

cjsotl-rcacea

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One of the difficulties in teaching global sustainability in the introductory political science classes is the different emphases placed on this concept and the absence of the consensus on where the overall balance between environmental protection, economic development, and social justice should reside. Like many fuzzy concepts with which students struggle, teaching sustainability lends itself to pedagogical examination within the scholarship of threshold concepts. This article investigates students' understanding of sustainability in the seven semesters when the concept of sustainability was introduced via role-playing simulation and compares it with the similar data from a more recent semester when simulation was supplemented with traditional lecture and classroom exercises. Ultimately, our research question is twofold: (1) How do students define a multifaceted concept like global sustainability and (2) what is the better way to teach it -active learning only or active learning in combination with traditional instruction?Certaines des difficultés rencontrées quand on enseigne la durabilité mondiale dans des cours de base de sciences politiques sont les divers accents mis sur ces concepts et l'absence de consensus sur la question de savoir où devrait se situer l'équilibre général entre la protection de l'environnement, le développement économique et la justice sociale. Tout comme c'est le cas avec de nombreux concepts flous qui donnent des difficultés aux étudiants, l'enseignement de la durabilité se prête à un examen pédagogique au sein de la recherche sur les concepts de seuil. Cet article se penche sur la manière dont les étudiants ont compris la durabilité pendant les sept semestres au cours desquels le concept de durabilité a été présenté par le biais de simulation de jeux de rôles et il la compare aux données semblables recueillies lors d'un semestre plus récent au cours duquel la simulation a été supplémentée par des cours magistraux traditionnels et des exercices de classe. En fin de compte, notre question de recherche est double : 1) Comment les étudiants définissent-ils un concept qui présente de nombreuses facettes tel que la durabilité mondiale, et 2) Quelle est la meilleure manière de l'enseigner -exclusivement par un apprentissage actif ou par le biais d'un apprentissage actif combiné à une instruction traditionnelle? Keywords active learning, mixed pedagogy, global sustainability, general education, threshold concepts, academic bottlenecks Cover Page FootnoteThe research for this article was funded in part by Wisconsin Teaching Fellows and Scholars Program (WTFS). The authors are grateful for the insightful comments on the earlier drafts of this manuscript provided by several participants in the 2012-2013 WTFS program, especially Cyndi Kernahan. We would also like to acknowledge Mark Davis for his helpful literature suggestions for this article.This research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:https://ir.lib.uwo.ca/c...

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“…A robust body of research suggests that experiential education and active learning approaches can increase student engagement and deepen learning (Druckman and Ebner 2008 ;Levintova et al 2011 ). Experiential learning approaches have also been found to be eff ective pedagogical tools for teaching about the complexity and multidimensionality of confl icts (Elias 2014 ;Powers and Kirkpatrick 2013 ;Shaw 2004 ;Sjöstedt 2015 ).…”

Section: Global Complexity and Teaching In The Car Fieldmentioning

confidence: 99%

Teaching about Global Complexity: Experiential Conflict Resolution Pedagogy in Higher Education Classrooms

Romano

Hirsch

Paczyńska

2016

Conflict Resolution Qtrly

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This article examines the utility of experiential learning activities (ELAs) for teaching about global complexity and conflict resolution in higher education classrooms. It focuses on two key concepts: the nexus between global and local and the precarity experienced within global processes. Research on two ELAs, a multisession simulation and a single‐session image analysis, each designed for use in conflict resolution courses, produced extensive data on student learning. The analysis presented demonstrates that for many students, the ELAs resulted in greater engagement with course materials, more nuanced understandings of global complexity, and increased ability to link theory to practice.

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Global Citizens Are Made, Not Born: Multiclass Role-Playing Simulation of Global Decision Making

Cited by 25 publications

References 23 publications

Looking at role-play simulations of political decision-making in higher education through a contextual lens: A state-of-the-art

Looking at role-play simulations of political decision-making in higher education through a contextual lens: A state-of-the-art

Sustainability: Teaching an Interdisciplinary Threshold Concept through Traditional Lecture and Active Learning

Teaching about Global Complexity: Experiential Conflict Resolution Pedagogy in Higher Education Classrooms

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