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| Srl | Item |
| 1 |
ID:
141829
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| Summary/Abstract |
Using the core principles of fantasy sports, I propose the notion of using fantasy drafts in political science classrooms. I begin by introducing the basic concept of fantasy leagues. Then I describe an original 30-minute game in which students draft US presidents and “compete” against one another along a number of dimensions. Next, I present possible writing assignments related to the game. The conclusion discusses the contributions of “Fantasy Presidents”—namely, it offers interesting essay prompts and informed discussions, and it encourages students to take the initiative in their own learning.
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| 2 |
ID:
126429
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| Publication |
2013.
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| Summary/Abstract |
Many political science subfields use classroom simulations. Public law, however, suffers from a lack of such activities. Many mock trials exist, but these games focus on jurisprudence and not on the more institutional aspects of the subfield. This article presents the Settlement Game, an original simulation that takes 15 minutes to complete and helps teach important institutional theories such as adversarial legalism, "bargaining in the shadow of the law," and "haves" versus "have-nots" concepts heretofore overlooked by the simulations literature. I introduce relevant theories and describe how the simulation works, discussing preclass assignments, its operation, and debriefing about its connection to theory. I close with comments about assessment of students and explain why the Settlement Game is useful.
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| 3 |
ID:
136167
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| Summary/Abstract |
In this article, we introduce the online version of the board game Diplomacy as a pedagogical tool to teach about the strengths and limitations of constructivism, liberalism, and realism. Beyond helping students learn about the three paradigms, the game has two additional benefits over traditional role-playing simulations. First, the online nature of the game allows it to take place outside of class, freeing up more class time, and creating fewer opportunity costs for instructors who want to use simulations. Second, Diplomacy allows for a more straightforward method of assessment because it has clear rules that apply equally to all students. Plus, the online version provides a platform that gives instructors better insight into student participation. Using data, we show that students enjoyed the game, saw it as educational, and liked the fact that they played it outside of class. We conclude that online Diplomacy and outside-of-class simulations can be used as helpful tools to teach about international relations.
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