Learning by Experiencing: Improving Student Learning Through a Model United Nations Simulation

Abstract

Academic institutions and programs are increasingly using experiential learning and simulations with the observation that these pedagogical devices not only facilitate knowledge but they also provide an opportunity for skills and attitudinal development. The article seeks to determine the effect of experiential learning through simulations on students’ skills development. Specifically, this article examines whether participation in a Model United Nations (MUN) class affects self-reported skills development of students from a public university located in the southeastern United States. Using data from 83 students enrolled in a MUN class from 2011 to 2017, we explored whether there were statistically significant changes in students’ skills—including ability to think critically, to work as a team, to solve problems, to communicate effectively, to examine personal development, and to creatively apply knowledge. Data were analyzed using dependent (paired)-samples t-test. It was found that students’ self-reported skills after enrolling in the class were statistically significant higher than their self-reported skills prior to enrolling in the class with a large effect size. With this in mind, we argue that more Political Science departments should offer simulations and experiential learning devices such as the MUN to increase student success. Limitations to the study and implications for practice and future research are discussed.

Keywords:

• Experiential learning
• Model United Nations
• simulations
• higher order learning
• active learning

Notes

Notes

1 This research was carried out according to expectations for human subjects review at Augusta University.

2 Majority racial group was made up of White non-Hispanic students and minority racial group was made up of all non-White, non-Hispanic students including Black or African American, Hispanic, Asians, American Indian or Alaska Native, bi/multi-racial, and unknown racial groups.

3 The three skills areas that female students did not reported higher levels than male students were Team, Problem, and Creative skills. The mean score for creative skills was the same for male and female students.

Additional information

Notes on contributors

Augustine Hammond

Augustine Hammond, PhD, is an Associate Professor in the Department of Social Sciences at Augusta University in Augusta, Georgia. He teaches courses in the university’s Master of Public Administration program. His research focus includes educational policy, social policy, and economic development.

Craig Douglas Albert

Craig Douglas Albert, PhD, is an Associate Professor of Political Science and the Graduate Director of the Master of Arts in Intelligence and Security Studies at Augusta University. He received his MA/PhD from the University of Connecticut in 2009. His areas of concentrations include international relations, ethnic conflict, cyberterrorism and cyberwar, and the scholarship of teaching and learning. He is widely published, including articles in the Journal of Political Science Education; Iran and the Caucasus; Politics; East European Politics; Chicago-Kent Law Review; Middle Grades Review; The Journal of International Social Studies. Dr. Albert has testified before the U.S. Congress’ joint subcommittee of the House Foreign Affairs Committee concerning the Boston Bombings. You can follow him on Facebook and Twitter @DrCraigDAlbert.