1. Introduction Matt Bonham Ryan Williams Maxwell School of Syracuse University Matt Bonham Slide 1 Using a Role-Playing Simulation to Bridge Theory And Practice in Graduate Professional Education

2. Copyright 2008 G. Matthew Bonham and Ryan Williams Slide 2 Using a Role-Playing Simulation to Bridge Theory And Practice 1.Web-based text chat, hypertext authoring, and videoconferencing >Create a new learning environment. >Not transformative 2. Collaborative hypertext >Student-centered environment >33% did not benefit Previous Efforts

3. Copyright 2008 G. Matthew Bonham and Ryan Williams Slide 3 Using a Role-Playing Simulation to Bridge Theory And Practice Professionalizing the Program 1.Train students as practitioners 2.Experiences and skills needed for careers 3.Relevant substantive content 4.Collaborate with people around the world who may not share there views and values

4. Copyright 2008 G. Matthew Bonham and Ryan Williams Slide 4 Using a Role-Playing Simulation to Bridge Theory And Practice The Capstone Simulation 1. Previous Capstone: 35-page MA Paper 2. Integrative capstone as part of new set of core requirements: History of International Relations Comparative Foreign Policy Quantitative and Qualitative Skills Microeconomics Culture in Global Affairs 3. A three-day role-playing simulation involving both students and faculty

5. Copyright 2008 G. Matthew Bonham and Ryan Williams Slide 5 Using a Role-Playing Simulation to Bridge Theory And Practice The 2007 Simulation: Learning Outcomes Described in a 2006 Assessment Exercise Culture Decision-making Research and analysis Consensus Building Presentation

6. Copyright 2008 G. Matthew Bonham and Ryan Williams Slide 6 Using a Role-Playing Simulation to Bridge Theory And Practice The Scenario: EU Immigration 1.Industrial espionage by non EU nationals 2.Proposal to track non-EU citizens 3.Require foreign nationals to divulge religious affiliation 4.Should the requirement be voluntary or mandatory?

7. Copyright 2008 G. Matthew Bonham and Ryan Williams Slide 7 Using a Role-Playing Simulation to Bridge Theory And Practice 1. The EU: Commission, Council, Parliament 2. Asian States 3. Arab League 4. Latin American States 5. NATO 6. UNSC 7. Russian Federation 8. USA The Teams in the Simulation

8. Copyright 2008 G. Matthew Bonham and Ryan Williams Slide 8 Using a Role-Playing Simulation to Bridge Theory And Practice The Setting and the Play Day 1 >Briefing on campus and interaction through face-to-face meeting, press conferences, e-mail, and mobile phones Day2 >Off-site retreat center in the Finger Lakes >No Internet or mobile phones Improvised communication Day 3 >Press conferences and large group meetings >Agreement reached at meeting of UN General Assembly Day4 >Debriefing

9. Copyright 2008 G. Matthew Bonham and Ryan Williams Slide 9 Using a Role-Playing Simulation to Bridge Theory And Practice Survey Questionnaire Simulation or MA Paper? 64% prefer simulation 36% prefer MA Paper Preference for Simulation: Interest in Europe or Middle East UG Major in Political Science or IR Like Quantitative and Qualitative Core American students >Simulation as an exercise in verbal communication

10. Copyright 2008 G. Matthew Bonham and Ryan Williams Slide 10 Using a Role-Playing Simulation to Bridge Theory And Practice Learning Outcomes from Reflection Papers 1. Role of Culture: 9% 2. Decision-Making: 29% (Leadership: 22%) 3. Policy Analysis: 16% 4. Consensus-Building: 42% (Negotiation: 38%) 5. Presentation: 7%

11. Copyright 2008 G. Matthew Bonham and Ryan Williams Slide 11 Using a Role-Playing Simulation to Bridge Theory And Practice Critiques of the Participants 1.Scenario was too Euro-centric 2.Marginalization caused frustration uneven participation, and unrealistic role play 3.Lack of Internet and phone service and inability to do research 4.The camp as a mixed blessing 5.Limited role played by the faculty

12. Copyright 2008 G. Matthew Bonham and Ryan Williams Slide 12 Using a Role-Playing Simulation to Bridge Theory And Practice Applying the Lessons Learned 1.May 2008 Simulation on Climate Change 2.Better integration with core requirements (Comparative Foreign Policy and Qualitative Skills) 3.Two months of preparation time and role- playing consultancies 4.Faculty will work actively with students during the simulation exercise 5. Debriefing organized and run by the faculty