Carolyn M. Shaw

Simulating Negotiations in a Three-Way Civil War

ABSTRACT This article examines a role play scenario in which students actively learn about the challenges of negotiation by taking on the roles of different factions and international mediators in a three-way civil war. Students gain a greater appreciation for the complexities of negotiations both in terms of outcomes and process, and they may begin to develop skills that can be used throughout their lives even if they do not become professional negotiators.

Cooperation, Conflict and Consensus in the Organization of American States

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The Evolution of Regional Human Rights Mechanisms: A Focus on Africa

Considerable research has already been done on the role of the United Nations in promoting human rights; however, the work of regional organizations is just beginning to be explored in greater depth. This article compares the regional evolution of human rights instruments, focusing particularly on Africa, and examines different explanations for regional variance. The impact of domestic conditions, regional and international pressures, and cultural concerns on the instrumental calculations of state actors are explored revealing that international and regional factors played a key role in early adoption of protection mechanisms, and that domestic pressures have grown increasingly important.

Connecting Students Internationally to Explore Postconflict Peacebuilding: An American–Canadian Collaboration

This paper presents the design and assesses the results of an international collaborative course of American and Canadian undergraduates on the topic of postconflict peacebuilding. Using online discussions, a web-based role-play simulation, and videoconferencing this collaborative course sought to enhance student engagement with the material by exposing them to views from different countries and encouraging broader thinking about the complex set of activities and challenges involved in peacebuilding. The challenges and benefits of such collaboration are discussed.

Simulations and Role Playing (S&RP) II Track Summary

Participants in this track were delighted to see a number of common themes develop during our presentations and discussions throughout the conference. Participants included faculty and graduate students from a variety of subfields who design creative exercises to actively engage their students in learning. With the wide range of simulations that already exist and the growing body of literature addressing the design of new simulations, faculty have significant resources at their disposal to incorporate simulations into their courses. Simulations are so readily adaptable they can accommodate almost any course content or learning objective.

Connecting Students Cross-Nationally Through Facebook

ABSTRACT For over a decade, academia has been engaged in a lively discussion of how to internationalize the curriculum so that students are better prepared to step into the role of global citizens. This article contributes to the discussion of methods that can be employed to further promote internationalization. The article examines a class project designed with the goal of connecting students through the use of Facebook in order to expand their global awareness and perspectives. In the project, students from U.S. and non-U.S. colleges posted images and descriptions of international relations concepts. By recognizing that others around the world attribute different (and sometimes similar) meanings to these concepts, students broadened their own understandings and gained a greater awareness of the diversity in the study of international relations. A review of three iterations of the project yields useful feedback for future endeavors. While this study is focused on international relations concepts, the framework could also be adapted for other topic areas where a comparative perspective would be beneficial.

Designing and Using Simulations in the International Relations Classroom

ABSTRACT The value of simulations in the classroom is well established, and there are numerous publications that feature specific role-play exercises that can readily be introduced into the classroom. Frequently, however, instructors would like to design their own simulations to fit their specific learning objectives for a class, but don’t know where to start. This article lays out a series of structural and design questions for instructors to consider in order to craft their own simulations. We recognize that there is no singularly “best” way to design simulations, so this article focuses on the key components of simulations and explores different possibilities for each of these components depending on the desired goals of the instructor. We begin with the basics of class size, topic selection, learning objectives, length, and timing. Next, we discuss the design parameters—including the nature of student interaction, desired output, background information, role-specific instructions, and a timeline for the phases of the simulation. We move on to considerations about the actual running of the simulation, and wrap up with reflections on debriefing, grading, and assessment. By stepping through the design questions that are summarized in the Appendix, any instructor, experienced or new to role-playing, can develop a custom simulation to help meet the learning objectives for their courses.