Classroom UNSC Simulations for Building Student and Instructor Confidence, Leadership, and Negotiation Skills

This article provides three important insights based on empirical data about implementing classroom Model United Nations (MUN) simulations using Learner-centered teaching (LCT) pedagogy. The authors describe and compare implementing a classroom simulation of the UN Security Council (UNSC) over eight iterations in a small liberal arts university where average classroom size was 13 students. The article assesses the impact of MUN simulations in the classroom through survey and interview data from former students. The first main insight from the data is that simulations can have a practical impact on students’ lives long after taking the course. Students reported using negotiation skills from the simulation after taking the course in areas of academia, social life, and job and career work. Data was gathered through survey and interviews. The second main insight is the heightened impact of simulations when using peer-assisted learning. In this case each iteration of the simulation was implemented with the support of students who had taken the course previously and this article was co-written with instructor and student who helped plan and implement the most recent simulation. The third insight provided by this article and simulation experience is that simulations can be implemented in lower-level courses or introductory courses and students report becoming engaged in major and career activities in ways they otherwise would not have.