The Impact of Simulations on Higher Level Learning

Often, political science, public policy, and public administration course objectives include statements regarding increasing responsible citizenship, developing a continued interest in public affairs and policy, building the capacity to integrate the course material to develop policy arguments, and fostering the ability to apply the theoretical concepts to “real life” situations. These objectives are beyond simple recall and comprehension and are often referred to as higher level learning. However, the traditional pedagogical techniques of assigned readings, lectures, tests, and papers often fail to replicate the “real world” in that these learning experiences frequently do not require the students to integrate, synthesize and apply the course material in realistic situations. As a result, some have turned to role-playing simulations to help achieve their course objectives. While the benefits of simulations are often touted, there is a dearth of empirical evidence to support this assertion. A survey of nearly 200 students in four sections of an entry level course in urban policy will be used to examine this gap in the teaching and learning literature and will attempt to uncover the impact of multi-session classroom simulations on higher-level student learning. The results of this study suggest that simulations are an effective means to increase students' higher level learning