Enhancing Learning Series Series

Using Simulations to Promote Learning in Higher Education

An Introduction

March 2002
More details
  • Publisher
    Stylus Publishing
  • Published
    25th March 2002
  • ISBN 9781579220525
  • Language English
  • Pages 160 pp.
  • Size 6" x 9"
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December 2011
More details
  • Publisher
    Stylus Publishing
  • Published
    30th December 2011
  • ISBN 9781620360521
  • Language English
  • Pages 160 pp.
  • Size 6" x 9"

"Not only did I learn more substantive law than in any other course I've taken, but I learned why I needed to learn all those things." Alumnus of a legal simulation course

Simulations create and use a complete environment within which students can interact to apply theory and practice skills to real-world issues related to their discipline. Simulations constitute a powerful tool for learning. They allow teachers simultaneously to integrate multiple teaching objectives in a single process. They motivate students, provide opportunities for active participation to promote deep learning, develop interactive and communication skills, and link knowledge and theory to application.
This book provides an introduction to the use of simulations - from creating simple scenarios that can be completed in a single class period, to extended, complex simulations that may encompass a semester's curriculum.

Assuming no prior experience in their use, the authors provide a recipe approach to selecting and designing scenarios for all sizes of class; offer guidance on creating simulated environments to meet learning objectives; and practical advice on managing the process in the classroom through to the crucial processes of debriefing and assessment.

The detailed concluding description of how to plan and manage a complex simulation -- complete with its sample scenario and examples of documentation - provides a rich demonstration of the process.

This book will appeal to anyone, in virtually any field of study, looking for effective ways to bridge the gap between academic learning and discipline-specific practice.

"This book is a comprehensive guide to developing and managing educational simulations. User friendly and jam-packed with information, this tome challenges the novice and veteran instructor alike to innovate in the classroom with a cutting-edge pedagogy. Even the teacher who has never heard of simulation gaming will find this text useful. It's the only book you will need!"

Robert C. Bird, W. Paul Stillman School of Business, Seton Hall University

"Providing an extensive review of convincing literature, Hertel and Millis give us a careful, step-by-step, ‘how-to’ book--from the creative aspects of designing simulations through the challenging aspects of assessing students’ performance. Simply put, reading Using Simulations to Promote Learning in Higher Education will change the way you teach. Bravo!"

Constance Staley, Director, Freshman Seminar Program, University of Colorado-Colorado Springs, and author of Teaching College Success

"This work's original contribution lies its thoughtful prompts and detailed examples that show the reader how to author and carry out an effective simulation in the higher education context."

- Journal of College Student Development

"This book. . .is a readable discussion of this kind of experiential learning process."

- Teaching Theology and Religion

"Whether you are a veteran user of education simulations, or a novice in search of information about the pedagogical merit and use of this technique, Hertel and Millis's book is a valuable resource…the authors present a comprehensive review of the why and what of education simulation, as well as several valuable tools for creating and using simulations. The authors, while not critical of externally developed simulations, clearly spell out the pedagogical rewards for using teacher-created simulations specific to a discipline…This would be a useful reference for novice and veteran nursing educators who wish to help students bridge the gap between education and professional practice. It would also be useful for beteran educators who wish to review their knowledge of debriefing and assessing the technique."

- Nursing Education Perspectives

Why Simulations Further Educational Goals; What is an Educational Simulation? Designing an Educational Simulation; Managing an Educational Simulation: Debriefing an Educational Simulation; Responsible Assessment; An Extended Simulation; Appendix: Simulation Summary, Scenario and Sample Documents.

John Paul Hertel

John Paul Hertel is Associate Professor of Law at the United States Air Force Academy (USAFA), Colorado. He frequently conducts workshops at professional conferences and campuses around the country.

Barbara Millis

Barbara Millis is Director of the Teaching and Learning Center, University of Texas at San Antonio, having previously served as Director of faculty development at the U.S. Air Force Academy. Prior to that, she worked in faculty development at the University of Maryland University College. She frequently conducts workshops at professional conferences and campuses around the country.

simulations in teaching; deep learning; technology in higher education