This review examines the Model United Nations (MUN) program at the collegiate level and provides useful information for advisors that are leading MUN for the first time.

This study tested the effects of two instructional aids in a complex, dynamic environment, specifically, a business simulation. Participants studied (1) a "causal map," which depicted key variables in an interconnected network, (2) a textual outline of the same relationships, or (3) no-aid. With the relevant aid still available, the participants…

The ability to plan and execute projects is a fundamental skill required among managers and business school graduates. In the opening phase of a project, the project team makes decisions about the relative priority of project time, cost, and performance objectives, oftentimes without complete information about customer and stakeholder…

This article introduces "expertise-based training" (XBT) as an instructional design theory that draws on the theories, findings, and methods of expertise research in order to create instructional strategies that can hasten the development of advanced learners into experts. The central tenants of XBT are: 1) Key cognitive sub-skills that…

A mini-simulation (one to three class periods long) using the telephone directory is outlined to exemplify a simulated work experience in which students practice decision-making skills. (TA)

Explains why simulation is a particularly useful teaching device in areas in which it is important to tie together cognitive skills and motor skills into total performance. Discusses the many forms simulation can take in soft skills training and how simulations can shape perspectives. (CT)

Describes a simple simulation for teaching secondary students about nuclear power as a source of energy by having them role play various interest groups. Game rules, including division of class members into four interest groups, are described. The author suggests eight references that would be useful for the simulation. (Author/DB)

A research project was conducted to determine if dynamic skill training differs in important ways from knowledge system instruction. The term dynamic skills was used to mean sets of intellectual processes responsible for selective perceptions in a real time driven content and for the selection and performance of appropriate responses in that…

This presentation discusses the use of simulation games in the training of resident assistants, and discusses such items as student response to this type of training device, rate of success in promoting discussion, stimulating thinking, and developing skills, and the use of this device as a vehicle for peer feedback. Three specific games are…

Six tips for increasing student problem-solving skills are offered in this teacher fact sheet. Puzzles and simulations matched to student mental maturity and general knowledge are recommended as activities for helping students think more flexibly and practice higher order thinking skills. In addition, four suggestions are given for controlling…

Designed as an integral part of a one-semester course in small business ownership and management for high school students, this second of two simulation games is intended to be introduced at the end of Unit 2, "The Market is People," and completed in Unit 3, "Dollars and Decisions." The game is divided into two…

A variety of learning activities are presented in this workbook, one of three related documents prepared to teach the skills essential for safe boating behavior in all recreational boating activities. Twenty workbook activities are correlated with material covered in class sessions and information contained in the resource manual developed for the…

This paper describes and evaluates a political skills course for college students. Course objectives include teaching students to do the following: organize and run a meeting; bargain effectively; communicate within and between groups; manage a crisis; organize a political coalition; be aware of personal stress and some of the ways to reduce it;…

Designed to last approximately 12 days, Unit III of the 4-unit life planning and career development curriculum for rural high school students focuses on skills application. Through experience simulation, students apply skills learned in Unit II to the information from Unit I; they project their future lives and simulate their responses to problems…

Part of a series devoted to identifying and evaluating strategies which vocational education administrators and instructors can use at the secondary student, teacher, or administrator level to eliminate sex stereotyping and sex bias in vocational education programs, this simulation activity involves students in real-life situations requiring…