UN Security Council Simulation

Abstract

“Manipulating variables in a simulation can change the dynamic of the interactions and the outcome of the simulation” (Asal and Blake, 2). Our research is based on this premise. We wanted to see how two distinctly structured UN Security Council simulations shaped the learning experience for two classes at Montgomery College. Because we teach on two separate campuses at the same college, we cannot isolate all relevant variables. Therefore, this is a tentative exploration of the different outcomes and experiences created by our distinct simulation structures.

In our simulations, we have both chosen to use real-world cases rather than to develop fictional accounts. In Haydel’s case, the class spends one-two class periods in simulation; therefore, she chooses one specific case to be the topic of the Security Council meeting. She has used the debate over Iran’s nuclear program nine times, updating the instructions each time to reflect recent developments. She has also used the debate over how to respond to human rights violations in Burma/Myanmar three times.

The structure of the Zook simulation allows each student delegate to develop a draft resolution on any topic of their choosing relevant to the security needs or agenda of the country they have chosen to represent. As a result, during the course of the semester, the simulation features 8-10 different simulation topics. Zook has also utilized this approach in his online sections of this course.

Keywords: community college, UN Security Council, simulation