Introduction
Frances Junnier and Stephanie Link
SIMULATIONS FOR CRITICAL DISCUSSIONS IN HIGHER EDUCATION
Introduction
Student engagement is widely recognised as a critical component in student success (Kahu & Nelson, 2018). However, creating the conditions that activate student cognitive, social, emotional, and behavioral engagement is an on-going challenge for educators in higher education (Lay-Hwa Bowden et al., 2019). In this open-access educational resource, we help meet this challenge by providing ready-to-use simulation-based learning opportunities for college students across academic disciplines.
Over the last several decades, simulations have been widely used in business, industry, medical training, and language teaching (i.e., Kerins et al., 2020; Damron, 2008; Halleck 2013). Simulations provide learners with “realistic situations structured to reveal significant interactions that lead to focused learning objectives” (Birnbaum, 1982: 4). As an instructional technique, simulation has been shown to foster interdisciplinary and inter-cultural collaboration (Crookall & Arai, 1995) and critical thinking (Halleck et al., 2002). Moreover, simulation-based pedagogy supports transformative learning (Carrick-Hagenbarth, 2023), thus creating the necessary conditions for student engagement and student success.
“Each new learning experience has the potential to challenge students’ ways of being and thinking, and to require students to bring their diverse identities and experiences to bear on new ideas.
(Kahu & Nelson, 2018: 62)
In this forward-looking text, we offer transformative learning opportunities by engaging students in simulations that address some of society’s grand challenges that they are likely to face as they enter the workforce as young professionals and active global citizens. Placing societal challenges at the center of student learning is a powerful way to activate critical thinking. These problems motivate learners’ natural curiosity and stimulate passive and non-active students (Bean, 2014). The simulations in this book adopt a critical lens in thematic areas that will appeal to students from across the disciplines. Simulations addressing equity; health and wellbeing; technology and innovation; and the environment and sustainable growth allow students to engage in topics tangibly related to their majors while, at the same time, enabling them to develop the non-technical or soft skills needed to become successful professionals and engaged citizens in an increasingly globalized world. Simulations allow learners to critically reflect on their own assumptions, beliefs, judgements and relationship to the world (Mezirow, 2012). This type of critical reflection is especially important in a world where social media echo-chambers can give people a distorted and exaggerated sense that their beliefs and opinions are widely held by others (Bunker & Varnum, 2021).
“Globalization has created situations in which professionals must learn to work with colleagues who have similar skills, but who have different values and ideas.”
(Halleck & Coll-Garcia, 2015: 97)
To deepen the learning experience, each chapter provides the opportunity to apply learning through real-world deliverables such as podcasts, letters to the editor, and multimodal design. For writing intensive courses, chapters offer writing prompts that can be used to help students acquire effective written communication skills by articulating their perspectives, opinions, and insights on the chapter’s theme and by analyzing the prompt, formulating arguments, and coherently supporting their ideas with evidence.
Benefits of Simulation-based Learning
As the future of work continues to evolve, there is a need for learners to acquire skills that can advance society and meet workforce needs. Simulation-based learning cultivates skill-building by immersing learners in realistic scenarios as a dynamic approach to problem-solving. By preparing learners to seamlessly apply acquired skills across various real-world situations, simulation-based learning can empower them to thrive in an ever-changing world. To achieve active engagement and participation, however, learners need to understand the benefits in a simulation to understand its relevance to their major and to the course in which it is fun (Halleck & Coll-Garcia, 2015). Our textbook leverages a set of fundamental advantages offered by simulation-based learning:
Enhanced Transferable Skills
Simulation-based learning allows learners to actively engage in realistic scenarios with peers (Birnbaum, 1982), honing practical skills that aid in further academic pursuits, personal growth, and workforce readiness. For the educational context, these skills can facilitate effective learning, critical thinking, and problem-solving (Halleck et al., 2002) across different subject areas and social contexts. Transferrable skills can also play a role in personal growth, helping individuals manage time, set goals, and navigate challenges in their daily lives. By engaging in critical discussions, learners can enhance their ability to collaborate, communicate, and lead in ways that show teamwork, adaptability, and decision making.
Interdisciplinary and Intercultural Learning
Simulation-based curricula offer a unique avenue for interdisciplinary and intercultural learning by seamlessly blending various academic disciplines and global perspectives (Crookall & Arai, 1995). This approach draws expertise from diverse fields and cultivates a holistic perspective towards the critical themes presented in the book. The synthesis of knowledge prepares individuals to navigate real-world challenges that often require multifaceted solutions. Ultimately, simulation-based learning becomes a catalyst for breaking down academic barriers and nurturing well-rounded individuals capable of tackling complexities in an interconnected world.
Transformative Learning
Simulations require learners to immerse themselves in hands-on experiences that promote active participation in tasks. These tasks are usually collaborative to mirror real-life team building while facilitating better retention and understanding of concepts. Active readings and listening tasks also support the development of background knowledge on critical concepts and enable learners to build schema to broaden understanding and transform the way they interact with others (Carrick-Hagenbarth, 2023).
The immersive experience of simulation-based learning provides hands-on opportunities that offer deeper understanding of critical discussions shaping our society. This enhancement of practical skills is invaluable, providing learners with the confidence and competence needed to navigate real-world challenges. To maximize learning potential, each chapter is organized according to a five-phase progression through the simulation curriculum.
Phases of a Simulation-based Unit
From problem-solving to decision-making, the five phrases of a simulation bridge the gap between theory and application, ensuring that learners are well-equipped with the practical expertise required in their respective fields. The following outlines the key learning objectives of each phase to foster successful integration into the classroom context.
Phase 1. Activation
In the activation phase of a simulation-based unit, the primary learning objectives revolve around assessing prior knowledge and facilitating schema building. This crucial step sets the foundation for effective learning by ensuring that learners bring relevant existing knowledge to the forefront. By gauging their pre-existing understanding, instructors can tailor teaching to bridge gaps and align with students’ cognitive frameworks. Emphasizing this phase is particularly vital when introducing the theme of the simulation, as it cultivates a common understanding of the topic across learners. Through thoughtful activation activities, learners are better equipped to grasp new concepts, fostering a cohesive and comprehensive learning experience that enhances retention and application of knowledge.
Phase 2. Comprehension
Once prior knowledge is activated, each chapter offers activities to broaden comprehension of the critical perspectives surrounding each theme. In the comprehension phase, the key learning objectives involve deepening knowledge on a topic from diverse perspectives and fostering a holistic understanding of critical themes. Encouraging learners to engage with diverse resources enhances their comprehension by providing a well-rounded viewpoint from important stakeholders directly affected by topics discussed in each chapter. This approach not only enriches their understanding but also promotes the ability to analyze information from different angles. By emphasizing a comprehensive exploration of the subject matter, the comprehension phase ensures that learners develop a nuanced and informed perspective, enabling them to navigate complex concepts and apply their knowledge in a broader context.
Phase 3. Simulation
With enriched comprehension of a topic, learners can begin preparing for a simulation of a real-world scenario. In this simulation phase, the primary objectives center around providing students with real-world experiences of navigating challenging discussions that require an understanding of multiple socio-cultural stances. This crucial phase involves assigning roles to learners, which may or may not align with learners’ real-world beliefs. By immersing students in their assigned role, they learn to engage with diverse viewpoints while holding true to the values and beliefs of their assigned role. This approach fosters empathy, critical thinking, and effective communication skills while preparing learners for nuanced engagement in real-world situations. A simulation can take place once learners and their roles are combined into teams and standards for a role-play are established. We provide you with teaching tips at the end of this chapter.
Phase 4. Reflection
Often the most critical phase of a simulation-based unit is the reflection phase. Here, the key learning objective is to debrief about the simulated experience in order to help learners analyze and articulate their experiences while deepening their understanding of the critical theme presented. Debriefing after a simulation is essential for consolidating learning, identifying insights, and refining one’s approach based on the outcomes. It enhances metacognitive skills, allowing students to reflect on their decision-making processes and consider alternative perspectives. The debriefing process acts as a bridge between simulated experiences and real-world application, ensuring that learners extract meaningful lessons and insights that can be applied in diverse contexts.
Phase 5. Application
In the application phase, the primary learning objective is to transfer acquired knowledge, skills, and experiences to practical and real-world products that are tailored to students’ interest and/or the course goals. At the end of each chapter, application tasks are strategically designed to leverage individual strengths and offer ideas for applied learning. These activities encompass multimodal projects (e.g., blog posts, infographics), public-facing initiatives (letter to the editor, brochures), and essays for writing-intensive courses (e.g., argumentative prompts). By providing varied options, learners or instructors can choose projects that reinforce chapter-specific knowledge while also cultivating versatile communication abilities essential for real-world scenarios.
Overview of the Book
Our simulation-based textbook aspires to cultivate servant-leaders among successive generations. By encouraging active engagement within communities, it instills a commitment to social responsibility and equity. The content integrates the latest research and knowledge, equipping learners for the evolving world. Furthermore, it emphasizes addressing society’s “Grand Challenges,” fostering a generation ready to apply critical knowledge and expertise to tackle pressing issues confronting an inequitable civilization. This holistic approach prepares learners to contribute meaningfully to their communities and address the complex problems of the world they will enter. Along with a focus on equity, we draw from Oklahoma State University’s distinctive Land-Grant mission and its four interdisciplinary “Priority Areas”:
- Innovating to Nourish the World
- Leading in Aerospace Innovation and Application
- Enhancing Human and Animal Health (OneHealth)
- Powering a Growing World Population Sustainably and Responsibly
Reflective of the significant challenges facing society, the four Priority Areas should be seen as interdisciplinary meeting points where institutional capacity intersects with societal needs. They are not confined to specific academic areas or divisions but represent comprehensive intersections addressing pressing issues. Each section of the text addresses select grand challenges in each of these areas.
Equity
One of the most pressing challenges facing society is the inequitable opportunities afforded to individuals due to concerns about systemic disparities and inclusivity across diverse dimensions such as race, gender, and socioeconomic status. Fostering equitable practices in an inequitable society entails dismantling barriers to equal opportunities, fostering a society where everyone has equitable access to resources, rights, and privileges, aiming for a more just and inclusive future. This section of the textbook addresses some of these inequities with a lens on indigenous communities, race, nativespeakerism, and refugee resettlement.
Innovating to Nourish the World
The grand challenge of nourishing the world involves ensuring sustainable food security for a growing global population. It necessitates addressing issues like food scarcity, agricultural sustainability, and equitable distribution. Tackling this challenge requires innovative solutions to provide nutritious and sufficient food for all, promoting environmental stewardship and social equity in the face of increasing demands on the world’s resources. This section of the textbook highlights some of these topics with a focus on sustainable agriculture and food security.
Leading in Technology Innovation and Application
The grand challenge in technology innovation and application involves navigating the rapid evolution of technology to benefit society while mitigating potential risks. It calls for ethical and responsible development, ensuring equitable access, privacy safeguards, and harnessing technology to address global issues. Balancing innovation with societal well-being is essential to harness the transformative power of technology for the greater good. This section of the textbook thus focuses on the accessibility of online education, ethical AI, and the future of unmanned aerial systems.
Enhancing Human and Animal Health
The grand challenge in human and animal health is to enhance well-being through comprehensive healthcare solutions. It entails advancing medical research, ensuring access to quality healthcare, and addressing emerging diseases. The goal is to create a healthier global population, emphasizing preventive measures, innovative treatments, and a One Health approach that considers the interconnected health of humans, animals, and the environment. This section covers topics in this area related to universal healthcare, minimum wages, rural health, and the opioid epidemic.
Powering a Growing World Population Sustainably and Responsibly
The grand challenge in powering a growing world population sustainably involves meeting energy needs while mitigating environmental impact. It requires transitioning to renewable sources, enhancing energy efficiency, and developing responsible technologies. Balancing the growing demand for power with environmental stewardship is crucial to ensuring a sustainable and responsible energy future for the expanding global population. Thus, this section addresses topics on car dependency and energy equity.
By addressing complex issues like equity, food, technology, health, and energy; we can conceive transformative solutions, contributing to a more sustainable, inclusive, and improved world for generations to come. The topics covered in this text are not exhaustive, yet by exploring these grand challenges, we can spark innovative ideas for a better future.
Teaching Tips
[Coming Soon!]
References
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Bunker, C. J., & Varnum, M. E. (2021). How strong is the association between social media use and false consensus?. Computers in Human Behavior, 125, 106947.
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