Briefing Teams in World Affairs Class

Abstract

Like many good ideas, this one was stolen. While on a trip to Saudi Arabia, I talked about different teaching approaches with an American colleague from a major uni versity. He mentioned that his grad uate course on U.S. intelligence was built around simulated National Se curity Council intelligence briefings. Immediately, I began to adapt the idea in my mind to my own institution and course. Numerous studies demonstrate the virtues of cooperative, student-active learning as opposed to more traditional teaching methods. Nevertheless, the role of the teacher who creates the or ganizational and structural environ ment is essential to success. In this model, the teacher is the facilitator who monitors the flow of discussion, keeps everyone involved, focuses the issues, and asks penetrating questions as necessary. The scenario adopted was simple. On the first day, I informed my class, Politics 405: Studies in World Affairs, that I was the president's primary for eign policy/national security advisor, and they were my staff. I would de pend upon them to brief me daily be