Abstract
Simulation methodology has moved toward using different types of real-world scenario-based learning constructs to improve applied understanding of political science concepts and theories. This type of active learning has become popular in the upper divisions of undergraduate and graduate political science. This reflection addresses the variance in approach to conducting simulations in federal and state general education courses at an open-enrollment community college. Defining the differences conducting these active learning assessments between two and four-year institutions enhances pedagogy at the two-year level and betters connection between these institutions and four-year counterparts. Students are assessed before the simulation and after to gauge progress and competency. At the conclusion, we offer views on how to design and implement simulations among a student population that is diverse academically and demographically.
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