Guided Design Simulations in Introductory Level American Politics and State and Local Politics Courses

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A series of simulations that I have developed, based on the guided design format, can be used in introductory level American politics and state and local politics courses. I use the simulation as the final course project to synthesize theories and concepts addressed in the course by directly involving students in a sevenstep, problem-solving exercise. Structured as a group project, students work together as a team for a team grade and are in competition with other groups to have their solution adopted as the best solution. Each group presents its solution to the class for the final examination. During the presentations, the class plays the role of contracting agent or commissioning authority depending on the problem scenario. Following the conclusion of all presentations, I repeat the project evaluation criterion and instruct the class to vote by secret ballot for the best solution. Following the vote, I critique each group's performance and note the grade they have earned. Lastly I count the ballots and announce the vote result. I usually present the winning group with a token prize (toy kazoos so the winners can blow their own horn, etc.) to acknowledge their success and close the term on a festive note. While sharing many features of other simulations, the guided design format is especially attractive because it provides feedback following each step. It incorporates a sequenced validation process (i.e., the guides), which enables students to repeatedly evaluate their progress and make adjustments they decide upon with minimal faculty intrusion. In both my American politics and state and local politics courses, a current events emphasis is directly incorporated into course content. In addition to the required text(s), students subscribe to a weekly newspaper, The Washington Post Weekly Edition. Classroom instruction is conducted predominantly through a discussion format, with regular use of informal writing exercises and informal debates. Students are expected to apply theory and concepts to current events in classroom discussion, exercises, and essay examinations. The current events emphasis provides the foundation for the guided design project. Course requirements include four examinations and the final guided design project. The examinations and project are graded at equal value. As the capstone of the course, the guided design project concludes the term and is scheduled for the last week(s) of class. By controlling time allocated to each step, or the number of steps included, the project can be run in as few as three class hours. My experience has been, however, that this abbreviated version combines steps better left distinct and does not permit in-depth deliberations, outside data collection, or the exploration of multiple alternatives. For best possible results, I currently devote the last six class hours of the term and the final examination period to the guided design project.