UN Studies Working Group
Workshop Seminar on UN Research and Teaching (Bonn - June 4, 2008)
Presented by Kent J. Kille (kkille@wooster.edu)

“Active Learning and Teaching About the United Nations”

I. What is Active Teaching and Learning?

A. Basic overview:

Active learning focuses on the move beyond a sole reliance on traditional, lecture-oriented approach to engage students in experiential and interactive learning practices (often means learning by doing instead of simply learning what told).

Why? Because active learning promotes learning with a clearer, deeper and longer-lasting understanding of concepts and processes; help students better apply knowledge to real world challenges; and develop critical thinking skills.

Note: Exactly what form of active learning exercise should be carefully tied to educational objectives AND debriefed/assessed to see how well those objectives are being met.

B. Growing area of teaching AND research

Active Learning in International Affairs section (ALIAS) of the International Studies Association (see http://sitemaker.umich.edu/alias.isa/home); journals such as International Studies Perspectives section on pedagogy.

II. How has active teaching and learning been applied to UN teaching?

A. Primary method = simulation

i.e. Model UN – either as part of a class or as a stand alone educational exercise – or other UN related simulations; where can really engage in and learn about decision-making and negotiation process in UN setting. A specific non-Model UN example is UNHCR’s (1997) Passages: An Awareness Game Confronting the Plight of Refugees.

Note: again, been an area of research/publication; along with other Model IO, such as Model EU, Model Arab League

ex. Daniel McIntosh? (2001) “The Uses and Limits of the Model United Nations in an International Relations Classroom.” International Studies Perspectives 2(3): 269-280.

Ex. Pamela S. Chasek (2005) “Power Politics, Diplomacy and Role Playing: Simulating the UN Security Council’s Response to Terrorism.” International Studies Perspectives 6(1): 1-19

III. How could we adapt new/different active learning approaches to UN teaching?

A. Main other active learning categories:

1. Case studies

Use narrative accounts of real international political events in a manner that leaves key themes open to interpretation and debate; wide range of published case materials – so promotes problem-solving and critical thinking analytical skills in addressing a detailed, complex real world case.

Hundreds of existing cases for use, for example the Pew Case Studies Series sponsored by Georgetown University’s Institute for the Study of Diplomacy (see http://www12.georgetown.edu/sfs/ecase/).

For example, collection of cases, cb302 International Law and Organizations Katie Lavelle (2008)
Course POSC 370J / 470J, Spring 2008. Case Western Reserve University
- Case 154: The Ivory Trade
- Case 108: An Irresistible Force Meets an Immovable Object: The United States at UNCTAD I
- Case 471: Humanitarian Aid in the Midst of Conflict: The UN High Commissioner for Refugees in the Former Yugoslavia
- Case 227: Who Is At the Helm? The Debate Over U.S. Funding for the United Nations
- Case 423: Negotiating an International Regime to Mine the Deep Seabed
- Case 284: Rolling Back Malaria by Nets: Do Public-Private Partnerships Work?
- Case 278: Going to the United Nations: George W. Bush and Iraq
- Case 430: Guatemala, Human Rights, and U.S. Foreign Policy
- Case 462: The Clinton Administration and Multilateral Peace Operations

2. Structured debates

Have timed periods in class for making arguments or critical analysis of a theme; where move beyond simple in-class discussion to provide a closer engagement and analysis of the material (which usually have carefully review in advance of debate) - either assigned roles for debates in advance or asked to adopt a position in class.

> Personal example Structured debate: regionalism vs. universalism

3. “Alternative texts”

Source material drawn upon to support teaching beyond standard textbooks or other readings
a. film and video
b. television
c. music
d. comics and cartoons
e. memoirs
f. news articles or editorials

> Personal example “Alternative text”
a. ACUNS 2004 film Uncertain Soil: The Story of United Nations Peacekeeping and American Model UN video series on UN General Assembly
b. Kofi Annan mediating a dispute between monsters on Sesame Street

4. Service-learning

Experiential learning designed to provide a needed service to the community, while allowing students to learn and apply course concepts in the real world (i.e. not just community service, in that clear link between coursework and volunteer activity).

Ex. could tie to service in UN-related organization or field

5. Technology

Wide range of possibilities, from basic use of web-pages and listserv discussions to much greater use of instructional technology such as virtual learning communities through, for example, videoconferencing or more contained course management software like Blackboard. Can include working with on-line archives; on-line interactive games and simulations such as those through

UN’s Cyberschoolbus Global Teaching and Learning Project
(http://www.un.org/Pubs/CyberSchoolBus/) that has links to on-line games, including UNHCR’s Against All Odds; UN’s International Strategy for Disaster Reduction “Stop Disasters” on-line video simulation; WFP “Food Force” game.

> Personal Example
Human Rights quiz (http://www.knowyourrights2008.org/) in honor of 60th anniversary of Universal Declaration of Human Rights.

IV. Brainstorming?

How can we reflect on other “best practices” being used; i.e. experiences of others teaching about UN - what has succeeded and what has not worked well.

Also, reactions to different types of active learning that have not been used much previously and how/whether these would be seen as positive additions to the classroom teaching the UN.

Note: For further information on active learning and international studies, including active learning workshops in this area, see: http://www.wooster.edu/ir/Active-TeachingIR/