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In attempts to move my honors social problems course from a passive environment to a more active and student-centered one, I drew on my experience and the experience of others using simulations to produce a course model committed to “games” and student-initiated learning. I stepped back and reevaluated what I wanted my students to gain while in my class and what impact I wanted the course to have on their future in society. Simulation games provide an opportunity for students to discover knowledge and drive their own education rather than passively taking in information. These “games” are simulations of real world phenomena that can be reproduced in a classroom for academic purposes.