LISA NEW FREELAND Fun and Games of Teaching: Simulations in a Social Problems Course

In attempts to move my honors social problems course from a passive envi-ronment 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 com-mitted to “games ” and student-initiated learning. I stepped back and reevaluat-ed what I wanted my students to gain while in my class and what impact I want-ed 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. For example, I use a game called “The Sinking Ship ” to examine status, occupation, education, and power. Each student is given an index card with a status written on it such as migrant worker, senator, college student, or nurse. I then read a prepared statement explaining that they are all on a sinking ship and have fifteen minutes to decide who of the eighteen passengers will be given the six lifeboat seats. I sit back and give them fifteen minutes to write the cho