This article explores the effect of student engagement on learning outcomes associated with students’ participation in Model United Nations. We developed an objective assessment of learning outcomes by fielding a survey to conference participants and measuring their general knowledge of the United Nations. We follow-up the survey by asking faculty advisors to report on student outcomes and on the level of activity of Model UN student groups. As predicted by previous research, expectations established by a supportive peer group provide a powerful incentive for student learning, even exceeding the influence of formal instruction in a dedicated credit-bearing course.
- Support should be directed towards faculty advisors who work directly with students and who serve as advisors to student clubs, in addition to those who develop credit-bearing courses and curriculum.
- Instructors should design simulations with check-ins and debriefings to remind students to remain engaged and committed to their own learning throughout the semester.
- Yet this message is more effective when it is reinforced by their peers.
Jesuit, D. K., & Strachan, J. (2021). Student engagement and learning outcomes in the model United Nations. Journal of University Teaching & Learning Practice, 18(8). https://doi.org/10.53761/22.214.171.124