Schnurr & Taylor. (2021). Simulating the Sustainable Development Goals: Scaffolding, Social Media and Self-Reported Learning Outcomes Amongst Entry-Level Students. Journal of Political Science Education, 17(1), 255-274.

This paper addresses two crucial gaps in the scholarship on the design and execution Simulation-Based Education (SBE) – the importance of scaffolding in constructing successful simulations for entry-level students and the associated value of social media tools.  We examine these issues within three successive iterations of a role-play simulation employed in an introductory undergraduate course.  …

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Schnurr & Taylor. (2019). Bridging the gap between the Research Ethics Board and the Scholarship of Teaching and Learning. Canadian Journal for the Scholarship of Teaching and Learning, 10(1)

In 2016, Dalhousie University’s Research Ethics Board created an interdisciplinary working group to identify the key ethical challenges of SoTL research, with the overarching aim of recommending best practices and communicating these to researchers in order to support and expand the conduct of ethically sound SoTL research. This essay reflects on the lessons learned through …

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Schnurr, De Santo, Green, & Taylor. (2015). Investigating student perceptions of learning within a role-play simulation of the Convention on Biological Diversity. Journal of Geography, 114 (3), 94-107

  Longitudinal data were mobilized in the form of quantitative and qualitative surveys to investigate how role-play simulation impacts student perceptions of knowledge acquisition. Through the analysis, we conclude that simulation should be embedded in the overarching logic of the course for knowledge transmission, and online technologies have the potential to enhance student learning. Full-text

Schnurr, De Santo, & Green. (2014). What do students learn from a role-play simulation of an international negotiation? Journal of Geography in Higher Education, 38(3), 401-414.

This article uses pre- and post-surveys to assess learning outcomes associated with a role-play simulation set within a fictionalized extension of the Convention on Biological Diversity. Quantitative and qualitative data suggest that the simulation increased student appreciation of the complexity of international negotiation, but decreased student interest and self-assessment of skill proficiency. Full-text (protected)| Full-text

Schnurr, De Santo, & Craig. (2013). Using a blended learning approach to simulate the negotiation of a multilateral environmental agreement. International Studies Perspectives, 14, 109-129.

This is the first in a series of publications evaluating the effectiveness of a role-play simulation that integrates three educational delivery methods — preparatory learning, face-to-face learning, and online collaborative learning — to recreate the complexity of negotiating global environmental issues. Qualitative student feedback is used to analyze the benefits and challenges of this approach. …

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