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League of Our Own: Creating a Model United Nations Scrimmage Conference

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Title: League of Our Own: Creating a Model United Nations Scrimmage Conference
Language: English
Authors: Ripley, Brian, Carter, Neal, Grove, Andrea K.
Source: Journal of Political Science Education. Jan 2009 5(1):55-70.
Availability: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Physical Description: PDF
Page Count: 16
Publication Date: 2009
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Descriptors: Student Participation, International Organizations, Simulation, Case Method (Teaching Technique), Group Dynamics, Conferences (Gatherings), Role Playing, Instructional Design, Political Science, Performance Factors, Barriers, Program Development, Program Implementation, Instructional Effectiveness
DOI: 10.1080/15512160802611963
ISSN: 1551-2169
Abstract: Model United Nations (MUN) provides a great forum for students to learn about global issues and political processes, while also practicing communication and negotiation skills that will serve them well for a lifetime. Intercollegiate MUN conferences can be problematic, however, in terms of logistics, budgets, and student participation. In order to improve the educational utility of the MUN experience while minimizing some of the drawbacks that accompany lengthy travel, the authors created an intercollegiate scrimmage league. This paper details our experience with MUN, examining the strengths and weaknesses of traditional competitions, our reasons for starting a scrimmage league, and the particulars of putting together such a league. We then evaluate both the challenges and successes of this approach and discuss our future plans. It is hoped that this paper will stimulate more discussion of useful techniques for improving the MUN experience. (Contains 1 table and 4 notes.)
Abstractor: As Provided
Number of References: 14
Entry Date: 2009
Accession Number: EJ827319
Database: ERIC
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  Value: <anid>AN0036359658;[15ub]01jan.09;2019Feb08.15:40;v2.2.500</anid> <title id="AN0036359658-1">League of Our Own: Creating a Model United Nations Scrimmage Conference. </title> <p>Model United Nations (MUN) provides a great forum for students to learn about global issues and political processes, while also practicing communication and negotiation skills that will serve them well for a lifetime. Intercollegiate MUN conferences can be problematic, however, in terms of logistics, budgets, and student participation. In order to improve the educational utility of the MUN experience while minimizing some of the drawbacks that accompany lengthy travel, the authors created an intercollegiate scrimmage league. This paper details our experience with MUN, examining the strengths and weaknesses of traditional competitions, our reasons for starting a scrimmage league, and the particulars of putting together such a league. We then evaluate both the challenges and successes of this approach and discuss our future plans. It is hoped that this paper will stimulate more discussion of useful techniques for improving the MUN experience.</p> <p>Keywords: conferences; international; Model United Nations; simulations</p> <p>It is often said that life imitates art. The academic corollary to this cliché might be that our pedagogical techniques and innovations sometimes draw inspiration from the subject matter we teach. The study of international organizations offers many insights about the benefits of cooperation and the conditions under which successful institutions may be created and maintained (for example, see Keohane [<reflink idref="bib6" id="ref1">6</reflink>]; Keohane and Martin [<reflink idref="bib7" id="ref2">7</reflink>]; Martin and Simmons [<reflink idref="bib9" id="ref3">9</reflink>]). Thus it is hardly surprising that those of us who teach courses on international organization, when confronted with the problem of how to make better use of Model United Nations opportunities for our students, decided to do the obvious. We created a new organization founded on mutually agreeable principles and designed to maximize collective benefits for the participants. This paper details our experience with existing Model United Nations conferences, examines the strengths and weaknesses of traditional competitions, describes our rationale for forming a new scrimmage league and provides the particulars of putting together such a league. We then evaluate both the challenges and successes of this approach. While we concentrate on Model United Nations, similar arguments could be made for the construction of other regional scrimmage leagues for such other organizations as Model NATO or Model European Union.</p> <hd id="AN0036359658-2">Our Experience</hd> <p>The Model United Nations provides a well-established framework for realistic diplomatic role-play activities grounded in both the substance of actual world affairs and the institutional procedures of the United Nations. In fact, "simulating international organizations began even before the birth of the United Nations, when students held a series of Model League of Nations in the 1920s. The Model UN Program is a successor to a student-directed simulation of what preceded the UN itself, but it is not documented exactly how the Model UN began" (<ulink href="http://cyberschoolbus.un.org/modelun/faq.html">http://cyberschoolbus.un.org/modelun/faq.html</ulink>). The Model UN format has versatile applications in the realm of active learning about international diplomacy. Faculty may stay close to home if they choose and utilize Model UN simulations within their international relations courses on campus as part of an active learning approach (for example, see Lantis [<reflink idref="bib8" id="ref4">8</reflink>]; McIntosh [<reflink idref="bib11" id="ref5">11</reflink>]; Chasek [<reflink idref="bib3" id="ref6">3</reflink>]; see also, Hazelton and Mahurn [<reflink idref="bib5" id="ref7">5</reflink>]; Muldoon [<reflink idref="bib12" id="ref8">12</reflink>]). On the other hand, many colleges and universities participate in one or more of the numerous intercollegiate Model UN conferences such as the well-known National Model UN (New York), the American Model UN (Chicago), and Harvard's World Model UN conferences that rotate locations to various international cities (see http://www.nmun.org; http://www.amun.org; <ulink href="http://www.harvardmun.org">http://www.harvardmun.org</ulink>). A host of regional conferences exist throughout the United States and Canada, many of which have their own rich reputations and extensive histories. The multitude of conference options makes generalizations difficult, as quality may be quite varied across events, and even across years as leadership changes. It can also be challenging to research the various conferences, as available information is also uneven.</p> <p>The character of a Model United Nations (MUN) group on one's campus is a key factor in the type of activities that will be most beneficial. The number and type of students drawn to MUN varies from campus to campus. A nationally competitive Model UN team often stems from years of work by a dedicated faculty member who has devoted painstaking efforts to building a successful program, in some respects akin to the efforts of a winning coach of a successful athletic team. Some campuses have more modest Model UN teams that wax and wane depending on the time available to an overworked faculty advisor. Budgets often play a determining role in the scope of Model UN activities, regardless of the faculty member's ambitions for the program. The authors all teach at small, liberal arts colleges. This section provides a brief background and context for explaining how and why we established our own scrimmage league.</p> <p>One of the authors arrived at an institution where a fledgling Model UN team had been created with intercollegiate competition foremost in mind. No comparable extracurricular activities such as debate, moot court, or Model Congress existed on the campus. Thus department colleagues and college administrators looked favorably upon the Model UN as an excellent vehicle for recruiting and retaining strong students, and yet another item to place in admissions brochures and the college Web site touting the opportunities available at the institution. Although funded directly by the administration, the reality of Model UN conference costs meant travel opportunities were limited. At most, a few students (often fewer than ten) would be able to attend a couple of conferences each year unless significant fundraising efforts were launched <emph>or</emph> other more cost-effective competitive venues could be created.</p> <p>Another author inherited a club that also offered one academic credit per year for participation in Model UN activities. Although the club attended one large intercollegiate conference per year, most of the energy and focus was devoted to hosting an annual conference for high school students. In an effort to enhance opportunities available to the team, a local intercollegiate conference was added to the season's agenda. Club membership typically ranged between 20 and 30 students, received limited financial support from the student activities funds and relied instead on revenue generated from the high school conference for most of its budget.</p> <p>Another author's campus had no established MUN activity. Starting with little student awareness of MUN and with no budget made it difficult to even think about taking students to one of the large, expensive events. At the same time, there was a desire to build enthusiasm for MUN beyond the confines of a two-day simulation in International Organization or Introduction to International Relations courses.</p> <p>The authors all sought for a middle-ground opportunity between the expensive and time-intensive conferences and the time-constricted in-class simulations. Given the limitations of their budgets and schedules, they decided that hosting several one-day "scrimmages" would provide many benefits of intercollegiate competition without many of the associated costs.</p> <hd id="AN0036359658-3">Benefits of MUN</hd> <p>We are convinced of the utility of the MUN experience. In many ways, MUN represents the quintessential example of "active learning" pedagogy in the field of international relations. It allows our students the opportunity to develop a nuanced understanding of complex international issues. Students benefit greatly from role-playing (for example, see Frederking [<reflink idref="bib4" id="ref9">4</reflink>]; Wheeler [<reflink idref="bib14" id="ref10">14</reflink>]). The benefits of MUN can be divided into two main categories: substantive learning and skill development. Both of these areas are developed better when the student is actively engaged (Brock and Cameron [<reflink idref="bib1" id="ref11">1</reflink>]; Shaw [<reflink idref="bib13" id="ref12">13</reflink>]; Stice [<reflink idref="bib14" id="ref13">14</reflink>]; Burch, [<reflink idref="bib2" id="ref14">2</reflink>]).</p> <p>In developing substantive knowledge, MUN gives students the opportunity to research current (or historical) international problems and encourages them to see these problems from multiple perspectives. Since MUN simulations attempt to replicate structural and procedural aspects of the real-world United Nations, students gain insights about the multifaceted nature of this premier international organization. Under ideal conditions, participants develop a great interest in the issues they are assigned, and garner an appreciation for the complexity of international policy formation, negotiation, and implementation. Hours devoted to debates with their peers about the Israeli-Palestinian dispute, genocide in the Sudan, nuclear proliferation, or comparable world issues tend to provide a constructive "reality check" for many students. (Indeed, typical student remarks following such an intensive issue-based simulation are "Now I really understand what's at stake in this situation," or, somewhat more wistfully, "I wish I had prepared more fully.") The enthusiasm generated by MUN conferences carries over into the classroom, frequently surfacing in the form of more confident, well-informed contributions to seminar discussions. Further, if one is on a campus where there is little awareness about international affairs, there is a great benefit to having students interact with peers on other campuses who are "jazzed up" about contemporary world events. Model UN has the potential to unite students of varied backgrounds in a common quest to understand world events and (at its best) helps reinforce the value and importance of being a more globally aware citizen.</p> <p>Likewise, MUN is a great forum for developing a set of concrete, practical skills. The preparation required for effective Model UN participation hones student research and organizational skills. Constructing position papers enhances writing skills, improves one's ability to evaluate information sources and places a premium on conveying ideas accurately and concisely. At its best, MUN offers the participants an opportunity to practice diplomacy.[<reflink idref="bib2" id="ref15">2</reflink>] They must convince others they have credible opinions worthy of consideration and must strive to build coalitions and consensus around policy proposals. They need to practice constructive criticism. Ultimately MUN participants have the opportunity to develop public speaking skills, and the best of them become highly skilled advocates. These fundamental skills are valuable in a variety of settings.</p> <hd id="AN0036359658-4">Drawbacks of Extended Conferences</hd> <p>All institutions impose costs on participants, sometimes worthwhile and sometimes not. Likewise, established institutions reinforce norms and expectations, both positive and negative. Despite many virtues, most of the established regional or national Model UN conferences have some drawbacks. Our experience with traditional four-day MUN conferences—the standard model for intercollegiate competitions—caused us to reevaluate our participation and to seek a better means of gaining the benefits without the high costs. Among the most significant disadvantages of traditional MUN conferences are: the cost of participating, the culture of some of the conferences on the large conference circuit, and the difficulty of maintaining a high degree of student participation throughout the conference.</p> <p>Costs can be prohibitive, especially for colleges or universities with small budgets. Conference fees are often in the neighborhood of $35–$50 per delegate, hotel rooms in major cities often exceed $200 per night, a chartered bus can cost several thousand dollars including hotel expenses for the driver. Thousands of dollars to subsidize a few students for a weekend trip is enough to frighten off many budget officers at smaller institutions; though we acknowledge that other institutions have prioritized this activity and thus funded it well. In addition to the financial costs, a major conference requires a great deal of preparation and planning. Students often participate in MUN as an extracurricular activity in addition to a full course load. Under these circumstances, students face significant time constraints—often hindering their ability and incentive to prepare extensively for conferences, not to mention the need to make up academic work missed while on these extended trips.</p> <p>The culture of the large conference circuit can be discouraging to those who attend only one conference a year. Delegates from larger, more affluent schools, who participate in several conferences a year, tend to work well with each other and know the chairs of the committees (who, in turn, are often delegates at other conferences). Although chairs generally try to be unbiased, familiarity with some delegates can lead to unintentional bias. Furthermore, whether or not bias exists, newcomers are likely to perceive bias once they observe a striking level of familiarity among the "insider" group of experienced delegates. At some conferences the level of professionalism is uneven among sessions or sorely lacking altogether. Messages about the conference social activities, sanctioned or not, can range from subtle to blunt. One author was very disturbed by his first experience at an international conference, as the conference logo included shot glasses, and the official newsletter distributed during the conference bordered on pornographic. The conference organizers spent a great deal of time advertising their pub crawl and other social activities, undermining the focus on policy and, it seems, creating the atmosphere of one long party interrupted occasionally by Model UN sessions. Other large conferences suffer similar weaknesses, as committee sessions are filled with announcements of social activities, attempts to peddle shot glasses, mugs and t-shirts, or delivery of flowers with flirtatious notes. In addition, having a major hotel filled with college students is likely to result in sleepless nights (for both students and their unlucky advisors) and poor performance during the day. While there is nothing wrong with fun and social interaction as part of the conference experience, too often it seems the tail is wagging the dog at some MUN conferences.</p> <p>A further disadvantage of the traditional extended conference is the difficulty of maintaining a high level of student engagement throughout the conference, particularly by newcomers who didn't fully appreciate what they had gotten themselves into when agreeing to attend. Students experiencing a large conference for the first time can be overwhelmed, discouraged, and intimidated by the sheer number of participants. Many students are quite reluctant to enter the fray when there are 150 or so delegations in the committee. First-time participants often take a day or two to work up the courage to say anything at all, and even then find few opportunities to get a word in edgewise. Furthermore, smaller, less prestigious schools often get the less desirable assignments, asked to represent countries whose opinions can be safely ignored.[<reflink idref="bib3" id="ref16">3</reflink>] While observing their experienced peers speak and dominate committee proceedings can be a constructive (albeit sobering) experience for students—a taste of the real-world "school of hard knocks" in highly competitive settings—some simply tune out. Given the overwhelming feelings of insignificance, plus the relative anonymity in the midst of a huge crowd, many students find the allure of the city, or the need to recover from previous socializing, compelling. By Sunday, most of the delegates and the members of the dais are marking time. Several committees give up on debate and turn to telling jokes.</p> <p>Another key weakness of the larger conferences is that there are few (often no) mechanisms in place to provide feedback for participants. Aside from granting awards to the top performers, many conferences provide little in the way of evaluation. Participants often have no idea about how their statements or actions during role-play sessions were perceived or how they could improve. While there is definitely value in discussing important topics from various points of view for an extended period, those who are less active in the debate find it a case of diminishing returns. More feedback will hopefully encourage more dynamic participation, and thus better learning, but alas this is often a missing ingredient from large conferences.</p> <p>Despite the negative appraisal offered in the preceding paragraphs, extended MUN conferences do have merit and the authors still participate in and support such conferences when financially feasible. Our students have fun at these conferences. Our most experienced, talented team members compete effectively and learn a great deal. Schools from remote areas have a chance to visit "the big city" and the students often benefit from the cultural experience alone. Further, there are many MUN conferences across the country and thus we expect that these issues may not always arise. Still, finding a less problematic conference is time-intensive and often hit-or-miss. Given the balance of costs and benefits, we feel there might be a better way to accomplish the fundamental goals of MUN.</p> <hd id="AN0036359658-5">A League of Our Own</hd> <p>The authors, all teaching at small liberal arts colleges, sought to find a way of getting more out of the MUN experience without destroying their budgets. Two of the universities participated in the larger conferences, while one had not been able to budget for such an experience. We wanted to create a setting that would include the benefits of intense debate about global issues and genuinely engaging role-play opportunities without some of the drawbacks of the larger conferences. In addition, as described below, we committed to a format that provides students with feedback about individual performance so that the experience can contribute to their development as MUN participants. We established a new league, dubbing it the Mid-Atlantic Model United Nations Consortium or MAMUNC.</p> <p>We determined to hold conferences in a one-day Saturday scrimmage format. This greatly reduces costs, since it allows teams to travel to the host university without needing to pay for a hotel. Nor is it necessary for students (or faculty) to miss class in order to attend these events. Furthermore, we waived all registration fees for scrimmage participants. Costs for the conference are limited to travel. The host school has picked up the tab for a simple lunch (typically pizza, chips, and pop works as low-cost and popular fare), and for the trophies and other awards distributed at the close of each scrimmage.</p> <hd id="AN0036359658-6">Charter Schools and Scrimmage Principles</hd> <p>It was clear from the outset that in establishing this new institution, the founding members would need to share a set of explicit goals and principles if this venture were to succeed. MAMUNC consists of set of charter member schools that take turns hosting the scrimmages (if they wish) and agree to travel to a minimum number of scheduled scrimmages throughout the academic year. The scrimmages, held from 10:00 a.m. to 3:00 p.m. on a Saturday, are organized around an appropriate venue such as a committee of the General Assembly, the Security Council, the UN Environmental Program, the UN Human Rights Commission, and so forth. The charter member schools make every effort to ensure the following principles are in place for each scrimmage. The scrimmages:</p> <p></p> <ulist> <item> 1. are well-moderated by attentive, knowledgeable chairs;</item> <p></p> <item> 2. operate according to familiar rules of parliamentary procedure distributed in advance;</item> <p></p> <item> 3. provide detailed, constructive written feedback for each delegation; and</item> <p></p> <item> 4. offer awards for outstanding individual and team performance.</item> </ulist> <p>MAMUNC scheduled four scrimmages for the initial 2005–2006 season (September, October, March, and April). Several factors led to this decision. We wished to have a sufficient number of scrimmages to allow for regular league competition but not so many as to pose an undue burden on student and advisor schedules. Given the "lake effect" weather conditions of this region it seemed imprudent to schedule events in the winter months when driving conditions may be hazardous. The experience of the 2005–2006 season helped determine the appropriate number of scrimmages for future years. We have found four events to be a good number. Given the diversity of university schedules and other demands on time, more than two events a semester is extremely difficult.</p> <p>Charter member schools are to be consulted by the host school during the planning of MAMUNC-sponsored scrimmages and information pertaining to these events is to be provided in a timely manner to all participants, charter and non-charter schools alike. A school that agrees to be a charter member makes the following commitments:</p> <p></p> <ulist> <item> 1. Willingness to support the basic rules and framework of the MAMUNC scrimmage league (with the right to offer ongoing suggestions for modification and improvement as we continue to experiment with these events);</item> <p></p> <item> 2. Willingness to participate in multiple scrimmages during the season in order to enhance the success of MAMUNC;</item> <p></p> <item> 3. Willing to host an occasional scrimmage that implies locating an appropriate meeting space, providing a simple lunch, and helping with all the little incidentals of proper directions, name tags, and so forth;</item> <p></p> <item> 4. Willingness to have their institution's name listed as a "charter member" in any mailings or invitations extended to other institutions.</item> </ulist> <p>Changes in charter status can be handled as needed and are generally reviewed annually. We have experienced some necessary changes in the composition of charter memberships. The founders of MAMUNC extend regular invitations to non-charter schools for participation in league scrimmages. Inclusion of additional schools adds to the fun, provides a new dimension to the competition and promotes the values of the Model United Nations. Terms of such invitations can be negotiated further among the advisors of the charter member schools. Charter member schools receive priority in the choice of country assignments and in decisions about the administrative aspects of MAMUNC, but non-charter schools are welcomed, encouraged, treated with the utmost fairness in competition and evaluation and invited to join as charter members for future seasons if interested. Indeed, two universities have since joined as charter members. MAMUNC reserves the right to restrict or ban participation by schools that do not abide by the rules or that (barring unforeseen emergencies) fail to show up for a scrimmage where they have preregistered and been assigned countries. "No show" schools undermine the quality of the scrimmage and thus forfeit the right to further invitations.</p> <hd id="AN0036359658-7">Procedural Modifications</hd> <p>The compressed timeframe of our one-day scrimmages influenced us to make several changes to the ordinary, multiday format. In our scrimmages, delegates focus exclusively on a single issue and begin their work with a precirculated draft resolution that they are free to amend or substitute with one of their own creation. The advisors collaborate before the scrimmage to choose the topic and to craft the resolution, often making it purposely flawed in order to generate debate. The draft resolution does not have a formal sponsor (it simply "exists" as a focal point for initiating debate) so no delegate has the undue burden or benefit of taking responsibility for the resolution on the floor. There are several reasons for adopting this nonconventional technique. First, it helps to focus the debate on some select key issues. Given the severe time restraints, we simply do not have the time to work through the typical topic selection and working paper process that has delegates try to narrow the subject to something they can handle. Second, it is useful as a teaching tool for students to receive a draft resolution, knowing that it needs to be improved. Many of our students are new to the game, and this provides a good mechanism for increasing their ability to judge what makes a good resolution. Third, it helps students prepare for the scrimmage by acting as a study guide for some of the key issues. Given that the preparation time-table is generally much shorter than for the major conferences, providing a draft resolution facilitates their research and improves their ability to focus on the issues.</p> <p>Noting that it generally takes shyer students some time to work up the courage to speak, we impose a brief (two-minute maximum) opening statement from each delegation. This gives everyone a chance to get their feet wet, and also to identify countries with whom they might be able to work to hammer out a deal. It gets them into the mix early and places all delegations on an initially equal footing.</p> <p>While the scrimmage generally operates according to standard parliamentary procedures, we have further modified some rules to accommodate our purposes. After some trial-and-error, for example, we decided to do away with the common procedure of an established Speakers' List. The list is not used very much, and the time required to establish it, and then continually move away from it for the purpose of engaging a moderated debate, is better used for other purposes. Therefore our scrimmages generally operate in seminar-style moderated caucus (with limited speaking times), with a few exceptions.</p> <p>Delegates are also able to call for unmoderated caucus, a rather free-wheeling format where they can circulate around the conference room and engage in semiprivate one-on-one, or small group, conversations with fellow delegates. Given the limited time available during the day combined with the tendency for unmoderated caucus to isolate and frustrate the less active participants, we decided to place a limit of 75 minutes on the time available for unmoderated caucus over the course of a single scrimmage day. We find that this works well, as it encourages the delegates to rely more heavily on moderated caucus (where they are engaged in public "on the record" advocacy) to hammer out many of their points, and then move to concentrated bouts of unmoderated caucus for more nuts-and-bolts issues and hard bargaining. This strategy helps keep all delegates involved in the proceedings. The judges are also better able to monitor performance during moderated sessions.</p> <p>In a further nod to the complexity of global governance as well as a recognition of our students' interests, MAMUNC scrimmages occasionally incorporate non-UN players such as nongovernmental organizations (NGOs; e.g., the International Red Cross, Greenpeace, or Doctors Without Borders) or intergovernmental organizations (IGOs; e.g., the African Union). In MAMUNC scrimmages these unorthodox assignments are often given to some of our most able delegates who relish the opportunity to engage in passionate advocacy on behalf of their assigned cause. In scrimmages that include NGOs or IGOs, specific time is given to them to address the body as a whole. We also allow these nonstate delegates to endorse or oppose draft resolutions before they are voted upon by state delegates.</p> <hd id="AN0036359658-8">The Role of Advisors</hd> <p>Team advisors play a vital role in MAMUNC scrimmages. Advisors serve as administrative staff and judges for these events. In the weeks prior to a scrimmage, the advisors play a fundamental role in cooperatively establishing ground rules for the event. Country assignments, for example, are made via e-mail exchange among advisors well in advance of the scrimmage date. In order to avoid conflict in the potentially contentious allocation of choice assignments, we generally have multiple rounds of selections, with the top picks closely monitored and evenly distributed to ensure that no single school dominates the process. Subsequent rounds of assignments function more on a first-come, first-served basis that allows a degree of flexibility for advisors virtually unknown at the larger conferences. This allows students to pursue their interests and generally select countries they favor. Advisors cooperate in writing the draft resolution and other educational and programmatic preparation. Those willing and equipped to handle parliamentary procedure in an informed, balanced fashion have occasionally been drafted to be the scrimmage moderator but more often our practice has been to identify highly capable students able to serve this role. It is something of a badge of honor for an experienced student delegate to wield the gavel during committee deliberations, but even in this case there has been discussion and consultation with faculty advisors to ensure student chairs exhibit the utmost fairness and proper protocol when dealing with their peers.</p> <p>During the scrimmage itself advisors serve as judges. The presence of multiple evaluators helps ensure balance and avoids the "Soviet Olympic judge syndrome" of inflating one's own delegate's scores at the expense of the competition. What's more all the current MAMUNC advisors share the basic values of the Model UN as a worthwhile learning experience and exhibit great integrity in their feedback and scoring responsibilities. If anything, we have noticed that advisors tend to be harder on their own students; although there is generally great consistency across judges. Any team participating in a MAMUNC scrimmage must be accompanied by an advisor able and willing to assist in the successful operation of the scrimmage.</p> <hd id="AN0036359658-9">Competition, Awards, and Scoring</hd> <p>MAMUNC is founded on the desire to create opportunities for students to learn more about the United Nations, international diplomacy, and global issues. Yet the organizers of MAMUNC believe there is no fundamental contradiction between learning and competition when it comes to Model UN scrimmages. In fact, the prospect of competing on behalf of one's college and of being evaluated by judges adds incentive for solid research and preparation prior to the scrimmage. Frankly, it adds to the authenticity of the scrimmage if the delegates believe there is something at stake in their advocacy and negotiations. Recognizing individuals for outstanding performance ensures the scrimmages will attract some of our best MUN delegates, will enhance the overall quality of the event and will provide (by example) an opportunity for less-experienced participants to "see how it's done." Team scores and friendly intercollegiate competition also adds incentive for participation and might make it easier to persuade the institution's administrators scrimmages are genuine events well worth funding.</p> <p>The MAMUNC scrimmages place a premium on articulate public advocacy and effective use of parliamentary procedure rather than behind-the-scenes informal negotiation and resolution writing. This is due in part to the time limits imposed by a one-day scrimmage as well as our shared commitment to developing specific professional skills. The existence of a prewritten draft resolution means the delegates arrive at the scrimmage prepared to engage in debate over the merits of the resolution in ways that reflect their national interests, while acknowledging that amendments or substitute resolutions remain a distinct and desired possibility in any given scrimmage. We want to encourage delegates to make their best efforts at these scrimmages. By recognizing meritorious performance, delegates have a goal to strive for and the scrimmages aim to attract some of our region's best Model UN participants. Yet by providing other kinds of awards and recognition for team effort (see below) the scrimmages still fulfill their fundamental purpose of providing an excellent opportunity for honing skills and gaining experience. A balance can be achieved.</p> <p>MAMUNC scrimmages abide by the scoring and evaluation system outlined below. The system is designed to encourage sound preparation and solid commitment to the principles of the Model United Nations. We seek to create Model UN simulations based on knowledge of world issues, an understanding of diplomacy, and an ability to engage in realistic representations of national interest. All charter schools strongly encourage a spirit of fairness, a sense of humor, a desire to learn, and plain old good sportsmanship among all participants whenever we compete in a MAMUNC event.</p> <p>Some of the criteria MAMUNC judges consider when evaluating a delegate's performance include the following:</p> <p></p> <ulist> <item> Effective public speaking; clear, articulate, organized; use of logic, humor or passion to make a persuasive appeal;</item> <p></p> <item> Frequency of comments (within limits) in order to convey national interests and get "on the record";</item> <p></p> <item> Ability to focus on key points germane to resolution or general issue areas under discussion;</item> <p></p> <item> Knowledge of country's position and interests; reference to factual information and historical context; understanding the history of involvement on the issue by the UN, one's own country, or one's allies and adversaries;</item> <p></p> <item> Capacity to build a dialogue, reacting to questions or claims made by others using appropriate channels of communication;</item> <p></p> <item> Command of parliamentary procedure; willingness and ability to use appropriate procedures to accomplish diplomatic goals;</item> <p></p> <item> Involvement in efforts to amend resolution or to offer alternative resolution in order to accomplish diplomatic goals; serving as sponsor or co-sponsor of amendments or resolutions; ability to render such documents in an authentic, procedurally correct format;</item> <p></p> <item> Ability to maintain professional decorum, use of appropriate language; general demonstration of cooperative, principled attitude in negotiations;</item> <p></p> <item> Quality and effectiveness of opening statement.</item> </ulist> <p>Each individual delegation is eligible for evaluation and awards at each scrimmage. (A country delegation may consist of one or two individuals; although we favor single delegations in bodies other than the Security Council.) Each delegation receives written feedback from a panel of judges (consisting of team advisors). In addition, performance by individual delegations is recognized using the following scoring system: "5" for Superior, "4" for Excellent, "3" for Good, and "2" for Participation.[<reflink idref="bib4" id="ref17">4</reflink>] Ribbons, trophies, or other forms of individual recognition are awarded as well for the top country delegations.</p> <p>Each college with at least three country delegations is eligible for a team award at each scrimmage. Team awards are determined by combining the college's top three country delegation scores. For example, suppose the top three delegations from College A score "5," "4," and "4" (combined equals "13") and from College B score "4," "4," and "3" (combined equals "11") at a scrimmage. College A would be declared the first place team. Trophies are awarded to the first and second place team at each scrimmage. By using the "top three" delegation system, one need not have the largest number of delegations to win. A small college willing to bring three or four strong delegations can be in contention to win the team award.[<reflink idref="bib5" id="ref18">5</reflink>]</p> <hd id="AN0036359658-10">Putting It into Practice: Challenges and Successes</hd> <p>As noted at the outset of this article, many parallels exist between the scholarly study of international organizations and the effort to establish an institution to improve active learning about international organizations. Among the most significant concepts applicable to our adventures in institutional formation and maintenance include (a) the identification of mutually beneficial objectives; (b) trust and transparency in decision-making procedures; (c) the existence of a "hegemonic leader" able to help ensure organizational continuity; and (d) an openness to reforming institutional practices in light of experience. We turn briefly to an examination of each of these points.</p> <hd id="AN0036359658-11">Mutually Beneficial Objectives</hd> <p>We began this process of forming a scrimmage league as "sovereign" entities in need of an institution that could meet our mutual needs. Driven by self-interested factors such as limited budgets, dissatisfaction with many of the institutional rules and norms of the established Model UN conferences, and a genuine desire to create opportunities for our students to experience quality Model UN competition, we designed an alternative format. After two full seasons of experience, the MAMUNC scrimmage league appears to be a qualified success.</p> <p>The rewards of our efforts are seen in student learning and growth. Students are generally pleased with these conferences and take the feedback seriously. The smaller size of our scrimmages (generally fewer than 40 students) compared to larger conferences tends to encourage participation. A scrimmage league has the added value of helping students who regularly attend to develop intercollegiate networks of peers who share their interests. Innovations such as the requirement of an opening statement and the restrictions placed on unmoderated caucus time have produced quality debates and impassioned negotiations during the scrimmages.</p> <p>Evidence of positive student response to the scrimmage format can be seen in the results of a survey administered at one of our recent events. Each student participant was asked to identify the three most significant benefits they derived from the MAMUNC scrimmages. The results were aggregated and the responses were ranked as indicated in Table 1.</p> <p>Table 1. Mid-Atlantic Model UN Consortium (MAMUNC) participant survey</p> <p> <ephtml> <table><tbody><tr><td>Number of Responses: 30</td></tr><tr><td>Model UN participants enjoy and benefit from the MAMUNC scrimmages for a variety of different reasons. Please identify (by circling) THREE of the following statements that best reflect your personal feelings about the benefits of MAMUNC scrimmages.</td></tr><tr><td>The THREE greatest benefits I derive from MAMUNC scrimmages are:</td></tr><tr><td><list list-type="Bullet"><list-item><p>1. Practicing public speaking in front of a group {17} (57%).</p></list-item><list-item><p>2. Learning more about the foreign policy of a specific country {15} (50%).</p></list-item><list-item><p>3. Learning more about a global issue or regional problem {14} (47%).</p></list-item><list-item><p>4. Practicing informal negotiations or coalition building during unmoderated caucus time {12} (40%).</p></list-item><list-item><p>5. Meeting students from other colleges who share an interest in Model UN {12} (40%).</p></list-item><list-item><p>6. Experiencing the "Model UN format" and figuring out how it works {8} (27%).</p></list-item><list-item><p>7. Portraying major, significant countries (i.e., as compared to some larger conferences) {5} (17%).</p></list-item><list-item><p>8. Receiving written evaluations from the judges {4} (13%).</p></list-item><list-item><p>9. Competing for awards and representing my college or university {3} (10%).</p></list-item></list></td></tr><tr><td /></tr></tbody></table> </ephtml> </p> <p>We were gratified to find that the substantive aspects of the scrimmage—practicing public speaking, learning more about the foreign policy, learning more about global issues—ranked high for this group of students. While the student-survey results were surprising in some respects (the advisors tend to think the written evaluations and opportunity to experience the "Model UN format" have been a boon to our students) we were pleased to see they value the essential features of this activity so highly. Many of the respondents for this questionnaire were quite experienced, so some of the more introductory benefits may have been undervalued compared to the results we might have gotten in a less-seasoned group. While competing for awards and representing the university were not listed as one of the top three benefits, participants do appreciate the awards and the recognition of having done well, happily posing for photographs around the team trophy.</p> <p>Providing substantive feedback for 30 or more participants does present a challenge. Nevertheless, our corps of advisors/judges has been steadfast in following through on the commitment to send each participant home with extensive evaluations and constructive advice for improvement. We continue to tinker with the evaluation form in an effort to be even more explicit in providing quality feedback for the scrimmage participants.</p> <hd id="AN0036359658-12">Trust and Transparency in Decision Making</hd> <p>Part of MAMUNC's success can be attributed to an excellent group of colleagues. Establishing an intercollegiate scrimmage league is not for the faint of heart. It requires commitment to the basic idea, a degree of flexibility, and a spirit of collegiality. Given the intensity of interaction among the advisors, collegiality is essential. We have been fortunate in establishing a league in which there are no selfish attitudes and differences in opinions are worked out with respect. Decision making has worked by consensus, mostly in the form of electronic "dialogues" carried on via e-mail prior to and between events. Suggestions for scrimmage topics, an equitable allocation of country assignments, and a sense of humor help facilitate interactions. Operating with a written set of rules and expectations in the form of a <emph>Scrimmage League Handbook</emph> (available upon request) reinforced the spirit of cooperation among team advisors. Since we had all agreed about the rules and principles of the league prior to the actual scrimmages, the students and advisors arrived with a clear set of expectations. When in doubt, we consulted the previously established rules whenever possible rather than making it up on the spot or deferring completely to the loudest voice or mob rule.</p> <p>As should be clear from the description of these arrangements, the MAMUNC league is very much an advisor-driven organization. While students are valued and their opinions and preferences are considered in the process, decision-making authority remains with the team advisors. While some might raise questions about this apparent "democratic deficit" (to adopt the language of international institutions) the trade-off has been in favor of a smoothly functioning organization with continuity and accountability and a focus on the overriding goal of learning about international relations. Others might choose different priorities and could construct their institutional procedures or governance structures to reflect those preferences.</p> <hd id="AN0036359658-13">Hegemonic Leadership</hd> <p>While this point is offered somewhat tongue-in-cheek—and is not intended to contradict claims made in the previous section about consensual decision making—the creation of this institution was facilitated by the fact that one of the colleges in particular was willing to subsidize some of the initial costs of cooperation. Simple but necessary items such as the creation of placards with the organization's logo, the purchase of team and individual awards, the supply of three-ring binders to serve as official judge's portfolios (and the employment of work-study students to organize much of the paperwork prior to the scrimmage) meant that the burden was somewhat lighter on the other members of the league. They could focus, rightfully so, on recruiting students, doing their research, and making travel arrangements knowing that there would be a well-organized scrimmage awaiting them upon their arrival. Although the responsibility for hosting these events has been shared on occasion, practical travel considerations also led to reliance on the "hegemonic" school and its central location to serve as the regular site of multiple scrimmages. What's more, the advisor at this institution served as a clearinghouse for information and took a significant role in scheduling events during the early development of the league. The cost to the hegemonic school in this case is still minimal, requiring a few hundred dollars for the meals and materials. The initial startup, with seeking partner institutions and negotiating the rules, did require a few hours work, dispersed over a semester.</p> <p>As is the case with hegemonic leadership in international relations theory, it is the hegemon that tends to benefit most from such arrangements. In this case, by devoting a small portion of the Model UN team budget to supporting scrimmage activities, this school reaped the benefits of high-quality intercollegiate competition for its students, with the added luxury of hosting many of the events conveniently on its own campus. Schools blessed with a steady, reliable source of funding would do well to consider devoting some of it to the creation of a collective institution even if it means sharing some of the wealth beyond one's own students.</p> <hd id="AN0036359658-14">An Openness to Institutional Reform</hd> <p>MAMUNC works (to the extent that it works) because the key participants continually monitor the success of the institution and remain open to implementing necessary reforms. Rather than rigid adherence to some of the more Byzantine procedural norms of the Model UN world, for example, the MAMUNC leadership has opted for making modifications and accommodations in the face of local needs and preferences. While Model UN purists might recoil in horror at the idea of a precirculated draft resolution or the abolition of the Speaker's List, these rules simply did not prove effective for the special circumstances of a one-day scrimmage. Students are well aware that different conferences operate with different rules, and most seem to accept this fact quite readily once the benefits have been explained clearly.</p> <p>Some of the challenges for the league have been purely logistical. Universities operate on different calendars, which make scheduling even four conferences a year difficult. MAMUNC has the additional challenge of inclement weather, which pushes conferences to the early fall and late spring. Travel times have also caused readjustment. For the first year, we agreed to have different charter members host the conference. However, even with the concentrated schedule of 10:00–3:00, travel times harmed attendance. Some member universities are located three hours apart from each other, which significantly detracted from the experience. We have therefore adjusted our thinking to favor a central location.</p> <p>Maintaining the dynamic group of advisors is an additional challenge. MAMUNC has had some turnover in its membership due to shifting priorities, career moves, and recruitment. We seek to recruit more universities but still hope to keep the numbers down to a reasonable level. We have found that a highly committed core group of four or five colleges works well, with the option of inviting additional schools to specific scrimmages as warranted.</p> <hd id="AN0036359658-15">Conclusion</hd> <p>It is widely accepted among instructors of international relations (and especially international organizations) courses that active learning in the form of Model UN is a worthwhile tool to further understanding of international diplomacy. Participation in such an exercise, however, is often limited to in-class, single campus events or to the extended regional or national conferences. Conferences that model the United Nations, the North Atlantic Treaty Organization, the European Union, or other international organizations continue to flourish. We wanted to find a "middle ground" between the two, in a way that would highlight the benefits of the larger conference but limit its drawbacks. As described in the previous pages, we created the Mid-Atlantic Model UN Consortium, an institutional answer to our shared dilemmas. The learning outcomes, as reported by students in an early survey, show that there are direct perceived benefits. Many students acknowledge that they learn more about a country and about specific global issues via our scrimmages as well as the benefit of learning to speak in front of a group. For the faculty advisors, a substantial goal has been attained. The smaller, intercollegiate forum has limited the nonacademic headaches of travel to larger conferences (especially the heavy-drinking, party atmosphere), has enabled participation by schools with smaller budgets and has given their students the opportunity to learn from others whom they do not see in the classroom every day. We hope that sharing our experience will motivate other MUN advisers to create similar institutions in their respective regions. We also encourage advisers seeking to model other organizations to adopt similar consortia.</p> <hd id="AN0036359658-16">Notes</hd> <ref id="AN0036359658-17"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref11" type="bt">1</bibl> <bibtext> <emph>Note</emph>: Numbers in brackets refer to the number of respondants who chose that response as one of three benefits. Numbers in parentheses refer to the percentage of students choosing this response.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref14" type="bt">2</bibl> <bibtext> This was an important theme in a roundtable on MUN during the 2007 International Studies Association conference in Chicago.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref6" type="bt">3</bibl> <bibtext> This may be a matter of perception. Sometimes a well-prepared delegate representing a smaller country can take a leading role. That student, however, has extra hurdles to overcome. Less experienced students are not as likely to clear those hurdles and often let the perception that they can be safely ignored turn into an excuse for their lack of activity. Also, some conferences have a lottery-like process for assigning countries, but this typically requires registration during the preceding academic year.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref9" type="bt">4</bibl> <bibtext> Each judge ranks each delegation on the "2" to "5" scale, based on criteria listed below. The judges' scores for each delegation are averaged and rounded up or down (e.g., an average of "4.49" and below would be rounded down to "4" and an average of "4.50" and above would be rounded up to "5"). Those receiving a score of "5" or "4" are given individual awards. In addition, judges are encouraged to make written comments about delegates' performance. All judges' scores and comments are collected for each delegation, so each delegation is given an envelope with direct feedback.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref7" type="bt">5</bibl> <bibtext> In the event of a tie, the winner is determined on the basis of adding more delegation scores until one team achieves a higher cumulative score. For example, if the top three delegations from College A and College B result in a tie, scoring would then be based on the top four delegations, then the top five delegations, and so on until one team achieves a higher score. If this method does not break the tie, a winner is determined via secret ballot by the panel of judges. Rarely has this method had to go beyond the fourth delegation. If a smaller team were to run out of delegations before breaking the tie, we would move to the panel of judges at that point.</bibtext> </blist> </ref> <ref id="AN0036359658-18"> <title> References </title> <blist> <bibtext> Brock, Kathy and BeverlyCameron. 1999. "Enlivening Political Science Courses with Kolb's Learning Preference Model."PS: Political Science and Politics32: 251–256.</bibtext> </blist> <blist> <bibtext> Burch, Kurt.2000. "A Primer on Problem-Based Learning for International Relations Courses."International Studies Perspectives1(1): 31–44.</bibtext> </blist> <blist> <bibtext> Chasek, Pamela.2005. "Power Politics, Diplomacy and Role Playing: Simulating the UN Security Council's Response to Terrorism."International Studies Perspectives6(1): 1–19.</bibtext> </blist> <blist> <bibtext> Frederking, Brian.2005. "Simulations and Student Learning."Journal of Political Science Education1(3): 385–393.</bibtext> </blist> <blist> <bibtext> Hazleton, William A. and Ronald P.Mahurin. 1986. "External Simulations as Teaching Devices: The Model United Nations."Simulations and Games17(2): 149–171.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref1" type="bt">6</bibl> <bibtext> Keohane, Robert O.1984. After Hegemony: Cooperation and Discord in the World Political Economy. Princeton, NJ: Princeton University Press.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref2" type="bt">7</bibl> <bibtext> Keohane, Robert O. and Lisa L.Martin. 1995. "The Promise of Institutional Theory."International Security20(1): 39–51.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref4" type="bt">8</bibl> <bibtext> Lantis, Jeffrey S.2000. "The United Nations Security Council Restructuring Summit." In The New International Studies Classroom: Active Teaching, Active Learning, eds. Jeffrey S.Lantis, Lynn M.Kuzma, and JohnBoehrer. Boulder, CO: Lynne Rienner Publishers.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref3" type="bt">9</bibl> <bibtext> Martin, Lisa L. and BethSimmons.1998. "Theories and Empirical Studies of International Institutions."International Organization52(4): 729–758.</bibtext> </blist> <blist> <bibtext> McIntosh, Daniel.2001. "The Uses and Limits of the Model United Nations in an International Relations Classroom."International Studies Perspectives2(3): 269–280.</bibtext> </blist> <blist> <bibtext> Muldoon, James P., Jr.1995. "The Model United Nations Revisited."Simulation and Gaming26(1): 27–36.</bibtext> </blist> <blist> <bibtext> Shaw, Carolyn.2004. "Using Role-Play Scenarios in the IR Classroom: An Examination of Exercises On Peacekeeping Operations and Foreign Policy Decision Making."International Studies Perspectives5(1): 1–22.</bibtext> </blist> <blist> <bibtext> Stice, JamesE.1987. "Using Kolb's Learning Cycle to Improve Student Learning."Engineering Education77(5): 291–296.</bibtext> </blist> <blist> <bibtext> Wheeler, Sarah M.2006. "Review Essay: Role-Playing Games and Simulations for International Issues Courses."Journal of Political Science Education2(3): 331–347.</bibtext> </blist> </ref> <aug> <p>By Brian Ripley; Neal Carter and AndreaK. Grove</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib11" firstref="ref5"></nolink> <nolink nlid="nl2" bibid="bib12" firstref="ref8"></nolink> <nolink nlid="nl3" bibid="bib14" firstref="ref10"></nolink> <nolink nlid="nl4" bibid="bib13" firstref="ref12"></nolink>
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  Data: Model United Nations (MUN) provides a great forum for students to learn about global issues and political processes, while also practicing communication and negotiation skills that will serve them well for a lifetime. Intercollegiate MUN conferences can be problematic, however, in terms of logistics, budgets, and student participation. In order to improve the educational utility of the MUN experience while minimizing some of the drawbacks that accompany lengthy travel, the authors created an intercollegiate scrimmage league. This paper details our experience with MUN, examining the strengths and weaknesses of traditional competitions, our reasons for starting a scrimmage league, and the particulars of putting together such a league. We then evaluate both the challenges and successes of this approach and discuss our future plans. It is hoped that this paper will stimulate more discussion of useful techniques for improving the MUN experience. (Contains 1 table and 4 notes.)
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