Getting the Hang of Simulations: Mentoring Junior Professors

• In Event: TLC at APSA: Simulations, Skills, and the Bigger Picture: Thinking about How and Why We Use Simulations

Abstract

Doctorate programs in the United States do not place a premium on teaching PhD students how to teach courses. It is rare for universities to offer courses to PhD students on tertiary pedagogy. When given the opportunity to teach their own course, novice professors must quickly adapt to a classroom setting. Unfortunately, this often means that lessons are formulated and delivered through a trial and error method. This can be detrimental not only to the students enrolled in the course, but to professor as well. Whereas lectures only require subject area expertise, active learning approaches require a firm command of logistics and the capacity to allow a degree of uncertainty in the lesson itself. The desire for young professors to exert control over their classrooms often results in a passive learning approach. This paper will explore the importance of mentoring young professors, particularly in fostering greater acceptance of an active learning approach. We will seek to (1) highlight best practices in creating and implementing simulations within classrooms, (2) identify new mechanisms for preparing for potential pitfalls and (3) address how to foster stronger support systems at universities for novice professors seeking to engage in active learning.

Authors

• Erica Lauren Seng-White, George Mason University

• Michael A. Hunzeker, George Mason University