• encourage students to demonstrate leadership, critical
    thinking, adaptation, and engagement




  • researching and developing the simulation
  • coordinating equipment, space, as necessary
  • creating strategy for implementation
Activity Time 60+ minutes
  • individual
  • pairs
  • groups
Become comfortable with the simulation before assigning this
exercise, but do not feel like you have to be an expert as it can be a
learning experience all round.
Assessment high-stakes, formative

Similar to case-based learning, games, and role-playing, simulations are instructor-created, often complex scenarios based on real-life situations in which students navigate and make critical real-world decisions. Often used in context of the social sciences and the medical profession, simulations require much pre-simulation preparation on behalf of the student and instructor and post-simulation discussion that reflections on choices and ramifications.

Simulation may be scaled for smaller and larger class sizes; however, larger class sizes will demand much more pre-class preparation. While simulations is often associated with the social and medical sciences, other disciples may benefit from these types of activities.

In order for a simulation to be successful, students must know the rules and parameters of the simulation prior to the activity. They must know the expected outcome and the instructor’s expectation of each of the students involved.