1 MODEL UNITED NATIONS AND DEEP LEARNING: THEORETICAL AND PROFESSIONAL LEARNING Susan Engel, Josh Pallas & Sarah Lambert This is a pre-publication version of Susan Engel, Josh Pallas & Sarah Lambert (2017). ‘Model United Nations and Deep Learning: Theoretical and Professional Learning,’ Journal of Political Science Education, DOI: 10.1080/15512169.2016.1250644 Abstract: This paper demonstrates that the purposeful subject design incorporating a Model United Nations (MUN) facilitated deep learning and professional skills attainment in the field of International Relations. Deep learning was promoted in subject design by linking learning objectives to Anderson and Krathwohl’s (2001) four levels of knowledge or cognition: factual, conceptual, procedural and metacognitive. Students demonstrated improvement in all four areas, however, this article focuses on outcomes in the conceptual and metacognitive realms as these were where students showed the most growth. In the conceptual realm, the subject aimed to increase students’ capacity to apply international relations theories. Student tended to utilize the traditional theories of realism and liberalism, however, their explanations and applications of these theories showed deep learning. In the metacognitive realm, students were able to analyse their own negotiation styles and explain how it influenced their approach to the Model UN, thus demonstrating strong professional skills development and metacognitive growth. Learning was enhanced by the use of open access online subject materials and online communications. The subject was designed and run in a context where simulations in teaching politics and international relations are not common. Keywords: Model United Nations, simulations, deep learning, international relations theories, professional development INTRODUCTION Model United Nations (MUN) is an experiential learning technique where participants discuss ideas and brainstorm solutions to global challenges as model diplomats. Australia has not been as quick to embrace simulations in the teaching of International Relations (IR) and MUNs as in other parts of the world. In a survey of politics and IR curricula at ten institutions in Australia, hardly any subjects mentioned simulations, though we have since learned of two new simulations. 1 Elsewhere, the use of simulations in IR has grown and MUNs are “one of the most popular active learning techniques” (Crossley-Frolick 2010, 184). 2 Asal (2005) found that there was a lack of literature on integrating them into curriculum. Since then, though, the literature has expanded and when we introduced a MUN as a core subject into a major in IR we were able to develop it through engagement with good literature on simulations in general and specifically in IR. Our subject was constructed around the simulation, thus the preparation for the simulation and the complexity and depth of the simulation was high. 3 The lectures and subject material were all online and the subject was available to on campus students as well as an open access cohort concurrently, which is known as an “open boundary” subject. We created a range of new material for the subject but also reused existing open access material, which allowed the students to hear from experts in the field. All the subject material is licensed creative commons, by attribution, share alike and thus is available for re-use (see: http://course.oeru.org/mun/about/about-the-course/, we welcome suggestions for additional material and improvements).