ICONS User Manual: Overview

Role of the Facilitator

Introduction
Rationale for the Approach
How ICONS Works
Role of the Facilitator
Connecting to ICONS

Regardless of the way the simulation is brought into the classroom, it is the faculty facilitator -- the teacher -- who plays a major role in shaping and tailoring the learning opportunities offered in each individual setting. The facilitator is expected to be a resource for the students, and should have the ability to direct students to the information and materials necessary for them to develop their nation’s positions on international problems, or to translate messages effectively. The facilitator’s key role is that of questioner -- motivating the team and encouraging dialogue and debate, with the ultimate goal of helping the students gain an appreciation for the complexity of the intercultural negotiation process.

Outside of the classroom, the facilitator is responsible for organizing the simulation at his or her institution. Several months before the simulation is set to begin, project staff will send a questionnaire soliciting information regarding participation in the simulation: dates of availability and country-team preferences.

Based upon the responses, ICONS project staff then assign country-teams and determine which languages will be used in that particular simulation. This information is then conveyed to the participants the semester before the simulation will run. The scenario, which highlights the issues of interest to the countries represented in the simulation, is then written, and made available to you at the beginning of the semester of the simulation.

As the faculty facilitator, your job is to ensure that the country-team is well prepared to participate in the simulation. Specific activities include the following:

Before the Simulation:

Coordinating country-team assignments with project staff.
Testing the computer hardware and software well before the simulation to ensure that they are working properly.
Preparing your students for the simulation through lectures, research reports, etc.

During the Simulation:

Monitoring your team to ensure a reasonable message flow and to see that its messages are of good quality in terms of content, plausibility, and diplomatic/professional language.
Maintaining contact with project staff.

At the Close of the Simulation:

Debriefing your students on the simulation experience.
Helping your students see the relationships between the preparatory course work and the actual simulation exercise.
Having your students perform final research projects based on their simulation participation.
Evaluating the impact of the simulation on students’ perception of the international system.

Although this might seem like a monumental effort on your part, facilitators in previous exercises have told us they experience a great deal of satisfaction in seeing their students so greatly motivated by a learning experience. Keep in mind that extra effort is needed when introducing any new course. The ICONS simulation is no exception, but the first time through is the most difficult. Once instituted, the simulation becomes much easier to maintain.