Simulation learning environments as experiential learning: Making the case for evidence-based decision and policy making in a public policy capstone course

Abstract

Recent developments in information technologies and advances in the creation of data-rich environments have renewed the long-standing interest in evidence-based policy making. Public affairs professionals need to develop both technical and soft skills to design and implement effective evidence-based policy alternatives. In this paper we introduce a Simulation-Based Learning Environment used in a capstone course in policy making with the main goal of developing exactly these skills among undergraduate seniors in a public policy major. The learning environment incorporated the simulation into a case that linked with a series of tasks involving community actors. Students worked in teams to understand the problem, to analyze available data and evidence, and to suggest policy options. We evaluated the experience on three levels by measuring: (1) Students’ satisfaction with the simulation, (2) Students’ understanding of trends and data within the policy problem, and finally (3) Students’ reflection on the overall capstone experience.