Centre collégial de développement de matériel didactique

Rules and Code of Conduct

RULES

PLAYER ROLES

The Fund$ Game is suitable for a class size of between 18 and 40.

LEVEL

CEGEP or first-year university students in a social science research methods course.

GOAL OF THE GAME

For students to play a scripted role in the inquiry-based setting of a research grant event.

SCENARIO SETTING

An annual gathering of social science discipline teams who compete for funding support from the hosts, the Research Council judges. Journalists and the general public are one hand to monitor the granting of $1,000,000 to worthy proposals.

DURATION

3 to 5 weeks. 

CHRONOLOGY

The four stages – SET-UP, PREPARATION, GAME PLAY and POST-GAME WORK – can be compressed into three weeks or extended for six+ weeks. Usually, the second-to-last week is devoted to GAME PLAY, while the remaining weeks are taken up in SET-UP, PREPARATION and POST-GAME WORK. With the help of the resources provided in this Fund$ Game package, the students and the teacher can proceed through the four stages with relative ease.

  • Starting with SET-UP in the first week, the assignment orientation and role selection take place under the careful supervision of the teacher.
  • In the second week, instructive and guided assistance for each student is provided in the scripts for each of the role groupings. PREPARATION can be completed with the downloadable role-based script forms provided. The teacher facilitates successful completion of the scheduled work tasks with the support of the extensive materials provided on the website.
  • GAME PLAY is normally scheduled after a week of PREPARATION. The discipline teams present their research proposals, the judges disperse the funding, the winners are congratulated and the discussion ensues.
  • Finally, once the game play is complete, the students produce a written reflection and submit their completed role-based script forms. The teacher assesses the learning.

PEDAGOGICAL TECHNIQUE

Inquiry-based role-play scenario.

OBJECTIVE OF THE LEARNING ACTIVITY

For college-level research methods students to learn to produce and assess research proposals from multiple disciplines on a given social science topic. 

This role-play game provides an authentic environment to initiate students into a social science community of practice.

Knowledge resides not in the individual's head but in communities of practice. Learning is thus a process of becoming a member of a community of practice through legitimate peripheral participation (e.g., apprenticeship). Situated learning theory enriches the learning space concept by reminding us that learning spaces extend beyond the teacher and the classroom. They include socialization into a wider community of practice that involves membership, identity formation, transitioning from novice to expert through mentorship and experience in the activities of the practice, as well as the reproduction and development of the community of practice itself as newcomers replace old-timers.

Kolb, A.Y. & Kolb, D.A. (2005). "Learning styles and learning spaces: Enhancing experiential learning in higher education." Academy of Management Learning & Education, 4(2), 193-212. 

CODE OF CONDUCT

Rules abound in the world of social science research. Respect for the well-being and integrity of research participants and full and voluntary adherence to scientific protocol and government laws and regulations govern behaviour at all levels of research. The FUND$ GAME Code of Conduct is drawn up in light of these multiple scopes. Even though this is a game, the specific prescriptions in the Code are rooted in the ethical rules governing researchers. The FUND$ GAME Code of Conduct should be followed not just as a means to be “a good sport” but as a way to “behave your way into the world of professional research.”

The multiple scopes of Research Ethics

FUND$ GAME CODE OF CONDUCT CHECKLIST

To ensure the role-play experience is conducted in a professional manner, the players are expected to faithfully follow the CODE OF CONDUCT. Adherence to this code of conduct may be evaluated.

Check off items that correspond to your role to signify your comprehension and agreement to abide by the rules that apply during GAME PLAY.

The players agree to show respect for each other while role-playing. This will involve

  • Being prepared;
  • Speaking when called on by the chairperson (judge);
  • Addressing all comments and questions through the chairperson;
  • Speaking within the confines of time constraints;
  • Using formal salutations (Dr. Tyron, Madame Chair…);
  • Avoiding colloquial, emotional or non-academic expressions (exemption for the general public).

The players understand that each player has specific role tasks to perform and agree not to take what is said or done in role-play as a reflection of someone’s personal views or real-life behaviour.

The specific roles being played will determine how players are expected to conduct themselves.

The researchers

  • accept success or defeat with professional dignity;
  • respond fairly during the question period, keeping comments or objections within the confines of civil discussion based on evidence and concrete facts.

The judges

  • exercise authority respectfully;
  • uphold the high standards they set and insist on proper decorum during game play;
  • provide clear and reasonable grounds for funding decisions and refrain from demoralizing or ridiculing players;
  • are gentle yet firm in giving time signals and using the gavel.

The journalists

  • vigilantly collect information and accurately report on the event.

The general public

  • provides an authentic, non-academic account of what the taxpaying public’s concerns are regarding research in the assigned topic area.

The teacher

  • focuses on the learning;
  • provides instructional guidance and feedback;
  • encourages fair play;
  • addresses breaches of this code of conduct should they occur.