Abstract
Simulation learning uses a pedagogy of play to facilitate deep engagement with political science concepts and debates as well as strong peer relationships and professional skills that are less likely to develop in a lecture-based course. We argue that open-ended, multi-week simulations where students participate as relative equals can best unlock these benefits. Although this approach to simulation learning could work in many settings, we have seen it succeed in courses focused on the United States Senate. We argue that students benefit most when they have opportunities to immerse themselves in a role for an extended period of time, can direct the focus of the simulation toward issues they care about, and can learn from their mistakes and successes along the way.