This presentation will outline a teaching strategy that includes weekly simulation modules to enhance each chapter of "Reimagining Sustainable Cities" by Wheeler and Rosan (2021). These simulation modules established and strengthened an institutional commitment to experiential education and the pedagogical belief that doing enhances reading. The presentation will explain the design and implementation process, participation incentives, and support structures for these simulations. A senior undergraduate student leads simulations to minimize classroom hierarchies and facilitate discussion. The teaching professor connects the evolving simulation content with insights from students not involved in the simulation by pausing the active discussion to encourage conversations with the broader class. These simulations give students real-world examples that enhance their connection with the readings and topics discussed, enabling a more meaningful learning experience. Examples of simulation topics include neighbourhood gentrification, housing affordability, active transportation, and climate crisis responses, all of which are examined through social equity and environmental justice lenses. Feedback from students and instructor observation shows that this teaching and learning tool improves engagement, strengthens student attentiveness to peer perspectives, and encourages an open exchange of ideas. A brief demonstration simulation will conclude this presentation, illustrating how this pedagogical approach can be applied in a classroom setting to enhance and reinforce desired learning outcomes.