Describes how social studies teachers can explore students' knowledge of communism and the Soviet Union. Explains how to help students make sense of communism's fall. Encourages teachers to ask students what happened, why, and what it means for the future. Explores course evaluation and the topic's meaning for all U.S. citizens. (SG)

Discusses three major problems within the field of political science in Mexico: the dearth of classes offered, lack of consensus on the content of courses, and the very limited role of political theory. Provides charts and statistics on the state of political science in the country. (RW)

A discussion of the use of video tape presentations in political science courses to bring realism to the study of political institutions without resorting to the "politicians in residence" method. Indicates that the cost of creating these teaching materials is high but that they do offer potential as useful supplements to the more traditional…

Describes an experimental course involving teacher debate designed to utilize controversy while avoiding unfair teacher influence. Outlines the course format and analyzes it from the teacher and student perspective. Makes observations concerning difficulties experienced and offers suggestions for those readers wishing to replicate the procedure.…

Describes experiences with student evaluation of teacher performance in higher education at four universities. Recommends peer evaluation through a system of rotating seminars in which faculty members demonstrate teaching by discussing their professional activities. (CFR)

Asserts that the presumption that student evaluation of teacher performance will eliminate poor or below-average teachers is dubious. Maintains that student evaluation is less harmful than peer evaluation. Argues that student evaluation is one of several factors that contribute to the decline of U.S. universities. (CFR)

Asserts that standardized teacher evaluation forms belittle students by blending them into an anonymous mass and emphasize that writing is unimportant. Concludes that, rather than increasing students' influence, teacher evaluations enhance administrators' power and pose a danger to intellectual freedom. (CFR)

Maintains that the standardized teacher/course evaluation form has become a ritual at virtually every major U.S. university. Argues that many good teachers are unrewarded, ineffective ones win prizes, and the evaluation process is a means of monitoring political orthodoxy. (CFR)