The purpose of this paper is to sketch a useful taxonomy of how scholars have understood international relations and, in turn, which parts of these understandings have been transmitted to the classroom. (Author)

Survey research findings suggest that the study of political science increases political cognition and possibly political efficacy and liberalism. Although increases in political participation were found to exist, they were not directly attributable to students majoring in political science. (Author/RM)

Describes an evaluation instrument for college-level introductory American government courses which measures mastery of facts covered by the course. Class lectures do not include the facts; students must learn them through readings and discussions. The instrument thus measures student knowledge gain as well as teaching effectiveness. (AV)

Discusses college students' general disregard for factual information when writing political science examinations. Concludes that students should be taught to support answers with factual information. Suggests ways to construct examinations which require factual knowledge. (Author/DB)

In an experiment on the effects of video in teaching international relations, two classes were given video stimuli related to the Soviet Union and one class was given none. Findings indicate that exposure to video stimulus produced strong attitude change toward the Soviet Union and ability to understand and express Soviet perspectives. (Author/DB)

Presents design, collected data, and findings of study that deals with students' exposure and improving information-gathering procedures on students' knowledge bases in political science. (Author/ND)