Despite the growing availability and popularity of simulations and other active teaching techniques, many instructors may be deterred from using simulations because of the potentially high costs involved. Instructors could spend a preponderance of their time and resources developing and executing simulations, but such an approach is not necessary.…

Part of a training program for Congressional staff, this simulation involves 40 to 50 participants in taking mock legislation through all the major stages of consideration. The simulation is described. (RM)

A simulation of the U.S. Supreme Court procedures and activities, designed to maximize gains in the areas of teaching, research, prediction, and motivation, is described. Instructions given for implementing the Temple University model in the classroom include suggested variations for particular situations. (SM)

Suggests ways to evaluate learning achieved through simulation games. Presents assumptions in learning theory, examines their relationship to gaming, and discusses research findings on simulation as a learning experience. Analyzes one game as a practical illustration for the type of evaluation criteria advocated. (Author)

Describes a simulation game designed to aid students in understanding the United States political pattern through a mock presidential nominating convention. Includes purpose, setting, time allotment, roles, game plan, and several speeches. (CK)

The use of an electoral college simulation model by college students is described. At least 16 students should participate to represent four geographical regions: the Northeast, the South, the Midwest, and the West. The electoral college simulation is most relevant in courses on American politics, the United States presidency, and elections.…

Description of a simulation that uses the Tachai system for determining students' grades on their participation and oral reports in a graduate seminar on contemporary China. (ND)

Discussion of political science games and their use at the college level is intended to present a case for the feasibility and desirability to expand the role of simulation in Soviet studies. (Author/ND)

Suggests a new typology for evaluating simulation games based on the extent to which participants' roles correspond to specific real-world equivalents. Application of the typology associates different simulation formats with characteristic teaching goals, learning processes, and administrative pitfalls. (Author)

Describes a guided design systems approach to teaching political science which combines programmed instruction materials with group problem solving. Using simulated international problems, this approach takes the student through a carefully designed sequence of exercises to improve decision-making skills. (Author/JR)

Describes a college course which uses a national approach to the teaching of international politics. Students are grouped into "country teams." Each country team publishes an analysis of its nation's foreign policy. Country teams participate in other activities including press conference simulations and an inter-nation simulation. (RM)

Describes a simulation based on strategic arms limitation talks. The simulation was successfully used in a freshman-level introductory political science course to help students understand the importance of negotiating and understanding other points of view in international relations. (DB)

This paper explains how to conduct a SALT simulation with upper division undergraduate and/or graduate students who have a limited background in international relations. Playing time is approximately four weeks. It is suggested that an introductory course devoted to reading, lectures, and discussions precede the simulation. (Author/RM)

Presents a teaching simulation which was designed to stimulate the interest of students in a college level political science course (American government). The simulation transforms a class into the Confederal Congress and is designed to increase the students' information retention and bargaining abilities. Pre- and posttesting is discussed.…