Concerned with graduate-level political science instruction focusing on teaching and research rather than skills students need to survive in discipline, such as publishing. Provides summary of situation, explanation for the situation, and brief description of some educational programs. (ND)

Presents concerns expressed by instructors teaching university courses on women in politics: course organization, interdepartmental communication between instructors of women's courses, field focus of course, question of role of sex in politics, instructor's pedagogical style, consciousness-raising, and methodological implications. (ND)

Summary and evaluation of a simulation game developed for a second-year undergraduate international politics course at McMaster University, Ontario, Canada. Purpose of simulation was to provide students with insight into nature of national relations through their own participation in a similar process. (ND)

Believing that inclass evaluation of material gives the instructor information useful in making decisions about course format and content, illustrations of the semantic differential questionnaire are presented and explained. (ND)

Report of an evaluation of the Introduction to International Relations course for freshmen and sophomores at Syracuse University. The course is reviewed and data are presented from student questionnaires, attitudinal surveys, and comparison with other introductory courses. (ND)

Data about a modified contract grading system in an introductory American politics course at the University of Wyoming are discussed. Three grade options are described from which students choose one and complete its requirements. (ND)

Traces the establishment in 1918 and development of the Native Administration course in South African universities, its competition with political science and public administration for discipline distinction, and its eventual change to Applied Anthropology in mid-1970s. (ND)

Authors of "The Irony of Democracy" react to a critique of their book. The critique claims the college level political science text exposes the flaws of democracy, but fails to explain how the system can be reformed. The authors believe a textbook does not have to be a catalyst for change. (Author/RM)

The author of "Democracy for the Few" reacts to a critique of his book. The purpose of his college level American Government textbook was to make an analysis of the American political system, not to provide students with strategies and tactics for changing the system. (Author/RM)

The authors argue that an introductory course in American politics should be just like other college courses: an attempt to convey to students the information and insights produced by scholars who have studied the subject matter. There should be no propaganda or therapy. (Author/RM)

An American politics text should offer a realistic account of the political process and develop the student's own ability to observe, analyze, and criticize political institutions, processes, and ideologies and statements about them. (Author/RM)

The author discusses the political and economic content of college-level American Government textbooks from the beginning of the twentieth century to the present. (Author/RM)

This article contains an annotated version of a comprehensive final examination given to an intermediate graduate level college course in data analysis. The author thinks a final examination in a data analysis course ought to test students' abilities to evaluate contemporary empirical political research. (Author/RM)

Reports the result of an experiment in a college level American Social Policy course to determine the effectiveness of a simulation as a teaching method which increases cognitive learning. Results are negative. Students attending lectures scored somewhat higher than students involved in the simulation. (Author/RM)

A discussion of research to determine the effect on students of reading literature in an international relations course. Results show that in nearly every case, those who read fiction perceived the course topics as more complex, more interesting, and more difficult. (Author/RM)