Recounts the experiences of a college teacher who wrote extensive feedback letters to students concerning term papers they submitted to him in a course on the politics of education. Copies of three letters are included. (Author/DB)

Discusses a study in a political science course to determine disparity in sentencing patterns among students involved in sentencing criminals. Concludes that a great deal of disparity in sentencing exists among judges in the real world and among college students who assume the role of judges. (Author/DB)

Examines literature relating to values clarification as a teaching technique and advocates the use of a values clarification approach in teaching political science. Presents a case study of an experiment in the adaptation of a values clarification approach to a college level American politics course. (Author/AB)

After reviewing both a scientific view and a political view of how American government should be taught, some lessons that political scientists can learn from teaching American government are detailed. The lessons include political inquiry, knowledge about methodology, and insight into the relationship of science and political society. (ND)

Phases of an authority-interdependence sequence, which defines authority before defining interdependence, are presented. Then, three teaching strategies--self-awareness and group explanation, democratic process and responsibility, and relating process to substance--are described as utilizing the sequence. (ND)

A discussion of what "political" means--performing, acting, and participating in public arenas; a presentation of self; a showing and telling; an ongoing demonstration; and a continuous effort to disprove authority--and of how political activity belongs in a political science classroom. (ND)

This article discusses a learning package of active-learning exercises designed to provide a comprehensive view of the policies of some communist countries. Normative assumptions, instructional objectives and methods, and evaluation are outlined. (ND)

A political science course at Adelphi University that uses films for instruction is described by its design, content, and problems. (ND)

This paper outlines major features of the faculty advisor's role in experience-based learning, describes findings from studies on intern evaluation, and encourages active faculty participation in internship supervision. (Author/ND)

Discusses the treatment of political science in social studies methods textbooks for preparing preservice, precollegiate teachers to teach political science effectively. (Author/ND)

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 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)

Explores the relationship between language and the intellectual discipline of political science, and explains how political dictionaries can be used effectively as teaching tools. Includes a selected, annotated bibliography of 14 contemporary political dictionaries. (Author/AV)

A survey of foreign students attending American colleges indicated that they favor taking noncompulsory American government courses; they would prefer a more comparative approach including topics such as foreign policy; and they have difficulty with reading and writing assignments because many of them are science majors. (AV)

A survey of the personal staff of United States Senators explored the hypotheses that staff with undergraduate majors in political science would be more likely to (1) read political science books and journals, (2) have greater contact with political scientists, and (3) recognize applications of political science to their jobs. Response data did…