One of the key challenges of teaching a college survey course such as introductory American government is the lack of interest on the part of students, many of whom take the course to satisfy a general-education requirement. Recognizing that young people are fascinated by video games, the author devised a governance simulation built on the popular computer game SimCity. Although the video-game industry designed these sophisticated simulations to be played by a single participant rather than a large group, the author created a simple set of rules that allows students to run them collectively. This article examines five factors for which an instructor must account if games such as SimCity are to have educational value. The author argues that, if conducted properly, this type of in-class exercise provides a fun and interesting way to teach students about the inherent challenges of governing in a democracy.

This article describes a simulation designed to teach students about the interests and interactions involved in the international political economy of development. The design and implementation of the simulation are discussed and sample simulation instructions for students are included.

Political scientists frequently use in-class simulations as teaching tools. However, few such exercises have been developed to assist in teaching pre-modern political theories. This is unfortunate because simulations effectively promote active learning and excite students about course material. This article develops a new simulation to teach Locke's Second Treatise of Government in an introductory general education or political science course. Surveys of participants indicate that the Locke simulation promotes active learning, as well as understanding of course concepts, teamwork, and interest in the material.

Scholars in the fields of instructional development and pedagogy note that learning outcomes can be improved when teachers use “narratives” to communicate how complex processes work or how problems are addressed. In this article, the authors describe a narrative-centered approach to graduate-level instruction in research methodology. This approach is intended to supplement, not replace, conventional graduate seminars in quantitative or qualitative methods. In a series of lectures, scholars reflected on how their published articles originally were framed, the trade-offs that were necessary to advance the investigation, the methodological challenges and non-findings that had to be addressed—but may not have been printed—and the evolution of a piece as it progressed through the peer-review stages. This approach to exposing graduate students to the entirety of the research process is termed Social Science Mechanics: A Look under the Hood at Innovative Research Designs. Surveys used to evaluate the series confirmed that graduate students who attended the presentations found them to be highly engaging and beneficial. Many faculty members also attended and found the lectures to be equally instructive.

This article advocates a lesson plan for introductory comparative politics and elections courses. The authors argue that Wikipedia (yes, Wikipedia) provides a unique platform for improving learning outcomes and a useful social good from traditional student papers on elections. The proposed lesson plan can achieve this in at least three ways: (1) by providing social incentives for learning and a method for students to contribute to social science knowledge from their earliest courses, the incorporation of Wikipedia editing can improve student learning and retention; (2) incorporating an online information component can help both future students and researchers by improving the quality and quantity of easily accessible and well-referenced information about historical and upcoming elections; and (3) the use of the Wiki format is becoming increasingly common in both business and government. Teaching the basics of editing is an increasingly useful skill for students to learn for future employment.