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Policy Evaluation
manipulate data files. The data files can then be examined and discussed in class.
8. The students can be encouraged to experiment with the data files that are being
discussed while the class is being conducted and raise questions and make
comments concerning their experiences. lt is a sign of interest if all the computers
are working while the instructor ís talking, assuming that the computers are
working on class-related activities.
9. At the beginning of each class session, announce about two or three data files
that will be discussed. Doing so (1) prepares the students for the day’s
activities, (2) keeps the class more on schedule, (3) informs the students what
will be covered at the beginning of the next class period in light of what is left
over, and (4) encourages more processing of the data files rather than
traditíonal lecturing.
10. The students learn better in class if they have a combination of (1) working with
microcomputers at their seats and (2) observing the microcomputer display on a
monitor or a projector that is under the control of the instructor. The use of a
projector can, however, be a distraction from the more useful experience involved
in working with the microcomputers.
ll. Data files should occasionally be developed with the class by collectívely working
out the alternatives, criteria, relations, and analysis. An exciting but risky
approach is to do this spontaneously without having worked out the inputs ti
advance. That way the students get the benefíts of participating in the
development of new knowledge, rather than just absorbing what has been
developed.
12. Indiscussíng data files, it is helpful to have the monitor or projector show the
display that relates the alternatives to the críteria so that the students can see
the big picture, rather than focus on just the alternatíves or just the critería.
13. If pressed for time in discussíng a data file, go quickly to the initial bottom-line ,
analysis and to the threshold or break-even analysis, rather than dwell on, the
preliminar-y inputs.
14. There is no need to give a term paper assignment ín order to províde the
students wíth experience in using microcomputers for analyzing public policy or
political science problems. They will be getting plenty of that in the classroom if
mícrocompùters are used to teach public policy or political scíence substance.
15. Learning experíence can be enhanced by grouping the students ìn terms of their
subject interests. These ínterests can be determined at the beginníng of the
semester. Each group of students can be seated behind the same
microcomputer to facilitate their working together. The class can sometímes
work on problems where each group applies general princìples to íts specific
subject.
16. Working with decision matrices enables the students to understand better (1)
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