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simulations designed for adult learning experiences are described. A simulation is defined as "an operating model that displays processes over time and thus uay develop dynamically. " It is stated that this definition implies that the teacher can design a simulation that he can manage and then can increase its complexity. One simulation used focused on providing students with realistic experiences in dealing with varying kinds of office communications. A second simulation was of a detailed office procedure fox processing a letter from its initial de % Aopment to mailing. The third simulation involved the formation of two small companies which were in competition with each other. The teachers reported that the "office " simulations seemed easy to design and implement. The students were all actively involved in their learning and in making some decisions about the content of their learning, Individualization was accomplished in the simulatiolls via student self-evaluation and self-selection from a variety of realistic office tasks. (Author/CK) U.S. DEPARTMENT OF HEALTH