Abstract
We present a case study of the use of role-playing as a method of enhancing course delivery in senior undergraduate science courses. Specifically we examine the use of simulating peer review of scientific proposals for time on major international telescopes in a third year astrophysics course at the University of Tasmania. We find that 90% of participating students found the experience to be both enjoyable and a good method for learning and that 100% of students felt that the exercise had aided their understanding of the course material. Furthermore 80% of students felt that the role-playing had enhanced their understanding of scientific decision making while 70% believed that they had learnt to apply principles from the course in new situations.
