Same simulation. None of the paperwork.

Tell MARS which days your class meets and it runs the period for you — and emails anyone who hasn't submitted the day before, and again in the last hour. You get a note afterwards saying what ran and who missed it. If you'd rather press the button yourself, that stays exactly as it was.

Before: you remembered to log in and run it, every week, or the class stalled.

You create one class section and give the students your email address. They find your class themselves, and MARS divides them into competing industries of about five and keeps those balanced — a class of nine and a class of forty both work, without you deciding who goes where.

Before: you created each simulation, decided the teams, and typed in the members.

If your department is paying, you get a single code good for as many students as you need — with a running count of how many are left. Paste it into your syllabus and you are finished. If students are paying, they pay their own way and nothing passes through you.

Before: a batch of single-use codes, handed out one at a time, without duplication, by hand.

MARS writes the "how to register" paragraph, with your section name, your email address and your class code already filled in — the three things students mistype. Copy it into a syllabus or an LMS announcement. It includes the learning outcomes, if your department asks for those.

Before: you wrote it yourself, every term, and fixed it when a student got it wrong.

One spreadsheet for the whole class: every student, every period, sales, share, profit and rank. Sort it, pivot it, paste it. There is also a standing figure that compares students fairly across different industries, which raw profit cannot do.

Before: there was no export. You read the rankings off the screen and retyped them.

Decision entry was rebuilt for a small screen — one salesperson or one product at a time, with the numeric keypad where you'd expect it. Students enter decisions when they actually do the work, which is late, from wherever they are. Fewer missed deadlines is the point.

Before: a desktop grid of fifty-three fields, close to unusable on a phone.

The student and instructor manuals are web pages now, not PDFs and Word files — searchable, linkable to a single section, and readable on a phone. They still teach the business concepts, so students can use them alongside the textbook rather than only as instructions. The test-question banks come with a hide-and-show answer key and a print button.

They are also corrected. Rebuilding the engines turned up places where the printed manuals disagreed with the model — production cost at attribute level 3 is 36¢, not the 24¢ the old MMS manual gave — and students had been working from the wrong figure.

Before: a PDF you downloaded, could not search across, and could not link a student to.

Students reset their own passwords from the sign-in page, at whatever hour they discover the problem. You are never asked to look one up, never have to read a credential back to somebody over email, and never hold something you would rather not be holding if a student's account is ever misused.

Before: "I can't log in" came to you, and the answer was on a screen only you could see.

You switch between terms, not in the middle of one, so there is nothing in flight to move. Your new class is new students either way, and the old simulations you would normally delete before the semester starts are simply not there. Nothing is lost either: we hold a complete copy of every class ever run, and will send you yours whenever you ask.

Before: tidying up last term's simulations before you could set up this one.

The report marks that told a student which decisions to look at were colored cells and nothing else — invisible to the roughly one man in twelve with a color vision deficiency, and to anyone using high-contrast mode. They now carry a ▲ or ▼ and a legend as well, so the meaning survives without the color. Charts are labeled directly and every one has the same figures in a table beside it. The whole site works from the keyboard, and the text contrast was measured rather than eyeballed.

Before: meaning carried by hue alone, and a layout that assumed a desktop.

Each student has their own login and runs their own firm, so what you are grading is theirs. No shared password circulating in a group chat, and no argument about who actually did the work.

Before: one login per team, passed around — and readable by you, which nobody was comfortable with.

Properly secured, with a real certificate. No warning page between a student and their coursework, and no password crossing a campus network in the clear — which matters more each year, and matters to your IT department.

Before: browsers flagged the site as not secure.

The marketing map is back to what it was before Flash died: each product a bubble sized by the share it actually won, its details on hover, and the quadrants marked. It is the best screen to project in class, and for several years it had been reduced to identical dots. Every chart now draws in the browser, and there is no plug-in to install.

Before: a flat fallback image after Flash was withdrawn in 2020.

A played-out simulation is open at beta.shootformars.com/demo.html with no account and nothing to install — real reports, every research report, and the decision form students fill in. Send the link to a colleague or a curriculum committee. Inside your own account, a demonstration class arrives ready to run so you can practise before a single student is affected.

Before: you had to be told what it looked like.