At the first APSA Teaching and Learning Conference (TLC) in 2004, 11professors and graduate students gathered to discuss and evaluatethe role of assessment in political science. Excited by the impactof assessment in their classrooms and departments, the working groupconcluded their session with a declaration of the positive roleassessment could have in the discipline and an articulated concernthat APSA needs to “play a greater role in assessment.” At the 2005conference, 32 faculty and graduate students again gathered todiscuss “Student Assessment and Learning Outcomes.” Six of usbridged both years' experiences. While the 2005 participants wereless unified, the discussion and debates that emerged built upon thediscoveries of year one and attempted to expand the conversationfrom among the converted to the wider discipline.