In recent decades, institutions across the United States have increasingly emphasized global education as a prerequisite to successful existence in a diverse yet interconnected world. At the same time, there is increasing awareness that the decline in international studies (IS) has resulted in the United States being ill prepared to address complex global challenges. King (2015) lamented that the United States now increasingly lacks regional experts who understand the country-specific challenges and can place them in a larger global strategic context. How the discipline engages students in a global environment matters; however, the field provides little guidance on how to design global studies majors. IS and global studies are apparently both important and neglected. This study examines the curricula for IS, international relations, international affairs, and global studies programs housed in political science. By reviewing more than 100 programs that offer bachelor’s degrees, the authors identify similarities and differences in curricula and present a summative model of a typical IS program housed in political science departments.

More students are beginning their college careers at community colleges before completing degrees at four-year institutions. As enrollments swell at these two-year institutions, issues surrounding transfer and articulation agreements are increasingly important, and two- and four-year institutions must work together on the recruitment, retention, and transition of political science majors. Central to this collaboration is the curriculum. Building on conclusions from the 2011 Leadership Collaborative Core Curriculum and General Education track regarding a common curriculum in the discipline, this article examines the political science curriculum using data from 47 two-year colleges with separate political science departments. We examined similarities and differences among these programs and found sufficient commonality in curriculum to allow students to transfer credits to four-year institutions. The article also offers community colleges an indication of common curricular features and informs the wider profession about community college curriculum design.

Doctoral programs take great care in assuring that students areprepared to enter the job market and become effective teachers andresearchers. However, once faced with the daunting task of landingtheir first position, students are oftentimes left on their own.Given the current state of the job market—more applicants for fewerjobs—it is essential that students understand the process and whatthey should expect as they work to receive their first academicposition. In this article, we walk students through the hiringprocess from deciding which jobs to apply for to handling contractnegotiations.

Issues addressed in the Core Curriculum and General Education trackat this year's conference are more important than ever. With therelease of Academically Adrift (Arum and Roksa2011), increasing budget shortfalls as a result of the economicrecession, and calls for assessment and accountability, highereducation and its usefulness have come under scrutiny. While thisincreasing scrutiny is a concern that others besides those inpolitical science should address, our field's expertise within thepolitical arena would suggest that we have insight into politicaldecision-making and can act as experts that translate informationfrom the classroom to the real world in a variety of ways.

The seventh annual Teaching and Learning Conference (TLC) was held in Philadelphia, Pennsylvania, from February 5 to 7, 2010, with 224 attendees onsite. The theme for the meeting was “Advancing Excellence in Teaching Political Science.” Using the working-group model, the TLC track format encourages in-depth discussion and debate on research dealing with the scholarship of teaching and learning.