The eighth annual meeting of the Diversity, Inclusiveness, andEquality (DIE) track at the 2011 APSA Teaching and LearningConference focused on issues of difference, diversity, and equalityas they relate to political science classrooms, departments, andinstitutions. This year, DIE included 22 participants and sevenresearch papers on a broad range of issues. Subject matter includedthe incorporation of diversity topics into political sciencecurriculum, the impact of campus demographics and diversity, andchallenges faced by faculty in teaching diversity in politics.

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.

The January 2005 issue of PS: Political Science and Politics carried a report compiled by the APSA Task Force on Graduate Education which provides numerous suggestions to political science programs nationwide on preparing graduate students for professional careers, improving mentoring and advising, and revising financial package/plans to support ABDs in their final stretch (Beltran et al. 2005). Among those proposals was a section specifically designed to address unique problems international students, international graduate assistants (IGA), and international graduate student instructors (IGSI) face at U.S. institutions: