Abstract
In 2004, 40 political scientists gathered in Washington, DC, to inaugurate the APSA Teaching and Learning Conference (TLC), which aimed to explore how we teach and how students learn best within the discipline. A common theme linking the active-based curriculum to political science over the past eight years has been the theory of experiential education. Over time, the vibrant conversation within this track has included community-based learning, service learning, civic engagement, community-based research, simulations, case studies, problem-based learning, and internships. The discourse has also shifted away from asking what civic engagement is and how we can integrate it into the curriculum toward questions such as:
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