The December 2006 APSA report, “Trends in the Political Science Profession” (Sedowski and Brintnall 2006; Brintnall 2005), noted that the number of political science jobs posted on eJobs reached an all-time high for the academic year. Thirty-six percent of those jobs were in B.A.-granting institutions, institutions most likely to include a focus on liberal arts teaching. Similarly, results from the most recently available department chairs' survey show that almost one-third of all graduates in 2002, including those in non-academic employment, obtained jobs in B.A. institutions (Lopez 2003). In response to these circumstances, the Political Science Education Section has, at recent APSA annual meetings, including 2007's meeting, sponsored a short course titled, “Getting a Job at a Teaching Institution—and Then Succeeding!” For this article we have drawn on our experiences in the short course—and in interviewing, hiring, mentoring, and evaluating colleagues at a range of liberal arts colleges—to compile a list of frequently asked questions and their answers. B.A.-granting institutions are highly diversified, as evidenced by the authors' own affiliations. Still, after much discussion, we are confident that the advice offered here is broadly applicable to colleges focusing upon the liberal arts and undergraduate education. However, applicants should always research the mission and the corresponding commitments of the institutions at which they are seeking employment.

The participants in the Diversity, Inclusiveness, and Inequality track represented a great deal of diversity themselves and included faculty and students from a rich variety of research institutions, private liberal arts colleges, and community colleges. While participants engaged issues and strategies in each of the three substantive areas—diversity, inclusiveness, and inequality in education (DIIE)—the bulk of our conversations focused on diversity and inequality. Topics included curriculum and course content issues, negotiating institutional support for DIIE, challenges of student recruitment and retention, and negotiating power relationships and identities among different kinds of student populations both within and outside of the classroom. This summary reviews four sets of questions that the group addressed and that point to critical areas rich for future research and reflection. In brief these are: (1) How can we simultaneously promote learning about difference and learning about ourselves? (2) How can faculty develop a range of strategic pedagogies and classroom environments in order to avoid some of the challenges inherent in teaching about DIIE? (3) How can we move beyond narrow understandings of diversity that limit the concept solely to a category of identity, neglecting the ways in which diversity and inequality are categories of analysis, processes, and indicative of power relations? (4) What steps are necessary to more fully integrate DIIE across the political science curriculum?

Service learning is most often touted as a vehicle for creating and reinforcing civic-minded citizens and generating democratic responsibility among our students while serving and empowering communities. Equally as important, service learning is pedagogy. Service learning track participants discussed ways to develop the best practices and pedagogies, focusing on both the outcomes we hope to achieve through a variety of applications of service learning, and on the necessary components—or ingredients—that comprise service learning as a method of instruction. Papers covered a broad range of inter-related themes including service learning at large research universities, research-as-service projects, the impact of service learning on student health, the challenges inherent in assessing active forms of learning, and engaging youth with political humor. Participants were equally as diverse and included faculty and administrators from large universities, liberal arts colleges, community colleges, and public high schools.