In the 2005 APSA Teaching and Learning Conference's Diversity
Track, some 30 participants representing a wide range of colleges and
universities came together to discuss issues related to teaching and
learning about diversity. Diversity-focused pedagogy recognizes
commonalities of individual and group experience defined by race, gender,
ethnicity, class, sexual orientation, age, and ability, but it touches
much broader circles. One of the most important aspects of the track was
the diversity of its participants—not usually one of the
discipline's strong points. The wide range of backgrounds and
experiences reflected by the track's participants highlighted the
value of diversity to the profession, as well as the fact that political
scientists carry different burdens at a wide range of institutions.
Participants in this track found that our senses of what defines
diversity, the importance of teaching about diversity, and what teaching
techniques effectively illustrate diversity were, well, diverse.