{"id":7,"date":"2019-04-23T18:51:59","date_gmt":"2019-04-23T18:51:59","guid":{"rendered":"https:\/\/connect.apsanet.org\/tlc2020\/?page_id=7"},"modified":"2024-04-09T18:48:34","modified_gmt":"2024-04-09T18:48:34","slug":"formats-track-themes","status":"publish","type":"page","link":"https:\/\/connect.apsanet.org\/tlc2023\/formats-track-themes\/","title":{"rendered":"2023 TLC Tracks"},"content":{"rendered":"\n\n\n
View locations and track details in the TLC Online Program<\/a>\u00a0or\u00a0download the TLC PDF Program<\/a>.<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

There are three presentation format options for the 2023 Teaching and Learning Conference: track panels, workshops, and roundtables<\/strong>. All track papers are presented in a collaborative environment, with materials shared in advance and all participants serving as discussants. Workshops provide participants with hands-on experience in the use of practical instructional methods that they can take with them to their home institutions. Roundtables facilitate participants to discuss and debate on a specific topic. All attendees will be asked to select a track when registering and will expected to attend each session in the selected track.<\/strong> Workshop and roundtable attendance is not determined by track, and these sessions are open to any conference attendee.<\/p>\n

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  • The Post-Covid Classroom: Innovations to Keep:\u00a0<\/b>This track will address the challenges and opportunities the pandemic introduced in teaching. Some innovations came about by necessity and we will be happy to leave behind, but others we may have found to be really valuable. We encourage submissions about epic failures and soaring successes in this section. Topics may include: innovative course design and teaching methods, improving student engagement through the use of technology, addressing academic dishonesty, bringing technology into the traditional face-to-face classroom, and incorporating new technological and online tools.<\/li>\n
  • The Inclusive Classroom: Diversity, Equity, and Anti-Racism: <\/b>This track focuses on antiracist pedagogy and practices to increase diversity, equity, and inclusion in the political science classroom. Topics may include, but are not limited to: antiracist pedagogy in course design throughout the subfields, rethinking assessments and grading for equity, building institutional support for antiracist curricula in the context of attacks on, and misperceptions about, Critical Race Theory. This track especially welcomes papers that include sample syllabi, class activities, assessments, and assignments, as well as papers that decenter traditional hierarchies of power\/knowledge.\u00a0<\/li>\n
  • Civic Engagement<\/b>: This track will consider the foundations of civic engagement education in the classroom. What counts as civic engagement? What can political scientists do in the classroom to address issues such as civic trust, tolerance, and voting? How to teach and prepare students to engage in politics to meet the challenges our society and world are facing? Topics discussed in this track may include critically examining the relationship between civic knowledge and civic engagement, assessing civic learning outcomes, encouraging civic engagement in introductory courses, designing courses to incorporate civic engagement, assessing the long-term impacts of civic engagement education, and comparing methods of civic engagement in the classroom.\u00a0\u00a0<\/li>\n
  • Simulations & Games<\/b>: Simulations and games can immerse students in an environment that enables them to experience the decision-making processes of real-world political actors. This Simulations & Games track will examine topics such as creating constitutions and treaties, developing empathy and soft skills, simulations for international relations and American politics, and game design.\u00a0<\/li>\n
  • Teaching Research, Writing, and Information Literacy: How to Handle Misinformation:\u00a0<\/b>Encouraging research, writing, and information literacy skills among our students is a common goal of the political science curriculum. This track will address how political science faculty can effectively teach these skills, increasing knowledge of research design and methods, teaching critical thinking, using data as a teaching tool, and high-impact practices for teaching information literacy in an era of misinformation, polarization and assaults on free speech.\u00a0<\/li>\n
  • Rethinking the Political Science Education: Recruitment, Retention, and Advising:\u00a0<\/b>This track will focus on the issues of recruitment, retention, and academic and career curriculum. How can we design a political science curriculum to address declining enrollments, changes in the demographic composition of incoming students, and demands for the development of \u201cemployable skills\u201d at the undergraduate level? How can high schools, community colleges, and 4-year universities collaborate to help students when they transition to a different institution?\u00a0\u00a0\u00a0<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"

    View locations and track details in the TLC Online Program\u00a0or\u00a0download the TLC PDF Program. There are three presentation format options for the 2023 Teaching and Learning Conference: track panels, workshops, and roundtables. All track papers […]<\/p>\n","protected":false},"author":25307,"featured_media":694,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-7","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/connect.apsanet.org\/tlc2023\/wp-json\/wp\/v2\/pages\/7","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/connect.apsanet.org\/tlc2023\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/connect.apsanet.org\/tlc2023\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/connect.apsanet.org\/tlc2023\/wp-json\/wp\/v2\/users\/25307"}],"replies":[{"embeddable":true,"href":"https:\/\/connect.apsanet.org\/tlc2023\/wp-json\/wp\/v2\/comments?post=7"}],"version-history":[{"count":0,"href":"https:\/\/connect.apsanet.org\/tlc2023\/wp-json\/wp\/v2\/pages\/7\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/connect.apsanet.org\/tlc2023\/wp-json\/wp\/v2\/media\/694"}],"wp:attachment":[{"href":"https:\/\/connect.apsanet.org\/tlc2023\/wp-json\/wp\/v2\/media?parent=7"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}