Given the unique challenges of graduate education, the need for dynamic and up-to-date research is paramount. Changes in the delivery of postgraduate education and the postgraduate job market necessitate that faculty continuously develop and improve graduate programs and professional development. While much of the scholarship concerning undergraduate education and curriculum is relevant to graduate studies, dedicated research on graduate education in political science is also necessary.

The Graduate Education and Professional Development track at the 2011 APSA Teaching and Learning Conference addressed the issues of curriculum and professional development for doctoral students and e-learning at the master's degree level. This year's track highlighted the need for more research on teaching and learning at the graduate level, as evidenced by the track presenters' constant mention of a lack of previous research in their particular areas. Even more plainly, the Graduate Education track only had five participants, including discussants and presenters. The low attendance may indicate that typical TLC attendees are interested primarily in undergraduate education, but it in no way alleviates the need for a larger conversation about teaching and learning practices for masters' and doctoral students.

John Ishiyama and Angie Nichol's paper “Teaching as Learning: The Transformational Effect of Teaching on Graduate Instructors” examined the issue of doctoral students' teaching experience prior to entering the academic job market. This study argued that most research on professional development focuses on undergraduate students, leaving it unclear whether the absence of teaching-focused professional development programs for Ph.D. students is harmful to both the graduating students and the general profession. Compounding this lack of information is the decrease in graduate opportunities in mentoring and teaching. The study detailed the development and results of a mentor-mentee program at the University of North Texas. The program, the product of a National Science Foundation grant, paired a graduate student mentor and a professor mentor with eight undergraduate students and entailed weekly or more frequent hour-long meetings. Ishiyama and Nichols' presentation made clear how the mentoring experience benefited doctoral students both pedagogically and professionally. Considering the current state of the academic job market for many political science doctoral students and the average teaching load that an academic position will likely entail in the future, structured mentoring or teaching programs such as the one detailed at the University of North Texas will better prepare doctoral students for their future careers.

Robert McKeever's presentation “The Pedagogy of eLearning: Design Implications for the Digital Classroom” provided a conceptual roadmap for advancing the present state of online instruction and synthesizing pertinent literature exploring online learning from various perspectives. Topics included design considerations for successful computer-mediated learning approaches based on the role of interactivity in learning outcomes, theoretical frameworks such as the “Computers as Social Actors” (CASA) paradigm, and the impact of media characteristics on learning. The paper attempted to provide useful insights for educators seeking to improve online instruction, as well as offer practical recommendations for implementing these strategies in an online learning environment.

Siona Listokin's paper “Teaching ‘Other’ Disciplines to Graduate Students” argued that graduate programs increasingly require breadth and familiarity with outside disciplines. Faculty expertise and funding constraints can limit the availability of graduate-level interdisciplinary course offerings, leading students to take courses in other departments with less appropriate foci. The paper discussed the tradeoff between breadth and depth in a graduate program and when interdisciplinary courses are appropriate at the master's and doctoral levels. She identified the lack of unified consensus on graduate curricula in political science and public affairs as an issue of critical importance. Thus, smaller departments may choose to “outsource” methodological or interdisciplinary courses to other departments or universities. Alternatively, some departments may spread themselves too thin in an attempt to offer every subdiscipline to graduate students.

Each of the three presentations by Ishiyama and Nichols, McKeever, and Listokin underscored the lack of information that exists regarding graduate program curricula. In 2004, the APSA Task Force on Graduate Education issued a report with general suggestions for doctoral programs, and occasional reports have outlined doctoral level coursework (e.g., Schwartz-Shea Reference Schwartz-Shea2003). However, more information is necessary. How do professional development coursework and opportunities affect career choices and success? What is the role of online instruction for graduate courses? What subdisciplines should be taught within departments instead of across units? At a base level, participants agreed that up-to-date information regarding the state of graduate curriculum is necessary to advance scholarship in this area and help departments compare their offerings with those of other programs.

More specifically, the participants agreed that the Graduate Education and Professional Development track is important, and that graduate education should command a separate discussion than undergraduate programs. At the same time, the low attendance rate suggests that more can be done to make the TLC a meeting place and useful information source for those interested in graduate education. Discussions about developing the track resulted in a number of concrete suggestions. First, the track could invite directors of graduate studies from Ph.D. departments to share their ideas about doctoral programs with other directors and faculty. Program directors could aid in efforts to gather information about common practices and curricula in doctoral programs, while also collaborating with peers about best practices. In addition, the track could target graduate students to participate in the TLC as discussants and presenters. A practical suggestion to attract graduate students might include a student-friendly conference rate. All participants agreed that the track is vital for information sharing and discussions, and that these suggestions could facilitate future productive sessions in the Graduate Education and Professional Development track at the TLC.