F21 National Assembly

2006 F21 National Assembly: Coming Together to Strengthen Student Learning - Chicago, Illinois

October 6 - 8, 2006

Coming together...

...to enhance continuing efforts to strengthen undergraduate programs in mathematics, technology and the various fields of science and engineering, by developing and sustaining a network of persons ready to assume leadership— on their home campuses and at the national level— in exploring, implementing, and assessing what works to ensure student learning in these fields is of the highest quality.

The National Assembly is the key opportunity for F21 members to connect, to become acquainted with colleagues who share ideas and dreams— and confront similar challenges, and to develop connections that enrich their lives as scholars and leaders. The 2006 F21 National Assembly is designed to bring to the attention of the F21 community the contextual issues that have an impact on their work, now and into the future. It is also an opportunity for F21 members to develop individual and collective plans to shape the future of undergraduate STEM in America.

Sessions at the 2006 PKAL F21 National Assembly:

  • spotlight the many and diverse ways that F21 members are connecting with colleagues— on their home campus, across disciplinary and geographic boundaries, and in other educational communities
  • illustrate the leadership skills of F21 members— taking risks in exploring new approaches, reaching out to make creative connections, translating personal passions into professional journeys— that are resulting in more demonstrably robust learning in STEM fields, for students at all educational levels
  • reflect the maturing of the PKAL F21 community, featuring F21 members in positions of significant influence on their home campus and beyond
  • signal the increasing momentum across this country in realizing the how, what, and why of transforming STEM education, at all levels
  • provide valuable time for informal discussions that encourage continuing conversations in coming months
  • transfer the baton of the PKAL ‘village elder’ to F21 leaders, in the process of welcoming new F21 members into the community
  • reinforce the driving vision of the F21 network, that of a cadre of visible leaders taking responsibility for the ongoing, and never-ending work of building and sustaining strong STEM programs that affect coming generations of students.

Friday sessions focus on the why of institutional transformation: transforming STEM education for what Thomas Friedman calls our “flat world,” and from that discussion considering goals for student learning in STEM fields.

Saturday sessions feature the work of F21 members in coming together with colleagues, in building new kinds of communities, networks, and collaboratories that are making a difference for students and for science.

An important feature of the 2006 Assembly will be a discussion on Sunday, orchestrated by PKAL’s National Steering Committee (NSC), of the future of PKAL. The NSC’s proposals are consistent with issues identified by F21 members planning the 2006 assembly: that 21st century STEM leaders are facing significantly different challenges and opportunities than those faced by earlier PKAL leaders, and that it will take different kinds of collaborations and connections if these are to be addressed in ways that truly serve the national interest for the long-term.


Events & Activities

Logistics

Resources

A Kaleidoscopic Perspective on PKAL's Future
National Steering Committee
SIX GRAND CHALLENGES IN UNDERGRADUATE STEM EDUCATION (based on white paper from PKAL’s National Steering Committee)
F21 National Assembly Notebook
Faculty for the 21st Century Class Statements
Collections of statements from F21 members over the years that address a wide range of topics, including the future of undergraduate STEM, interdisciplinary studies, and research-rich learning environments.
History of Project Kaleidoscope

Presentations

Connecting to Washington
Thomas E. Brady
"Connecting to Washington," for day-trips or for short- or long-term assignments, is time and money well-spent for those taking responsibility for shaping the environment for learning for undergraduates in American colleges and universities. That is, if you plan carefully how to use that time, how to link what is happening at the national level to what is happening on your campus, in your local or disciplinary community. Such connections are essential when you as a leader reach out to build upon the work of others (getting grants is one example here), but Washington connections are important for many other reasons as well.
Genome Consortium for Active Teaching
A. Malcolm Campbell
The purpose of GCAT: 1) bring functional genomic methods into undergraduate curriculum primarily through student research; 2) use centralized chip reader to make microarray experiments affordable; 3) create a clearing house of information for teachers to use when teaching genomics; 4) create large database of raw data and analyzed results for pedagogical use; 5) develop a global network of teachers using functional genomics in the undergraduate curriculum.
Leading by example: The role of chairs and deans
James J. Napolitano, Pamela E. Scott-Johnson, Jessica R. Young
Successful reform in undergraduate STEM education, indeed in all disciplines, depends on individuals with academic vision, commitment, interpersonal skills and political acumen. In this session, three respected leaders will present their individual perspectives on the process of leadership development with specific recommendations for STEM faculty at all career stages.