Volume IV: What works, what matters, what lasts, 2004- present » Postings in 2004 » Examining learning communities from the kaleidoscopic perspective »
Volume IV: What works, what matters, what lasts
Community: A kaleidoscopic perspective
March 26, 2004
- Departmental Thermometer
A PKAL Tool
- A checklist from which leaders can determine the "temperature" of their community in regard to serving all students. Adapted from a survey prepared by mathematicians Sylvia Bozeman of Spelman College and Ted Vessey of St. Olaf College.
- Spaces & Community
Jeanne L. Narum
- A picture is worth a thousand words when talking about spaces and community.
- A community that "works"
- In PKAL-sponsored events over the years, participants have reflected on how the character of their community affects the process of planning, building, and sustaining strong programs.
- A PKAL essay: Planning, leadership & community
- The process of reaching a campus consensus on the shape of programs and/or spaces for the future of undergraduate STEM programs in itself can create a healthy community, one that is informed about, sympathetic with, and supportive of, a strong science program.
- A PKAL essay: K-12 science teachers: partners in community
- College faculty should recognize that their students are bridges that link their world to the high schools: high school teachers pass students on to college, and many of those same students prepare in college for careers as teachers. The natural science community bridges the gap between levels of schooling.
- Science across the curriculum - The Binghamton University Story
- In 1996, Binghamton University inaugurated its first General Education Program for all students. The process of discussing and approving requirements for this program had an immediate and a lasting effect on how students on our campus experience learning in mathematics and science.