2006 PKAL Leadership Seminar

Break-Out Session A

Kansas City, Missouri, November 17 - 19, 2006

Visions perish unless they are translated into specific goals and strategies. In these break-out sessions, participants will turn from a general discussion about vision to the work of shaping specific strategies– for each facet of the undergraduate kaleidoscope– that can be used as roadmaps for realizing the goals and visions. Thinking about how strategies and actions differ will be one topic for discussion.

Each break-out group will prepare poster/s for display and discussion during the following session. Institutional teams are to split up among the various break-out sessions. Seminar leaders will facilitate these break-out sessions.

Break-out Session A1: Faculty
Katayoun Chamany-Associate Professor, Science Technology & Society Program, Eugene Lang College, The New School for Liberal Arts
Beth L. Weatherby- Dean of Arts, Letters & Sciences, Southwest Minnesota State University

If your goal is a research-rich learning environment or one that is interdisciplinary, what does this mean for strategies relating the hiring, nurturing, evaluating and promoting faculty? If your goal is to ensure that all students have a meaningful experience in a STEM classroom on your campus, what are the ‘faculty development' strategies needed to move toward such a goal?

Break-out Session A2: Academic Programs
Michael A. Palis- Associate Dean of Arts & Sciences, Professor of Computer Science, Rutgers the State University of NJ Camden Campus
Janet Stocks- Director of the Center for Academic & Professional Success, Baldwin-Wallace College

Twenty years of attention to how things are taught (transformational pedagogies and technologies) and to what is taught (content deemed critical by disciplinary and interdisciplinary communities) are changing the undergraduate STEM learning environment. What strategies are having proven impact as campus leaders attend to the how and the what of STEM learning? Where do you start in building interdisciplinary programs, a foundation for a research-rich learning environment?

Break-out Session A3: Institutional Policies & Budget
Nancy Jannik- Associate Vice President of Assessment, Research, Grants & Graduate Studies, Winona State University
Klod Kokini- Associate Dean for Academic Affairs, Professor of Mechanical Engineering, Purdue University Main Campus

Resources, of time and money, need to be allocated and reallocated if the institutional vision is to be realized. What is the process of budget development– operating or capital? How are scarce resources found and distributed? Can a sustainable transformation happen without available resources? The cost of a quality STEM program requires attention to this facet of the kaleidoscope.

Break-out Session A4: Physical Infrastructure
Mark C. Hofmann- Associate Dean of the Faculty, Professor of Mathematics & Computer Science, Skidmore College
James E. Swartz- Vice President for Academic Affairs and Dean of the College, Professor of Chemistry, Grinnell College

There is an emerging realization of how quality of space affects quality of program: that the kind of natural science community promoted by PKAL cannot flourish in spaces designed when learning was passive, majors were self-selected, science was practiced in silos. Transforming spaces is sometimes just remodeling, rethinking current spaces, sometimes major construction. What are the strategies that enable campus leaders to make certain their physical infrastructure (space and instrumentation) serve generations of faculty and students?

Break-out Session A5: Goals for Student Learning
Paul Kuerbis- Professor of Education, Director of Crown Teaching & Learning Center & Colket Student Learning Center, The Colorado College
Donna L. Sundre- Executive Director, Center for Assessment & Research Studies, James Madison University

Research on how people learn is translating personal insights about what works into research-grounded theories from which student learning goals are set. As we explore issues relating to institutional transformation, it is critical to consider the commonalities of student learning goals across disciplines and departments (problem-posing/solving, communication, etc.) and to identify strategies that advance community discussions about setting such learning goals, as well as for monitoring and assessing progress toward realizing them.