2006 PKAL F21 National Assembly
Friday Draft Agenda
October 6 - 8, 2006
DRAFT as of September 13, 2006
|Friday, October 6, 2006|
Transforming a learning community: Leadership at the campus level
F21 members will be making a difference towards institutional transformation by exercising leadership at the campus level.
|12:30 - 1:30 pm||Assembly Planners and Facilitators Meet|
|12:30 - 3:00 pm||REGISTRATION|
|1:15 - 2:45 pm||PRE-ASSEMBLY SESSION: ORIENTATION MEETING FOR NEW F21 MEMBERS|
|3:00 - 4:15 pm||WELCOME, LOGISTICS & CHARGE |
The urgency of coming together to transform undergraduate STEM education
A panel discusses why strengthening student learning is STEM fields is in the national interest and why leadership is essential at the local and national levels if our nation is to remain innovative, competitive, and a strong democracy.
To be determined
Jason A. Cody, Lake Forest College
Yvonne Harris, City Colleges of Chicago- Harry S Truman College
|4:15 - 4:30 pm||BREAK|
|4:30 - 5:30 pm||AT-THE-TABLE DISCUSSIONS
Articulating & communicating a vision of the ideal graduate of the 21st century learning environment
This session moves participants to an understanding of the need for consensus on the "vision" that drives the work of the community in shaping general education programs. This experience highlights 21st century student learning goals that provide roadmaps for the work of 21st century STEM leaders.
To lead our institutions into the future, we have to know where we want to go, so we must ask: what are our goals for student learning? What do we hope our students will be able to do and accomplish when they leave our campus? What are the characteristics of the ideal 21st century graduate of the ideal 21st century college or university?
The outcomes of this hour-long discussion are:
|5:40 - 6:20 pm||POSTER SESSION
Posters present the work of F21 members in Coming Together to:
|6:30 - 7:20 pm||BUFFET RECEPTION|
|7:30 - 8:45 pm||SMALL GROUP DISCUSSIONS: PROBLEM-BASED LEARNING EXERCISE
Ideas & insights: Shaping general education programs
Case studies are stories with an educational message. They have been used as parables and cautionary tales for centuries, yet their formal use in the science classroom is recent. So recent, in fact, that until the early 1990s, the case study literature in science was virtually non-existent. Until this time, faculty had neither taught with cases, written cases, nor seen one. This only began to change as more and more faculty realized the inadequacies of the lecture method and began to seek novel methods of instruction. Enter the case study, a method imported from business, law, and medical schools.
|8:45 pm -||TIME FOR INFORMAL DISCUSSIONS|