2004 - 2007 Phase IV PKAL Leadership Initiative (LI) Final Report

Leadership Seminars

2005 Roundtable on the Future

Key questions:
  • How do advances in the cognitive and learning sciences inform us about how people learn?
  • What might be the character of the undergraduate STEM learning environment if academic leaders incorporated advances from cognitive and learning science into their planning for institutional transformation?

Select Resources from the Roundtable

Rubics Cube Here

National Colloquia (2005, 2006 & 2007)

The 2005 Colloquium key questions:
  • what do we know from the experience of leading agents of change about how research on learning informs efforts to build and sustain a strong faculty, design and implement effective pedagogies, shape accommodating spaces, and determine institutional policies?
  • if the focus is on student learning, who needs to be at the table in this work; how can we take advantage of the expertise and passions of all stakeholders?
  • what is our vision of the 21 st century learning environment; is this a vision that can drive our planning; is it a vision against which we can measure whether or not we are making a difference?

The 2006 Colloquium key questions:
  • what does it take for a campus community to move toward visible and meaningful transformation of the undergraduate learning environment in mathematics, technology, and the various fields of science and mathematics?
  • what are the roles and responsibilities of campus leaders in shaping a vision, articulating goals and strategies, mobilizing a community to effective action?
  • what kaleidoscopic attention must academic leaders give to developing programs, faculty, budgets, and spaces for science in their pursuit of a sustainable and demonstrably robust undergraduate STEM learning environment?
  • how do leaders connect goals and strategies– for a research-rich learning environment, for one that reflects the contemporary interdisciplinary nature of science as it is practiced, for one that orients all students into the community of science– in their efforts toward institutional transformation?
  • how do you deal with all the nuts and bolts of trying to build and sustain a robust undergraduate STEM learning environment, for all students, now and into the future?

The 2007 PKAL Summer Institute key questions:
  • can goals for student learning shape institutional-change initiatives? If so, how?
  • why change?
  • what is leadership?
  • what works in the processes and politics of institutional transformation? How do we know?

Select Resources from the National Colloquia (2005, 2006 & 2007)