Empowering Faculty: Pedagogies of Engagement
Project Kaleidoscope Phase VI: Encouraging Collaborations for Developing Undergraduate STEM Faculty is a leveraging project. We will leverage PKAL resources (people, ideas, and funds) with resources from existing and new national and regional networks through a coordinated sequence of activities. Activities within individual networks will include:
- a series of one or two-day workshops spotlighting contemporary research-based approaches at which faculty and administrators:
- have opportunities to work with and learn from leading pedagogical practitioners (from the network/PKAL), to have hands-on experience with contemporary approaches and gain greater understanding of the learning theory undergirding them
- develop an extended agenda for action that advances pedagogical reform on their home campus and within the network
- consultancies, capitalizing on expertise within the network/PKAL, that provide continuing advice and counsel on adapting, implementing, and assessing new pedagogies to network faculty, campus/ network leaders and others responsible for supporting such faculty agents of change
- virtual social networking conversations about theoretical and practical implications of pedagogical innovation and institutional transformation, again capitalizing on resident expertise both within the network and PKAL, extending discussions that take place during workshops and consultancies.
A PKAL STEM Faculty Development Handbook will be assembled during the course of the project. It will be a collaborative effort involving leaders from each of the participating networks and the PKAL task forces advising this effort. This handbook will be in three parts:
- the first will deal with student learning goals from the perspective of pedagogical and assessment practices; an annotated catalogue of 21st century pedagogies will be presented, describing specific learning objectives of the approach, pedagogical and assessment strategies that address those learning objectives, and reports from the field on what works and lessons learned in developing, implementing and assessing those approaches
- the second will deal with the institutional infrastructure needed to engage and support faculty exploring, implementing and assessing contemporary pedagogies
- the third part will be a chronicle of the evolution of this project, documenting what works in building new kinds of collaborations within existing networks, taking advantage of the experience of all involved, within the networks and PKAL.
The first two parts of the handbook will incorporate and build from resources already available on the PKAL web site; they will also capture materials emerging from the work of contemporary pedagogical/assessment pioneers, including those on campuses within the collaborating networks. The third part will reflect lessons learned from the evolution of this pilot project.
Examples of Relevant Resources from PKAL Volume IV