Questions to think about
Building Vital Undergraduate STEM Departments and Programs
The 2003 PKAL Assemblies
What Works - What Matters - What Lasts: The Roles and Responsibilities of Leaders in Undergraduate STEM
December 5 - 7, 2003
- Council on Undergraduate Research (CUR)
- National Academy of Science (NAS)
- Howard Hughes Medical Institute (HHMI)
- American Council of Academic Deans (ACAD)
- Shepley Bulfinch Richardson and Abbott
What needs to change in the faculty reward system to permit the growth of interdisciplinary courses, programs and research?
How can small institutions support the start-up funds and the time required for faculty to be research active?
What kinds of institutional support structures are needed to support faculty research? Student research? Curriculum innovation?
What are the best practices for incorporating faculty research into courses?
How can we introduce students early to the research process?
How can departments begin to plan together to improve currriculum?
How can departments begin to plan together to build institutional support for faculty and student research?
What are the best practices for mentoring beginning faculty? For rejuvenating all faculty?
What are the best practices for building community across disciplinary lines?
Where can colleges acquire the funding for curricular and faculty student research initiatives?
As interdisciplinary programs evolve, should they become departments?
How can departments increase faculty and student diversity?
What are the roles of departments in pre-service and in-service teacher preparation? How can we introduce research processes to these students?