Volume IV: What works, what matters, what lasts

Being a Faculty Leader

Leadership

  • A PKAL Essay - Creating a community dedicated to the assessment of student learning
    A community's commitment to assessment is demonstrated in many ways: assembling people with expertise in how students learn, providing opportunities for faculty to explore different assessment tools, providing opportunities for faculty to explore different assessment tools, alerting the campus community to external resources and ensuring that departmental budgets reflect the institution's commitment.

  • From PKAL Academic Leaders Workshop, College of Charleston - 1998
    What Works - A PKAL Resource
    Challenges for departmental leaders
    Participating teams in this workshop identified a kaleidoscope of challenges that department leaders must consider.

  • What works - A report
    A letter to new faculty - How to talk with your department chair
    - Gary Reiness, Dean of Science - Lewis & Clark College
    Talking with your department chair (and dean) is necessary for many reasons: to obtain resources needed for your teaching and research, to determine whether you're making satisfactory progress toward promotion, and to negotiate the various aspects of faculty life.

  • What works - A PKAL essay
    Investing in faculty: The role of leaders
    - Jeanne L. Narum, Director - Project Kaleidoscope

  • What matters - A checklist
    Departmental Thermometer
    - Adapted from a survey prepared by mathematicians Sylvia Bozeman of Spelman College and Ted Vessey of St. Olaf College.
    A check-list from which leaders can determine the "temperature" of their community in regard to serving all students.

  • What works: A PKAL report
    Leaders: lessons learned
    - From the March 2004 PKAL Steering Committee Meeting at Bryn Mawr College/Villanova Conference Center
    The new PKAL steering committee, together with advisors and staff, met to distill their experiences as leaders, establishing a foundation for a more intense focus on leadership development.

  • What matters: A resource
    The essence of leadership in one minute's reading
    - A excerpt from an article published in The Minneapolis Star Tribune, June 30, 1987.
    The essence of leadership is distilled into eight attitudes that are indispensible to the management of complexity.

  • What Works: A PKAL resource
    Perspectives on faculty leadership from the 2003 PKAL Assemblies
    The key essay captures insights from the 2003 PKAL assemblies (all chaired by F21 members) about "what works" as faculty take responsibility for tackling specific leadership agendas for their campus community.

  • What works: A PKAL essay
    Asking the right questions
    - John C. Warner, Professor of Chemistry - University of Massachusetts Boston
    "The key to quality chemistry education is not teaching the right answers, but teaching how to ask the right questions." A personal story.

  • What works: A PKAL essay
    Building a community of leaders: The PKAL F21 Experience
    - Jeanne L. Narum, Director - Project Kaleidoscope
    The challenge for leaders -- current and rising -- is to build an environment in which ideas flourish, are shared openly and freely, and where risks are taken, and the possibility of failure is acceptable: a community in which people of good faith have come together around a common vision and sense of purpose.

  • What makes a difference: Intelligence, Creativity, and Wisdom
    From: Robert J. Sternberg, "WICS: A Model of Leadership in Organizations," Academy of Management Learning and Education, December, 2003.

  • Mapping the inventive mind
    Excerpted from a presentation by David Perkins, Professor of Cognitive Science- Harvard University at the National Academy of Sciences, April 23, 2004.

  • PKAL F21 reports and perspectives:
    Becoming learners in the assessment community
    – Maureen Scharberg, Associate Professor of Chemistry- San Jose State University
    This is the story of a faculty member that developed her own assessment materials while teaching an introductory chemistry course. She had the impression that students were learning something in her course, but she wanted to confirm her hunch with quantitative and qualitative data.