Volume IV: What works, what matters, what lasts

Personal Statements

Content Types

  • A Story from a Campus– A letter to students about learning styles
    – Richard Felder, Professor Emeritus of Chemical Engineering– North Carolina State University

  • PKAL F21 reports and perspectives:
    Linking insights about how people learn to curricular reform
    – W. Bradley Kincaid, Professor of Biology and Chair, Department of Life Sciences- Mesa Community College

  • PKAL F21 reports and perspectives:
    Jump for the Sun Program
    Mary Crowe, Associate Professor of Biology- Coastal Carolina University

  • 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.

  • Assessment
    – Anne McElwee Reeve, Associate Professor of Chemistry- Lynchburg College
    Faculty and administrators need quantitative data about whether or not what they are doing every day is effective and long lasting. Reeve demonstrates that an institution-wide assessment program can have a profound effect on what faculty do in the classroom.

  • 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 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.