Volume IV: What works, what matters, what lasts
2000 PKAL Summer Institute Keynote Address:
Using the principles of cognitive science and learning theories to enhance learning and teaching
– Diane Halpern, Professor of Psychology & Director of the Berger Institute for Work, Family and Children– Claremont McKenna College
("We have powerful models of human learning that we can use as a guide for the redesign of higher education– and higher education needs to be redesigned because, like it or not, virtually every variable in the higher education equation is changing at a rapidly accelerating rate.")
2000 PKAL Summer Institute Address:
Changing Assumptions About Who Can Learn
George Campbell, Jr., President- The Cooper Union for the Advancement of Science & Art
2003 PKAL Assembly- Motivating students to pursue STEM careers:
Preparing faculty members in the principles and practices of assessment of student learning
– Janice E. Thornton, Associate Professor of Neuroscience and Biology- Oberlin College
– Patricia Ann deWinstanley, Associate Professor of Psychology- Oberlin College
Oberlin College institutionalized mechanisms for evaluating curricular innovations using a multi-faceted strategy, including: an assessment workshop, a student questionnaire, a faculty survey and an experimental study on how research experiences benefit students.
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.
What matters: A PKAL presentation
Using environmental issues to transform the learning environment– top to bottom: The Middlebury College experience
– Nan Jenks-Jay, Director of Environmental Affairs & Planning– Middlebury College
Middlebury designated environmental studies and awareness as one of its six "academic peaks of excellence," and has integrated the environment into its academic program, organizational and management structure and into its plans for the future. They have created a community with a shared vision and goal.
What works - A PKAL essay
Strengthening Undergraduate STEM Programs
- Stephen R. Lewis, Jr., President Emeritus and Professor of Economics - Carleton College
The undergraduate educational experience is the critical link in achieving our national objectives. The reason is simple. Undergraduate institutions produce those who go on to teach in America's K-12 schools. They are the source of future Ph.D.'s; they produce the political leaders, the local school board members, the Federal, state, and local officials who will make policy decisions relating to scientific and technological issues that have an impact on how we all live, work, and interact.