Policies/Practices/Programs

Related Pages

Presentation

Programming: Working Through the Programming Process
L. Paul Zajfen, Carole Wedge
Carole Wedge, a principal at Shepley Bulfinch Richardson and Abbott discusses the most important parts of the building programming process, which are issues all institutions renovating or building will encounter. Her idea is that for such a monumental undertaking a clear outline of the steps taken leading up to and during the process is helpful, if not necessary. Here is a discussion of issues that should be considered by any institution as soon as changes to the infrastructure of campus are an inchoate idea being discussed.
Science and the other liberal arts: Some strategies for general education
A. Truman Schwartz
A FIPSE lecture delivered on March 26, 1993, at Brescia College, in which the author suggests some desirable outcomes of undergraduate science education, proposes strategies for attaining those goals, and describes a number of specific courses created for that purpose.

Link to another site

The One Graph You Need to See and The Dartmouth Liberal Arts Conference
W. Robert Connor
These recent essays reflect on a graph based on the freshman surveys by the Higher Education Research Institute at UCLA and an article in the Boston Globe about a conference at Dartmouth College.

Keck Consultation Reports

Implementing Institution-wide Interdisciplinary Programs
The Keck/PKAL Consultation Program
A few faculty from this urban state-funded university developed an integrated science and math curriculum, but the university wishes to scale-up this program beyond the original core of innovators. The consulting team was asked to identify strategies to help these faculty implement a university-wide program.
Interdisciplinary Programs Across Multiple Campuses
The Keck/PKAL Consultation Program
At this community college in the southeast classes are distributed between distinct campuses. Success with a model project that integrated freshman level science and mathematics courses prompted the president to ask a team to help his faculty find ways to expand interdisciplinary opportunities to every campus.

Essay

A community that "works"
In PKAL-sponsored events over the years, participants have reflected on how the character of their community affects the process of planning, building, and sustaining strong programs.
Assembling Collaborating Communities
An Essay
Jeanne L. Narum
Taking the kaleidoscopic perspective on institutional transformation requires examining how the changing context calls for different kinds of collaborating communities pursuing new visions of institutional distinction.
Assessment
Anne McElwee Reeve
Many colleges and universities have initiated a program of institutional assessment. These efforts are driven either by internal interest or by external accrediting agencies and have the overall goal of determining if the institution is doing an effective job of educating students. In principle, this is an important and laudable goal.
Comment on the essay, "On the politics of teaching reform"
Yildirim Dilek
Yildirim Dilek adds a fourth development to Novak's list - the changing status of the "social contract" between science and the public, and the need to bring relevance to not only the students in the classroom but also the public.
Communication, Communication, Communication
Connecting Assessment to Enhance Student Learning
Donna L. Sundre
In the real estate profession, the mantra is "location, location, location." In most other pursuits, an advisable mantra might be "communication, communication, communication." The prudence of academic leaders adopting such a mantra in the instance of assessment of student learning is easily illustrated by even the most fleeting review of institutional case studies where false starts, strong beginnings accompanied by equally strong fizzles, and outright "no-go's" are evident.
Indiana University Faculty Leadership Model
Susan Sciame-Giesecke
A description of the formal program involving all eight campuses of the Indiana University system focused on developing- within the ranks of faculty- leaders as teachers, scholars and campus citizens. The premises of the program are that:
  • faculty leadership is non-positional
  • faculty leaders generate and direct energy
  • faculty leaders are accountable for outcomes
  • faculty leaders base action on information
  • faculty leaders create networking
  • faculty leaders build toward agreement
  • faculty leaders are emergent and flexible
  • faculty leaders shape discourse
  • faculty leaders are willing to take risks.
Reflection on Novak's "On the politics of teaching reform"
David S. Koetje
David Koetje reflects on Gregor Novak's essay and his own experiences with changes in the biology curriculum at Calvin College.
Working toward and ensuring the success of African American students in STEM fields
Freeman A. Hrabowski III
The identifiable elements that contribute to systemic and sustainable reform are all visible in the learning environment at the University of Maryland, Baltimore County (UMBC). This institution is nationally-recognized for the strength of its science/engineering programs and for its effectiveness in working as a community to ensure the success of all students– particularly African American students– in the study of STEM fields.
Worksheet to chart expectations, timing and impact of investing in faculty
PKAL developed a worksheet for administrators to determine the responsibilities of faculty and the support expected by faculty at different career stages.

Case Studies

Negotiating budgets and faculty lines in difficult times
C. Gary Reiness
Green College faces challenges with obtaining resources for its science departments. Based on an external review of the college, administrators and faculty must decide on how to handle the "bad review" of the environmental science program.

Loon University
Daniel F. Sullivan
Loon University's standing for science and math education has recently decreased. The faculty from the science and math division, therefore, decide to campaign amongst the administration for funding to achieve the goal of creating an interdisciplinary, technology-rich, science for all learning environment.

Other Resources

One Institutional Story: Lawrence University