- About PKAL
Politics/Agent of Change
Sustaining Commitment to Facilities Planning
The Keck/PKAL Consultation Program
- One southern campus had been engaged in a ‘fits and starts’ approach to thinking about new spaces, and needed help in thinking about ways to maintain the current momentum.
- A PKAL essay: Guidelines for effective collaborations
- Undergraduate Natural Science Communities, 1995. It is important when committees are established to tackle critical issues, there are common expectations within the group as to how the committee will function.
- A response to Facione's roadmap for securing a budget
Jessica R. Young
This commentary emphasizes for faculty the crucial lessons of Facione's essay. Young explains the importance of knowing this information early in one's faculty career in order to carry out the projects necessary in being a succesful agent of change.
- Changing to a student-centered learning environment
Gay B. Stewart
Based on Novak's views on teaching reform, Gay Stewart focuses on her personal experiences with student-centered learning at the University of Arkansas.
- Comment on the essay, Faculty and the politics of change
Anne M. Houtman
Anne Houtman adds to UWF's essay, Faculty and the politics of change, by reminding faculty not to forget the often overlooked steps necessary for implementing change.
Creating Something New: A Leader's Perspective
Jeanne L. Narum
- Undergraduate Natural Science Communities, 1995. It is not individuals who determine curriculum or the institutional structure, it is the faculty and administrators as a whole community. When reforms are one-person projects, change is not sustainable.
- Faculty and the Politics of Change
Jane S. Halonen, Leonard W. ter Haar, George Ellenberg
A team from the University of West Florida describes some of its strategies designed to accomplish serious curricular changes. These changes would strengthen STEM learning on UWF's campus, which facilitates the collaborative "top-down" and "bottom-up" action that is the most effective means to realize meaningful change. The insights of Jane S. Halonen, Leonard W. ter Haar, and George Ellenberg suggest lessons learned in trying to promote an alliance for the sciences that shed some light on the politics of change.
- Indiana University Faculty Leadership Model
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.
- Informed Participation and Empowerment - From Leadership
Andrew Gorman, Eric (ENDPOINT) Scharff, Ernesto Arias, Hal Eden, Gerhard Fischer
This essay from Leadership addresses the issues involved in empowering individuals to take an active role in transforming systems by encouraging the system's users to become owners of the problems.
- Leaders need to communicate
Melvin D. George
All too often, a leadership team thinking about new directions fails to think through and put in motion a communication plan as an integral prelude to and part of the anticipated change. Developing a thoughtful communication plan and carrying it out effectively are vital aspects of any successful significant change. Communication, with different levels of intensity and of varying breadth and scope, must occur as the process proceeds.
- Leaders: Lessons learned
- 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.
- Leadership in the Context of Shaping a Meaningful Career
Melvin D. George
This essay outlines six essential characteristics of a good leader. By identifying each characteristic, Mel George examines the personal qualities that should be cultivated in all those developing leadership skills.
- On the Politics of Teaching Reform
Gregor M. Novak
Working with JiTT and the Freshman Learning Project (FLP) at Indiana University, Novak emphasizes the significance of academic reform in the 21st century. Changes in student population, information technology, and research on teaching and learning have increased the prominence of teaching activities for faculty and institutions.
- The importance of gifted individuals
A series of personal insights reflects on the need for bold and progressive leadership to fight the forces that typically resist change.
- The politics and process of change: institutional building-planning teams
Kenneth Lee Ellis, Cahal Stephens, Charles J. Kirby, Leila Kamal AIA
Design professionals, engaging with campus communities to dream about, design, and construct new spaces for science, are experienced with bringing people together around a common vision, gaining the strong sense of shared understanding, accomplishment, and institutional loyalty that leads to a productive outcome for their work: ". . .it is essential that good decisions are made, as the consequences of poor decisions can be far-reaching in both time and money, as well as on the institutional mission over the long-term." Colleagues from the Science Facilities Planning and Design Group at Einhorn Yaffee Prescott, Cahal Stephens, Charles Kirby, Leila Kamal and Kip Ellis, share their insights.
- The politics of change: creating a risk-taking campus culture
Lisa B. Lewis
Based on the essay Faculty and the Politics of Change and her own experiences, Lisa Lewis describes the critical characteristics of a campus that supports change and risk. She also emphasizes how faculty and administration must develop a similar language in achieving a vision of change.
- The tasks of leadership
As part of the Leadership Papers series sponsored by INDEPENDENT SECTOR, this essay examines nine leadership tasks and provides examples of each through the accomplishments of historical leaders.
- Why Change?
Robert E. Megginson
- What is Leadership?
Alexander W. Astin, Helen S. Astin
Excerpt from Leadership reconsidered: Engaging higher education in social change