- About PKAL
Activities & Initiatives
- 2006 PKAL Leadership Seminar (11/17/06 - 11/19/06)
Serving All Students
A PKAL Tool
Ted Vessey, Sylvia T. Bozeman
A checklist from which leaders can determine the "temperature" of their community in regard to serving all students. Adapted from a survey prepared by mathematicians Sylvia Bozeman of Spelman College and Ted Vessey of St. Olaf College.
- Jump for the Sun Program
Mary L. Crowe
The Environmental Institute of the Jump for the Sun II (JFS) program was designed to change middle school girls and middle school teacher attitudes about doing science, which uses science activities to increase interest in STEM fields.
- PKAL Faculty for the 21st Century Statement
Lisa Ely's PKAL F21 Class of 2004 statement highlights her efforts to develop truly interdisciplinary, rigorous programs for STEM students from the freshman through upperclass levels and to integrate original research opportunities and science curriculum at all levels.
- Bringing community college faculty to the table to improve science education for all
W. Bradley Kincaid, Theodoros Koupelis, Walter M. Shriner, Leah E. Adams-Curtis, Nkechi M. Agwu, Elizabeth Marie Dorland, Daphne E. Figueroa, Linnea Fletcher, Laura A. Guertin, Carol Higginbotham, Thomas B. Higgins, Eileen L. Lewis, John M. Oakes, J. B. Sharma, Susan Shih
- Changing assumptions about who can learn
George Campbell Jr.
This is a very exciting time in higher education, particularly in the sciences. We're facing a number of very stimulating and challenging education questions as the various disciplines unfold.
- Facilities for the research-rich learning environment
Richard M. Heinz
Where do you start in thinking about 21st century spaces for 21st century learning communities? First is the diversity of demands on the spaces: expected to play a role in attracting and sustaining the interest of students in STEM fields; expected to be easy to use, manage and maintain over the long-term; able to accommodate with ease students with different learning styles and career aspirations, as well as emerging technologies and contemporary pedagogies; and finally—expected to enhance institutional distinction over the long-term. To make this happen, planners need to think about concepts such as collaboration, celebration and community. From his perspective as a lab designer, Rick Heinz offers ideas about options and opportunities in the process of planning new spaces for science.
- Making connections: To, from, and within the mathematical community
David M. Bressoud, Lynn A. Steen
Authors describe the wide range of activities and publications within the MAA (Mathematical Association of America) that emphasize three broader categories of connections important to their community:
- connections to and from other disciplines
- connections within the mathematical sciences
- connections to the needs of students served by mathematics departments, majors and non-majors.
- Mission and vision for the sciences at Brooklyn College
Frank Grasso, Peter Lesser, Eleanor Miele, Theodore Raymond Muth, Simon Parsons, Louise Hainline
Transforming the undergraduate STEM learning begins with a clear vision grounded firmly in the institutional mission. This statement of mission and vision from Brooklyn College illustrates the power of a driving vision to mobilize a community to dream big about its future, in the context of planning new spaces for science. Brooklyn College is a PKAL Leadership Institution.
- Planning, implementing and assessing an integrated math and science curriculum
Charles Allen, Bruce Callen, Donald G. Deeds, Mark Wood
This essay describes the assessment protocols through which Drury University monitored the impact of a multi-disciplinary curriculum for all students developed collectively by their STEM faculty. The full description of the ten-year development and evolution of their curriculum is presented in an essay in the Journal of College Science Teaching. That reformers need to be in it for the long-haul is one lesson learned from the Drury experience.
- Project 2061: Science for all Americans summary
- Published by the American Association for the Advancement of Science (AAAS), this summary provides an introduction to Project 2061 in reforming education in science, mathematics and technology for all Americans.
- Promoting undergraduate research in sociology
- This article identifies some of the challenges of research in the undergraduate sociology curriculum and offers two major American Sociological Association (ASA)-sponsored projects that seek to improve the way we prepare undergraduates in sociological research.
- Science across the curriculum - The Binghamton University Story
Albert H. Tricomi
In 1996, Binghamton University inaugurated its first General Education Program for all students. The process of discussing and approving requirements for this program had an immediate and a lasting effect on how students on our campus experience learning in mathematics and science.
- Science for everybody
- Included as a paper in the "Science in the College Curriculum: A Report of a Conference Sponsored by Oakland University and Supported by a Grant from the National Science Foundation, May 24-36, 1962," Warren Weaver's essay, including commentaries, addresses the problem of "what sort and amount of exposure to science" should undergraduate non-science majors receive.
- 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.
- A rationale for the improvement of the college science experience
- From Science for Non-Specialists: The College Years (National Academy Press 1982), this chapter discusses how to bring the facts and wisdom of science to undergraduate non-majors.
- Why Change?
Robert E. Megginson
"One reason to change— to transform undergraduate programs in mathematics and the various fields of science and engineering— is to account for diversity. Not just diversity in the sense of changing demographics, although that is significant, but we need to account for many forms of diversity in shaping the future of our institutions."