Project Kaleidoscope (PKAL) — Advancing what works in STEM education
Materials from contributing writers, committees, and PKAL events are presented to the wider community through both print and electronic publications. PKAL publications, in use on campuses across the county, show how the PKAL vision of what works affects decisions considering student learning in mathematics and the sciences, how to ensure the success of all students, nurture a faculty, and build accommodating spaces.
Advancing What Works in STEM: A View Through the PKAL Lens
Peer Review, Summer 2011, Volume 13, No. 3
This issue of Peer Review emerges from the new partnership between
Project Kaleidoscope (PKAL) and the Association of American Colleges and
Universities and provides a critical lens on current trends and
emerging practices in STEM education. This issue highlights the
progress that many campuses have been making in improving STEM
learning. Articles also feature research findings on interactive STEM
learning and STEM/non-STEM differences in student engagement.
What Works in Facilitating Interdisciplinary Learning in Science and Mathematics
This executive summary
outlines the results from the KECK/PKAL Facilitating Interdisciplinary Learning project. The publication features how twenty-eight participating campuses developed new ways to create, implement, measure, and sustain effective interdisciplinary STEM learning environments. The summary includes key recommendations supplemented by strategies and practical advice.
Wisdom from the Field: The Keck/PKAL Consultation Program
1994 - 2006
Lessons learned from the twelve-year Keck/PKAL Consultation Program
Volume I: What Works: Building Natural Science Communities, 1991(pdf)
A PLAN FOR STRENGTHENING UNDERGRADUATE MATHEMATICS AND SCIENCES
This 1991 PKAL report documents effective strategies for undergraduate science and mathematics education and provides compelling suggestions for future change.
Volume III: Structures for Science, 1995
A HANDBOOK ON PLANNING FACILITIES FOR UNDERGRADUATE NATURAL SCIENCE COMMUNITIES
This step-by-step guide to planning facilities is intended for use by colleges and universities that are thinking about, or in the process of planning for, new or renovated spaces for their undergraduate programs in science and mathematics. For help planning facilities, visit www.pkallsc.org.
Volume III Supplement: Handbook on Facilities, 2006
A COMPANION TO STRUCTURES FOR SCIENCE
Features essays, stories, reports, and lessons learned from the work of those imagining and realizing 21st century spaces for 21st century STEM learning communities. For help planning facilities, visit www.pkallsc.org.
Volume IV: What works, what matters, what lasts, 2004-present
PKAL'S ONLINE PUBLICATION
From within and beyond the PKAL community, Volume IV provides easy access to insights, ideas, and materials shaping the future of undergraduate STEM. It is a resource for current and rising leaders with responsibility for the strength of the nation's programs in science, technology, engineering and mathematics (STEM).
Report on Reports I, 2002 (pdf)
RECOMMENDATIONS FOR ACTION IN SUPPORT OF UNDERGRADUATE SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS
An analysis of and recommendations from a selection of influential reports since the mid-1980’s that have set the stage for and shaped efforts to transform undergraduate STEM.
Report on Reports II: Recommendations for Urgent Action, 2006 (pdf)
TRANSFORMING AMERICA'S SCIENTIFIC AND TECHNOLOGICAL INFRASTRUCTURE
A follow-up to Report on Reports I, an analysis of reports from 2004 and 2005 that discuss the nature and need of transforming undergraduate STEM.
Shaping the Future of Undergraduate Science, Mathematics, Engineering, and Technology Education, 1997 (pdf)
PROCEEDINGS FROM THE PKAL DAY OF DIALOGUE
Proceedings and recommendations from the PKAL Day of Dialogue at the National Academy of Sciences on roles of professional/disciplinary societies in undergraduate STEM education.
What Difference do Improved Facilities Make?, 1998 (pdf)
A REPORT OF THE PKAL COMMITTEE OF VISITORS
The COV found rich synergism among curricular innovation and faculty and student morale, externally funded grant support for programs and equipment and new facilities. The impact of new and renovated facilities has been significant. The students learning in these spaces will make an important societal contribution in years to come with the skills and capacities they are developing. For help planning facilities, visit www.pkallsc.org.
Occasional Paper I: What Works, 1993
A RESEARCH-RICH ENVIRONMENT
Given that numerous reports have documented serious problems confronting undergraduate science and mathematics, this report argues for a research-rich undergraduate environment and suggests creating lab-intensive, interdisciplinary classrooms that are strongly supported by faculty, their institutions, and shareholders on a national level.
Occasional Paper II: What Works, 1994
LEADERSHIP— CHALLENGES FOR THE FUTURE
This material emerges from extensive discussions and deliberations within PKAL about leadership and reform: about the critical need to link individual, campus-based reforms to a larger national effort to strengthen undergraduate science and mathematics, and about how faculty, presidents, and deans must work together on their campuses and with their colleagues in other institutions and organizations to make this happen.
Occasional Paper on Neuroscience, 1998 (pdf)
PROCEEDINGS FROM THE PKAL WORKSHOP ON INTERDISCIPLINARY CONNECTIONS
As part of its national series of workshops focusing on the reform of undergraduate education in the sciences and mathematics, Project Kaleidoscope (PKAL) held a workshop at Davidson College entitled, "Interdisciplinary Connections: Undergraduate Education in Neuroscience." This Occasional Paper is a collection of the presentations and stories about participants from the Davidson workshop.
Steps Toward Reform, 1999 (pdf)
REPORT ON PROJECT KALEIDOSCOPE 1997-1998
Summaries of recommendations from Keck/PKAL Consultant reports. These consultancies, supported by a grant from the W.M. Keck Foundation, have proved to be one of the most productive means to foster informed and continued steps toward reform of undergraduate STEM programs.
Then, Now and in the Next Decade, 1999 (pdf)
A COMMENTARY ON STRENGTHENING UNDERGRADUATE SCIENCE, MATHEMATICS, ENGINEERING AND TECHNOLOGY EDUCATION
Our point of departure (then) is the mid-1980s, when education in these fields was not perceived to be serving national needs. We contrast the circumstances of that time with those of today (now) and identify steps that need to be taken in the coming decade to address urgent needs of students, science and technology, and society.
Investing in Faculty, 2001 (pdf)
REPORT ON PROJECT KALEIDOSCOPE 2000 - 2001
Central to PKAL's work are activities related to helping faculty pursue successful careers and meeting the expectations placed on them to be productive scholars and contributing members of the community. This report outlines lessons learned and issues yet to be addressed in ensuring the excellence of the next generation of STEM faculty.
Information Technology in the Service of Student Learning, 2001 (pdf)
A REPORT FROM THE 2001 PKAL ROUNDTABLE ON THE FUTURE OF PKAL
Occasional Paper exploring the issues, challenges and opportunities for the informed use of IT in enhancing undergraduate STEM learning.
Leadership - A PKAL Portfolio, 2004 (pdf)
INVESTING IN THE FUTURE: BUILDING INSTITUTIONAL LEADERSHIP FOR NATURAL SCIENCE COMMUNITIES
A companion to the 2002 publication, Report on Reports, this portfolio captures some wisdom about the theory of leadership and about experiences of 21st century leaders in translating those theories into action. The intent is to signal that there is a solid base of theory of leadership from which current and rising leaders can shape their future, and to provide a tool for individuals and institutions to figure out what works in their context to nurture and support leaders.
Learning and Teaching Centers, 2005
What works to foster informed leadership taking responsibility at the institutional level for building and sustaining a robust undergraduate STEM learning environment for the 21st century? Explored here are two emerging answers to that question, 1) "what works" with faculty, and 2) "what works" at the institutional level.
Handbook for Department Chairs, A Work-In-Progress
The following resources and essays collected from the PKAL archives provide anecdotes, advice, and useful tools for department/program leaders.