PKAL Undergraduate Faculty Enhancement Workshops

万花筒计划（PKAL）正继续举办一系列关于科学、数学、工程和技术本科教育改革的师资增强讲习班。在1998-2000年期间，将举办26个讲习班，其中一个将是全国讨论会。研讨会将为教师和管理人员提供：1)关于有效教学法和教学技术的有希望的新想法；2)有成功经验的改革实践经验；3)能够适应自身环境的材料；4)深入了解改革的制定、实施和评估过程；5)与其他致力于加强科学、数学、工程和技术本科生教育的人建立联系。答:目标。讲习班的目标与维和警察的持续使命是一致的——为地方一级的领导改革团队提供装备并协助他们的努力；建立社会对加强本科建设工作的支持，树立加强本科建设符合国家利益的认识；并发展机构间的伙伴关系，共同努力实现这些目标。B.目标受众。这些工作坊是为已经参与PKAL的学院和大学的本科中小企业教师和管理人员举办的，目的是巩固和扩大正在进行的努力，使局限于一个系的成功成为全系统的成功。两年制学院和研究型大学也将参加这些研讨会，这些大学尚未参加研讨会，但对改革的兴趣正在增长。C.项目负责人和研讨会主题。1998-2000年系列的主题是由教师确定的，他们是在PKAL讲习班工作组和领导委员会工作的反思从业人员。作为各类院校的代表，他们对中小企业本科教育的问题、不同的解决方案如何在不同的环境中发挥作用，以及如何使这些解决方案发挥作用有第一手的了解。单一学科研讨会的主题将包括新的教学方法（协作学习、基于探究的学习等），以及教学和学习技术的新用途。研讨会的主题将包括跨学科项目和教学，以及面向所有学生（包括代表性不足的学生）的科学。讲习班工作队确定其所在领域的主要改革主题，并向与会者提出广泛的想法和方法。D.方法和结构。在过去四年中，PKAL制定了有效和高效率的讲习班方法和结构。讲习班申请人被要求确定其机构最迫切的问题，并确保行政部门对其参与的知情认可，以便为讲习班做准备。研讨会的活动顺序限制在80名参与者，旨在确定和探索正确的问题，并进行广泛的讨论。最后，在研讨会结束时，每个小组都计划在他们的家乡校园实施改革的步骤。大肠随访。至关重要的是，参与小组在实施改革时得到持续的支持。PKAL要求提供关于所采取的行动、改革的影响、学生学习、系内和系间课程和教学讨论以及改革努力的行政支助的后续报告。PKAL还为改变中小企业本科教育的人员和思想提供持续的机会，并有机会利用Keck/PKAL顾问的专业知识帮助实施重要的新举措。F. PKAL上下文。建议的讲习班是PKAL工作的核心。他们为组成PKAL F21网络的年轻教师提供了在改革中发挥领导作用的机会；它们是我们集中力量进行体制改革的重点，它们为PKAL网站提供了重要的材料。

Project Kaleidoscope (PKAL) is continuing its series of faculty enhancement workshops on the reform of science, mathematics, engineering and technology undergraduate education. During 1998-2000, there will be 26 workshops, one of which will be a national colloquium. The workshops will provide faculty and administrators with: 1) promising new ideas about effective pedagogies and teaching technologies; 2) hands-on experiences with reforms whose success has been demonstrated; 3) materials that can be adapted to their own settings; 4) insights into the process of developing, implementing and evaluating reforms; 5) connections to others who share their commitment to strengthening education for undergraduates studying science, mathematics, engineering and technology. A. Goals. The goals of the workshops are consistent with PKAL's continuing mission -- to equip teams for leadership reform at the local level and assist their efforts; to build public support for the work of strengthening undergraduate programs, based on a more educated understanding of how such programs serve the national interest; and to develop partnerships of institutions working together to achieve those goals. B. Target Audiences. The workshops are for undergraduate SME&T faculty members and their administrators at colleges and universities already participating in PKAL, to consolidate and broaden efforts underway so that successes confined to one department become system-wide. They will also be for two-year colleges and research universities who have yet to participate in the workshops but where interest in reform is growing. C. Project Leaders and Workshop Topics. The topics for the 1998-2000 series are identified by faculty, reflective practitioners of what works who serve on the PKAL Workshop Task Forces and Leadership committees. Representing all types of institutions, they know first-hand the problems of undergraduate SME&T education, how different solutions work in various settings, and what it takes to make them work. Topics for workshops on single disciplines will include new pedagogies (collaborative learning, inquiry-based learning, etc.), and the new uses of technologies for teaching and learning. Topics for workshops with a broader focus will include interdisciplinary programs and teaching, and science for all students, including underrepresented students. Workshop Task Forces identify major themes of reform in their area, and challenge participants with a broad spectrum of ideas and approaches. D. Approach and Structure. Over the past four years, PKAL has developed a workshop approach and structure that is effective and efficient. Workshop applicants are asked to identify those questions most pressing for their institution, and secure the administration's informed endorsement of their participation, to prepare for the workshop. The sequence of activities at the workshops, limited to 80 participants, is designed to identify and explore the right questions, and engage in wide-ranging discussions. Finally, at the end of the workshop each team plans the steps towards implementing reform they will take at their home campus. E. Follow-up. It is essential that participating teams have continuing support as they implement reform. PKAL asks for follow-up reports on actions taken, on the impact of reforms, on student learning, on curricular and pedagogical discussions within and between departments, and on administrative support for reform efforts. PKAL also provides continuing access to people and ideas changing undergraduate SME&T education, and the opportunity to use the expertise of the Keck/PKAL consultants for help with specific efforts to implement significant new initiatives. F. The PKAL Context. The workshops proposed are central to PKAL's work. They offer the young faculty who form the PKAL F21 Network the opportunity to take a leadership role in reform; they are the point from which we focus on institutional reform, they provide significant materials for the PKAL Web site.