PKAL Undergraduate Faculty Enhancement Workshops

万花筒项目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培训讲习班。在1998-2000年期间，将举办26个讲习班，其中一个将是全国座谈会。研讨会将为教师和管理人员提供：1）关于有效的教学方法和教学技术的有前途的新想法; 2）已证明成功的改革实践经验; 3）可以适应自己环境的材料; 4）对发展，实施和评估改革过程的见解; 5）与其他人建立联系，他们共同致力于加强对学习科学、数学、工程和技术的本科生的教育。 A.目标.讲习班的目标与PKAL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;在对本科课程如何服务于国家利益有更好的了解的基础上，为加强本科课程的工作建立公众支持;并发展合作机构之间的伙伴关系，以实现这些目标。 B。目标受众。这些讲习班是为已经参加PKAL的学院和大学的本科SME T教师及其管理人员举办的，以巩固和扩大正在进行的努力，使局限于一个部门的成功成为全系统的成功。他们还将为两年制学院和研究型大学提供培训，这些大学尚未参加讲习班，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，反思实践者是什么工作谁在PKAL研讨会工作队和领导委员会服务。代表所有类型的机构，他们知道第一手的本科中小企业T教育的问题，不同的解决方案如何在不同的设置工作，以及如何使他们的工作。单一学科讲习班的主题将包括新的学习方法（协作学习、探究式学习等），以及技术在教学和学习中的新用途。具有更广泛重点的研讨会主题将包括跨学科课程和教学，以及所有学生的科学，包括代表性不足的学生。讲习班工作队确定各自领域的改革主题，并向参加者提出各种各样的想法和办法。 D.方法和结构。在过去的四年里，PKAL制定了一个有效和高效的研讨会方法和结构。讲习班申请人被要求确定他们所在机构最迫切的问题，并确保行政部门在知情的情况下批准他们参加讲习班，为讲习班做准备。讲习班的活动顺序限于80名参加者，旨在确定和探讨正确的问题，并进行广泛的讨论。最后，在研讨会结束时，每个团队计划在他们的家乡校园实施改革的步骤。 E.随访至关重要的是，各参与小组在实施改革时必须得到持续的支持。PKAL要求提供后续报告，说明所采取的行动、改革的影响、学生的学习、系内和系间的课程和教学讨论以及对改革努力的行政支持。PKAL还提供了持续访问的人和想法改变本科中小企业T教育，并有机会利用凯克/PKAL顾问的专业知识，帮助具体努力，以实施重大的新举措。 F. PKAL上下文。拟议举办的讲习班对PKAL的工作至关重要。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;他们是我们关注体制改革的重点，他们为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.