Project Kaleidoscope (PKAL) Publications

Increasing Student Success in STEM: A Guide to Systemic Institutional Change

Increasing Student Success in STEM: A Guide to Systemic Institutional Change

Intended for faculty, administrators, and other academic leaders poised to mount comprehensive STEM reforms to improve student learning and success, particularly for students from underrepresented minority groups, this guide offers advice on getting started, team and leader development, project management, and sustaining change. It provides benchmarks, key questions for analysis, timeline information, challenge alerts to anticipate common roadblocks, and a rubric to gauge progress. Campus case studies are also included.

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Preparing Critical Faculty for the Future: Enlisting the Voices of STEM Women Faculty of Color

Preparing Critical Faculty for the Future: Enlisting the Voices of STEM Women Faculty of Color

How can institutions recognize and support inclusive excellence among faculty? How can they build the capacity of women faculty of color to advance in their careers and contribute to reform efforts? Shining a spotlight on HBCUs as leaders in the education and graduation of STEM students, this publication focuses on the underexplored role of STEM women faculty of color in supporting student success in STEM fields and, over time, in driving campus changes that can make any institution more effective in educating all students.

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Peer Review, Spring 2015
Peer Review, Spring 2015

This issue, sponsored by the W. M. Keck Foundation as part of the PKAL Guide to Systemic Institutional Change in STEM Education project, features case studies by institutions that developed and field tested a comprehensive institutional model for facilitating strategic change in STEM education. The model takes a scientific approach and provides both a process and content scaffold for campus leaders to facilitate change efforts. It offers leadership, planning, assessment, and practical tools for developing a strategic plan for change, including evidence-based practices. The model also provides a “readiness” tool for assessing the capacity for change in terms of faculty expertise, resources, and campus infrastructure as well as a rubric for monitoring progress. Although the model was developed for STEM specifically, it can be adapted to other institutional change projects more broadly or outside the STEM disciplines.Read more

Diversity and Democracy, Spring, 2015
Diversity & Democracy, Spring 2015

This issue of Diversity & Democracy extends AAC&U’s longstanding commitment to addressing gender-based inequities in higher education. Article topics include gender equity among STEM students and faculty, women’s leadership in areas such as higher education administration, the role of women’s colleges and universities worldwide, and the importance of creating campuses that are safe and inclusive for students of all gender identities.Read more

Peer Review, Spring 2014
Peer Review, Spring 2014

Close examination of the status of women science and engineering faculty at four-year colleges and universities reveals that women not only remain disproportionately underrepresented in STEM disciplines, such as engineering and physics, but also are precipitously lost through transitions to upper professorial ranks in all STEM disciplines, generally. This issue explores current trends in higher education related to recruiting, retaining and advancing STEM women and women of color faculty. Read more

Peer Review, Summer 2011
Peer Review, Summer 2011

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.Read more