Browsing by Author "Harvey, Patricia"
Now showing 1 - 2 of 2
- Results Per Page
- Sort Options
Item Transforming the University: Recommendations of the PreK-12 Strategy Task Force(University of Minnesota, 2005-12-12) Harvey, Patricia; Maruyama, GeoffreyThe University has not been and cannot afford to be passive observers of preK-12 education. Engagement with preK-12 touches all parts of the University. Within Minnesota, the University of Minnesota uniquely possesses the capacity to generate ongoing and systemic research that will improve the lives of all Minnesotans. This capacity is particularly critical in preK-12 education, where separating what is believed from what is known through research is critical for the success of education. The University has a history of extensive engagement with preK-12 schools, but successes have been limited by the way the engagements have been structured, largely as individual initiatives rather than as an ordered and integrated array of activities. The task force recommendations attempt to frame and organize efforts without limiting faculty in their attempts to create relationships that reflect their research interests.Item Transforming the University: Report to the Systemwide Academic Task Force on PreK-12 Strategy(University of Minnesota, 2005-12-12) Harvey, Patricia; Maruyama, GeoffreyWithin Minnesota, the University of Minnesota possesses the unique capacity to generate ongoing and systemic research that will improve the lives of all Minnesotans. This capacity is particularly critical in preK-12 education, where separating what is believed from what is known through research is critical for the success of education. The University has a history of extensive engagement with preK-12 schools around research, 3 teaching, and outreach that touches all parts of the University and includes programs that represent the best in partnerships—enduring, collaborative, complementary, and focused on issues of importance to the University and Minnesota. Nevertheless, successes have been limited by the way the engagements have been structured, largely as individual initiatives rather than as ordered and integrated activities. The task force recommendations frame and organize efforts, increasing their coherence and coordination without limiting faculty efforts to pursue personal research interests.