247 Results Page 6 of 25
In this video faculty members discuss the importance of active learning pedagogy training and note how Dana Center professional learning workshops support faculty as they explore “all the moving parts and how they fit together.” (2:16)
Level:
Classroom
Process Stage:
Continuously Improving
Role:
Math Department, Partner Disciplines
In this video faculty member Russell Self of Trinity Valley Community College describes his experiences with courses aligned with the DCMP Model. Russell speaks about how he is able to see his students grow in their ability to work with others and become independent learners. (0:53)
Level:
Classroom
Role:
Partner Disciplines
In this video faculty member Rich Geist of Angelina College describes how courses aligned with the DCMP Model empower his students to take responsibility for their own learning.
Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Math Department
In this video students tell their stories of finding success in mathematics pathways! These encouraging voices show the excitement involved when mathematics engages students in real-world situations and becomes a “language” they can understand. (2:52)
Level:
Institution, Classroom
Role:
Institutional Leadership, Math Department
In this video students describe past experience with mathematics in college and the motivation to find better opportunities for themselves and their families through education. (2:52)
Level:
State, Institution, Classroom
Process Stage:
Getting Started
Role:
Policy, Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators, Researchers
In this video faculty member Stephanie (Doyen) Andrews of Lone Star College¬Kingwood talks about her experience teaching a course aligned with the DCMP Model. Stephanie speaks to the differences of the active learning approach and utilizing problems involving real-world situations. (2:09)
Level:
Classroom
Process Stage:
Planning, Implementing
Role:
Math Department, Partner Disciplines, Advisors and Coordinators
In this video students at Temple College explain why a course aligned with the DCMP Model was right for them. Some positive aspects include the collaborative environment and coursework that allows for multiple viewpoints to solve a problem. (3:29)
Level:
Institution, Classroom
Role:
Math Department, Advisors and Coordinators
In this video Alisha Saulter from Lone Star College–Kingwood talks about her experience as a student in math courses aligned with the DCMP Model and how this new coursework has helped math become clear to her. (1:08)
Level:
Classroom
Role:
Policy
In this video the President, Department Chair, Math Lab Coordinator, and other stakeholders at Temple College discuss how DCMP Model implementation requires cross-institutional conversations and ensuring “all people come to the table.” (2:40)
Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Institutional Leadership, Math Department
In this video Temple College student Travis Graves shares his experience in taking math courses aligned with the DCMP Model, which allow him to learn math that is applicable to everyday life. (2:31)
Level:
Classroom
Role:
Partner Disciplines