Sponsored by Teaching for PROWESS
Spotlight of the Month Summary
Teaching for PROWESS is an NSF-funded project focused on departmental transformational change and on incorporating the principles of active learning into the STEM pathway. Come join us this month as we discuss what we learned about how rigor and active learning work together to develop proficiency.
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Welcome to the Spotlight of the Month
Karen Gaines, Project Director
On behalf of the Teaching for PROWESS project team I want to welcome you to the month of October as we host IMPACT Live! I had the pleasure of working on the IMPACT document from its humble beginnings as the latest installment of our standards documents - a follow up to the incredible Crossroads and Beyond Crossroads. Several members of the team who worked on IMPACT were excited to put the words of the document into action and applied for an NSF grant entitled Teaching for PROWESS. The project is now in its second year and the team is excited to begin sharing some of the knowledge we have gained through this experience. One of the focuses of the project is incorporating active learning into mathematics classrooms which created a natural fit with this quarter's emphasis on proficiency. Please join us as we share what we have discovered about rigor and its connections to active learning and proficiency.
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IMPACT LiveWire Podcast
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About the Sponsoring AMATYC Community:
Teaching for PROWESS (TfP)
An NSF grant which will help community colleges as they support students in STEM mathematics courses (and their prerequisites). This project will bring together IMPACT teams from eight community colleges, consisting of faculty, administrators, and support staff. These teams will work towards a common vision of successfully transforming departments and departmental culture for implementing active learning in college-level mathematics.
Spotlight of the Month Team Members with link to bios:
Dennis Ebersole, Julie Phelps, Karen Gaines, Ann Sitomer, Scott Adamson, Anne Dudley
AMATYC Program Keys: SM, RG, and PD
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