Cracking the Codes: The System of Racial Inequality, by Shakti Butler
This new film and learning program asks America to talk about the causes and consequences of systemic inequity. With moving stories from racial justice leaders including Amer Ahmed, Michael Benitez, Barbie-Danielle DeCarlo, Joy DeGruy, Harley Eagle, Ericka Huggins, Yuko Kodama, Peggy McIntosh, Rinku Sen, Tillman Smith and Tim Wise.
Mirrors of Privilege: Making Whiteness Visible, by Shakti Butler
Use this groundbreaking film and conversation guide in your organization to help bridge the gap between good intentions and meaningful change. Featuring stories from white men and women on overcoming issues of unconscious racism and entitlement
Vocabulary of Change: In Conversation with Tim Wise and Angela Davis, by Speaking Out
Through bold discourse, wit, and an optimism of the will, Angela Davis and Tim Wise call for new vocabularies - a different kind of fluency and a different quality of literacy. With a shared reverence for historical memory and today's activism, they invoke the power of a new language to restore clarity and to unify global communities.
If These Halls Could Talk, by Lee Mun Wah
In If These Halls Could Talk, Lee Mun Wah demonstrates how to create a sense of community in the classroom, how students can get to know each other more personally, and how classroom check-ins can promote a deeper understanding and friendship with one another. He also demonstrates how to deepen a classroom discussion within minutes, as well as how to mediate conflicts between students.
The Color of Fear, by Lee Mun Wah The Color of Fear is an insightful, groundbreaking film about the state of race relations in America as seen through the eyes of eight North American men of Asian, European, Latino and African descent. In a series of intelligent, emotional and dramatic confrontations the men reveal the pain and scars that racism has caused them. What emerges is a deeper sense of understanding and trust. This is the dialogue most of us fear, but hope will happen sometime in our lifetime
Last Chance for Eden, by Lee Mun Wah
This is a documentary about nine men and women discussing the issues of racism and sexism in the workplace. They examine the impact of society's stereotypes on their lives in the workplace, in their personal relationships and within their families and in their communities. In the course of their dialogue, they also explore the differences and similarities between racism and sexism - an area that has seldom been researched, but has heatedly become a very important issue needing to be understood and dealt with.
Stolen Ground, by Lee Mun Wah
This film is about six Asian American men who struggle against racism and their anguish and pain at the trauma of assimilation towards themselves and their families. A must-see film for those striving to better understand the "model "and the pressures of blending into the American culture.
Hip Hop: Beyond Beats & Rhymes featuring Byron Hurt, by Media Education Foundation
This documentary explores the issues of masculinity, violence, homophobia and sexism in hip hop music and culture, through interviews with artists, academics and fans. Hurt's activism in gender issues and his love of hip-hop caused him to feel what he described as a sense of hypocrisy, and began working on the film.
Dreamworlds 3: Desire, Sex & Power in Music Videos featuring Sut Jhally, by Media Education Foundation Dreamworlds 3, the latest in Sut Jhally's critically acclaimed Dreamworlds series, takes a clarifying look at the warped world of music video. Ranging across hundreds of images and stories from scores of music videos, Jhally uncovers a dangerous industry preoccupation with reactionary ideals of femininity and masculinity, and shows how these ideals have glamorized a deeply sexist worldview in the face of the women's movement and the fight for women's rights. In the end, Dreamworlds 3 challenges young people to think seriously about how forms of entertainment that might seen innocuous and inconsequential can be implicated in serious real-world problems like gender violence, misogyny, homophobia, and racism.
The Bro Code: How Contemporary Culture Creates Sexist Men, by Thomas Keith- Media Education Foundation
Filmmaker Thomas Keith, a professor of philosophy at California State University, Long Beach, provides an engrossing look at the forces in male culture that condition boys and men to dehumanize and disrespect women
White Like Me by Tim Wise
In this completely revised, “Remix” version of his highly-acclaimed memoir, White Like Me, Tim Wise explores how racial identity and whiteness influence the lives of white Americans, by examining how they have impacted his own life. Wise examines what it means to be white in a nation created for the benefit of those who are “white like him,” and how privilege seeps into every institutional arrangement, from education to employment to the justice system. Importantly, he also discusses the ways that white privilege can ultimately harm its recipients in the long run and make progressive social change less likely.
The Race to Nowhere
This documentary looks at the impact of too much homework and emphasis on standardized tests. Can education really be one size fits all?
This education documentary by a Teach for America alum who looks at inequality in education for urban, minority youths.
Waiting for Superman
A look at the journey of promising students through a school system that limits their academic growth potential. A review of public education.
At Harlem Success Academy, one of the top charter schools in New York, spaces are so limited that good luck may be the key to getting in. The Lottery features four families anxiously hoping for a spot in the school’s first-grade class.
Based on the best-selling book Teachers Have It Easy, American Teacher is a film directed by Academy Award-winning director Vanessa Roth and produced by Dave Eggers. Under the narration of Matt Damon, the film highlights the struggles teachers face, from taking second jobs to purchasing supplies for their classrooms. The documentary emphasizes another problem: 46 percent of teachers quit before their fifth year.
A profile of civil rights leader Bayard Rustin, a gay, black activist who worked behind the scenes of the civil rights movement, most notably as the organizer of the 1963 March on Washington. By Nancy Kates and Bennett Singer.
The New Public
This story of a small public high school in Brooklyn is not just a good educational film. It transcends the genre in its capturing of the lives and human drama of educators, kids and parents. This film has an emotional impact because of its extraordinarily intimate scenes and the way the viewer connects to each of the featured individuals.
This two-part film is also extremely powerful in its capturing the stories of six Latino teens from across the country and the obstacles they have to overcome in order to attend college or follow other routes to leading successful lives. There are kids featured in this film that have never been matched by any mainstream fictional film about education.
The Brooklyn Castle
This film focuses on five members of the chess team at a poorly-funded inner-city junior high school, I.S. 318 in Brooklyn, where 65 percent of the students live below the Federal poverty level. The school leads the nation in scholastic chess and, as the warmly engaging principal says, "At this school, the geeks, they are the athletes!" It is a unique and memorable film.
This film has already won an award at the Sundance Film Festival. It covers 13 years in the lives of two middle-class African-American students, best friends, and their parents in Brooklyn, New York, as they go through Dalton, a highly prestigious private school. Chronicling their very divergent paths from kindergarten through high school, American Promise goes beyond the genre of educational films in looking at issues of race, class and opportunity.
Go Public: A day in the life of a American school district
This 90-minute documentary that explores events during one day in the Pasadena Unified School District. For this unique film, fifty small camera crews followed teachers, students, principals, volunteers, and others across 28 public school campuses. The result is a compelling window into this district’s daily struggles and successes.
This film profiles four very different elementary, middle, and high school teachers and their public school classrooms. Filmed during the 2013 school year, this year-in-the-life story follows the struggles and achievements of these educators as they mentor their students to overcome challenges and do their best.
The Best Kept Secret
Administrators at John F. Kennedy High School, in Newark, N.J., a public school dedicated to students with special needs, answer the phone by saying, “This is John F. Kennedy High School, Newark’s Best Kept Secret.” Directed by Samantha Buck, This film tells the story of three young men living with autism, their families, and the efforts of JFK High teacher Janet Mino to help her students transition into life beyond school.
This film tells the story of four high school students - an inner city athlete, a small town waitress, a Samoan warrior dancer, and the daughter of migrant field workers - who set out to break the cycle of poverty and bring hope to their families and communities by pursuing a college education. This documentary explores the problem of college access faced by first generation and low-income students and how their success has major implications for the future of our nation.
American Teacher: The Teacher Salary Project
This film encompasses the feature-length documentary film American Teacher, an interactive online resource, and a national outreach campaign that delves into the core of our educational crisis as seen through the eyes and experiences of our nation's teachers
Crash- a 2004 crime drama film co-written, produced, and directed by Paul Haggis. The film is about racial and social tensions in Los Angeles, California.
Rabbit Proof Fence- a 2002 Australian drama film directed by Phillip Noyce based on the book Follow the Rabbit-Proof Fence by Doris Pilkington Garimara. It is based on a true story concerning the author's mother, as well as two other mixed-race Aboriginal girls, who ran away from the Moore River Native Settlement, north of Perth, Western Australia, to return to their Aboriginal families, after having been placed there in 1931. The film follows the Aboriginal girls as they walk for nine weeks along 1,500 miles (2,400 km) of the Australian rabbit-proof fence to return to their community at Jigalong, while being pursued by a white authority figure and an Aboriginal tracker.
Milk- is a 2008 American biographical film based on the life of gay rights activist and politician Harvey Milk, who was the first openly gay person to be elected to public office in California, as a member of the San Francisco Board of Supervisors
Gran Torino- a 2008 film that portrays a racist Korean War veteran living in a crime-ridden Detroit neighborhood is forced to confront his own lingering prejudice when a troubled Hmong teen from his neighborhood attempts to steal his prized Gran Torino.
Bend it Like Beckham- A 2002 hit that tells the story of an independent-minded young woman discovers the joys of football, much to her family's chagrin, in this upbeat British comedy drama. Jess Bhamra (Parminder Nagra) is an 18-year-old growing up in West London, where her family has taken every effort to stay in touch with its Indian heritage. Great when talking about cross cultural relationships.
The Great Debaters- A based off true story 2002 film that revolves around the efforts of debate coach Melvin B. Tolson (Denzel Washington) at historically black Wiley College to place his team on equal footing with whites in the American South during the 1930s, when Jim Crow laws were common and lynch mobs were a pervasive fear for blacks. In the movie, the Wiley team eventually succeeds to the point where they are able to debate Harvard University. Good for discussing disparities and inequalities in education.
Freedom Writers- A 2002 drama based off real life events. The main events depicted take place between 1993–1996, beginning with scenes from the 1992 Los Angeles riots. Erin Gruwell (Hilary Swank), a new, excited school teacher who leaves the safety of her hometown, Newport Beach, to teach at Woodrow Wilson High School in Long Beach, a formerly high achieving school which has recently put an integration plan in place. Her enthusiasm is rapidly challenged when she realizes that her class are all "at-risk" high school students, also known as "unteachables", and not the eager-for-college students she was expecting
The Journey-y (Malayalam: സഞ്ചാരം Sancharram) is a 2004 Malayalam feature film written, directed and produced by Ligy J. Pullappally, inspired both by her short film Uli and a true story of two lesbian lovers in the South Indian state of Kerala.
A Day without a Mexican- a 2004 film directed by Sergio Arau. It offers a satirical look at the consequences of all the Mexicans in the state of California suddenly disappearing (with a mysterious "pink fog" surrounding the state preventing any communication or movement with the outside world). A series of characters show the apparent statistical impact of Mexicans on California's economy, law enforcement and education systems as well as the resulting social unrest.
My Big Fat Greek Wedding- a 2002 Canadian-American romantic comedy film written by and starring Nia Vardalos and directed by Joel Zwick. The film is centered on Fotoula "Toula" Portokalos, a middle class Greek American woman who falls in love with a non-Greek upper middle class "White Anglo-Saxon Protestant" Ian Miller.
Real Women Have Curves- A 2002 Film that tells the story of Ana Garcia, a Mexican-American teenager living in an East Los Angeles barrio. While attending Beverly Hills High School, where she is an accomplished student, she works in near-sweatshop conditions in her sister's dress factory alongside her mother, Carmen (Ontiveros), who considers this to be her younger daughter's vocation. But Ana, encouraged by her teacher Mr. Guzman (George Lopez), has dreams of attending Columbia. Before achieving her goal, she must try to balance her mother's traditional view of women with her own contemporary ideas while dealing with self-image issues and exploring a new romantic relationship.
Good Fences- starring Whoopi Goldberg, Danny Glover, Ryan Michelle Bathe Ashley Archer and Mo'Nique, is a made-for-TV movie that debuted in 2003. It is about the stresses of prejudice on an upwardly mobile black family in 1970s Greenwich, Connecticut.
The Visitor- a 2007 American immigration film written and directed by Thomas McCarthy and produced by Michael London and Mary Jane Skalski. Executive producers were Jeff Skoll and Omar Amanat. The screenplay focuses on a lonely man in late middle age whose life changes when he is forced to face issues relating to identity, immigration, and cross-cultural communication in post-9/11 New York City.
The Namesake- a 2006 film that depicts the struggles of Ashoke and Ashima Ganguli (Irrfan Khan and Tabu), two first-generation immigrants from West Bengal, India to the United States, and their American-born children Gogol (Kal Penn) and Sonia (Sahira Nair). The film takes place primarily in Kolkata, India; New York City; and various New York state suburbs.
The Joy Luck Club- a 1993 film that tells the story of four older women, all Chinese immigrants living in San Francisco, meet regularly to play mahjong, eat, and tell stories. Each of these women has an adult Chinese-American daughter. The film reveals the hidden pasts of the older women and their daughter's lives shaped by the clash of Chinese and American cultures as they strive to understand their family bonds and one another.
Slum Dog Millionaire- A 2008 British drama that is set and filmed in India, the film tells the story of Jamal Malik, a young man from the Juhu slums of Mumbai who appears on the Indian version of Who Wants to Be a Millionaire? (Kaun Banega Crorepati in the Hindi version) and exceeds people's expectations, thereby arousing the suspicions of cheating; Jamal recounts in flashback how he knows the answer to each question, each one linked to a key event in his life.
Precious- A 2009 film that tell the story of obese and illiterate, 16-yar-old Claireece Precious Jones (Gabourey Sidibe) lives in the New York City ghetto of Harlem with her dysfunctional and abusive mother, Mary (Mo'Nique). She has been raped by her father, Carl (Rodney "Bear" Jackson), resulting in two pregnancies. She suffers long-term physical and mental abuse from her unemployed mother. The family resides in a Section 8 tenement and survives on welfare. Her first child, known as "Mongo", which is short for Mongoloid, has Down syndrome and is being cared for by Precious' grandmother, though Mary forces the family to pretend Mongo lives with her and Precious so she can receive extra money from the government. Following the discovery of Precious' second pregnancy, she is taken out of school. Her high school principal arranges to have her attend an alternative school, which she hopes can help Precious change her life's direction. Precious finds a way out of her traumatic daily existence through imagination and fantasy. In her mind, there is another world where she is loved and appreciated.
Avatar- is a 2009 American science fiction action film written and directed by James Cameron, The film is set in the mid-22nd century, when humans are mining a precious mineral called unobtanium on Pandora, a lush habitable moon of a gas giant in the Alpha Centauri star system. The expansion of the mining colony threatens the continued existence of a local tribe of Na'vi – a humanoid species indigenous to Pandora. The film's title refers to a genetically engineered Na'vi body with the mind of a remotely located human, and is used to interact with the natives of Pandora.
Good Hair- a 2009 comedy produced by Chris Rock. The film focuses on African American women's hair, including the styling industry surrounding it, the acceptable look of African American women's hair in society, and the effects of both upon African American culture.
Mississippi Masala- a 1992 classic film directed by Mira Nair. The film is set primarily in rural Mississippi, the film explores interracial romance between African Americans and Indian Americans in the United States.
Have you heard from Joburg?- a 2011 film that hronicles the history of the global anti-apartheid movement that took on South Africa’s entrenched apartheid regime and its international supporters who considered South Africa an ally in the Cold War.
The Help is a 2011 American drama directed by Tate Taylor. Featuring an ensemble cast, the film is about a young white woman, Eugenia "Skeeter" Phelan, and her relationship with two black maids, Aibileen Clark and Minny Jackson during Civil Rights era America (the early 1960s). Skeeter is a journalist who decides to write a book from the point of view of the maids (referred to as "the help"), exposing the racism they are faced with as they work for white families.
Southern Beasts of the Wild- a 2012 film that tells a powerful story of a forgotten but defiant bayou community cut off from the rest of the world by a sprawling levee, a six-year-old girl exists on the brink of orphan hood. Buoyed by her childish optimism and extraordinary imagination, she believes that the natural world is in balance with the universe until a fierce storm changes her reality. Desperate to repair the structure of her world in order to save her ailing father and sinking home, this tiny hero must learn to survive unstoppable catastrophes of epic proportions.
42- A 2013 film that tells the story of two men-the great Jackie Robinson and legendary Brooklyn Dodgers GM Branch Rickey-whose brave stand against prejudice forever changed the world by changing the game of baseball. In 1946, Branch Rickey put himself at the forefront of history when he signed Jackie Robinson to the team, breaking Major League Baseball's infamous color line.
The Butler- Lee Daniels' 2013 movie tells the story of a White House butler who served eight American presidents over three decades. The film traces the dramatic changes that swept American society during this time, from the civil rights movement to Vietnam and beyond, and how those changes affected this man's life and family.
12 Years as a Slave- This 2013 film tells the story of Solomon Northup, a free black man from upstate New York who was abducted and sold into slavery.
“CLC offers so much more than cost savings. I’ve received an excellent education that’s a good stepping stone to my goal of becoming a marriage counselor.”
“CLC is such a welcoming environment for international students. Within my first year here, I was helping other international students as a student ambassador.”
“I rediscovered my love of chemistry at CLC. My professor was such a great teacher and passionate about chemistry that it was easy to go to class and learn.”
“CLC has absolutely played a role in changing my educational and career goals. I had space to explore different fields and talk to many knowledgeable people about careers and opportunities.”
“I loved my education courses. The professors bring a lot of experiences into their classrooms, and everything we learn builds from class to class.”
“The nursing skills lab at the Grayslake Campus is great because the equipment is similar to what nurses use on the job. The clinicals were also great hands-on learning experiences, and the CLC instructors have a great relationship with area hospitals and clinics.”
“I have enjoyed all the instructors in the horticulture department, especially their expertise and practical work experiences. All the classes that I have taken are pertinent to my career choice.”
“CLC's field school in Belize was my first official exposure to anthropology in general and archaeology in specific. The college's field study trips are a great way to gain in-depth exposure on a field one might be considering.”
“Really get to know your professors; they are the ones who will write you a letter of recommendation in a few years, so keep in touch with them.”
“The business expertise and management advice from my small business advisor has been extremely helpful from our first meeting and to this day. He has helped me create a clear vision for the future of my company and a detailed action plan to execute it.”
“The automotive technology program has smaller class sizes than at competing schools. That's really important, because it allows more hands-on experience and a better-quality education.”
“College is the best decision I ever made. As a senior at Zion-Benton High School, I received a scholarship to CLC. I thought, “This is an opportunity.””
“The entire Illinois SBDC International Trade Center staff is an invaluable resource – always available, honest and thorough. If there is a subject outside their realm, they have a network of referrals who are experienced in that field.”
“The Truck Driver Training course built my confidence and really prepared me well for a successful career in this field.”
“In my first semester at the U of I, I attained a GPA of 3.8. CLC did a great job of preparing me for classes at one of the top engineering schools in the world.”
“I chose CLC’s Small Business Development Center for guidance and help meeting people who have already gone through the process of starting a business. They are a great team of experts to have on my side.”
“I became the first community college student accepted as an intern at a newsroom in Erie, Penn., thanks to my experiences on The CLC Chronicle and working with Professor Kupetz. That first internship opened many doors for me.”
“I am currently working part-time as a paralegal while enrolled as a full-time student in Roosevelt University’s Paralegal Studies program. If I had not received the education I had from CLC, I would not have the part-time job.”
“What I like especially about the mechatronics classes is the hands-on learning and the helpful instructors who want you to succeed. We also went on field trips to companies, where we got a chance to see practical, real-world examples of ideas such as building and maintaining assembly lines.”
“CLC is super well-rounded and excels at pretty much everything it does. It's really cool to know that no matter what you want, you have a strong chance at success at CLC.”
“The course prepared me for a veterinary assistant job and the externship was a great part of the reason I felt prepared.”
“CLC is a melting pot; a microcosm of America. The students come from so many different backgrounds and contexts, that you learn almost as much from your classmates as you do from your courses.”
“Margie Porter, who is chair of the mechatronics technology program, understands the challenge of juggling a job, college courses and raising a family. She helps you build your self-confidence in learning the material.”
“One great part of CLC's hospitality and culinary management program is the opportunity to put together a portfolio of your work. It teaches you how to be organized and professional, and it's a great thing to carry into a job interview.”
“I believe that everyone in a classroom serves as a teacher and a student. I take pride in knowing that all of our communication courses have the potential to be life-changing experiences for our students.”
“To create the 'a-ha' moment in my public speaking classes, I set the pace from day one, creating an environment in which my students will feel safe and comfortable.”
“I use many different teaching methods, including: journaling, readings, oral quizzes, in-class and out-of-class activities, role plays, group discussion, media, group work and providing many examples.”
“Whether teaching online or onsite, I encourage active discussions in which students interact with each other as well as the course material.”
“When assigning papers, I encourage my students to choose their subjects carefully. If students can write about a subject about which they are passionate, they will write better papers.”
“Looking back, I had instructors who helped me to see and appreciate the joy, wonder and mystery that exists in the world all around me-whether it is in nature, science and people, or in stories, essays and poetry. I try to do the same thing for my students.”
“I teach because I want to help students imagine a better life for themselves. When they do that, they will be able to imagine a better world for all of us. And that is pretty cool.”
“I knew that I wanted to be a college instructor when I was an undergrad student at UCLA. I would come out of my English classes thrilled with the possibilities that language and literature created.”
“I find it gratifying when I stimulate the students' minds and to see how they go beyond what we do in class; some decide to pursue the subject as a future career. It is very rewarding to know that I can make a difference in students' lives.”
“I enjoy seeing my students learn and grow in their skills, knowledge, confidence, dedication and their passion for making a difference in the lives of young children and their families.”
“I assess myself by the quality of the engineer that I turn out. Often, I am contacted by students who say that their job requires all of those things they complained about having to learn during the program, and that they appreciate me for not backing down.”
“I maintain an open, questioning environment that encourages all reasonable experiments. In addition, I interweave real-world experiences and practical life skills with the subject material.”
“My main goal is to connect with students in a way that motivates them to learn the material deeply, not just to pass a test. And I really enjoy getting to know students on a personal basis and helping them along the path to being an engineer.”
“As an engineering educator, I am in a unique position: I'm educating individuals who will create and use technology that does not exist today.”
“I want to pass to my students my clinical knowledge and abilities to help them to be the best clinician they can be. My goal is to change their lives for the better.”
“My goal is not only to teach the necessary skills involved in treating patients, but to create meaningful experiences where students can grow and develop into true professionals.”
“I want to prepare graduates to be compassionate, critical-thinking professionals who are committed to life-long learning and promote health and the prevention of disease.”
“Teaching is more than transferring knowledge. I truly want students to succeed in life and in our profession.”
“I incorporate an assortment of teaching methods, including multimedia technology, problem-based learning and hands-on/experiential activities.”
“I emphasize that professional nursing education is a continuous, life-long learning process.”
“I love the chance to create special places that people enjoy, and leaving behind work that will grow and evolve with time.”
“I try to share my passion, skills and experiences to help students learn skills, techniques, concepts and teamwork so they are prepared - not only to graduate, but to work in the hospitality field.”
“Helping put students in a position to make a difference in others' lives - that's what makes my job so rewarding.”
“I am passionate about inspiring new students to understand and embrace the rapidly changing knowledge base in the substance-use fields, particularly as it relates to new brain science, strength-based approaches for treatment and evidence-based practices.”
“I love seeing students' minds expand throughout the semester. The students transform through applying philosophical theories and concepts to their own lived experiences.”
“My most memorable teaching experience is to observe a student enter the program with a specific career goal in mind, and after hard work in our program, obtain a specific job working for the company of his or her dreams.”
“I want to help students become problem solvers in the computer information technology field.”
“Teaching allows me to have a profound and lasting positive effect upon the professions in the criminal justice system, especially law enforcement. I enjoyed being a police officer very much, and I strive to pass on my love for the profession through my teaching.”
“While attending high school, I joined my community's rescue squad, and I soon realized that firefighting and rescue work was my calling in life. It's been rewarding to help people who are experiencing some of the worst days of their life.”
“My main goal is to help students understand and appreciate that education is a way of life rather than a journey to a job.”
“What excites me most about teaching is that I get to witness, time and time again, the transformation from student to polished professional.”
“When I was a CLC student, it was such a great experience because the teachers really care about the students. I decided I wanted to teach biology at a community college, and I still can't believe that I am here. It truly is a dream come true.”
“I tell my students that I am successful not when they finish my class but when I hear that they have graduated from an allied health program.”
“I consider the needs of students every time I plan activities and goals for class. As a result, I utilize multiple teaching strategies, from lecture to a small-group critical thinking activity. In addition, I set and communicate high expectations and teach students how to successfully reach these goals.”
“To create the 'aha' moment in students, I always try to connect classroom topics to common life experiences and use labs and demonstrations to reinforce lectures. One learns more by doing than by hearing.”
“I try to relate course concepts directly to real life. For example, there are real-time weather discussions in my meteorology classes, where students see how the course material applies directly to the weather that affects their lives.”
“Teaching is not just about sharing knowledge, but - most importantly - inspiring students and helping them become life-long learners.”
“My main goal is to help students gain a deep understanding of the underlying concepts we are learning and move beyond the memorization of formulas.”
“My main goal is to reduce the number of people who say, 'I'm not good at math.'”
“Mathematics is so much easier to understand when you concentrate on learning concepts, not memorizing procedures. In my classes, we ask and seek answers questions like, 'What does this mean?' and 'Why does this make sense?'”
“I teach using guided notes and a tablet laptop in order to keep students engaged. Writing on a tablet instead of the chalkboard or whiteboard allows me to face my class, so I can see their reactions and more easily promote discussion.”
“My philosophy of teaching can be summed up by, 'Meet students where they are. Help them move forward.'”
“A student who transferred to Northern Illinois University and took calculus classes there emailed me to thank me for teaching her to be a more prepared student and to learn math throughout the entire semester, instead of cramming.”
“My passion for cars started when I was a young boy, holding a drop light for my dad as he worked on the family car. As time went on, I grew up and my Hot Wheels® cars just got bigger and faster.”
“CLC students are trying to be somebody, to make a difference. I want to understand their needs and help them to get the most out of their time here.”
“I'm fascinated with economics' application to everyday life. When we make decisions related to purchases, or when we make choices about what we will do with our time and resources, it relates to the field of economics.”
“In my classes, students learn that history is not a set of static facts, but a dynamic and active process of interpretation.”
“History explains the world to us. CLC offers many opportunities for faculty and students to travel widely in the world. My travels in Jordan, the Netherlands and in several other countries have broadened my experience and helped me to be a better teacher.”
“I seek to make connections between course content and students' lives and to build relationships with and among students in the classroom. Students flourish when working together toward a common goal and when they realize that they can rely on their peers and professors for support and information.”
“I cannot compete with a smartphone in terms of overall information. Consequently, my teaching objective is not just to disseminate information, which students can get from a variety of sources, but rather to assist students in applying this information in real-world situations.”
“I'm fascinated by psychology's mystery as well as its different explanations, theories and philosophical assumptions about human nature. Perhaps most important, the field has the potential to help people live better.”
“I am humbled and grateful for the opportunity to help students navigate college and make decisions that will have a lasting impact on their lives and families.”
“I want my students to be able to recognize the extent to which society influences most of what we do and think, but that we can also change the course of society. To achieve this goal, I often provide a range of different examples and activities. ”
“I believe my students should be active participants in the learning process, and the material should be directly connected to their outside experiences. At the end of the semester, I hope they leave with the belief that they can change the world!”
“Using genealogy and popular culture allows me to make connections for students to unfamiliar sociological theories, by utilizing something they know (their family history; favorite TV shows, or movies) as a starting point.”
Connect with CLC