A Collaborative Approach to Coordinating Calculus 1 to Improve Student Outcomes

Autor/inn/en	Mingus, Tabitha T. Y.; Koelling, Melinda
Titel	A Collaborative Approach to Coordinating Calculus 1 to Improve Student Outcomes
Quelle	In: PRIMUS, 31 (2021) 3-5, S.393-412 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mingus, Tabitha T. Y.) ORCID (Koelling, Melinda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2020.1772919
Schlagwörter	Teacher Collaboration; Calculus; Mathematics Achievement; Introductory Courses; Educational Change; Outcomes of Education; College Mathematics; School Holding Power; Curriculum Development; Michigan + Suchen Sie Ihr Suchwort? Lehrerkooperation; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Einführungskurs; Bildungsreform; Lernleistung; Schulerfolg; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Faced with students failing to complete Calculus 1 at rates of almost 50%, the Department of Mathematics at Western Michigan University addressed the lack of progression of STEM majors through this gateway course and, thus, through their intended majors. In this case study, we describe the four-year process of redesigning our single variable Calculus 1 course. We coordinated instruction with a changing, highly collaborative instructional team of faculty and graduate students. Conversations among team members have been driving changes in instruction and assessment, and collaborative coordination is helping institutionalize the successful elements of the redesign. At the end of the paper, we describe the major take-aways we have gained as a result of this experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01