If You Don't Build It, They Will Leave: Reforming an Applied Calculus Course by Eliminating Large Lectures and Incorporating Active Learning

Autor/inn/en	Dunnigan, Gerri; Halcrow, Cheryl
Titel	If You Don't Build It, They Will Leave: Reforming an Applied Calculus Course by Eliminating Large Lectures and Incorporating Active Learning
Quelle	In: PRIMUS, 31 (2021) 3-5, S.413-433 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2020.1769234
Schlagwörter	Mathematics Instruction; College Mathematics; Calculus; Teaching Methods; Mathematical Concepts; Concept Formation; Active Learning; Educational Change; Class Size; Enrollment; Program Development; Program Implementation; Program Effectiveness; Mathematics Skills; Mathematics Curriculum; Expectation; Course Descriptions; Integrated Learning Systems; North Dakota + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Aktives Lernen; Bildungsreform; Klassengröße; Einschulung; Programmplanung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Expectancy; Erwartung; Kursstrukturplan
Abstract	We describe a project to restructure the way Applied Calculus is taught at our university to improve student success rates. Eliminating large lecture sections, re-evaluating the needs and expectations of our students, developing uniform course delivery and grading systems, incorporating active learning teaching methods, and focusing on conceptual understanding of concepts were fundamental to the success of the project. The genesis of the project, the process used, and progress made by the working group assigned to make the changes, the transition from a group of independent minds with difficulty compromising to a cohesive group with a shared vision, and the results of their hard work are described. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01