2019 Conference Archive (Archived)
Session Format
Conference Session (20 minutes)
Target Audience
Post Secondary Education
Copyright
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Location
Research Burst 5 (PARB 128)
Abstract for the conference program
Gateway courses like Calculus 1 are widely known to be the stumbling block of retention in STEM disciplines. With success rates of entry calculus classes at about 50%, a large metropolitan university with typical Calculus 1 classes between 230 and 460 students, are applying active learning strategies in these large lecture settings. Beginning with the smaller section, faculty implemented a flipped format delivery with six undergraduate Learning Assistants helping students during class. The use of these evidence based strategies in this setting are new to the department. The objective of the session is to provide attendees details on: how the project was implemented, the active learning strategies used, and experiences from the perspective of the instructor, participants and the Learning Assistants. Results from this pilot will add to the growing body of knowledge of how research-based instructional strategies designed in other STEM disciplines work in large lecture math courses.
Proposal Track
T1: Teaching and Learning in the STEM Field
Start Date
3-23-2019 9:30 AM
End Date
3-23-2019 9:50 AM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Mikusinski, Piotr, "A flipped large Calculus 1 class; first observations and conclusions" (2019). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 35.
https://digitalcommons.georgiasouthern.edu/stem/2019/2019/35
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A flipped large Calculus 1 class; first observations and conclusions
Research Burst 5 (PARB 128)
Gateway courses like Calculus 1 are widely known to be the stumbling block of retention in STEM disciplines. With success rates of entry calculus classes at about 50%, a large metropolitan university with typical Calculus 1 classes between 230 and 460 students, are applying active learning strategies in these large lecture settings. Beginning with the smaller section, faculty implemented a flipped format delivery with six undergraduate Learning Assistants helping students during class. The use of these evidence based strategies in this setting are new to the department. The objective of the session is to provide attendees details on: how the project was implemented, the active learning strategies used, and experiences from the perspective of the instructor, participants and the Learning Assistants. Results from this pilot will add to the growing body of knowledge of how research-based instructional strategies designed in other STEM disciplines work in large lecture math courses.
