Watson, M. K., & Ghanat, S. T., & Wood, T. A., & Davis, W. J., & Bower, K. C. (2019, June), A Systematic Review of Models for Calculus Course Innovations   Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32007

\bibitem{asee_peer_32007}
  Watson, M. K., \& Ghanat, S. T., \& Wood, T. A., \& Davis, W. J., \& Bower, K. C. (2019, June), \emph{A Systematic Review of Models for Calculus Course Innovations }
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32007

Mary Katherine Watson, Simon Thomas Ghanat P.E., Timothy Aaron Wood, William J. Davis P.E., and Kevin C. Bower.  "A Systematic Review of Models for Calculus Course Innovations ".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32007 Internet.  13 May, 2024

\bibitem{asee_peer_32007}
  Mary Katherine Watson, Simon Thomas Ghanat P.E., Timothy Aaron Wood, William J. Davis P.E., and Kevin C. Bower.
  "A Systematic Review of Models for Calculus Course Innovations ".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32007 Internet.  13 May, 2024

@INPROCEEDINGS{asee_peer_32007
author = "Mary Katherine Watson, Simon Thomas Ghanat P.E., Timothy Aaron Wood, William J. Davis P.E., and Kevin C. Bower"
title = "A Systematic Review of Models for Calculus Course Innovations "
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32007}
number = {10.18260/1-2--32007}
}

TY  - CPAPER
AB  - Engineering programs employ a variety of approaches for improving student retention.  Often, students leaving engineering cite difficulties in their calculus courses as a major contributor to their attrition.  Specifically, students cite that early calculus classes lack practicality and seeming disconnected from their engineering majors.  Some researchers even argue against the necessity of many calculus concepts for success in later engineering courses.  Consequently, many institutions are seeking to redefine and improve calculus experiences to retain engineering students.  Indeed, a growing body of literature discusses innovations in calculus content, pedagogy, and/or course formats.  A comprehensive review of prior efforts to improve calculus courses is needed to synthesize the effectiveness of available intervention models, as well as identify areas of needed work.  

A systematic review of ASEE conference proceedings is being conducted to identify models for promoting success in undergraduate calculus courses.  First, a search of the ASEE PEER database for articles with “calculus” in the title yielded 120 results.  Records are currently being screened based on abstracts and appraised by full texts, according to three inclusion criteria:  (1) The study includes a model and/or strategies for innovating calculus experiences, (2) Empirical evidence is provided to support the success (or lack of success) of the intervention, and (3) The intervention is generalizable to contexts beyond the presented study.  Retained records related to calculus interventions will be categorized according to intervention target (Precalculus, Calculus I, Calculus II, Calculus III, or Calculus IV), intervention format (calculus course, parallel engineering course, or hybrid calculus/engineering course), and pedagogy (direct instruction, flipped approach, problem/project based learning).  The outcome of this review will be a set of proven strategies for enhancing student learning of calculus that can be implemented to encourage persistence in engineering.   

AU  - Mary Katherine Watson
AU  - Simon Thomas Ghanat P.E.
AU  - Timothy Aaron Wood
AU  - William J. Davis P.E.
AU  - Kevin C. Bower
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - A Systematic Review of Models for Calculus Course Innovations 
UR  - https://peer.asee.org/32007
DO  - 10.18260/1-2--32007
ER  -