A Systematic Review of Models for Calculus Course Innovations

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 seem 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 was 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 101 results. Of the 101 papers retrieved from the database, 49 were identified to include a reproducible report of a calculus course innovation. Retained records were synthesized based on several emergent themes: Key Innovators and Innovation Format, Pedagogies Employed, Assessment Tools, and Degree of Reproducibility. Discussion of retained records will be used to provide a set of proven strategies for enhancing student learning of calculus that can be implemented to encourage persistence in engineering.