||Flipping Calculus: The Potential Influence, and the Lessons Learned
||Caleb ADAMS and Anthony DOVE
Within the United States, there exists concern about the small numbers of STEM majors and the rate of attrition of students within STEM majors, especially for under-represented minorities. Improving the classroom experience with unique learning opportunities through student-centered instructional practices has been studied and reported as an effective means to influence retention and graduation rates of students in STEM fields. The project presented serves as an initial study examining how the implementation of the flipped classroom approach in Calculus influenced students’ math achievement and attitudes about math and learning. Additionally presented is a personal review of the process, including the pros and cons of the experiences of the instructor and ideas on how to improve the flipped process for future classes.