An NSF-funded HSI Program Project: Award Number:1832450
The Catalyzing Change in Calculus (C3) Project is implementing Modeling Practices in Calculus (MPC), a student-centric curriculum and pedagogy where students emulate the practices of mathematicians in the classroom to learn Calculus. The curriculum utilizes brings active student learning in the classroom and integrates asset-based and culturally responsive practices developed over FIU’s 20-year history of transforming introductory STEM courses. Broward College (BC) is a vital C3 partner, as they were the first to bring MPC to their campus to further test and refine it. The instructional materials have been disseminated across the nation through summer workshops since 2020, with faculty adapting MPC to their institutional context. The impact on our campus has been profound, thus our efforts to broadly disseminate MPC are taking on a new urgency. We are looking to expand adoption opportunities and are considering establishing a community of MPC practitioners.
The MPC project research was recently published in Science!
Modeling Practices in Calculus (MPC) is a coherent integration of curriculum and pedagogic practices. The MPC curriculum and pedagogy are provided through professional development workshops, recognizing that curriculum and pedagogy go hand in hand to promote effective student learning. The materials are available at no cost and workshops include compensation when possible.
Interest in MPC have increased dramatically with the publication of our Science article and we are exploring mechanisms to expand access to the workshops and materials. If you would like to learn about future workshops, request access to the materials, and/or help us build the MPC community, please click the link below and complete the survey.
Link to survey - https://fiu.qualtrics.com/jfe/form/SV_0lbm9i4bXUmAtCu
For any additional questions or concerns, please feel free to contact Laird Kramer (laird.kramer@fiu.edu) and/or Edgar Fuller (edgar.fuller@fiu.edu).
This material is based upon work supported by the National Science Foundation under Grant No.1832450. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation