Catalyzing Change in Calculus (C3)

An NSF-funded HSI Program Project

Award Number: 1832450

Florida International University’s (FIU’s) Catalyzing Change in Calculus (C3) Project is implementing Modeling Practices in Calculus (MPC), a student-centric curriculum where students emulate the practices of mathematicians in the classroom to learn both Calculus 1 and Calculus 2. The curriculum utilizes brings active student learning in the classroom and integrates asset-based and culturally responsive practices developed over FIU’s 15-year history of transforming introductory STEM courses. The research design features randomized controlled trial design as well as longitudinal measures on student success, including tracking transfer students to FIU.

Broward College (BC) is a vital C3 partner, as they are bringing the curriculum to their campus to further test and refine it in preparation for the project’s broad dissemination plan. Dissemination includes full access to all curricular materials, including instructional guides, summer professional development workshops, and weekly planning meeting support during the academic year. Faculty are also encouraged to use the research materials developed by the project to further their understanding and their students’ success.

The project is currently completing the experimental phase of Calculus I curriculum, with 5 semesters of implementation at FIU and one semester of implementation at BC. The next phase will feature expansion at both sites, with national dissemination beginning in summer 2020. Calculus II development begins in 2020 with early access to curricula possible in summer 2021.

Summer 2020 Workshops are in the planning phase and will be announced on this webpage. Faculty and institutions interested in participating in the national dissemination efforts are encouraged to check back here to learn more.

You may also sign up for our mailing list to receive updates from the project team.

For any additional questions or concerns, please feel free to contact Laird Kramer ( and Edgar Fuller (

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.