Active learning: a case study of student engagement in college Calculus

This paper presents a case study for strategic engagement of students in a Calculus course in order to produce increased learning in the classroom. Since it has been shown that active learning can promote greater comprehension for students in science, technology, engineering, and mathematics (STEM) courses, the researcher utilized many types of active learning techniques to enhance classroom instruction. The key components implemented are presented as a model of enhanced learning through developed classroom engagement. This course redesign model entitled, Strategic Engagement for Increased Learning (SEIL), has the potential to (1) contribute to the body of knowledge on ways to improve mathematics skills for college students, (2) identify successful teaching strategies and technologies that will promote the retention of STEM students, (3) increase the success rate of students taking Calculus, and (4) help produce more STEM graduates needed for the STEM workforce in the United States of America.