Flipped Pre-Calculus for Engineers: An Active Learning Course Transformation

ABSTRACT

As part of a departmental reform project, a large University converted a “Precalculus College Mathematics” lecture-based course for 97 students into an active learning flipped classroom for first-year engineering students. The curriculum was designed specifically to provide applications of pre-calculus in various engineering subjects. This paper outlines the course evolution, design features, ongoing adjustments made to the course, and quantitative data from the common examination and course evaluations to support the instructional design. The paper concludes with a reflection on which aspects of the learning environment helped facilitate successful learning and guidance for future implementations of a large-scale flipped undergraduate mathematics classroom.

KEYWORDS:

• Flipped classroom
• pre-calculus
• active learning
• STEM

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

John Kerrigan

Dr. John Kerrigan is a part-time lecturer in the Department of Mathematics and the Graduate School of Education. In the Mathematics Department, Dr. Kerrigan has taught a wide range of undergraduate mathematics courses and is heavily involved in flipped classroom reform, course transformations, and the use of active learning strategies and learning spaces. Dr. Kerrigan also serves as a member of the P2C2 Committee and Rutgers University Active Learning Community.

Lydia Prendergast

Lydia Prendergast serves as the Assistant Dean for Academic Services at the Rutgers School of Engineering. Her interests include active learning in STEM, course transformations, and faculty development. Lydia collaborates with numerous STEM faculty and departments to ensure high-quality, equitable learning experiences for the students she oversees.