REFERENCES
- Association of Public and Land-Grant Universities. 2018. Seminal. March 22. http://www.aplu.org/projects-and-initiatives/stem-education/seminal. Accessed 21 November 2018.
- Boaler, J. and J. G. Greeno. 2000. Identity, agency, and knowing in mathematics worlds. In J. Boaler (Ed.), Multiple Perspectives on Mathematics Teaching and Learning, Vol. 1, pp. 171–200. Westport, CT: Ablex Publishing.
- Bressoud, D. 2018. Why colleges must change how they teach calculus. The Conversation. January 31. http://theconversation.com/why-colleges-must-change-how-they-teach-calculus-90679.
- Bressoud, D. and C. Rasmussen. 2015. Seven characteristics of successful calculus programs. Notices of the AMS. 62(2): 144–146. https://www.ams.org/journals/notices/201502/rnoti-p144.pdf.
- Code, W., S. Merchant, W. Maciejewski, M. Thomas, and J. Lo. 2016. The mathematics attitudes and perceptions survey: An instrument to assess expert-like views and dispositions among undergraduate mathematics students. International Journal of Mathematical Education in Science and Technology. 47(6): 917–937. doi:10.1080/0020739X.2015.1133854.
- Freeman, S., S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt, and M. P. Wenderoth. 2014. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America. 111(23): 8410–8415. doi:10.1073/pnas.1319030111.
- Gasiewski, J. A., M. K. Eagan, G. A. Garcia, S. Hurtado, and M. J. Chang. 2012. From gatekeeping to engagement: A multicontextual, mixed method study of student academic engagement in introductory STEM courses. Research in Higher Education. 53(2): 229–261. doi:10.1007/s11162-011-9247-y.
- Kogan, M. and S. L. Laursen. 2014. Assessing long-term effects of inquiry-based learning: A case study from college mathematics. Innovative Higher Education. 39(3): 183–199. doi:10.1007/s10755-013-9269-9.
- Kuh, G. D., T. M. Cruce, R. Shoup, J. Kinzie, and R. M. Gonyea. 2008. Unmasking the effects of student engagement on first-year college grades and persistence. The Journal of Higher Education. 79(5): 540–563. doi: 10.1080/00221546.2008.11772116
- Langer-Osuna, J. M. 2017. Authority, identity, and collaborative mathematics. Journal for Research in Mathematics Education. 48(3): 237–247. doi:10.5951/jresematheduc.48.3.0237.
- Laursen, S., M. L. Hassi, M. Kogan, A. B. Hunter, and T. Weston. 2011. Evaluation of the IBL Mathematics Project: Student and Instructor Outcomes of Inquiry-Based Learning in College Mathematics. Colorado University. http://www.fitchburgstate.edu/uploads/files/AcademicAffairs/IBLmathReportALL.pdf.
- Rasmussen, C., N. Apkarian, J. E. Hagman, E. Johnson, S. Larsen, and D. Bressoud. 2019. Characteristics of precalculus through calculus 2 programs: Insights from a national census survey. Journal for Research in Mathematics Education. 50(1): 98–112. doi: 10.5951/jresematheduc.50.1.0098
- Rasmussen, C. and J. Ellis. 2015. Calculus coordination at PhD-granting universities: More than just using the same syllabus, textbook, and final exam. Making the Connection: Research and Teaching in Undergraduate Mathematics Education, 107–115. https://www.maa.org/sites/default/files/pdf/pubs/books/members/insights.pdf#page=119.