Redesigning Business Calculus for Active Engagement

This paper presents a case study of an effort to redesign Business Calculus. In response to persistently low pass rates, we implemented a combination of research-informed practices in an experimental section of the course, including active learning, the use of technology, and an explicit focus on relevance to students' majors. Across two semesters, the redesigned section had lower DFW rates than the concurrent large-lecture sections, and students reported high levels of engagement and perceived relevance. We describe this coordinated set of reforms and present data from student surveys and interviews to provide insight into students' experiences in the redesigned course. We conclude with reflections on the redesign effort and lessons that may inform similar reforms in courses in client-discipline mathematics.