Collaborative research: elevating the calculus standard of care through an innovative collaborative testbed

The National Science Foundation awarded Florida International University $1,445,726 on October 1, 2025, under the STEM Education program (CFDA 47.076) to adapt and implement the Modeling Practices in Calculus (MPC) approach across multiple higher education institutions.

The project delivers curriculum redesign and faculty professional development to improve teaching and learning in introductory calculus. The MPC approach emphasizes cooperative student work, small-group discussion of mathematical concepts, engagement in mathematical practices, and development of mathematical reasoning and communication skills. Phase 1 implements the curriculum at California State University San Marcos, Clark College, and the University of Virginia; Phase 2 will bring three additional partner sites into the project in its second year. The research agenda examines faculty development of MPC instructional expertise and necessary professional development elements, student cognitive and affective skill development through the adapted curriculum, and preparation of Phase 1 partners to support curriculum propagation.

Work is performed at Florida International University in Miami, Florida, with performance ending September 30, 2028. Rockman et al Cooperative, Inc. serves as external evaluator and will conduct mixed-methods evaluation including annual student pre- and post-surveys, biannual faculty interviews, annual program team and student focus group interviews, and comparative analysis of student self-reported confidence, engagement, learning attitudes, and calculus comprehension across sites. The evaluator will track changes in faculty engagement, curriculum application, and teaching practices.

Abstract

This level 3 iuse project, a collaborative effort between florida international university (FIU), california state university SAN marcos (csusm), clark college (CC), and the university of virginia (UVA), aims to improve teaching and learning in introductory calculus courses. Specifically, the project adapts and implements the modeling practices in calculus (MPC) approach, which has been shown to significantly improve learning and success for a broad collection of calculus i students at FIU. At the core of MPC is the opportunity for students to work cooperatively and discuss key mathematical ideas in a face-to-face, small group setting. The curriculum engages students in the practices of mathematicians, supports students argumentation, and builds important mathematical reasoning and communication skills. This project implements MPC at multiple sites across two overlapping phases, first facilitating adoption and implementation at csusm, CC, and UVA, and then identifying three additional partner sites that will join the project in its second year. Calculus remains a key course for many stem degree programs and can represent a bottleneck for many students. This project uses evidence-based teaching and engagement practices to provide an enriching, collaborative learning environment that has potential to improve student learning and outcomes, thereby increasing the number of students successfully completing stem degrees in multiple areas of national importance. Project research focuses on three research questions: 1) faculty focus: how do faculty develop their MPC instructional expertise and what professional development elements are necessary for future propagation efforts? 2) student focus: how do students develop cognitive and affective skills arising from the adapted MPC instructional designs? 3) propagation focus: how are phase 1 partners prepared for establishing a national calculus propagation network? How are new sites successfully recruited and onboarded into project? Data sources include interviews, surveys, weekly faculty reflections, and shared exam questions across project and non-project courses. Project evaluation, carried out by an experienced evaluator and supported by an expert advisory board, will assess project implementation, project and site operations, and overall progress towards goals. Outcomes and findings will be disseminated broadly to encourage further adoption of the MPC approach across institutional contexts. The NSF iuse: EDU program supports research and development projects to improve the effectiveness of stem education for all students. Through the engaged student learning track, the program supports the creation, exploration, and implementation of promising practices and tools. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the foundation's intellectual merit and broader impacts review criteria.- subawards are planned for this award.