Changing Instruction through Alternative Grading and Course Innovations

This presentation will explain an innovative Calculus course that has integrated algebra and precalculus for underprepared students, and it has used standards-based grading to change the way mathematics instruction is handled for STEM majors who are unprepared for Calculus at a small, private school in the midwest. In this course, calculus topics were taught alongside prerequisite skills, and students were required to demonstrate mastery of a core set of standards in order to complete the course. Topics could be re-tested many times, but partial credit was not given. The presentation will give results on how students have done as compared with peers who took the standard pre-requisite sequence, including an analysis of under-represented students' results and students' impressions about the course and the grading requirements. Additionally, results of a survey measuring students' self-efficacy and confidence as compared with their peers will be shared. Alongside this course, a faculty learning community at the university delved into literature on alternative grading methods and began to incorporate them into a variety of courses across the university. There will be 10 minutes for the presentation, with a 5-minute question and answer session.