The calculus I workbook updated Spring 2019. The flow of the workbook was not meeting the needs of faculty and students.
The workbook does not have enough guiding questions to allow students to build upon concepts. Also, I am finding myself jumping around and making changes to the workbook during class.
In December 2018, the following changes were made: added table of contents and more guiding questions; changed the flow; added more conceptual questions; condensed practice problems; and included more review of graphing. The new edition of the workbook was used by two faculty in Spring 19 and two in Fall 19.
The new version of the WB worked well in both the learning community and stand alone calculus I course. Both faculty in F19 noticed that more chain rule practice needed to be included. Also, both F19 faculty members taught some of the content out of order. The flow is still not meeting the needs of faculty and students. But, one faculty member who used the WB in Sp and Fa observed more thoughtful conversations among students over prior semesters.
The workbook will be modified with additional practice problems. Also, some of the sections will be updated and shifted around for better flow. The workbook will also be modified for adjunct faculty use so that they are no longer having students purchase an expensive textbook. I believe that once this is done, all math courses will have moved to OERs. YAY!
In fall 2010, I wrote a workbook to replace the $250 textbook. Please note: I do not receive royalties from this workbook. The workbook (wb) was used in the calculus/physics learning community as well as traditional calculus classes by me only. Over the years, I have made modification to the wb. As I became more comfortable with the flow of the course, changing my pedagogy and curriculum because of what I have learned from Dwain and Angela in the learning community, and really starting to grasp where students struggle and why, I adjusted the workbook. In Fall 2017, Michelle Breaux began to teach calculus for the first time and adopted the wb, too. Both Michelle and I wanted to see massive changes so that we had more guiding questions and conceptual content. Goals: Deeper level thinking (2) More student discussion (3) Critical thinking skills increase (4) Higher order thinking (5) Improved flow
Becky observed major changes in student collaboration and discussions with the modifications.