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Transformational Change Efforts: Student Engagement in Mathematics through an Institutional Network for Active Learning

Edited by: Wendy M. Smith University of Nebraska-Lincoln, Lincoln, NE
Matthew Voigt Clemson University, Clemson, SC
April Ström Chandler-Gilbert Community College, Chandler, AZ
David C. Webb University of Colorado Boulder, Boulder, CO
W. Gary Martin Auburn University, Auburn, AL
Available Formats:
Softcover ISBN: 978-1-4704-6377-9
Product Code: MBK/138
List Price: $79.00 MAA Member Price:$71.10
AMS Member Price: $63.20 Electronic ISBN: 978-1-4704-6453-0 Product Code: MBK/138.E List Price:$79.00
MAA Member Price: $71.10 AMS Member Price:$63.20
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List Price: $118.50 MAA Member Price:$106.65
AMS Member Price: $94.80 Click above image for expanded view Transformational Change Efforts: Student Engagement in Mathematics through an Institutional Network for Active Learning Edited by: Wendy M. Smith University of Nebraska-Lincoln, Lincoln, NE Matthew Voigt Clemson University, Clemson, SC April Ström Chandler-Gilbert Community College, Chandler, AZ David C. Webb University of Colorado Boulder, Boulder, CO W. Gary Martin Auburn University, Auburn, AL Available Formats:  Softcover ISBN: 978-1-4704-6377-9 Product Code: MBK/138  List Price:$79.00 MAA Member Price: $71.10 AMS Member Price:$63.20
 Electronic ISBN: 978-1-4704-6453-0 Product Code: MBK/138.E
 List Price: $79.00 MAA Member Price:$71.10 AMS Member Price: $63.20 Bundle Print and Electronic Formats and Save! This product is available for purchase as a bundle. Purchasing as a bundle enables you to save on the electronic version.  List Price:$118.50 MAA Member Price: $106.65 AMS Member Price:$94.80
• Book Details

2021; 348 pp
MSC: Primary 97;

The purpose of this handbook is to help launch institutional transformations in mathematics departments to improve student success. We report findings from the Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) study. SEMINAL's purpose is to help change agents, those looking to (or currently attempting to) enact change within mathematics departments and beyond—trying to reform the instruction of their lower division mathematics courses in order to promote high achievement for all students. SEMINAL specifically studies the change mechanisms that allow postsecondary institutions to incorporate and sustain active learning in Precalculus to Calculus 2 learning environments. Out of the approximately 2.5 million students enrolled in collegiate mathematics courses each year, over 90% are enrolled in Precalculus to Calculus 2 courses. Forty-four percent of mathematics departments think active learning mathematics strategies are important for Precalculus to Calculus 2 courses, but only 15 percnt state that they are very successful at implementing them. Therefore, insights into the following research question will help with institutional transformations: What conditions, strategies, interventions and actions at the departmental and classroom levels contribute to the initiation, implementation, and institutional sustainability of active learning in the undergraduate calculus sequence (Precalculus to Calculus 2) across varied institutions?

This book is published in cooperation with CBMS.

Department chairs, deans, and mathematicians wishing to make changes in the teaching of pre-calculus and calculus at a variety of institutions.

• Overview of SEMINAL
• The Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) project: An overview
• Research design and methodology
• Six case studies
• Phased Change University: A multistage approach to educational improvement
• All-In University: Changing Everything at Once
• Crossroads University: An Inflection Point Toward Educational Innovation
• Long-Term University: Building a self-sustaining system
• Critical Response University: When a crisis results in a new improved vision
• Grassroots University: Building capacity through a sustained commitment to instructional innovation
• Levers for change
• Active learning mathematics
• Designing and implementing course coordination
• Students’ experiences with active learning mathematics
• Professional development
• Use of resources to support active learning
• Culture and equity
• Sustaining Active Learning
• Summarizing what we’ve learned

• Reviews

• The book 'Transformational Change Efforts; Student Engagement in Mathematics through an Institutional Network for Active Learning,' by Smith, Voigt, Strom, Web, and Martin, proposes a framework for active learning to enhance Precalculus through Calculus courses. The book is designed as a research study, followed by the SEMINAL project whose findings are summarized in the book. ...Each part of the book offers fresh insight into active learning.

Andrzej Sokolowski, Lone Star College
• Requests

Review Copy – for reviewers who would like to review an AMS book
Permission – for use of book, eBook, or Journal content
Accessibility – to request an alternate format of an AMS title
2021; 348 pp
MSC: Primary 97;

The purpose of this handbook is to help launch institutional transformations in mathematics departments to improve student success. We report findings from the Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) study. SEMINAL's purpose is to help change agents, those looking to (or currently attempting to) enact change within mathematics departments and beyond—trying to reform the instruction of their lower division mathematics courses in order to promote high achievement for all students. SEMINAL specifically studies the change mechanisms that allow postsecondary institutions to incorporate and sustain active learning in Precalculus to Calculus 2 learning environments. Out of the approximately 2.5 million students enrolled in collegiate mathematics courses each year, over 90% are enrolled in Precalculus to Calculus 2 courses. Forty-four percent of mathematics departments think active learning mathematics strategies are important for Precalculus to Calculus 2 courses, but only 15 percnt state that they are very successful at implementing them. Therefore, insights into the following research question will help with institutional transformations: What conditions, strategies, interventions and actions at the departmental and classroom levels contribute to the initiation, implementation, and institutional sustainability of active learning in the undergraduate calculus sequence (Precalculus to Calculus 2) across varied institutions?

This book is published in cooperation with CBMS.

Department chairs, deans, and mathematicians wishing to make changes in the teaching of pre-calculus and calculus at a variety of institutions.

• Overview of SEMINAL
• The Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) project: An overview
• Research design and methodology
• Six case studies
• Phased Change University: A multistage approach to educational improvement
• All-In University: Changing Everything at Once
• Crossroads University: An Inflection Point Toward Educational Innovation
• Long-Term University: Building a self-sustaining system
• Critical Response University: When a crisis results in a new improved vision
• Grassroots University: Building capacity through a sustained commitment to instructional innovation
• Levers for change
• Active learning mathematics
• Designing and implementing course coordination
• Students’ experiences with active learning mathematics
• Professional development
• Use of resources to support active learning
• Culture and equity
• Sustaining Active Learning
• Summarizing what we’ve learned
• The book 'Transformational Change Efforts; Student Engagement in Mathematics through an Institutional Network for Active Learning,' by Smith, Voigt, Strom, Web, and Martin, proposes a framework for active learning to enhance Precalculus through Calculus courses. The book is designed as a research study, followed by the SEMINAL project whose findings are summarized in the book. ...Each part of the book offers fresh insight into active learning.

Andrzej Sokolowski, Lone Star College
Review Copy – for reviewers who would like to review an AMS book
Permission – for use of book, eBook, or Journal content
Accessibility – to request an alternate format of an AMS title
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