SCALE-UP Multivariate Calculus Bill Moss Department of Mathematical Sciences College of Engineering and Science Clemson University

Timeline Naval Nuclear Power School, Georgia Tech, Old Dominion 1983: Clemson Mathematical Sciences 1995: College of Eng and Science formed 1997: SUCCEED TBCD co-PI, teaching effectiveness workshops 1998: Laptop & WebCT pilots 2002: Undergraduate Laptop requirement 2003: Begin scale-up experiment 2005: NSF grant: scale-up math & eng

Felder-Brent Intellectual Model variety and choice of learning tasks explicit communication and explanation of expectations modeling, practice, and constructive feed- back on high level tasks a student-centered instructional environment respect for students at all levels of development

SCALE-UP Student-Centered Activities For Large Enrollment Undergraduate Programs NC State University Physics Education R & D Group

Clemson Martin Hall M-205

MTHSC 206 Course Policy Reduced lecture: mini-lectures Maple tutorials: objectives, exposition, hand solutions, Maple solutions Course journal (TA graded 10%) Maple exercises (TA graded 10%) Team learning activities/quizzes (10%) Team projects (2 per semester, 10%) Four hybrid exams (40%) Final exam (20%)

Learning Cycle (MootB) Engage: mini-lectures make connections to prior learning and other courses Investigate: learning activities – everyone is a student and a teacher Reflect: journals and Maple exercises Apply: projects with complex models

Instructor’s Role Learn names and majors Change teams at mid-term Roam and make formative assessments Coach teams during learning activities Coach entire class as needed Coordinate with TA grading of journals and Maple exercises

NSF Project PI: Matt Ohland (Gen Engr), co-PIs: Bill Moss, Scott Schiff (CE), Sherrill Biggers (ME) Adapting and Implementing the SCALE-UP Approach in Statics, Dynamics, and Multivariate Calculus: Make connections between these three courses and freshman physics Develop cross-course exercises and learning activities

Essential Components: MootB Development of a community of learners Explicit connections that make mathematics meaningful A model for verbal and written communication Balanced assessment practices A variety of problem solving experiences A learning cycle that provides a structure for inquiry A diversity of materials, manipulatives, and models

Curriculum Matrix by Content Strand Developing Algebraic Thinking (1 module) Developing Geometric Logic (1 module) Developing Measurement Benchmarks (1 module) Developing Number Concepts (2 modules) KRhythm and Design Towers and TrailsOver and UnderLike and Unlike 1Together and Apart Symmetry and Shapes Up and DownFamilies and Facts 2Collecting and Sorting Rows and ColumnsLarge and SmallMore and Less 3Plotting and Growing Shapes and PathsScales and Balances Ordering and Arranging 4Signs and Symbols Corners and Containers Inside and OutsideStories and Statements 5Steps and DistanceConjectures and Transformations Tools and TimeValues and Variables

Professional Development

Hands-On Learning

Strong Writing Component Whole Small me