Impact Grant
Date Selected: 
December, 2012
Arts and Sciences
Project Lead: 
Darry Andrews
Additional Participants: 
Elizabeth Miller
Greg Baker


This Impact Grant project coordinated two teams revising two calculus courses during Autumn 2013 under the guidance of Dr. Darry Andrews.

Elizabeth Miller and team produced a "flipped and flexible" version of Calculus 1 (Math 1151). The course was flipped in that all lecture materials were delivered through interactive online learning modules (available at, while recitation time consisted of engaged group learning activities overseen by GTAs.  The course was flexible in that students could participate in recitation activities either in the technology-enhanced classroom (Baker 285) or online via CarmenConnect.

Greg Baker and team produced a partially flipped version of Differential Equations for Scientists and Engineers (Math 2415).  The course lectures were augmented by "pre-lectures," 15-20 minute interactive online learning modules designed to remind students of mathematical concepts they should have learned in previous courses or introduce them to key new concepts. These pre-lectures primed students for class, thus enabling the instructor to spend less time on the math and more time on its application. The priming also enabled class time to be spent with students engaged in active group problem-solving, which was greatly facilitated by the innovative arrangement of Enarson 311.


From Calculus 1 (1151):

  • Many students expressed appreciation for the flexibility of this model, including student athletes, students who work full time, students with course scheduling conflicts, students with families, students on regional campuses, and high school students.
  • Learning outcomes in this pilot were essentially the same as other sections of Math 1151. The flipped and flexible model enabled equally successful teaching and learning with less face time and greater flexibility.
  • This format enabled honors high school students to gain credit for freshman-level courses at OSU and have an experience equivalent to courses taken by on-campus OSU students.
  • There should be more technology-enhanced classrooms, like Baker 285, to support this kind of instruction.

From Differential Equations for Scientists and Engineers (2415):

  • Pre-lectures provided a good platform to introduce mathematical ideas to students before class time.
  • Students appreciated the opportunity to review previous mathematical concepts before class time so that they are prepared to participate in lecture and activities.
  • Students appreciate beginning to learn new mathematical concepts before class time so that they are prepared to participate in lecture and activities.
  • Students participate more when they have a better understanding of the material before class begins.
  • Interactive class time was made possible because of pre-lectures as well as because of the classroom settings.
  • More classrooms with furniture designed for active learning and collaboration, like Enarson 311, would be helpful for implementing this kind of reform.