Early analyses from semesters of Calculus I and II show that, in transformed sections, when faculty support students autonomy and competence, students earn higher grades, when com- pared to business-as-usual sections.
Students in traditional Calculus sections attend typical lecture and recitation sections. In the transformed Calculus sections, students watch video lectures before class and use that time to work on carefully crafted problem sets with faculty, teaching assistant, and peers.
In the transformed sections of these calculus classes, the rate of students earning D and F grades dropped by 5 %. This means more students are able to continue in their major without re-taking courses, saving them money and keeping them on-track for a 4-year graduation.