The Impact of the COVID Pandemic on Departmental Efforts to Implement Active Learning in Precalculus through Calculus 2 Courses
For mathematics departments across the United States, everything changed in March 2020 as institutions rapidly moved their instructional delivery model to a model based on remote instruction. This study investigates how four institutions leveraged organizational structures and initiatives to cope with these changes. The findings suggest that the four institutions studied had solid foundations for implementing active learning in their various entry level mathematics classes. Their plans involved different pedagogical, coordination, and communication practices. In light of the strain that the pandemic placed on these efforts, some were found to be more robust and able to leverage digital resources to continue to make progress to their goals for active learning implementation than others. Departments would do well to consider their range of preparedness and the robustness of their efforts to directly impact instruction in Precalculus through Calculus 2 (P2C2) courses and the related coordination and communication.