Post #3 - More thoughts on Calculus

Teaching at a 2 year college, I see a lot of students with lofty goals. Many students starting in Elementary Algebra (essentially high school Algebra 1) are hoping to become scientists or engineers. Those students all need to successfully complete, at a minimum, Calculus 1. If they are diligent, work hard, and take the 'standard' path, they must complete 4 classes BEFORE they get to Calculus 1. So, if they don't go to school in the summer, that is TWO YEARS of math preparing them for Calculus 1. Then, finally, they get to the class that has been a 'weed-out' class for longer than I've ever known. Why? Why is it the job of Calculus to 'weed' students out. Like the students that aren't successful are just weeks choking the life out of the 'good' students. We as a nation complain that there aren't enough engineers and scientists in the world, and then we try our best to 'weed out' many people that are interested in those very subjects. We claim that those students just 'couldn't cut it.' But, what is it they are trying to achieve? What are we asking them to do? Are we asking them to grasp the concepts of calculus and apply them to novel and interesting problem situations? No. Just look at how many 4-year colleges run this course. Students sit in a lecture of 200+ other students and listen to someone... lecture to them. Even though there is a lot of evidence that that style of teaching is not terribly effective. Students need to be engaged in the subject. Instead, they are often lectured to, told to do a large list of problems for homework, and then given 2 or 3 exams to prove the 'know' Calculus. Those students that don't succeed in this setting, are they really incapable of learning Calculus? Is it possible that we are focusing on the wrong things? Is it possible we are weeding students out that would make amazing engineers and scientists? Creative people that have a tremendous grasp of the concepts but don't do so well with memorization and procedures? I would venture to guess... absolutely! So, how do we FIX it?! I teach at a 2 year college. At my school our math classes are capped at 30 students. So, the students have more opportunity to be engaged with the material. However, even in these smaller classes, there is an expectation that we will cover all of the same material as the 4-year institution. And, by 'same material' I mean, material devoid of intrigue. Devoid of showing the students the power and beauty of Calculus and all that can be accomplished with it. Because, teaching that stuff, takes time. There isn't time to do both. So, what can we do? Seriously, I'm asking... what can we do?!