Corequisite-supported calculus at Cuyamaca College has broadened access to STEM pathways at the college. The goal of this case study is to describe the instructional practices and departmental culture context that facilitated its implementation. The research team conducted two in-person visits and conducted additional virtual interviews and focus groups during the college’s second year of implementation.

 

Key Takeaways:

• Cuyamaca faculty participate in a community of practice which creates an environment where faculty can take risks and identify solutions to classroom challenges.
   

• The math department has a shared instructional philosophy that shapes their teaching practices. They prioritize building connections with students and have a firm belief that students are capable of succeeding in math.
   

• A culture of collaboration among math department faculty has facilitated the broadening of access to calculus and the implementation of evidence-based teaching practices.