It is clear that the BioCalc folks at UIUC have given a great deal of thought to how students learn. In designing a calculus course for life science students, they have adhered to a principle that has informed their efforts from the start: Students learn best when they are actively and contextually engaged with their subject matter. Using a computer-based approach to teaching calculus allows BioCalc instructors to utilize learning activities that require students to interact with ideas and concepts, with instructors, and with other students. And the assessment data on BioCalc indicates success. BioCalc students are more likely than other life science calculus students to perform better in Math 120; to take additional non-required math courses; and to remain in a biological major.

BioCalc instructors don't use lectures as a learning activity. Instead, students work (often together) with electronic notebooks that allow them to see, interact and manipulate the very ideas and concepts they are trying to learn. This learning process is not abstract; it's not spectatorial. In Jerry's words, "This is action calculus." Students clearly respond to this type of approach. The BioCalc students we interviewed talked about the increased confidence and sense of productivity they gained in an active learning environment; the way they were able to connect concepts learned in BioCalc to their life science courses; and the value of collaborative learning. They clearly conveyed a sense of empowerment over their own learning.

BioCalc instructors reap rewards of their own. With the higher degree of student-instructor communication, instructors get to know their students better and can more readily gauge their progress. They play a more direct role in the learning process and consequently gain a greater sense of satisfaction in both their own performance and that of their students.

In sum, the BioCalc course at UIUC has provided meaningful and motivating learning experiences--for students and faculty alike--in addition to impressive student outcomes. Through the use of life science models and examples, students see firsthand how calculus is relevant to their field of study. Moreover, using the computer-based approach prepares future graduates and scientists for the world they face after graduation.