Abstract
Our department has experienced a significant culture transformation in its approach to teaching. This change is primarily the result of sustained focus on reforming two heavily coordinated sequences, Applied Calculus and Calculus. Initially catalyzed by pilot projects introducing a flipped-class format to these courses, the reforms led to broader effects on the departmental culture. In this article, we describe the features of these reforms, and discuss how focusing on improving these coordinated courses led to departmental culture change. Finally, we share indicators of success and challenges faced.
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