The purpose of this handbook is to help launch institutional transformations in mathematics departments to improve student success. We report findings from the Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) study. SEMINAL's purpose is to help change agents, those looking to (or currently attempting to) enact change within mathematics departments and beyond--trying to reform the instruction of their lower division mathematics courses in order to promote high achievement for all students. SEMINAL specifically studies the change mechanisms that allow postsecondary institutions to incorporate and sustain active learning in Precalculus to Calculus 2 learning environments. Out of the approximately 2.5 million students enrolled in collegiate mathematics courses each year, over 90% are enrolled in Precalculus to Calculus 2 courses. Forty-four percent of mathematics departments think active learning mathematics strategies are important for Precalculus to Calculus 2 courses, but only 15percnt; state that they are very successful at implementing them. Therefore, insights into the following research question will help with institutional transformations: What conditions, strategies, interventions and actions at the departmental and classroom levels contribute to the initiation, implementation, and institutional sustainability of active learning in the undergraduate calculus sequence (Precalculus to Calculus 2) across varied institutions? This book is published in cooperation with CBMS.

Table of Contents:
Overview of SEMINAL: W. M. Smith and R. Funk, The Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) project: An overview W. M. Smith, R. Funk, M. Voigt, and K. Uhing, Research design and methodology Six case studies: R. Funk, W. M. Smith, K. Uhing, and M. Williams, Phased Change University: A multistage approach to educational improvement D. Grant and R. Tubbs, All-In University: Changing everything at once M. E. O'Sullivan, M. Voigt, and C. Rasmussen, Crossroads University: An inflection point toward education innovation M. Williams, R. Funk, W. M. Smith, and K. Uhing, Long-Term University: Building a self-sustaining system A. Strom, M. Voigt, and C. Rasmussen, Critical Response University: When a crisis results in a new improved vision D. C. Webb and R. Tubbs, Grassroots University: Building capacity through a sustained commitment to instructional innovation Levers for change: A. Strom, D. C. Webb, M. Voigt, and R. Funk, Active learning mathematics M. E. O'Sullivan, W. M. Smith, and R. Tubbs, Leadership C. Rasmussen, N. Apkarian, A. Donsig, A. Martinez, R. Tubbs, and M. Williams, Designing and implementing course coordination K. Uhing, M. Hass, M. Voigt, A. Strom, and E. Calleros, Students' experiences with active learning mathematics K. Uhing, D. Webb, N. Wakefield, A. Donsig, and C. Rasmussen, Professional development D. C. Webb, R. Funk, K. Uhing, and J. Bowers, Use of resources to support active learning M. Voigt, W. M. Smith, N. Kress, D. Grant, and A. Strom, Culture and equity M. Williams, D. Grant, W. G. Martin, and M. E. O'Sullivan, Sustaining active learning Summarizing what we've learned: Conclusion: Sustainable transformations by Wendy M. Smith and the SEMINAL team Author bios Index