Rethinking introductory physics: an approach for improving student persistence and performance by removing the calculus prerequisite

Abstract

In an effort to improve retention and persistence in the physics major, we implemented a curriculum change at our institution in which we enroll in our calculus-based Physics I course the first-year physics majors who placed into the pre-calculus level. Prior to the intervention, 12.5% of non-calculus-ready students were retained within the major. Following the intervention, 50% of these students have either successfully graduated with a physics degree from our institution or are progressing through the major. This intervention can help address demographic disparities in physics education, since female, African American, Hispanic, and multiracial students are overrepresented in the non-calculus-ready group. In this paper we present the outcomes of the intervention, describe the strategies employed to accommodate and support non-calculus-ready students, and offer recommendations for departments seeking to create more inclusive learning environments that lead to better retention.