On Twitter right now I am soliciting thoughts about calculus courses, the topics we cover in them, and the ways in which we cover them. It’s turning out that 140 characters isn’t enough space to frame my question properly, so I’m making this short post to do just that. Here it is:
Suppose that you teach a calculus course that is designed for a general audience (i.e. not just engineers, not just non-engineers, etc.). Normally the course would be structured as a 4-credit hour course, meaning four 50-minute class meetings per week for 14 weeks. Now, suppose that the decision has been made to cut this to TWO credit hours, or 100 minutes of contact time per week for 14 weeks.
Questions: What topics do you remove from the course? What topics do you keep in the course at all costs? And of those topics you keep, do you teach them the same way or differently? If differently, then how would you do it? Finally, would there be anything NEW you’d introduce in the course that would be pertinent for a 2-hour course that wouldn’t show up in a 4-hour version of that course?
Keep Twittering your comments to me at @RobertTalbert, or comment below. I’ll sum them up later.
UPDATE: I also meant to say, feel free to play with the assumptions I am making here. For example, if it’s impossible to think of a 2-hour calculus course, change that to a 3-credit course and see if you can come up with anything.