2026 ASEE Annual Conference & Exposition

This paper describes the next phase of a multi-year redesign of a Calculus I course in an engineering school at a major research university, following three years of studies on mastery-based grading. Earlier findings showed that while mastery grading reduced test anxiety and supported less-prepared students, precalculus readiness remained the strongest predictor of Calculus performance regardless of grading structure. In addition, frequent weekly assessments led to over-testing and left little time for students to reflect on feedback, practice, and correct mistakes before the next round. Building on these findings, this phase focuses on improving pacing, readiness, and learning flow through the integration of just-in-time Precalculus reviews, pre-class preparation materials, and a restructured assessment schedule. Key changes include (1) adding short pre-lecture videos and class-prep assignments to introduce definitions and basic ideas before class, (2) delivering just-in-time Precalculus reviews immediately before related calculus topics, and (3) restructuring the checkpoint schedule to occur on a bi-weekly cycle, providing more spacing between assessments and dedicated problem-solving sessions.

This study investigates two main questions: 1. In what ways does the integration of just-in-time Precalculus reviews affect student performance on Calculus I topics that rely on those prerequisite skills, compared to previous cohorts without this structure? 2. How do students perceive the role of just-in-time reviews in supporting their understanding and confidence when learning new topics?

Data collection is currently underway, with analysis following the fall semester of 2025. The paper will present findings from checkpoint and final exam performance data, student surveys and reflections, along with the instructional design rationale and implementation details. These results will inform future iterations of the course and contribute to broader discussions on aligning pacing, scaffolding, and review timing with mastery-based structures, to promote more holistic instructional design beyond grading reform alone.