In this note, we describe a large-scale transition to an active learning format in first-semester calculus at the University of Florida. Student performance and attitudes are compared across traditional lecture and flipped sections.

Florida Atlantic University implemented a number of changes in the College Algebra course in an attempt to improve student success. We summarize these changes, and how they have affected the course. We also discuss possibilities for future improvements. (Contains 3 figures and 1 footnote.)