Honors Calculus I Online Course for Academic Credit
Honors Calculus I [DMAT 254  Honors STEM Calculus I  5 credits] is the honorslevel first course in the freshman (STEM) calculus sequence investigating the mathematical concepts of differentiation and integration, culminating with the Fundamental Theorem of Calculus.
Course Title:  Honors STEM Calculus I 
Catalog Number:  DMAT 254 
Credits:  5 Semester Credit Hours 
Syllabus PDF:  PDF Syllabus for Honors STEM Calculus I 
Delivery:  Fully Online, Asynchronous, SelfPaced 
Click Here to Enroll in DMAT 254  Honors STEM Calculus I 
Nationally, "Honors" courses usually are centered on a mathematically rigorous development of the concepts of calculus, bringing many advanced topics from upper division courses such as Advanced Calculus and Real Analysis into the freshman honors calculus courses. While this may be a worthwhile approach for students who seek to become mathematics majors, it creates, for many students, an inflated level of course difficulty of questionable benefit to related fields of study.
Our approach to Honors courses is built upon a distinctly different educational philosophy:
 Freshman & Sophomore Calculus is NOT the correct math level to increase rigor
We believe that mathematical rigor is learned after exposure to the calculus, in the upper division, after some time and maturing of mathematical thought is allowed to organically develop. No student ever understood the concept of a derivative because the natural numbers were first axiomatically developed.  Honors means DEEPER, not just HARDER
In mathematics, the potential for making any course harder is a rather simple proposition. Work SMARTER, not HARDER mandates that an honors course should not be more difficult just to say it is. A true honors student wants to go deeper into the topics, not flirt with academic demoralization via some mathematical bootcamp experience.  Technical Writing Curriculum
While axiomatic development has its place in upper division math, core improvement of technical writing skills will benefit all students in all disciplines with immediate effect. If calculus is supposed to be mathematical preparation for science, technology, and engineering related fields, then development of technical writing skills should be as important as computational prowess.  Course Term Paper
Each Honors course student will write a 1020 page term paper on a topic chosen in collaboration with the course instructor, empowering the student to simultaneously improve technical writing skills and deepen knowledge in the student's chosen academic field via a uniquely creative exercise that will transcend the traditional course boundaries.
In summary, our Honors courses go deeper and broader in the curriculum, offer a notch more challenging course work set, and featuring a technical writing curriculum that truly prepares the student for further academics in the sciences.
Completion of DMAT 254  Honors Calculus I earns 5 academic credit semester hours with an official academic transcript from Roger Williams University, in Providence, Rhode Island, USA, which is regionally accredited by the New England Commission of Higher Education (NECHE), facilitating transfer of credits nationwide to other colleges and universities.
DMAT 254  Honors STEM Calculus I is offered in the Fall, Winter, Spring, and Summer semesters with "revolving enrollment", which means you may enroll at any time, and start your course whenever you wish, independent of the traditional academic calendar.
DMAT 254 Honors Calculus I differs from the mainstream DMAT 253 Calculus I course in the following ways:
DMAT 253 STEM Calculus I 
DMAT 254 Honors STEM Calculus I 

Precalculus Refresher 
Yes  No 
Limits  Graphical, Numerical, Basic Algebraic  + Cantor Sets, Limits by Functional Comparison, Graphical ε/δ, Numerical Analysis Issues, L'Hopital 
Derivatives  Graphical, Numerical, Algebraic Rules  + NonDifferentiable Functions 
Applications of Derivatives 
Basic Optimizations  + Applications To Physics, Economics, Data Analysis 
Differential Equations 
Linear, Logistical  + Polynomial Approximations, Systems, PreditorPrey 
Integration  Graphical, Numerical, Algebraic Antiderivatives, Fundamental Theorem of Calculus  + Numerical Integration Techniques, MonteCarlo Method, Integration in Finite Terms 
Data Analysis  Functions Defined by Data  + Rational Polynomial and Trigonometric Approximation 
Technical Writing  Basic Exposition in Homework Problems 
+ Technical Writing Curriculum, Term Paper 
HONORS Course Information Video
Honors Courses via Distance Calculus
Video Time: 11 minutes
Introduction to Calculus I Course
Video Time: 22 minutes
Honors STEM Calculus I  DMAT 254  Introduction
Calculus I is the gateway to collegiate mathematics. As such, Calculus I is often a prerequisite course for many majors, both science and nonscience.
HONORS STEM Calculus I is specifically designed for students who desire higher academic achievement via a broader and more challenging curriculum, who additionally seek to improve their technical writing skills culminating in a course term paper.
Calculus I introduces the fundamental concept of the derivative, geometrically demonstrated in this animation showing a limit of secant lines approaching a tangent line at a point on a curve y=f(x):
Calculus I also introduces the fundamental concept of the integral, geometrically demonstrated in this animation showing the accumulation of signed area under a curve y=f(x) of increasing accuracy:
DMAT 254  Honors Calculus I course provides a thorough and demanding introduction to beginning calculus.
 Introduction to Differential Calculus
 Introduction to Integral Calculus
 Technical Writing
Roger Williams University Course Catalog Listing: DMAT 254  Honors STEM Calculus I
Course: DMAT 254
Course Title: Honors STEM Calculus I
Transcript Course Title (30 Characters Max:): Honors STEM Calculus I
Course Description: An honorslevel first course introduction to differential and integral calculus for engineering and science students, with emphasis on a modern, empirical exposition of the classical subject. Topics include a study of the algebraic, numerical, and graphical aspects of polynomial, exponential, logarithmic, and trigonometric functions, limits, function growth, derivative analysis and optimization, introduction to differential equations, methods and applications of integration, numerical computations of integrals including the MonteCarlo method, and the Fundamental Theorem of Calculus. Honors courses will include greater breadth and depth of topics, and develop technical writing skills, culminating in a mathematical term paper on an approved topic. [5 Semester Credits]
Prerequisite: Successful completion with grade B or higher in Precalculus with Trigonometry or equivalent, or consent of instructor.
ETextbook: “Calculus & LiveMath” by Robert R. Curtis, Ph.D., adapted from Davis/Porta/Uhl “Calculus&Mathematica” courseware series
Software: LiveMath
PDF Course Syllabus: Detailed Course Syllabus in PDF for DMAT 254  Honors STEM Calculus I
DMAT 254  Honors STEM Calculus I  Learning Outcomes
 1. To identify, manipulate, and understand the algebraic, numerical, and graphical fundamentals of linear, polynomial, exponential, logarithmic, rational polynomial, and trigonometric functions;
 2. To understand and compute algebraic, numerical, and graphical limits at finite and infinite values;
 3. To understand and compute the fundamental concept of the derivative;
 4. To understand and compute various measurements of growth of a function
 5. To algebraically compute derivatives of common functions using summation, product, quotient, and chain rules for derivatives;
 6. To formulate and understand introductory analytical proofs in application to the concepts of limits and the derivative;
 7. To understand and compute optimization of functions using derivatives, finding critical values;
 8. To understand and compute the second derivative;
 9. To understand and compute the Mean Value Theorem and related concepts;
 10. To understand and compute first order differential equations;
 11. To understand and compute implicit differentiation and related rates;
 12. To understand and compute parametric equations, including projectile motion;
 13. To understand and calculate numerically and graphically the core concepts of the integral for applications to signed area measurements;
 14. To compute numerically, algebraically, and graphically integrals of a variety of functions;
 15. To algebraically compute integrals of basic polynomial, exponential, and trigonometric functions, with an introduction to the algebraic substitution technique;
 16. To use of tools of differential and integral calculus in various applications
 17. To understand and compute the Fundamental Theorem of Calculus
 18. To understand and compute an integral functions, including inverse trigonometric and logarithmic integrals that do not algebraically resolve;
 19. To utilize computer algebra and graphing software to amplify traditional manual computation techniques.
 Honors Additional Topics:
 20.* To investigate data interpolation and algebraic modeling of data sets using polynomial and trigonometric functions
 21.* To investigate PreditorPrey differential equations modeling
 22.* To investigate numerical limits error analysis, the need for Lagrange, Newton, L'Hopital, Extrapolation methods
 23.* To understand and compute integrals with the MonteCarlo method
 24.* To understand the concept of algebraic integration in Finite Terms
 25.* To develop mathematical technical writing skills, culminating in a term paper on an approved topic.
 * = Additional topics for Honors course
DMAT 254  Honors STEM Calculus I  Syllabus of Topics
1. Getting Started 1.1 Email and Chat 1.2 Learning About the Course 1.3 Required Hardware 1.4 Software Fundamentals 2. Growth: Preparing for the Derivative 2.1 Growth of Linear Functions 2.2 Growth of Power Functions 2.3 Growth of Exponential Functions 2.4 Dominance of Growth of Functions 2.5 Percentage Growth of Functions 2.6 Global Scale: Infinite Limits 2.7 Data Functions and Interpolation 2.8 Approximation of Functions by Linear Functions 3. Continuity 3.1 Limits 3.2 Continuous Functions 3.3 Jump Discontinuities 3.4 Piecewise Functions and Continuity 3.5 Limit Rules 4. Exponential Functions and Natural Logarithms 4.1 e = Euler's Number 4.2 Natural Logarithm 4.3 Growth Analysis 4.4 Applications: Carbon Dating 4.5 Percentage Growth and Steady Growth of Exponential Functions 4.6 Data Functions and Logarithmic Analysis 4.7 Inverse Functions 4.8 Applications: Compound Growth Rates 4.9 Applications: World Population 5. The Derivative of Polynomial, Exponential, Logarithmic, and Fractional Powers 5.1 Instantaneous Growth Rates 5.2 Definition of the Derivative 5.3 Computing the Derivative Graphically 5.4 Computing the Derivative Algebraically 5.5 Computing the Derivative Numerically 5.6 Average Growth Rate vs. Instantaneous Growth Rate 5.7 Applications of the Derivative: Spread of Disease 5.8 Finding Maxima and Minima of Functions 5.9 Relating a Function and Its Derivative 6. Computing Derivatives 6.1 Sum, Difference, Product, Quotient Rule 6.2 Chain Rule 6.3 Instantaneous Percentage Growth 6.4 Growth Dominance 7. Using Derivatives 7.1 Finding Maxima and Minima 7.2 Finding Good Representative Plots 7.3 Applications: Maximizing Volume 7.4 The Second Derivative 7.5 Applications: The Space Shuttle Challenger 8. Differential Equations 8.1 Linear Differential Equations 8.2 Logistic Equations 8.3 Rate Track Principal 8.4 Approximations  Introduction to Taylor's Theorem 9. Integration 8.1 Measuring Area Under a Curve 8.2 Definition of the Integral 8.3 Properties of Integrals, Symmetry 8.4 Integrals of Data Functions 8.5 Numerical Methods: Rectangles, Trapezoids 8.6 Undefined Integrals 8.7 Numerical Calculation of Integrals 8.8* MonteCarlo Method of Integration 9. Fundamental Theorem of Calculus 9.1 Derivative of an Integral 9.2 Integral of a Derivative 9.3 Fundamental Formula 9.4 Distance, Velocity, and Acceleration 9.5 Improper Integrals 9.6 More Properties of Integrals 9.7 Applications: Measure Accumulation Totals 9.8 Indefinite Integrals and Antiderivatives 9.9 uSubstitution 9.10 Inverse Circular and Hyperbolic Trigonometric Functions 10..* Limits Revisited 10.1* Limitations of Numerics with Limits 10.2* Lagrange, Newton, Extrapolation Numerical Methods 10.3* L'Hopital's Rule for Limits 10.4* Introduction to Polynomial and Rational Polynomial Approximation 11..* PreditorPrey Systems 11.1* Parametric Solutions of Differential Equations 11.2* PreditorPrey Models 11.3* Applications 12..* Data Interpolation 12.1* Linear and Quadratic Approximations 12.2* Polynomial Approximations and Interpolation 12.3* Trigonometric Function Interpolation 12.4* Taylor's Theorem 13..* Integration in Finite Terms 13.1* Machine Integration Engines 13.2* Finite Terms 13.3* Quadrature and Limitations 14..* Mathematical Writing 14.1* Cogent writing 14.2* Mathematical Presentation 14.3* Term Paper Topic and Research
Different Names for Calculus I
"Calculus I" (Calculus 1) is best described as the first semester of the lowerdivision calculus sequence, which often has these names:
 Calculus I
 Analytical Geometry and Calculus I
 Calculus 1
 Engineering Calculus I
 AP Calculus AB
It is important to note that Calculus I is the higher track of Calculus, in comparison to the lower Applied Calculus track for (primarily) nonscience majors.
If you are not a science major (e.g. MBA, Nursing/Pharmacy, Other Graduate), check out the Applied Calculus page for more information on that lowerlevel course. If your need for a "one semester course of differential and integral calculus" will be satisfied in the lower Applied Calculus course, it is best to enroll in that lower course.
Prerequisites for DMAT 254  Honors Calculus I
Calculus I provides an introduction to differential and integral calculus, usually in preparation for completing the Calculus II second semester of Calculus, and perhaps higher sophomorelevel Calculus sequence courses (Vector/Multivariable Calculus, Differential Equations, Linear Algebra, Probability Theory).Our online STEM Calculus 1 (DMAT 253) course for college credit has the prerequisite of College Algebra and Trigonometry, or the combined Precalculus course.
Our Honors STEM Calculus 1 (DMAT 254) course has the prerequisite of College Algebra and Trigonometry, or the combined Precalculus course, with a grade of B or higher.
The main topical differences between the lower Applied Calculus and the higher (Engineering) Calculus I course are described in the table below.
Topic  Applied Calculus  STEM Calculus I 
Trigonometry  No  Yes 
Functions  Polynomials, Roots, Exponential, Logarithmic  Polynomials, Roots, Exponential, Logarithmic, Trigonometric, Composite, Integral Functions 
Limits  Mainly Graphical, Numerical  Algebraic, Graphical, Numerical 
Derivatives  Simple Algebraic Rules, Chain Rule  Rigorous Rule Development, Application, Implicit Differentiation, Chain Rule 
Applications  Economics, Finance, Easier  Physics, Economics, Rates, Challenging, Mean Value Theorem 
Introduction to Differential Equations  No  Yes 
Derivatives and Integrals of Parametric Curves/Functions  No  Yes 
Displacement, Velocity, Acceleration  Minimal  Yes 
Integration  Basic Integration Rules, Basic Fundamental Theorem of Calculus  Algebraic Integration, Integral Functions, Integration via Substitution, Preparation for Calculus II, Fundamental Theorem of Calculus 
The Applied Calculus course does include more applications to business, finance, economics, etc. than does the STEM Calculus 1 course.
The higher STEM Calculus 1 course materials contain the standard course topics found in the higher Calculus I course, distinctively: trigonometric functions and exponential functions feature prominently, the Mean Value Theorem (MVT), the Fundamental Theorem of Calculus (FTOC), rates of change (implicit differentiation).
TYPICAL STUDENTS IN HONORS CALCULUS I  Example Student Profiles
Case 1: Returning To Graduate School
Kelly is planning to go to graduate school in Economics, and the degree program she wishes to enroll in requires her to complete Calculus I, Calculus II, and Differential Equations. Kelly took a Calculus course back in her undergraduate days, but it has been too many years to rely upon that course information to move forward in the Calculus sequence.How fast can Kelly finish the DMAT 254  Calculus I (Calculus 1 online course) course?
Graduate schoolbound students tend to be highly motivated, and they usually have a timeline they need to follow to complete these courses.
Common Completion Timelines for DMAT 254  Calculus I (Calculus 1 online course)  
Hours Dedicated  Math Skills  Dedication  Completion Time  Advisory 

510 hours/week  Weaker  12 hours/day  16 weeks  Reasonable 
712 hours/week  Modest  23 hours/day  12 weeks  Reasonable 
1015 hours/week  Stronger  34 hours/day  8 weeks  Reasonable 
1520 hours/week  Strong  56 hours/day  6 weeks  Stretched 
2025 hours/week  Strong  57 hours/day  4 weeks  Stretched 
2535 hours/week  Strong  68 hours/day  3 weeks  World's Record 
Time commitments are important for success in an online Calculus 1 course for college credit from Distance Calculus. There are no fixed due dates in the Distance Calculus online courses, so it is important that students instead set their schedules for a dedicated amount of time towards the coursework.
Case 2: Undergraduate Student Needs Calculus I
Jim is an undergraduate student at a university. Jim attempted the Calculus I course at his school, but he was not successful. He wants to take Calculus I via Distance Calculus online courses to get back on track with his major requirements.What are some issues Jim should consider?
Lack of success in a traditional course can be caused by many factors, some of which include:
 Classroom Lecture Structure
Some students are very good at the classroom lecture paradigm, some are not. 100+ students in a big lecture hall is not the best learning environment for many students.  Traditional Course Pace
In a traditional course, the student must keep pace with the rest of the class. If a student has weakness in a particular area (e.g. trigonometry), the student is expected to kick into "high gear" to make up the distance. Sometimes this redoubling of effort is not enough to stay on pace with the lectures and the homework due dates.  Too Many Other Classes
Often traditional undergraduate students find themselves taking 5 courses concurrently. When the scheduling pressure reaches critical with exams and papers due, often one course will suffer. Ambitious scheduling for a "tough semester" will sometimes not follow the planned path. Courses that require ample amounts of time and effort  like a Calculus 1 online course  can fall by the wayside.
Adding Calculus I (Calculus 1 online course) via the Distance Calculus online courses in addition to a fullload of 45 other traditional courses is usually not advised.
Case 3: High School Student & AP Calculus
Alicia is an ambitious high school student. Alicia is taking a number of AP courses, but the AP Calculus course has a time conflict at her high school. Alicia plans to take Calculus I (Calculus 1 online course) via Distance Calculus instead of the AP Calculus course.What are some issues that Alicia should consider?
There are positive and negative issues to consider with such a plan. Most often, our ambitious high school students are successful in the Distance Calculus online courses, as these students are successful in all tasks they engage in.
Positive Aspects
 Collegiate Calculus I While in High School
Although the content of the AP Calculus course is at the collegiate level, most AP Calculus courses are still offered just like other high school courses. The parameters of collegiate courses  expectations of additional written work, thorough solution presentations, challenging problems and approaches to concepts  are often not found in the AP Calculus courses, which are set towards the successful completion of the AP Calculus exam.  AP Calculus Exam Not Required
As the Calculus I (Calculus 1) via Distance Calculus is a real collegiatelevel, academiccreditearning course, the AP Calculus exam is not required to earn the collegiate credit hours. Some students do not like highstakes exams like the AP Calculus exam. This makes our online Calculus 1 course for college credit an ideal solution for these students.  Asychronous Course & High School Class Schedule
High school students have an expected 8am3pm school day, which makes it difficult to attend a traditional college lecture course, except for night courses. As all Distance Calculus online courses are asynchronous, high school students will be able to complete the course without impacting their regular daytime class schedule.
Negative Aspects
 Lack of APInflated GPA
At many high schools, AP courses award GPA points with an inflated multiplier  often 1.3. In this way, ambitious students are able to inflate their GPAs, often higher than 4.0, which is beneficial to collegiate applications. Distance Calculus courses do not offer this kind of GPA help.  Academic Immaturity
The first real collegiate course a high school student takes is often a bit shocking. High school courses tend to be very "answercentered", while a collegiate course is usually less so, and more "open ended". In Distance Calculus, there is no "answer key" to check your answers, as many high school math courses are geared for. For these reasons, some high school students experience an unfamiliar sense of unsuccessfulness at the beginning of the course, which is disconcerting for many.
For some students, an online Calculus 1 course for college credit sounds great, but does not turn out to be a good fit for students who prefer a "plug and chug" course.
Case 4: NonScience Major, But Applied Calculus Is Not Acceptable
Rashida is a pharmacy student, looking towards pharmacy school, which requires a "single semester introductory Calculus course." Rashida checks with her pharmacy school, and they tell her that the lower Applied Calculus course is not acceptable for their program, but the higher Calculus I (Calculus 1) course is acceptable.What are some issues Rashida should consider?
The Calculus I course is the higher, more rigorous, more challenging course when compared to the lower Applied Calculus course. But the two courses are built from the same core etextbook, so the higher level of difficulty should be thought of as more challenging, rather than "impossible".
Rashida should consider these items:
 Precalculus & Trigonometry
The Calculus I course has a prerequisite of Precalculus with Trigonometry. Rashida remembers that she never took trigonometry in high school. That means Rashida will need to start with the Precalculus course before moving forward into the Calculus I (Calculus 1) course.  Extra Time for Calculus I
As Calculus I is more challenging than the lower Applied Calculus, Rashida will need to plan for taking a bit longer to complete the Calculus I course. The 812 week completion plan is probably the fastest that Rashida will be able to complete Calculus I (which does not include another 68 weeks to complete the Precalculus course first).  Courseload Considerations
Rashida is finishing up her undergraduate work, and has a full load of seniorlevel classes. Adding Calculus I to this fullload is not advisable. It may be best for Rashida to wait for her current semester to end and to take up Calculus I as her singlefocus course.
Case 5: Working Parent Planning for Graduate Studies Needs Calculus I
Amelia is a parent of three children who also works fulltime. Amelia has ambitious plans to return to graduate school in the next year to advance her career. Amelia cannot take a traditional classroom math course due to her schedule constraints.How fast can Amelia finish the DMAT 254  Calculus I course?
We have many students like Amelia who are quite successful in Distance Calculus!
Amelia will probably do her math homework after her kids are asleep for the night, in the 10pmmidnight timeframe. The Mastery Learning format for the Distance Calculus online courses serve Amelia well, where she is able to spend extra time on those topics that are more challenging for her, without penalty or "falling behind" as she would in a traditional course.
When the children get sick and stay home from school, or life and work commands extra time, Amelia is able to take a break from Distance Calculus  usually for a few weeks, but perhaps for a few months, if needed  and return to her studies when her schedule permits. While such breaks do cause slower completion times, and "getting back in the swing of things" does require extra time and effort for Amelia, the flexibility of the asynchronous course format allows Amelia to finish the course when she can.
Case 6: 1822 Year Old Student With Full Course Load Needs To Finish Calculus I
James is an undergraduate student at a university, carrying 15 semester credits  a full course load. James wants to add the Applied Calculus course to his course schedule, in order to complete a general education requirement.What are the challenges that James will face with this plan?
In our experience, when a student is faced with "too many courses" at the same time, it is the asynchronous distance course that almost always is the course to suffer a lack of attention. With other synchronous course deadlines and examinations, it is natural that an asynchronous course such as Distance Calculus becomes the "pressure valve".
Students in these situations nearly always finish their Distance Calculus online courses during the winter break (December, January), spring vacation (April), and/or the summer vacation months (MayAugust). Even with the best of intensions, it is very difficult to complete a Distance Calculus course while taking 4 or 5 other courses simultaneously.
Younger students also have more difficulty with the flexible schedule of Distance Calculus online courses. It is very easy to put off your course work "until all day Saturday" or "next week after my Philosophy exam", which snowballs into a huge amount of work leftover to an increasingly short amount of time. Planning for vacation times is the best approach for students in this category.
For many students, an online Calculus 1 course for college credit is a course that can fit in between other courses on regular semester schedules.
Distance Calculus Referenced Colleges/Universities
Over the past 27 years, Distance Calculus has enrolled thousands of students who successfully complete the Calculus I (Calculus 1) course, and use this course record towards undergraduate and graduate programs at various colleges and universities in the U.S. and throughout the world.Below is a list of schools that Distance Calculus  Calculus I (Calculus 1) students have listed as their Home Institution:
 Agnes Scott College
 Aiken Technical College
 Albany College of Pharmacy and Health Science
 Alma College
 American Public University
 Andrews University
 Arizona State University
 Athens State University
 Auburn University
 Augusta State University
 Austin Peay State University
 Baylor University
 Belmont University
 Beloit College
 Bentley University
 Berry College
 Bethany College
 Binghamton University
 Bloomsburg University
 Borough of Manhattan Community College
 Boston Conservatory
 Boston University
 Bryant University
 Buena Vista University
 California state University
 Carleton College
 Central Washington University
 Champlain College
 Chicago State University
 Clemson University
 Cleveland State University
 Coastal Carolina University
 College of Santa Fe
 Colorado Mesa University
 Colorado State University
 Columbia University
 Cornell Univeristy
 Covenant College
 Drexel University
 Duke University School of Law
 Duke University, Durham NC
 East Stroudsburg University
 Eastern Illinois University
 Elon University
 Embry Riddle Aeronautical University
 Excelsior College
 Ferris State University
 Florida Agricultural and Mechanical University
 Florida Atlantic University
 Florida International University
 Florida State University
 Fordham University
 Fox Valley Technical College
 FreedHardamen University
 Friends University
 George Mason university
 George Washington University
 Georgetown University
 Georgia State
 Griffith University
 Grinnell College
 Grove City College
 Hampshire College
 Hampton University
 Hillsdale College
 Hiram College
 Huntingdon College
 Illinois Institute for Technology
 Indiana University
 Iowa State University
 Jacksonville State University
 Jeff State Community College
 Johns Hopkins Univerisity
 Kalamazoo College
 Kennesaw State University
 Kentucky State University
 Kettering University
 Lebanon Valley College
 Lee University
 LeTourneau University
 Liberty University
 Lincoln University of Pennsylvania
 Marian University
 Mary Baldwin College
 Massachusetts Maritime Academy
 McHenry County College
 Mercer University
 Mercyhurst College
 Meredith College
 Miami University
 Michigan Technological University
 Middle Tennessee State University
 Millersville University
 Montana State University
 Montana Tech
 Naval Post Graduate School
 New York University
 Northeastern University
 Northern Arizona University
 Northern Michigan University
 Northwest Nazarene University
 Northwestern University
 Oberlin College
 Oglethorpe University
 Oklahoma Baptist University
 Old Dominion University
 Olympic College
 Orange Coast College
 Pacific Lutheran University
 Pennsylvania State University
 Pepperdine University
 Pomona College
 RandolphMacon College
 Regent University
 Regis University
 Rhode Island School of Design
 Robert Morris University
 Rochester Institute of Technology
 Roger Williams University
 Roosevelt University
 Rutgers University
 Saint Anselm College
 Saint Joseph's University
 Salve Regina University
 Shepherd University
 Southern Methodist University
 St. Anselm College
 St. John's College
 State University of New York
 Stevens Institute of Technology
 Swarthmore College
 Texas A&M University
 The Citadel
 The New England Institute of Art
 The University of South Carolina
 Trinity University
 Tulane University
 University of Wisconsin
 University of Auckland, New Zealand
 University of California, Santa Cruz
 University of California, Los Angeles
 University of Central Texas
 University of Colorado
 University of Connecticut
 University of Dallas
 University of Florida
 University of Georgia
 University of Hawai'iManoa
 University of Illinois
 University of Michigan
 University of Minnesota
 University of Mississippi
 University of Missouri
 University of Nevada
 University of New Haven
 University of New Haven
 University of North Carolina
 University of Northern Iowa
 University of Oklahoma
 University of Otago
 University of Pennsylvania
 University of Pittsburgh
 University of Southern California
 University of Southern Indiana
 University of Sussex
 University of Tennessee
 University of Texas
 University of Utah
 University of West Alabama
 University of West Georgia
 University of Wisconsin
 University West Florida
 US Air Force Academy
 Utah Valley University
 Villanova University
 Virginia Military Institute
 Virginia Tech
 Washington State University
 Webster University
 West Chester University
 West Virginia University
 West Virginia Wesleyan College
 Western Kentucky University
 Western Michigan University
 Wheaton College
 Wheaton College (IL)
 William and Mary
 William Jewell College
 Wright State University
 Yale University
 Yonsei University
CALCULUS I: ACADEMICS
Through the usage of a computer algebra system like LiveMath™  you will never miss a minus sign again!
Although the driving of a computer algebra system requires some upfront time to learn and master, once completed (rather quickly for most students), the time saved from having to be a "minus sign accountant" adds to the productivity of your study time. If you have ever spent hours looking for that "little numerical error", you know what we mean.
Command of a computer algebra software system is a modernday necessity of mathematical academics. It is important, however, to retain a meaningful command of paper/pen/pencil manual computations as well. Our blend of curriculum strives for an 80%/20% split between computer algebra usage and manual computation and written skills. With each module in our curriculum, a concluding Literacy Sheet assignment ensures that each student has written mathematical competency in the subject area.
The proctored final exam is a written exam away from the computer. It is these Literacy Sheet assignments, and the continuing bridge from modern computer algebra software back to classical, manual mathematics that prepares the student from this written final exam.
We do not have any multiplechoice work. We are a real collegiatelevel course program  not a "canned" set of multiplechoice question sheets which are common from large publishers and degreemill schools.
Calculus I Example Course Materials
Videotext  A Modern Replacement of the Textbook
What is a videotext? It is like a textbook, except instead of being based upon printed information, this "text" is based upon video presentations as the core method of explaining the course topics. Instead of a huge, thick 1000page Calculus textbook to lug around in your backpack; course materials are a combination of computer algebra notebooks, video presentation, screen video presentations, PDF "literacy sheets" to be completed by hand on paper with pen/pencil.Example Videos are in MP4/H.264 format, which play in most modern browsers without additional software.
Our videotext features two main types of videos:
 Screencast Videos using LiveMath™ Play Video
Although we are anywhere from a few miles to a few thousand miles apart, watching these screencast videos is like sitting next to the course instructor, watching his computer, learning the topics of Calculus 1 at the same time as learning how to drive the computer algebra and graphing software LiveMath™. These LiveMath™ screencast videos make up the majority of the video presentations in the videotext.
 ChalkTalk Videos: Manual Calculations Play Video
While using a computer algebra software package is a very cool way to do Calculus computations and investigations, we must also pay attention to the classical side of Calculus, and the computations that can be completed by hand with paper/pen/pencil. To be a wellrounded Calculus student, you need to be able to do calculations in both technical and manual methods.
Calculus I Screencast Video Questions
One extremely powerful aspect of the Distance Calculus course technologies is the usage of screencast video (and audio) recordings made by the students and the instructors, exchanged just as easily as emails back and forth.
If a picture is worth a thousand words, then a screencast movie is worth a million words  and saves boatloads of time and effort.
Instead of trying to type out a math question about a particular topic or homework question, the ease of "turning on the screen recorder" and talking and showing your question  in the span of a few minutes  can save hours of time trying to convert your question into a typed (and coherent) narrative question.
Example Instructor Question/Answer Movie
When a student asks a question in a homework notebook, sometimes the best way to explain the answer is via a screen movie.
 Instructor Question/Answer Movie Play Video
 Instructor Question/Answer Movie Play Video
 Instructor Question/Answer Movie Play Video
 Instructor Question/Answer Movie Play Video
Calculus I Example Student Work and Grading
The majority of the course work occurs via the exchange of LiveMath™ notebooks  think Word Processing Files, but for mathematical computations instead of just text. The course materials are a combination of those notebooks, along with video resources (screen video recordings and chalkboard presentations).
The student will "HandIn" a notebook, and one of the instructors will grade, correct, give feedback, and/or give hints on the work in the notebook, and return the notebook to the student in his/her "GetBack" folder, where the student will view the instructor comments.
Sometimes the notebook is deemed "Complete" on the first revision. Sometimes the notebook must go back and forth between the student and instructor a number of times  2, 3, 4, 5 times is rather common.
Coupled with the screencast video mechanism, sometimes the instructor or the student will submit a screen movie with the notebook, giving further explanation or questions in audio/video format.
Below are some example notebooks from actual students, showing the progression from starting notebook to completed notebook.
 LiveMath™ Course Materials #1 PDF Printout
Course Materials PDF #1
Course Materials PDF #2
Course Materials PDF #3  LiveMath™ Course Materials Notebook #2 PDF Printout View PDF
 LiveMath™ Course Materials Notebook #3 PDF Printout View PDF
 LiveMath™ Course Materials Notebook #4 PDF Printout View PDF
 LiveMath™ Course Materials Notebook #5: Mean Value Theorem Mean Value Theorem
Distance Calculus  Student Reviews
Date Posted: Jan 13, 2020
Review by: Daniel Marasco
Courses Completed: Multivariable Calculus
Review: This course was more affordable than many, and the flexible format was terrific for me, as I am inclined to work very diligently on tasks on my own. It could be dangerous for a person who requires external discipline more, but it works well for selfstarters, allowing you to prioritize when you have other pressing work. I was a full time teacher adding a math certification, and this course allowed me to master the math while working around my teaching schedule and fitting work into moments here and there when I had time. I was able to transfer the credits to Montana State University, Bozeman for my teaching internship program without a hitch. The instructors were all very helpful and patient, even when I failed to see a ridiculously simple solution on one problem after 20 emails back and forth. Overall, I was more pleased with my experience in this class than I was with any of my other 9 courses.
Transferred Credits to: Montana State University, Bozeman
Date Posted: Jan 12, 2020
Review by: Anonymous
Courses Completed: Calculus I
Review: This course is amazing! I took it as a requirement for admission to an MBA program, and couldn't have been happier with the quality and rigor of the course. I previously took calculus two times (at a public high school and then a large public university commonly cited as a "public ivy"), this course was by far the best and *finally* made the concepts click. Previously I had no idea what was going on because terrible PhD students were teaching the course and saying stuff like "a derivative is the slope of a tangent line"  ??? but what does that mean ???, but the instructors in the Shorter University course explain everything in ways where it FINALLY made sense (e.g., "imagine a roller coaster hitting the top of a hill, there's a moment where it shifts momentum and you're not accelerating or decelerating, that's what a 0 rate of change is  that's when the derivative would be zero"). They explain everything in multiple ways and relate it to other concepts. It all made perfect sense when I finally had a good instructor. Really recommend this class
Transferred Credits to: The Wharton School, UPenn
Date Posted: Feb 19, 2020
Review by: Rebecca Johnson
Courses Completed: Applied Calculus
Review: I took the Business Calculus course from Distance Calculus in 2013. I was admitted to my MBA program, but then they told me I needed to take Calculus before starting the program. I finished the Business Calculus course in about 3 weeks in August before my program started. Not the most fun thing to do over the summer, but at least I got it done. Thanks Diane and Distance Calculus team!
Transferred Credits to: Kellogg MBA Program