Honors Calculus II Online Course for Academic Credit
Honors Calculus II [DMAT 264  Honors STEM Calculus II  5 credits] is the honorslevel second course in the freshman (STEM) calculus sequence investigating integration techniques, sequences, series, Taylor's Theorem, and selected topics from the beginning of multivariable calculus.
Cost: $2165 Tuition + $70 Semester Fee + $115 Software/Etextbook
Detailed Course Syllabus PDF
Delivery: Fully Online, Asynchronous, SelfPaced
Click Here to Enroll in DMAT 264  Honors STEM Calculus II
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 264  Honors STEM Calculus II 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.
Course Matrix: DMAT 264  Honors STEM Calculus II
Prerequisite 
THIS LEVEL 
Next Courses 




DMAT 264  Honors STEM Calculus II 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 264 Honors Calculus II differs from the mainstream DMAT 263 Calculus I course in the following ways:
DMAT 263 STEM Calculus II 
DMAT 264 Honors STEM Calculus II 

Integration Techniques 
usubstitution Integration by Parts 
+Integration via Differentiation, Iteration, Complex Exponentials 
Fundamental Theorem 
Functions Defined By Integrals  +Generalization of Trigonometric Functions to Elliptic Functions 
Geometric Measurements 
Double Integrals over Rectangularish Regions, Surfaces of Revolution, Green's Theorem, Fubini's Theorem (Interchange Order of Integration)  + Higher Questions on Parameterization of the Boundary, Parameterization of Algebraic Curves, Interpolation of Boundary Data 
Numerical Integration 
Euler  + Midpoint, RungaKutta, Higher Estimates, MonteCarlo Method 
Sequences Series 
Ratio, Integral Convergence Tests  + Root, Raabe's, pTest, Machine Convergence Limitations, Famous Infinite Sums from Number Theory, Ramanujan's Summation 
Polynomial Approximations 
Taylor's Theorem  + Applications to Differential Equations, Rational Polynomial Approximations, Computing π 
Integration Theory 
Quadrature of Rational Polynomials, Exponential, and Trigonometric Functions  + Integration in Finite Terms, Near FiniteTerm Integrals, Liouville's Theorem, Machine Integration Engines 
Technical Writing 
Basic Exposition in Homework Problems 
+ Technical Writing Curriculum, Term Paper 
Honors STEM Calculus II (DMAT 264  5 credits) is the second course in the freshman (engineering) calculus sequence, usually referred to as a course on "Integration Theory". With Calculus I concentrating mainly on the derivative and getting to the Fundamental Theorem of Calculus, Calculus II investigates integrals both how compute them algebraically (when you can), numerically (using numerical methods), and then using infinite polynomials (Power Series) to approximate integrals when you cannot compute them algebraically.
Completion of Math 264  Honors STEM Calculus II 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.
HONORS Calculus II Course Information Video
Honors Courses via Distance Calculus
Video Time: 11 minutes
Introduction to Calculus II Course
Video Time: 22 minutes
Honors Calculus II Course Introduction
The second semester of 1st year Calculus is the preparatory course for all of the 2nd year courses (Multivariable Calculus, Differential Equations, Linear Algebra). Often referred to as "the first course on integral calculus", Calculus II focuses on a more practical, computational command of the integral, which is only introduced as a concept in Calculus I.
Calculus II is comprised of two distinct parts:
 Techniques of Integration
When you (or a computer) can algebraically integrate a function, how is that accomplished? Essentially, the Rules of Differentiation are "inverted" to the integral, providing the main strategies for attacking the algebraic integral  when possible.  When Algebraic Integration Just Can't Be Done
The vast majority of functions cannot be algebraically integrated  there just is no algebraic antiderivative for such functions. The development of "Plan B" for attacking these types of algebraic integrals comes in the form of expanding the way we describe functions, not just with the elementary class of functions including such friends as sin(x), e^{x}, x^{1/2}, etc. but with a more generalized description based upon infinite polynomials. This raises all kinds of questions that have to be studied, but once accomplished, we are able to conquer these algebraic integrals.
Calculus 2  The Longest Course
Calculus II is the longest course in the Calculus sequence.
Many students feel that Calculus II is the most difficult course in the Calculus sequence as well.
Our Calculus II course has the following components:
 Integral Calculus Refresher
 Techniques of Integration
 Double Integrals and GaussGreen Theorem
 When Algebraic Integration Cannot Be Completed
 Introduction to Vector Calculus
Why is the Calculus II so long? Historically and nationally, it has always been so. Calculus II has the reputation of being the barrier course to 2nd year Calculus  colloquially, the "weedem out course". One reason for so many topics is for articulation/transferability to the majority of colleges/universities in the U.S.
Roger Williams University Course Catalog Listing: DMAT 264  Honors STEM Calculus II
Course: DMAT 264
Course Title: Honors STEM Calculus II
Transcript Course Title (30 Characters Max:): Honors STEM Calculus II
Course Description: An honorslevel second course in the differential and integral calculus for engineering and science with emphasis on computational techniques, graphical analysis, and algebraic methods. Topics include integration theory, algebraic methods of integration, integral functions and transformations, improper and numerical integrals, applications of integration to geometry and physics, double integrals, integration over regions with parametric boundary, splines, barriers, Taylor's Theorem, L'Hopital's Rule, infinite sequences and series. 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 B grade or higher in Calculus I 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 264  Honors STEM Calculus II
DMAT 264  Honors STEM Calculus II  Learning Outcomes
 1. To understand and compute algebraic integrals using a variety of symbolic techniques, including substitution, integration by parts, integration via differentiation, iteration methods
 2. To understand and compute with the Fundamental Theorem of Calculus
 3. To understand and compute solutions to applications problems involving integrals
 4. To compute measurements of volumes of geometric objects using integrals (slides, surfaces of rotation
 5. To understand and compute with Green's Theorem
 6. To understand and compute parametric and Polar function integrals
 7. To understand and compute double integrals
 8. To understand and compute splines and polynomial approximations
 9. To understand and compute with Taylor's Theorem
 10. To understand and compute with L'Hopital's Rule and using expansions to compute limits
 11. To understand and compute sequences and series
 12. To understand and compute convergence or divergence of sequences and series using various tests (Ratio, Integral, pTest)
 13. To understand and compute 3D vector analysis, dot product, planes, and cross products
 14. To understand and compute partial derivatives and tangent planes to a surface
 Honors Topics:
 15.* To understand the concept of integration in finite terms and its connection to integration techniques
 16.* To understand and compute basic solutions of differential equations in relation to integration techniques.
 17.* To understand and compute polynomial approximations to solutions of differential equations.
 18.* To understand and compute nearfiniteterm integrals and their expression in power series.
 19.* To understand and compute integrals using complex integration techniques
 20.* To understand and compute numerical integration techniques of Newton, Midpoint, and RungeKutta, and higher RK approximations.
 21.* To understand and explore higher integral functions, such as those defined by elliptical and hyperbolic integrals
 22.* To explore initial topics in Analytical Number Theory
 23.* To understand higher special functions defined by either series or integral formulations
 24.* To understand and compute more advanced polynomial and rational polynomial approximation techniques (Chebyshev, et al)
 24.* To develop mathematical technical writing skills, culminating in a term paper on an approved topic
DMAT 264  Honors STEM Calculus II  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. Integration 2.1 Measuring Area Under a Curve 2.2 Definition of the Integral 2.3 Properties of Integrals, Symmetry 2.4 Integrals of Data Functions 2.5 Numerical Methods: Rectangles, Trapezoids 2.6 Undefined Integrals 2.7 Numerical Calculation of Integrals 3. Fundamental Theorem of Calculus 3.1 Derivative of an Integral 3.2 Integral of a Derivative 3.3 Fundamental Formula 3.4 Distance, Velocity, and Acceleration 3.5 Improper Integrals 3.6 More Properties of Integrals 3.7 Applications: Measure Accumulation Totals 3.8 Indefinite Integrals and Antiderivatives 4. Measurements via Slicing 4.1 Measuring Area via Slicing 4.2 Measuring Volume via Slicing 4.3 Density and Mass 4.4 Accumulation of Rates 4.5 Arc Length 5. Computing Integrals 5.1 Algebraic Antiderivatives 5.2 Integrals of Standard Functions: Polynomial, Exponential, Trigonometric, Logarithmic 5.3 Transforming Integrals: usubstitution 5.4 Measuring Area under Parametric Curves 5.5 Integrals of Polar Functions 6. Measurements via Slicing 6.1 Measuring Area via Slicing 6.2 Measuring Volume via Slicing 6.3 Density and Mass 6.4 Accumulation and Rates 6.5 Arc Length 7. Double Integrals 7.1 Measuring Area and Volume 7.2 GaussGreen Formula 7.3 Changing Order of Iterated Integrals 8. Integration Techniques 8.1 Separable Differential Equations 8.2 Integration By Parts 8.3 Integration Patterns and Reduction Formulas 8.4 Partial Fractions Technique 8.5 Trigonometric Integrals 8.6 Trigonometric Substitution 8.7* Integration via Differentiation Technique 8.8* DeMoivre's Theorem 8.9* Complex Integration 9. Taylor's Expansion of a Function 9.1 Splines and Smooth Splines 9.2 Points of Contact 9.3 Application: Road Curves 9.4 Taylor Expansion 9.5 Recognizing Familiar Expansions 9.6 Using Expansions for Approximations 9.7 Derivatives and Integrals of Expansions 9.8 Expansions At Other Points 9.9 Newton's Method 9.10 Calculating Limits: L'Hopital's Rule 9.11* Expansions and Solving Differential Equations 9.12* Complex Exponentials 9.13* Euler, Midpoint, RungeKutta Integral Estimates 10. Sequences and Series 10.1 Sequences of Numbers 10.2 Series of Numbers 10.3 Convergence 10.4 Convergence of Taylor Expansions 10.5 Barriers: Radius of Convergence 10.6. Shared Convergence Intervals for Derivatives and Integrals of Functions 10.7 Applications: Drug Dosing 11. Power Series 11.1 Basic Definition 11.2 Solutions of Differential Equations 11.3 Convergence Intervals of Power Series 11.4 Ratio Test and Other Convergence Tests 11.5 Finding Series Convergence Values via Power and Taylor Series 11.6* Famous Number Theory Infinite Series Values 11.7* NearFinite Term Integration Formulas via Power Series 12.* Differential Equations 12.1* Types of Differential Equations 12.2* Linkage to Algebraic and Numerical Integration Theory 12.3* Power Series Solutions to Differential Equations 12.4* Elliptical and Hyperbolic Integration Functions 13. Polar Coordinates 13.1 Basic Graphing 13.2 Recognizable Curves 13.3 Differentiation and Integration in Polar Coordinates 14. Vector Analysis 14.1 Vector Arithmetic 14.2 Dot Product, Cross Product 14.3 Planes 14.4 Partial Derivatives 15.5 Tangent Planes 15.* Algebraic Integration Theory 15.1* Machine Integration Engines 15.2* Integration in Finite Terms 15.3* Integratability and Limitations 15.4* Defining advanced special functions using integrals or series 16.* Special Functions and Approximations 16.1* Approximating Functions with Polynomials and Rational Polynomials 16.2* Defining advanced special functions using integrals or series 16.3* Elliptical Curves and Fermat's Last Theorem 16.4* Exploring Special Named Functions
Calculus II Example Student Profiles
Case 1: Calculus I Done, Now Calculus II
For many students, planning for the Calculus II course is simply the natural progression from completing the Calculus I course, as part of their particular educational plan of study.Often students have the sights set on one of the second year courses:
 Multivariable Calculus
Usual course for majors in Economics, Physics, Engineering, Science  Differential Equations
An essential course for physics and engineering students  Linear Algebra
An essential course for physics, engineering, and computer science students.  CalculusBased Probability
Required course for advanced economics, finance, biostatistics, and other mathheavy graduate degrees.
Typical Completion Timelines for MAT 2620  Calculus II  
Hours Dedicated  Calculus I Grade  Dedication  Completion Time  Advisory 

510 hours/week  C,D  12 hours/day  16 weeks  Reasonable 
712 hours/week  C,D  23 hours/day  14 weeks  Reasonable 
1015 hours/week  C+,B,B+  34 hours/day  10 weeks  Reasonable 
1520 hours/week  B  56 hours/day  8 weeks  Stretched 
2025 hours/week  A  57 hours/day  6 weeks  Stretched 
2535 hours/week  A+  68 hours/day  4 weeks  World's Record 
Case 2: Undergraduate Science Major
Rafael is a undergraduate chemistry major, and part of his degree program dictates that he finish Calculus I and II. Rafael did pretty well in Calculus I, but wants to try something different for Calculus II, and to take the course via Distance Calculus.How fast can Rafael complete the Calculus II course?
The answer to this question depends mostly on when Rafael plans to work on the course.
The most successful time for Rafael would be during winter, spring, or summer breaks from his regular course load. By modifying his schedule to work on the Calculus II course during these "off times", Rafael will be able to concentrate and focus just on the Calculus II course, and his tendency towards success will increase dramatically.
If Rafael must complete the Calculus II course during the regular semester, as part of the other 35 courses he is taking, trying to fit Calculus II in there will be challenging. Here are some timelines for such a plan:
Calculus II Course Plan With Full Course Load Otherwise  
Hours Dedicated  Calculus I Grade  Dedication  Completion Time  Advisory 

9 hours/week  C  3 hours/day, 3 days/week  18 weeks  Reasonable 
12 hours/week  C  3 hours/day, 4 days/week  14 weeks  Reasonable 
12 hours/week  B  3 hours/day, 4 days/week  12 weeks  Reasonable 
15 hours/week  B  3 hours/day, 5 days/week  10 weeks  Stretched 
15 hours/week  A  3 hours/day, 5 days/week  8 weeks  Stretched 
18 hours/week  A+  3 hours/day, 6 days/week  6 weeks  Ambitious 
Case 3: Returning To Graduate School: Rushed
Kathy just got accepted into Graduate School in Economics towards a Ph.D. She has a conditional acceptance, and must finish Calculus II in a very short time. Kathy also works full time.What must Kathy do to finish Calculus II?
The "short time" needs to be on the order of 46 weeks for Calculus II. Anything less is quite impossible. Calculus II is just too long and difficult to complete in any less time. Kathy will also need to plan to be on the C grade path  which will lower her syllabus requirement by 30%. As the graduate school only needs demonstration that the Calculus II course was completed with a grade of C or above, and this grade will not transfer to Kathy's GPA, a C grade is planned for. (If Kathy finishes her C syllabus earlier than expected, she may go back and complete the additional assignments to move back to the B or A grade paths).
Kathy will need to plan for large blocks of time to dedicate towards the course. If shooting for 4 weeks completion, then at least 810 hours per day. If shooting for 6 weeks completion, then 68 hours per day, every day. It will be a very challenging 46 weeks.
Kathy should also be ready that the course takes a little longer than the planned 6 weeks. Going a week or two over to 8 weeks is quite common. Usually graduate schools are quite understanding of the situation of "I'm almost done", and in many cases, the graduate school will give a short extension to aid the student with harsh deadlines.
Kathy must understand that even though there are some tough deadlines with this plan, that does not mean that "corners are cut" in the Calculus II course because of these extenuating circumstances. There is only 1 way through the course, and that is the right way.
Case 4: Returning To Graduate School: Methodical
Halley is applying to Graduate School in Biostatistics towards a Ph.D., and will start in 1 year. Halley knows she must complete Calculus II prior to starting that course work (and even before submitting the graduate school application).What will the Calculus II course look like for Halley?
Halley is not in a rush, yet she wants to finish the course methodically, in a timely manner, as quickly as possible. As Halley is a Ph.D. bound student, she is highly motivation and taskcompletion oriented. Some timelines for Halley for Calculus II might look like this:
GraduateBound Student Timelines for MAT 2620  Calculus II  
Hours Dedicated  Calculus I Grade  Dedication  Completion Time  Advisory 

57 hours/week  C  12 hours/day  18 weeks  Relaxed 
812 hours/week  B  23 hours/day  10 weeks  Reasonable 
1014 hours/week  B+/A  34 hours/day  8 weeks  Reasonable 
1420 hours/week  A  45 hours/day  6 weeks  Ambitious 
Case 5: Lack of Success in Classroom Calculus II Course
Al took Calculus I and did OK in the course, earning a C grade. Then Al went onto Calculus II, hoping to improve his grades, but found Calculus II to be considerably more difficult than Calculus I, and ended up earning a D grade (or not passing).Al loathes the thought of returning to the classroom lecture for Calculus II. The lectures were not that much fun going through them the first time, and trying to sit through them a second time will be more than just painful.
Al wants to change gears, and try something new  taking Calculus II via Distance Calculus.
Typically, students like Al will take the course over the summer months, and be able to focus just on the Calculus II course, without being overwhelmed by multiple courses all vying for Al's attention.
Al should plan to take a step back, a deep breath, and engage the course as if starting on a marathon race. Just because Al "had Calculus II already", this poor foundational knowledge will not help Al succeed in this second (and quite different attempt).
Al would be approaching Calculus II from a completely different viewpoint than his previous attempt, which certainly goes a long way to minimizing the "review" nature of repeating a course. When going through the new Calculus II course, all will see things he saw before (e.g. integrals), but completely different types of questions that he probably saw in the classroom/textbook course. An open mind, and genuine academic curiousity to investigate and embrace the new style of work will be required for success.
Al should plan for a minimum of 12 weeks to engage the course, even during the summer. It will take time for the course concepts and materials to "sink in" and become comfortable.
We have had many students like Al succeed in Calculus II where their classroom experience with Calculus II was a failure. However, we have also had many students like Al who discover that the reason they didn't succeed in their first attempt at Calculus II was an indicator that their math skills are not strong, their interest in math is weaker, and their chosen course study plan may need to change upon failure in two different course paradigms.
Case 6: AP Calculus BC Equivalency
Anwar is a hotshot high school student. He has completed AP Calculus AB (equivalent to Calculus I), and instead of taking the AP Calculus BC exam, he wants to jump ahead and take the Calculus II course from Distance Calculus, earn collegiate credits directly, and transfer them to his planned university (that he currently has applications out to).Anwar will most likely be able to finish the Calculus II course very quickly with a dedicated effort that is quite natural for him. 68 weeks is the common time frame.
However, Anwar may discover that Calculus II via Distance Calculus is an adult course, and quite unlike the high school course paradigm that he has been so successful in previous. Some students like Anwar can find Calculus II more difficult than they anticipated, and they have to dedicate more time and effort than they had planned to budget for.
While Anwar can earn collegiate credits for Calculus II in a similar way that AP Calculus BC would earn, Anwar would not benefit from the inflated GPA multiplier that AP courses help with high school GPAs.
On the plus side, quite often schools (mostly graduate schools) will not accept AP Calculus course credit for satisfaction of program prerequisites. Some schools are starting to insist that higher courses  like Calculus II  be completed a real collegiate courses, and not "waived via AP Exam". We have seen more than a few students have to return to Distance Calculus to retake Calculus II again as a real collegiate course, as they graduate program would not accept the AP Calculus BC exam completed in high school as proof of Calculus II completion.
Calculus II Distance Calculus Referenced Colleges/Universities
Over the past 26 years, Distance Calculus has enrolled thousands of students who successfully complete the Calculus I 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 (most recently, from just 20102013) that Distance Calculus  Calculus I students have listed as their Home Institution:
 Penn State University
 Purdue University
 Rensselaer Polytechnic Institute
 Rutgers University
 SUNY Binghamton
 Syracuse University
 Texas A&M University
 Texas Tech University
 The George Washington University
 The Ohio State Universtity
 The University of Texas at Austin
 The University of Virginia
 University of Georgia
 University of Arizona
 University of Arkansas, Little Rock
 University of California, Berkeley
 University of Chicago
 University of Cincinnati
 University of Colorado, Boulder
 University of Colorado,Colorado Springs
 University of Connecticut
 University of Maine
 University of Massachusetts, Amherst
 University of Minnesota
 University of New Hampshire Law School
 University of New Haven
 University of North Carolina at Chapel Hill
 University of North Texas
 University of Oklahoma
 University of Tampa
 University of Texas, Arlington
 University of Texas, Austin
 University of Texas, Brownsville
 University of Texas, Dallas
 University of Texas, Houston
 University of Virginia
 University of West Georgia
 University of Wisconsin, Madison
 University of Wyoming
 Boston University
 Arizona State University
 California Polytechnic State University, San Luis Obispo
 Clemson University
 Colorado State University
 Cornell University
 DePaul University
 Drexel University
 Georgia State University
 Iowa State University
 Johns Hopkins University
 Kansas State University
 Loyola Marymount University
 Miami University
 Michigan State University
 Michigan Technological University
 Missouri University of Science and Technology
 Montana State University
 Roger Williams Univerity
 Smith College
 Agnes Scott College
 Athens State University
 Baruch College
 Bentley University
 Berklee College of Music
 Binghamton University
 Bluefield State College
 Bluegrass Community and Technical College
 California Lutheran University
 California Polytechnic State University, San Luis Obispo
 California State University Channel Islands
 Cedarville University
 Chapman University
 Charter Oak State College
 Clark University
 CUNY Medgar Evers College
 Eastern Kentucky University
 Eastern Mennonite University
 Eastern Nazarene College
 Embry Riddle University
 Excelsior College
 Ferris State University
 Florida Institute of Technology
 Hamline University
 Hofstra University
 Illinois Institute of Technology
 Kennesaw State University
 Kettering University
 Lebanon Valley College
 Liberty University
 Lipscomb University
 Luther College
 Macon State College
 Marquette University
 Mars Hill College
 Marshall University
 Mercer University
 Messiah College
 Morehead State University
 North Carolina Agricultural and Technical State Univerisity
 Occidental College
 Saint Louis University
 Saint Michael's College
 Samford University
 Southern Adventist University
 Stevens Institute of Technology
 The College of New Jersey
 University of Central Florida
 University of Central Oklahoma
 University of Findlay
 University of Hartford
 University of Kentucky
 University of La Verne
 Valley Forge Military College
 Washington and Lee University
 Webster University
 West Chester University
 West Virginia Wesleyan College
 Western Governors University
 Wheaton College Illinois
 Whitman College
 Widener University
 William Jewell College
 Winthrop University
 Yeshiva University
CALCULUS II: 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.
A modernday study of the topics in Calculus II demands the usage of a computer. Although the learning of integration techniques is meant to support a manual approach to the calculation, the goal is to learn the concepts of the techniques, and to drive the computer algebra tool to computations using those techniques. Writing out long computations on the solution of
is rather pointless considering the technology available today; but understanding the process and strategy towards computing this antiderivative, and the inherent skills acquired that will generalize to other solution skills, is essential, and the usage of computer algebra technology allows for this study to replace time wasted on multipage hand calculations.
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 II  Example Curriculum
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, all of this new "videotext" can be loaded into your iPods or iPhones (and soon, the iPad!).Example Videos are in MP4/H.264 format, which play in most modern browsers without additional software. When additional software is required, a backup Flash player will play the video. As a backup to Flash, you may also use iTunes and/or VLC.
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 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.
Calculus II  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 Student/Instructor Question/Answer Movies
When a student asks a question in a homework notebook, sometimes the best way to explain the answer is via a screen movie. We utilize easytouse software to create screen movies with audio so that you can communicate with your instructor "as if they were sitting at the computer with you". Students don't ask questions like this everytime they have a question, but it is a good way to ask questions after text chats aren't working.If a picture is worth a thousand words, and a movie is worth a thousand pictures, then a movie with audio is worth 1000*1000*1000 = 1,000,000,000 (billion) words!
 Student Question Movie Play Video
This screen video was created by a student in the Calculus II course, asking a question about a particular homework problem.
 Instructor Question/Answer Movie Play Video
This screen video was created by the instructor, answering the student's video question.
 Student Question Movie Play Video
This screen video was created by a student in the Calculus II course, asking a question about a particular homework problem.
Calculus II  Example Student Work and Grading
The majority of course work occurs via the exchange of LiveMath™ notebooks  think Word Processing Files, but for mathematical computations instead of just text.
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™ Homework Notebook #1 PDF Printout View PDF
 LiveMath™ Homework Notebook #2 PDF Printout View PDF
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: Feb 28, 2020
Review by: Teddy M.
Courses Completed: Precalculus, Calculus I
Review: Pros: once you get going, you can go really fast. The visual textbook is pretty cool. The instructors were very responsive. Cons: the movies are great, but the software crashes more than it should. Sometimes it is just a hassle doing things in the software instead of on paper, but once I got used to the software, it was ok.
Transferred Credits to: Texas Christian University
Date Posted: Jan 12, 2020
Review by:
Courses Completed: Calculus I, Calculus II
Review: I needed to brush up on my high school calculus and finally take Calc II before starting a graduate program that needed them as prereqs. This was perfect choice to fit in that summer. Got done at fast pace that I wanted and needed. Also had added bonus of one on one feedback and help when needed. Video lessons were better than many on campus instructors in large lecture settings. Recommend for anyone needing to satisfy prereqs at home institution.
Transferred Credits to: University of Michigan