  This review paper highlights research findings from the authors'
participation in the SUMMIT-P project, which studied how to build and sustain
multi-institutional interdisciplinary partnerships to design and implement
curricular change in mathematics courses in the first two years of college,
using the Curriculum Foundations Project (CFP) as a launchpad. The CFP
interviewed partner discipline faculty to learn about the mathematical needs of
their students and how they use mathematics in their courses. This paper
summarizes research findings from the CFP and the SUMMIT-P project, and
presents a detailed example of how these findings were implemented in the
calculus sequence at Augsburg University to improve course focus, increase the
relevance of course content, and provide opportunities for student to practice
transference of the calculus to disciplinary contexts. This paper is based on
the talk "Applied and Active Calculus Built Through Interdisciplinary
Partnerships" presented at the 2022 AWM Research Symposium in the Session on
"Research on the First Two Years of College Mathematics".
