**6. Conclusion**

My intention in writing this chapter has been to blend my observations as a researcher with my desires as a mathematics professor and as a human. Calculus was the course that both enticed me to love mathematics and almost convinced me that mathematics was not for me, or, more honestly, that I was not for mathematics. Articulating and envisioning a calculus program that is explicitly developed to support a diverse population of students to not simply exist or persist in calculus, but to thrive has rejuvenated me to be optimistic about the role that calculus can play in students' STEM education. There are many big questions that remain both unanswered and unasked, and I am excited for a diverse population of students to become inspired to ask and answer these questions by experiencing a forwardthinking calculus program.
