In this talk we begin with a brief overview of what we know about the teaching and learning of calculus in the United States. In particular, we highlight findings from two large US national studies of the precalculus through calculus sequence . Next, we review what we know about the effects and uptake of research-based instructional strategies at the university level. We then reflect on new directions for the broader field of research in university mathematics education. These new directions include expanding the notion of inquiry, research related to departmental and institutional change, and research that centers issues of equity and social justice.