I just got this question in a comment to another post, and I thought I would throw it out there for readers to help with:
Anyone out there have to take a year of calculus even though it wasn't their strongest subject? How did you survive?
I would love to know answers to this question as well. Not because I'm struggling through calculus myself, but because many of my students are, and I'd like a larger toolkit of suggestions for them. At the end of this summer, I went to a discussion with the math department about ways to help students succeed in the precalculus-calculus sequence, and if anyone has great ideas, our math department has a big education grant and might be able to implement some.
(In the meantime, lacking any better ways to help my students succeed in calculus, I let my structure lab go early - during the stereonet lab, no less - because half the class had a group calculus exam scheduled to start right when the lab was supposed to end, and I didn't want them to go into their exam feeling overwhelmed and confused by stereonet rotations. Oh, and to former students, I was planning to give them a short lab next week anyway, so I'm just going to do rotations and drill-hole problems then.)
My approach has been to point out the connection to calculus concepts whenever I see them. (Strain rate? Derivative! Oh, and how is a graph of stress vs strain rate related to a graph of stress vs strain?) That, and to make the students use algebra as much as possible in a geology context, because it seems like succeeding in precalculus and calculus is often a matter of doing algebra well. It would be nice to have more suggestions beyond the math cheerleading, though.