As we plan changes in curriculum, it is important to realize that once we have made some changes, however small, we are standing in a different space than before taking those initial steps. I have been involved in curriculum development in calculus and precalculus courses which use graphing technology, challenging application projects, and cooperative learning groups in both classroom and computer lab. These changes have influenced many choices I have made regarding selection of topics, assessment of student achievement, construction of tests, and so on. These changes have had an impact on me as an instructor. My classroom has become more student-centered. My students are learning to trust their own judgements --- sometimes challenging my approach to solving problems. These changes have also had an impact on the rest of the department. Students, who as freshmen were introduced to the methods of the ``new calculus," approach upper-division courses and instructors with new expectations. Many discussions of curriculum reform focus on content and pedagogy. I will share some of the experiences of our department as we have implemented curricular changes, and engage participants in a discussion of how this paradigm shift affects us --- as individuals, as departments, as part of a wider community of learners.

Barbara E. Reynolds, Cardinal Stritch College and Brown University