This chapter reports on a mathematics professor's experience leveraging laptops in a required intermediate statistics course with a challenging student population. Use of laptops streamlined course delivery, enhanced classroom interaction, and improved both his students' and his own overall course experience.

Sometimes a radical shift in assessment procedures may uncover a whole new set of objectives that neither the students nor the instructor expected. Such an experience is described in the context of freshman mathematics. (Contains 1 table.)

Six specific instances in which supplemental instruction (SI) leaders guide student inquiry in college algebra and calculus are described. The active learning strategies used in the situations are analyzed, focusing on the role of the leader and the support provided by SI leader training and supervision. (MSE)

Three cases of use of collaborative learning techniques in the college classroom are described: a developmental mathematics course, a graduate-level writing project, and college science instruction. Each case includes description of specific class activities and assignments, results, and teacher concerns and comments. (MSE)