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Most mathematics educators recognize the 1985 Tulane Conference on Calculus Instruction as the birthplace of the Calculus Reform Movement. These essays summarize the features of the new, modern courses that are the result of ten years of calculus reform. Part 1, "Visions," includes essays that explore the philosophies motivating the design of the modern calculus course. Discussions include the appropriate use of technology, the role of collaborative learning and group work, the idea of multiple representation of concepts, the role of writing, and current research on how students learn mathematics. Part 2, "Planning," deals with the institutional and organizational problems associated with implementing changes in the calculus curriculum. Part 3, "Assessment," suggests various ways of assessing student performance and also includes a lengthy list of exams given in various calculus courses around the US. Part 4, "Connections," explores the relationship between calculus and its client disciplines. For faculty. D. S. Larson Gonzaga University