Abstract
Discovering methods to improve waning student interest, apti tude, and competence in math ematics has been top priority of edu cators for the past decade. In addressing what is recognized as a national crisis in mathematics education, new re port from the National Research Coun cil (1991) took an unprecedented step by focusing on the ways in which college level mathematics needs to improve. Among the report's challenges to col leges and universities are to elevate the quality of mathematics education to the same level as research; to teach in ways that engage students; to achieve parity for women, minorities, and the dis abled; and to increase the number of students who succeed in college math ematics. During our recent reform of the un dergraduate curriculum at The Amer ican University we took for granted the importance of mathematics require ment that would parallel writing re quirements and emphasize quantitative skills as an essential component of lib
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