Abstract
ABSTRACT This article reports on the results of a survey of student demographics, work and study habits administered to freshmen in mathematics courses at CSU Fullerton. Implications for curriculum and course reform efforts are discussed, along with some of the practical aspects of the design and administration of such a survey. Although the survey was restricted to mathematics courses, the use of such surveys may be of interest to the broader academic community. * Based on a presentation given at the Conference on the Teaching of Calculus held at Harvard University on 12–13 June 1992.
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