How can I tap into the diversity that makes teaching mathematics so tough?
Is there any way to engage unmotivated students?
In five years, what will my students remember?

In four years of teaching mathematics at Salish Kootenai College, these questions have haunted me.  My students routinely span each spectrum:  age, academic preparation, natural ability, math anxiety, and learning style.  Leveling the playing field enough to cover essential content is an overwhelming task.  There have been many worthy attempts to adapt course content, but my greatest successes have utilized student group interaction.  I will share a few of my cooperative learning experiments, ranging from open-ended calculus projects to base groups and readiness testing in statistics.  In addition, I hope to entertain a short discussion of the advantages/disadvantages of using these techniques in a university setting.