Abstract We describe a learner-centered upper-level mathematics course where the students present the material to the class instead of the instructor, and the students make presentations on applied topics at the regional MAA meeting. After take-home examinations the students can discuss their answers one-on-one with the instructor. The students liked the course format, although originally they felt apprehension about learning from each other and about doing presentations. The students learned the content of Discrete Mathematics as well or better than they did before the instructor implemented these methods. The students learned other trans-disciplinary skills such as how to give presentations, how to give feedback to their peers, how to learn from feedback, and how to trust their peers. The instructor enjoyed the additional personal contact he had with the students and felt that both he and the students benefited from it. We discuss how this course incorporates many components of learner-centered teaching.
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