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For the past five years advanced students have developed projects for ourredesigned Calculus II classes to use. Our student project designers are oftenmathematically early in their careers, and so this provides them with anopportunity to create and explore new mathematics while giving us the abilityto involve students of all levels in research projects. It also gives them thechance to present their work at conferences and local talks.  Our course redesign affected three groups of students: ones taking the class,ones designing projects for the course, and embedded tutors. This qualitativestudy examines how the second and third groups of students benefited from theirexperiences and how we can modify our program to improve it. Evidence wasgathered from interviews, surveys, and observation of student research work andits implementation in the classroom. We found that tutors reported moreconfidence in their knowledge of calculus and insights into teaching it, andproject designers experienced similar benefits to that of a traditionalresearch experience.

Students as Partners in Curricular Design: Creation of Student-Generated Calculus Projects