CTLE is now accepting reservations for the series of workshops to be presented by Bob Noyd on March 23. The faculty development sessions will be interactive and immediately useful. There is an interesting article that focuses on enhancing the learning process. Matthias Nücklesa, Sandra Hübnerb and Alexander Renklb report that prompts are a very effective means to stimulate beneficial cognitive and metacognitive strategies in writing learning protocols. Providing students with organization and elaboration prompts clearly raised the amount of organization and elaboration strategies in the learning protocols. Similarly, the provision of prompts for monitoring and planning of remedial strategies strongly increased students' efforts to monitor and regulate their understanding of the subject: the students did not only attempt to identify comprehension deficits more intensively, but also when faced with an identified problem, they showed more effort to plan and realize remedial cognitive strategies in order to improve their comprehension. Rebecca D. Cox in her book The College Fear Factor writes "Even before students step into the classroom, their varying levels of interest in the subject, their assumptions about college instruction, and their uncertainties create a series of instructional dilemmas. Further complicating the picture are professors' conceptions of what constitutes appropriate college student behavior, and teachers' lack of understanding about what prevents students from acting in accordance with those norms. At the same time, when instructors recognize the reasons for students' disappointing performance--whether in class or on assignments--they are much more likely to respond effectively." Cox will talk about this and more during her visit to LU on April 15.