David Livingstone and Kenneth Lynch debunk the myths surrounding group project work and active learning in this insightful article. They note that "when the concept of the group project is introduced to the students the response is generally unenthusiastic. Afterwards, the response of the students to the group work is usually much more positive. Perhaps surprisingly, there is little explicit mention made of any perceived inequalities surrounding group selection or allocation of marks; nor do any students dwell on their loss of control over responsibility for their final mark, rather they concentrate on how working in a group enhanced their learning experience." Jeffrey S. Rosenthal claims that the use of active learning methods in advanced mathematics classes is greatly beneficial. In his article, he says that "it is generally recognized that there are a number of shortcomings in the traditional lecture approach to the teaching of mathematics (and similarly other theoretical sciences such as statistics, physics, computer science and engineering). Most mathematicians agree that the best way to learn mathematics is by actively doing mathematics; by discussing it with others; and by synthesizing major ideas. However, in typical university mathematics classes in the USA, students passively watch a professor lecture at a blackboard. They seldom speak in class; often do not get to know a single fellow student; do not synthesize or expand upon the material; and are relegated to solving narrow, computational problems, working individually. What knowledge they do acquire is often learned by 'rote' and does not reflect deep understanding. The students may attend a 'recitation session' of some sort to discuss solutions to homework problems, but such sessions are typically of limited success and are often considered secondary. It is understandable, then, that students often do not see mathematics as the dynamic, exciting, creative discipline that it is." We wanted to take a moment to acknowledge the accomplishments of Dr. Stephenie Yearwood, who recently retired from her position as Executive Director of Planning and Assessment. She was instrumental in the establishment of the Center for Teaching+Learning Enhancement and the adoption of the current Quality Enhancement Plan. She will be dearly missed and we thank her for her efforts. We are happy to welcome Dr. Vicky Farrow, who assumes Dr. Yearwood's duties beginning August 1. As we conclude May Mini session and prepare for Summer sessions 1 and 3, please know that your Center is open for business and ready to help you with all of your professional development needs. We have recently completed an inventory of the books owned by the Center. If you are interested in borrowing something on a particular topic, contact any member of the Center's staff.