The response to the call for applications for cohort 3 of the ACES Fellows program has been remarkable. It is exciting to see that there are so many LU faculty teaching core and developmental courses who are committed to continuously improving their effectiveness and realize that today's students are different types of learners than previous generations. The Active and Collaborative Engagement for Students (ACES) program is the main outreach instrument of the Quality Enhancement Plan adopted by LU in 2009. Research proves that learning is maximized when students mentally engage with each other and with course concepts, subjecting them to application, analysis, synthesis, and evaluation through such activities as writing, discussion, and problem-solving and that was the impetus to create ACES. The deadline to submit your application is May 13. Sara Goldrick-Rab in her article Challenges and Opportunities for Improving Community College Student Success notes that higher education is a labor-intensive industry, and investments in instruction are particularly expensive. Although the reliance on part-time faculty is unlikely to subside in coming years, more evidence is needed on what kinds of professional development and support translate into more effective teaching practices. CT+LE is particularly interested in hearing from our part-time faculty. What are your needs and how can we best satisfy them? Mihaly Csikszentmihalyi, Distinguished Professor of Psychology and Management at Claremont Graduate University, thinks that Howard Gardner's theory of Multiple Intelligences (MI) has liberated educators from what many consider to be a rather constricted and abstract way of imparting knowledge. He thinks that the old way of teaching is not allowing us to reach students all the way and that we are merely skimming the surface of their abilities and interests. He concludes that MI has empowered teachers in a new way and offers a good alternative from the abstract form of education that we've been used to. You can read more about this and other views of MI in Branton Shearer's book MI at 25: Assessing the Impact and Future of Multiple Intelligences for Teaching and Learning (Gray Library LB 1062 M497).