Arriving in the upper-ninety degree heat of Texas from the lower-fifties of Leadville, Colorado was certainly jarring. My experience at the U.S. Air Force Academy's course design workshop was very enlightening. I certainly picked up a few new ideas. It was also validating to realize that the programming at your CT+LE is focused on the right topics. We can always improve and we are always waiting to hear your suggestions. I want to encourage you to spend some of your time off during the summer thinking about the students who are enrolled in your fall classes. As you prepare your learning experiences, be very aware of the students you will actually teach rather than the students you think you will have or want to have. That can be difficult because it typically may be the first time you are working with the students but I encourage you to be reflective about the time you have taught your course before. Focus on the assumptions you had about your students and how your attitude changed as your student's persona was revealed to you. Did you make adjustments to compliment your student's learning styles? Did you revise your learning experiences to accommodate the gaps that you discovered? Another process that can be beneficial to you if you are unsure of the student factors you will encounter is to think about the knowledge that your students will need to possess in order to succeed in your class. How will you garner this information about them? Do you have an instrument that you use on the first day of class? Once you uncover their knowledge level, how will you close the gap between what you expect and what they possess? Richard Lavoie says in his book The Motivation Breakthrough (Gray Library LB 1065 L356), "Instructors must be willing and prepared to modify and adjust expectations in response to the individual and unique needs of their students." Should the United States adopt a goal of college for all? That is the topic discussed in a recent report released by the Harvard Graduate School of Education. The biggest job growth between 2008 and 2018 is expected to come in occupations requiring high levels of education according to Peter Sacks, who released the report Minding the Campus. Jobs requiring a master’s degree will see the greatest growth (21.2 percent), followed by jobs requiring a doctoral degree (20.5 percent), a professional degree (19.6 percent), and a bachelor’s degree (14.2 percent). By contrast, jobs requiring a high-school degree plus on-the-job vocational training are forecast to grow less than 10 percent. The program is taking shape for the Faculty Development Fall Blastoff. There will be sessions dealing with alleviating the fear that many students have of writing, self reflection for faculty members, and using your student evaluations effectively in addition to a special track designed just for our department chairs. Remember to save the morning of August 16 for this annual event.