The initial notice on Diane Halpern's visit on November 10 and 11 has certainly created a sensation. Registration is brisk but there is room for more. If you would like to attend her interactive sessions, register now. She will provide ideas and suggestions that can be used to improve the learning environment in your classroom and you will earn valuable points for the Faculty Development Program. The field of cognitive science has exploded during the last two decades. The connection between the brain and how we learn is constantly evolving. We have learned many things and still have a long way to go. What has emerged is that lecture and testing for recall does not provide the best opportunity for students to learn. As we continue to implement our Quality Enhancement Plan, especially in the core courses (although it is hoped that everyone will adopt the new methods), CT+LE stands ready to help you with course redesign. Ken Bain, in his book What the Best College Teachers Do, writes, "Part of being a good teacher (not all) is knowing that you always have something new to learn...and that there is no single "best way" to teach." We have recommended the book many times and the ACES Fellows are reading it as part of their year-long experience. It is available at the MJGL for those who are looking for a quick (178 pages) read that is guaranteed to improve your teaching. John Lombardi wrote an op-ed piece for his blog about some of our favorite people--librarians. He writes, "Some believe the search engine is the new daemon of relevance and selection, capable of sorting the important from the ephemeral, but our librarians know that search without purpose or criteria produces more chaff than wheat. We can Google for a zillion hits in seconds, but as our librarians remind us, most of those results are irrelevant or worse, plain wrong." In a different vein, if you are looking for a little levity, check out Gina Barreca's op-ed piece on student's propensity to divulge too much information when they are trying to explain their inability to finish required work on time. She writes, "Please, dear student, resist the urge to tell me that you might be late to class because your fraternity or sorority has a 'really, really big meeting.' That is so entirely none of my business, I cannot even begin to explain to you how bizarre it seems that you should think I’d answer with anything but '???'”