While reviewing the evaluation survey for the recent workshops presented by Dr. Christy Price, we wanted to share some of the comments collected. Some of the remarks for the Engaging Millennial Learners session included the following. Charlotte Mizener, music, noted that she plans to use the idea of turning the point of view on learning to a student-centered approach. Gayle Fairley, professional pedagogy, noted that she plans to use the feedback "sandwich" idea. Martha Rinker, psychology, found Dr. Price's statement that there are no neutral interactions with students very thought provoking. James Nelson, political science plans to incorporate more group work in his classes. Some of the remarks for the Extreme Arousal 2.0 session included the following. Numerous participants reacted to Dr. Price's discussion about the importance of the first day of class as setting the tone for the rest of the semester including Nicki Michalski, communications, Virginia Gummelt, social work, and Michelle Ozmun, theatre and dance, among others. Karen Neuhauser, economics and finance, plans to video the student presentations in her class and would like to implement a classroom response system. Cynthia McBride, English and modern languages, plans to use daily quizzes, consistent consequences, and reward points for reading to expand her active learning toolbox. Almost all of the participants over the two days noted that Dr. Price's Five R's for engaging the millennial learners, which include relevance, rationale, relaxed, rapport, and research-based methods, got them thinking about their current classroom interactions. Robert Talbert, who teaches mathematics at Grand Valley State University, suggests in his blog that we can improve student learning by focusing on asking questions rather than covering material. He says, "What’s been good about this approach is that it promotes an ownership mindset of the mathematics in the class. Students get very creative and engaged when they have some say in the proceedings and it’s not just parroting what they learned in class. The lab problems are created so that they apply what we’ve learned in class, but often students will find some creative workaround." Dr. Talbert also uses a classroom response system and has found it very effective. Do you remember the recess breaks you had back in elementary school? Do you know why we had these breaks? Martin Seligman explains, in his most recent book Flourish, that the idea of the basic rest and activity cycle (BRAC) is characteristic of human beings and animals who are typically awake during the day. On average, we are at our most alert in late morning and mid-evening. We are at the bottom of our cycle--tired, grumpy, inattentive, and pessimistic--at mid-afternoon and in the wee hours of the morning. So very biological is this cycle that death occurs disproportionately at the bottom of BRAC. He suggests frequent energy breaks in the classroom to restore intellectual energy. Registration is open for the Lunch+Learn on retention efforts to be held Monday, March 19 at noon in 108 Setzer Center. As LU focuses additional attention on increasing the graduation rate of our students, what can faculty do on the front lines to stem the attrition rate and enhance student learning? What are the red flags that indicate you should pull the intervention trigger? What are the trends emerging in this area? What is causing you the most frustration about this problem? This Lunch+Learn is your opportunity to build a workshop to address your needs. Come and share your perspective now so that we can provide you with specifically tailored solutions at the follow-up workshop planned for April 25.