They have, in fact, selected essays to appeal to the busy faculty member. While the "third-year FERPer" may not be as directly concerned with the effect teaching evaluations will have on his or her career, the newly-hired assistant professor is soon made aware that he or she is under the gun to deliver credible evidence of being an effective teacher. Thus, as the editors note in their Introduction, they have selected materials that can be "assimilated quickly . . . things that we can read in short periods of time" (vi). Thus these pieces are short, clearly written, and free (generally) of mind-numbing jargon. They are full of practical advice, that is, they not only articulate problems; they also offer solutions. And their tone encourages action. The section on discussion is the longer of the two because, of the two areas, discussion is more amorphous than questioning. The essays give specific advice and instructions.

For example, William Ewens, in "Teaching Using Discussion" (21-26), offers eighteen specific suggestions for leading effective discussions. Building student preparation time into the lesson plan is one such suggestion, which, while perhaps obvious to some, is often overlooked with predictable results. We all appreciate having some time to gather our thoughts before being ordered to "stand and deliver." This preparation may involve writing for a few minutes at the beginning of a class for which specific reading has been assigned. Preparing and distributing discussion questions along with making the reading assignment will usually ensure that the discussion will contribute to genuine learning. Another suggestion that Ewens makes is to vary the level of abstraction of the questions used to stimulate discussion. Another suggestion, one that I especially appreciate since I am by nature an often impatient man, is to follow the ten-second rule, that is, ask the question and then pause for ten seconds to allow students time to reflect, formulate an answer, and build the courage required to jump in. Let the students answer the question. The other sixteen suggestions are equally practical—and equally important for teachers at any level of experience to consider. I would add another suggestion, one that is not, admittedly, for the faint of heart but which goes far to create an atmosphere of mutual learning. Ask questions the answers to which you do not know, that is, real questions. Modeling the habits of inquiry and openness will go far toward stimulating a genuine learning environment. (Ewens, I am happy to note, references William Fawcett Hill's splendid and effective Learning Thru Discussion (Sage Publications) in his notes, a little book with huge effects used by many teachers at Cal Poly Pomona since its publication in 1962.)