An original element of this discussion was student concerns about being taught in fundamentally different ways from other students. Whenever we launch on a dramatically new approach (to them) there are fears and concerns that may be legitimate. As an example, when Duke University had partially converted its Calculus classes to make heavy use of computing and symbol manipulation software (such as Mathematica) with significant amounts of lab time, there were widespread complaints from students taught using the new technology. They believed that they would be at a disadvantage in taking traditional paper/pencil exams to students taught in traditional ways, who did not have to waste time with the computers. (The intellectual excitement of the new and adventurous had little appeal, apparently.) The solution was, and had to be, to make the conversion of all the classes as quickly as possible, since the adoption of this technology for everyone was inevitable. Engineering schools, the future of many Calculus students, have adopted this technology for most advanced classes and wanted it introduced to incoming students rather than waiting two years. There is a different challenge for those of us who are acting individually, not institutionally. Part of the solution is to be open and honest with students at the beginning. To my mind this includes starting off with a bang, clearly demonstrating what is ahead on the first day. We must stick to any implied agreements about amount of material or course organization. We should, whenever possible, offer students a traditional instructional alternative. We should be clear and open about our expertise and experience that has led us the expectations that we have for intellectual accomplishment and independent, individual learning and problem solving. At the end of the day, everyone learns for and by him/herself. (With a little help from our friends, of course.) Fear of learning to be an independent scholar may be real but it is not something we want to support and encourage. I want to foster the development of independent scholarship. I have to ask students to do this from the beginning of my class. I don't always know how to balance this against the complaint that "I had to learn everything myself" but I try. Students have to learn how to learn themselves, seeking help reasonably. Moving from dependence to independence is not something that everyone desires. It is often uncomfortable. It is necessary. Regards, David Smith David W. Smith, Ph.D., M.P.H., CStat Associate Professor, Biostatistics Fellow, Institute for Health Policy The University of Texas School of Public Health San Antonio Branch Campus voice: (210) 562-5512 e-mail: [log in to unmask] or [log in to unmask]