I've learned that formative assessments are just as important as summative assessments. We ought to be assessing our students' understanding regularly.

One of my biggest takeaways from this lesson is the observation that "post-Enron," the need for ethical business principles emerged. At the end of the day, we equip our students with the skills to function in what is ultimately, a moral world. Therefore, should we not also challenge our students to examine the moral assumptions that shape and inform their professional activities?

I like the idea of inviting students to respond to other student responsees as a form of "turning up the heat" in the discussion.

I appreciated the idea of pulling a student aside after class and praising them for their engagement and comments in class.

I think it is important to invite our students to take an inward journey of the soul. I believe beneath our efforts stimulate intrinsic motivation is the innate yearning to the more fundamental questions of our human experience. What is the meaning of life, even? What do you strive for, and why? I believe all motivation is inevitably funded by our responses to these questions.

I appreciate the discussion of how instructors are responsible for engaging students with learning disabilities, despite their tendency to withdraw from the discussion.

It is pretty daunting to read how many students have both diagnosed and undiagnosed learning disabilities. Perhaps a more philosophical question might be, "why?"

It is interesting how there is virtually no obgligation by any school to identify and accommodate students with learning disabilities. It appears the onus is on the student.

The most significant thing I've learned is that there are many misconceptions surrounding "learning disabilities." Should a student's instructor subscribe to any of them, they may unduly attribute the student's failure to thrive solely on, say, their "lack of motivation."