 the tools, the procedures, the block syllabus, the paper poster. Just the whole idea of really thinking about what is the point of each assessment procedure that I included in my syllabus is something that last summer I had the opportunity to focus in on these questions with regards to a pair of classes and in particular one class. And since that time I found myself taking not just the ideas that my students and I came up with that were relevant to my syllabus but ideas that were generated by students and faculty in the whole group and really sitting down every time I go to teach a class and looking at my syllabus and just saying why am I doing this? Why am I teaching this course? Is it in the course? Why am I teaching this block within this block? What's the point of this lecture? How am I, what kinds of venues am I offering to the students to let them show me what they know? I've never been a big fan of the kind of multiple choice exam anyway and I think last summer's experience both in terms of interacting with the students and with the faculty reinforced that there's so many more interesting ways of assessing what students know and interesting from my perspective because they're different, they're breaking the mold, interesting for the students they break the mold and I think interesting for the students because it just makes the learning that much more real. The fact that there is this dynamic knowledge base that they've acquired. I tell students when you're in this class by the end of it you will have built your own brain and every time you close your eyes and somebody springs one of these terms on you a system's going to fall out or a set of synapses or a drug interaction or something and brains are amazingly plastic and the acquisition of knowledge over the course of a quarter is a perfect example of that. So it's really changed the way that I think of assessment for all of my courses right from the intro all the way through to the graduate level seminars.