Does the way we teach have an impact on what students learn? This is the central question of a study of instructional methods (referenced below). This work on methods and learning is unique and interesting for several reasons. First, the faculty researcher set out to test an important question: Others have asked this question (some of that research we’ve highlighted in previous issues, like that of David Kember), but empirical inquiries are comparatively recent, and it is such key question. If some instructional approaches produce more and better learning, faculty need to know that.