Early in my career, my basic teaching approach consisted of an enthusiastic, interactive lecture for several class periods followed by one class session devoted to solving homework problems. Each class period that the homework was due, I was disappointed by how few students actually completed or at least attempted the homework prior to coming to class. Rather, most students feverishly wrote down the solutions I provided on the board. Test scores were also disappointing because students simply memorized problem solutions instead of understanding them. I realized there was one simple way to ensure that the majority of the students would complete the homework prior to coming to class: have them present a homework problem to the rest of the class.