We have long known that students learn best when they are enthused, yet so often we settle for having just a few students dominate discussions while the rest remain either disengaged or intimidated by those who make frequent contributions. After the class, we assure ourselves that robust debate occurred—that the quiet students have learned something even though they did not actively participate. But is this really the best we can hope for? Perhaps we could apply some of the lessons drawn from the currently popular speed-dating model, where interested parties meet and briefly engage with a variety of potential “dates.” Here are a few suggestions.