I view the classroom as an interactive forum where the student must take an active role in the learning process. In this environment, the student is expected to challenge both the professor and his or her fellow classmates as well as to introduce material for discussion no matter how seemingly far ranging. Clearly, the specific degree of interaction and expectation in the classroom is dependent on the type of class and the level of student. In introductory courses lecture typically predominates with discussion highly encouraged. In capstone and graduate courses a primary goal is to challenge students to frame, structure, and analyze problems. Throughout most of our formal education we are taught both directly and tacitly to focus on "problem solution" rather than on problem identification. Rarely are we given experience in defining a "decision space" or problem. This generally leads to a singular inability on many of our parts to integrate seemingly disparate, amorphous, or incomplete information into problems that can be solved, which is pretty much, I think, what life and work are often all about. In these courses, through case analysis, projects, and discussion a major goal is to attempt to give this experience. With luck, motivation, and hard work on all of our parts perhaps creativity and independent thinking will be enhanced…