I see my function as motivator, organizer and role model. My primary goal is to inspire and promote in my students a passion and intrigue for my discipline, for the tools of scholarly research, and for the complexities of the world around them. I use whatever I must in order to capture and hold their attention: overheads, props, video bytes, slides, music, newspaper clippings, and anecdotes. I operate on the principle that enthusiasm and curiosity is infectious. A secondary goal is to facilitate the learning process by providing structure and clarity to the lectures, assignments and readings. I must practice what I preach; I cannot expect students to be punctual, organized and prepared if I am anything less. Aside from providing introductions and closures to my lectures in the form of menus and summary statements, I make explicit the course format, deadlines and mutual expectations from day one of the course. For example, I attach the very grading format sheet I use to grade essays on the initial essay assignment itself; I think it only just that students know what I expect of them, what they can expect of me, and what they need to aspire toward in order to meet, and hopefully exceed, my expectations. I operate on the principle that such honesty promotes a fair playing field. Finally, I am all too well aware that to my students I am, for all intents and purposes, the personification of my field, my profession, my university. I have the power to affect people's lives positively or negatively. I operate on the principle that I teach students nothing; they learn on their own. What I do is set the stage for learning to commence and continue. By being an accessible, encouraging and caring instructor, I give my students the opportunity to exceed their own expectations of themselves.