I put "regular contributor" in quotations above, because this issue introduces two official regular contributors to the Forum. Both passed their auditions in previous issues: Tom Creed in V6N4 with his piece on PowerPoint, and Laura Border in V6N3 with hers on the "five points approach" to faculty development. Tom will coordinate and contribute to the Forum's coverage of technology and pedagogy in a column called "Techped." Currently, we're awash in technology, but most faculty still wonder if it will help them teach better and how it will, if it will. I think Tom has some of the answers, and he's already begun to hear from some Forum readers who have others.

Think of Laura as a philosophical ruminator on the business of teaching and working with faculty and graduate assistants in thinking about teaching. As readers of Laura's critique of the "five-point approach" know, she writes with spirit (and, at times, impatience) about the ways of thinking about teaching that make sense and those that don't. I'm calling her column "Fundamentals." While both columns appear in this issue, they will appear alternately in future ones. Both columns are accompanied by supplemental materials posted on the Forum's Web site. (Do remember that if you are a subscriber and you're not on the Web, you can have these materials sent to you by requesting them from Customer Service at the toll-free number given in the masthead.)

There have been so many developments over the summer involving enriched connections between the Forum and its Web site that I'm taking space later in this issue to tell you about them in more depth. It's enough to say here that the publication you're subscribing to has gotten more valuable, adding resources and a level of connectivity barely imaginable when it started almost seven years ago.

Finally, a word about Bill Reinsmith's essay, "The Hands of a Teacher." Bill contributed one of the most popular and reprinted pieces in the Forum's history back in 1993 (V2N4), "Ten Fundamental Laws of Learning." He's the author of an interesting book called Archetypal Forms in Teaching (Greenwood Press, 1992). But this essay differs from both of those. For some it will prove controversial. But I ask you to consider the things it has in common with Parker Palmer's piece. Both ask us to remember our "hidden wholeness," to make it less hidden, and, in remembering it, to find ways not to forget our wholeness as we teach.