The annoying qualities of all forms of mass communications remind us of what all communication asks of us. It asks that we give our attention and make a judgment. It seeks a relationship with us and we may not want another relationship. I do not want to think about the multi-leveled aspects of the Monica S. Lewinsky story, but in many ways, I have no choice. Or do I?

In the aftermath of the Starr Report being delivered to Congress, teachers all over the country began addressing the matter as a "teachable moment." A multitude of lessons stood ready to be discovered and learned. Could the Forum find any? Immediately I recalled an excellent case study by David Brakke that thoughtfully probes some of the dark and dangerous waters which surely lie in the human hearts behind the headlines. Need and longing, misunderstanding and gossip: these can affect faculty lives and cripple one's ability to teach. I've posted Dean Brakke's case on the Forum's Web site in the hope that you'll read it there, and begin there the thoughtful discussion the issues it raises deserve. Perhaps some good can come out of this mess.

It becomes clearer every day that we must take control of the Web and use it for our ends. Though paper and ink will never lose their sensual appeal and their utility, the Web will take over much of what paper has done. Those who lead in this wave of change have the chance to shape it. The University of Minnesota (where Gopher software was invented) sees ways of using the Web to amplify the conversation about teaching. The article on "webzines" by Jan Smith and Paul Baepler shows how these early adopters of technology are using this publication and others to build a favorable teaching climate on their campus.

Perhaps good teaching and good communications are the same. How many times have we been bludgeoned with this insight? Its abuse lies in our knowledge that "communications" means so little until we break the idea open. A vital part of communications has to do with how we feel--how we feel about ourselves and how our students feel about themselves. Three articles in this issue get at this fact in different ways. Laura Border's DEVELOPER'S DIARY traces how feelings can trigger a learning crisis and powerful (and useful) insights into one's teaching. David Tartakoff's essay argues that students' self-esteem and confidence as learners transcend formally correct answers in teaching math. And my review of the research on using humor in the classroom suggests that, in some deep way, the brain is laughing when it is learning and that overt humor may help the process along.

The issue starts off, however, with an essay that seems quite different from all of these, Raymond M. Zurawski's discussion of what psychologists and statisticians call "item analysis." This article reminds readers that the exam isn't over when it's been graded. Exams themselves need questioning, and we can learn a lot about both the strengths and weaknesses of our teaching and of our students' learning from reviewing exam data in detail.

By the time you read this issue, over 25 campuses will have established site licenses to the Forum. That means more and more faculty will soon be reading the Forum on the Web. It's my hope some of them will want to discuss what they've read. To encourage such discussion, I've included links to the Forum's Web site discussion area. Those who don't read online can also post messages using this URL.

Together let us make the Web our own.