In 1972 I began teaching a twelve week Print Production Management course at the Printing Industries Institute. I knew the topic very well, but had no teaching experience. On the first evening, I covered all the material in about thirty minutes, and by the end of the first class, I had covered four week’s material and knew I was in trouble. I was able to snatch success from the jaws of failure by recruiting a number of guest speakers for specific topics. One of those guest speakers did a spectacular job in getting the students engaged in discussions. After the class I asked the speaker how he had developed such powerful presentation skills. He related that he had been a Marine Corps Drill Instructor, where he learned not to become intimated by silence when the students did not respond to a question he asked. He said that when instructors become uncomfortable with the silence and answer their own questions, they would rarely get the students engaged in discussions. This former Drill Instructor would endure whatever period of silence was necessary until some student responded. The class quickly realized that his questions had to be responded to, and as the evening progressed, more and more students jumped into the discussions. The result was a class that was more fun, easier on the instructor and a good learning experience for the students. Each year the Printing Industries Institute would host a weekend workshop during which top educators shared their educational techniques and philosophies. These sessions piqued my interest in becoming a better instructor. I quickly bought into the idea that planning any course should begin with identifying the learning objectives, that is, the measurable knowledge and/or skills a student should acquire in the course. Today, this is called “Competency Based” education, but I began applying these principles in the 70s.