Is it easier for a veteran faculty member to "let go" or for a neophyte?  Brookfield suggested, accompanied by much nodding among attendees, that veteran faculty have the experience to benefit more from regular student feedback.  

I'll ask a pragmatic question:  

4. Does it take more nerve to elicit frequent, anonymous input from students about the course dynamics and to adjust for what you are learning, or to ignore course dynamics and just haul through the course topics?  Which method aids retention, would you guess?

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