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The 1980s witnessed the resurgence of religious conservatism in politics and law. For decades, the Supreme Court had required a "wall of separation" to insulate students from organized prayer, Bible reading, and the promotion of religious values in the public-school classroom. Reagan administration officials and their supporters sought to crumble that wall by advocating the insertion of religion into textbooks and classroom exercises. In the 1982 case Jaffree v. Board of School Commissioners, evangelical Christian lawyers attacked the "wall of separation" theory by arguing that the very secularism that purportedly ensured religious neutrality did itself constitute a religion—the "religion" of secular humanism. The judge hearing the case agreed, asserting that the First Amendment's prohibition against an establishment of religion required the schools to treat theistic and secular "religions" equally. Key conservative officials applauded the ruling, which helped advance the New Right's movement to Christianize America's public schools.

Developmental peer feedback has been suggested as a method for providing students with individual feedback critical to the learning process. However, many faculty members are reluctant to employ peer feedback citing fear of student responses, student feedback capabilities, unfamiliarity with the process, and time constraints in and outside of class. Addressing faculty concerns, this article describes a peer feedback intervention, which adapts the academic journal review process and creates mutually beneficial outcomes for both faculty and students. Students build feedback capacity while improving project quality. Faculty members share the responsibility for providing feedback while enhancing student learning.

"Contemporary students put extraordinary demands on OB instructors and textbooks alike. On one hand, students immersed in quantitative courses such as fi nance and accounting and other business disciplines are often quick to dismiss OB/management courses as "soft" or "elementary" or "common sense"-so there is a pressing need for relevance and richness. On the other hand, modern technology and short attention spans have created an aversion to the theoretical grounding and evidence-based education necessary to build true understanding and applicable skills. Thoughtful OB and management instructors are therefore often torn between opting for a traditional descriptive text, strong on concepts and defi nitions, but with little application focus, or choosing a more popular-press reading, strong on war-story anecdotes and prescriptions (often more popular with students), but short on theory and evidence"--