After a stressful week at work, it was nice to come home to a quiet house. Lucy and I had a quiet dinner, I had a good stiff drink, and we watched first the BBC World Report and then MacNeil News Hour on TV. There wasn't much real news, but sometimes its nice to be reminded that one's life is not really as bad as it might be.
Afterwards, I siphoned my ESB from the primary into the secondary fermenter. The bubbling had settled down. I was a bit worried, given the slow start I had with the cold weather in the basement. When I opened it up, everything smelled wonderful, so I feel confident that all is well. I cleaned everything thoroughly, siphoned over the wort, and then cleaned everything thoroughly again. In another week, we should be "go" for bottling.
Another of the articles that 
Lombardi suggested for his course is a report of the Center for Science, Math, and Engineering Education: Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology. This book is like a roadmap of what we've been doing in education in the Biology Department. In particular, it focuses on providing experiences for undergraduates to experience science as it is practiced, meaning as a reasoning, critical-thinking, problem-solving experience -- not as an exercise in memorizing facts. I should say that we've been successful in promulgating this approach in the majors courses.
My experience as a graduate student speaking with science educators who taught in science departments was that they almost universally ended up teaching non-majors courses. At their institutions, the non-majors courses ended up having innovative pedagogical approaches that would gradually bleed over into majors courses. When I arrived at UMass, I found that it was the instructors who were teaching the majors courses that were interested in trying something new. Almost all of my effort, since I arrived on campus, has been focused on developing innovations first for the lab and then for the lecture part of the course. Non-majors courses have received less of my attention only because the faculty teaching those courses have sought me out less. Those courses are taught very much as the book describes: tag team faculty who focus primarily on lecture and evaluate using recall-oriented questions. Sigh...
Worst of all, the situation is likely to become worse, not better. The draconian cuts that have have been implemented have left departments crippled. The early retirement program savaged the ranks of the faculty, increasing class sizes and teaching loads. There is also increasing pressure to focus on developing revenue streams, which must come at the expense of other activities.