The students streamed steadily into the mid-sized auditorium, creating a sizable noise level. When the professor wrote his name on the large blackboard the chatter gradually died down. Faces turned squarely forward, the students grabbed notebooks and pens, ready to get to work. Expectations for the course were high; rumors circulated around campus that Professor Gleason's Introduction to World Religions class was one of the school's best. Because of all the hype some students eagerly sat in the front two rows, but others, suspect that any religion class could be interesting, mulled around in the last few rows with bored or stoned looks on their faces. Yet as soon as Professor Gleason opened his mouth he had a mesmerizing effect on the room. It soon became apparent that the course's reputation was not unfounded but rather, well-deserved. Professor Gleason had a way with words and his reliance on primary source material and experiential evidence was admirable. Ideal learning experiences are made by enthusiastic and experienced professors, no matter what the class size or environment.

             Even large classes can offer valuable learning experiences, when the professor enunciates with genuine enthusiasm for the subject matter. For example, Professor Gleason started the first day of class with an anecdote about his time spent at a Burmese Buddhist monastery. Knowing that our professor had actual hands-on experience with meditation and asceticism lent credibility to the lessons. Rather than talk about second-hand experiences, Professor Gleason could explain the mechanics of Buddhist practice as well as other religious traditions he had actively participated in. His first-hand knowledge enhanced the study material, which would have felt empty and meaningless had the professor been less personally interested in the subject.

             In addition to professor enthusiasm, solid textual materials offer motivation for students to learn independently.