As college instructors, we are hired for our expertise. Most students look to us for the "final word" in their classes. Colleagues ask us questions about our field, looking for assistance. Department chairs and promotion, tenure, and evaluation committees determine our futures based on how well we present ourselves and our knowledge. Our ability to engage students, develop effective teaching strategies, and track the success of our efforts affects student evaluations and even our ability to manage time and set priorities to do other forms of scholarship and research. In too many contexts, there is little room to acknowledge deficiencies or gaps in knowledge without great risk, not only to our careers but perhaps even to our personal identities.
