This project, we believe, has contributed to giving these students
the preparation they should have. Our culture's tendency to view
higher education as a right and not a privilege prevails. This is
certainly a commendable tendency but not without its challenges to
educators. Students like ours often arrive in the classroom ripe
for failure and demoralization, and their teachers often face seemingly
insurmountable obstacles as they look for ways to achieve conventional
standards with students who are not conventionally prepared. We
believe projects like ours are essential if we are to reduce this
imbalance in preparedness and provide all our students with the same
opportunities for success.

In addition to addressing the broader social and educational issues,
the project's success also gave us as instructors great personal
satisfaction: we witnessed the transformation of the classroom into
a dynamic work environment, a setting for planning and discussion
where students, without our prodding, discovered and achieved the
higher standards that would satisfy their real-life readers.