This article explores, through the lens of a WAC faculty developer, how it is difficult to maintain disciplinary neutrality when developing any program; both teaching and learning can easily become codified through the lens of one person, field, or group. By using the work of, among others, Krista Ratcliffe, Mikhail Bakhtin, and David Bartholomae, I make a case for working differently with stakeholders: collaborating within a discipline and including students in faculty development plansas both learners and mentors. If we mutually examine our definitions (“teaching,” “learning,” “writing,” “students”) and engage in rhetorical and reflective listening, we can move away from a model of teaching as rules, templates, and regulations; we can begin to engage our own assumptions along with those of our students, changing together the very definitions that constrain the evolution of our own mutual development.

Rhetoric and Composition As Intellectual Work, edited by Gary A. Olson, reviewed by Joseph Harris; The Politics of Remediation: Institutional and Student Needs in Higher Education, by Mary Soliday, reviewed by Bruce Horner; The Testing Trap, by George Hillocks, Jr., reviewed by Joan A. Mullin; An African Athens: Rhetoric and the Shaping of Democracy in South Africa, by Philippe-Joseph Salazar, reviewed by John Trimbur; Writing and Revising the Disciplines, by Jonathan Monroe, reviewed by Carl G. Herndl.