On July 19, I had the privilege of visiting the Chicago School of Professional Psychology to give a keynote at its first annual faculty "scholarship of teaching and learning" institute, as well as to run two brief concurrent workshops (alongside several others) on assignment design and educationally principled methods of subverting plagiarism. The Chicago School is a graduate-level institution that offers degrees in a number of areas in applied psychology, and I learned a lot about its interesting curricula and courses. Because the field of composition studies shares some of its history with psychology, it was interesting to talk with faculty about new directions in research. Under the capable leadership of Bill Epperly, Director for Academic Excelence, and assisted by Ted Scholz, who oversees the Chicago School's adjunct faculty, the day's events were expertly coordinated, and it was a delightful opportunity to consider ways of enhancing graduate education in the areas of writing and communication at such a unique institution.