This issue contains articles on:Graduate Standards Ivan Moore (University of Ulster) summarises the findings of the HEQC draft report on Graduate Standards. Peer Assessment in Music Tim Ewers and Michael Searby (Kingston University) discover that requiring students to assess each other’s work helps them to get actively involved in the learning process. An Exercise in Student Self-Assessment Ken Hahlo (Bolton Institute of Higher Education) finds that everyone can benefit when students are required to assess their own work. Peer Observation of Teaching Paul Orsmond (Staffordshire University) reports that observing and being observed by one’s colleagues can make everyone happy, not just the teaching quality assessors. Suspense and Surprise in Large Lectures More on the Art of Inspiring Students Helen Pennington (Massey University, New Zealand) shows how she helps her students to experience the process of scientific discovery. The Costs of Crowded Classrooms Dilupa Perera and James Hartley (Keele University) assess the effects of learning in a crowded situation. Yes, it does make a difference. Professional Scholars and Scholarly Professionals Michael Gregory (University College Suffolk) gives practical advice to prospective candidates for the Doctorate of Education.