As teaching professors, we try to change students, whether it’s a change that increases their factual knowledge, one that gives them a new way of thinking, or one that develops an important new skill. Frustration, stress, and tension frequently accompany change, especially change that involves learning. As a result and as an expected part of our jobs, students ask us for help, which we are happy to give. But, we have to stop short of doing the work students need to be doing for themselves. I’ve been thinking lately about how we determine if we are offering too little or too much help. And here’s where that thinking has taken me.