Invariably, the value and success of the Guide will depend upon the usefulness and application of the content and information provided, as well as the results that are subsequently instruction and learning realized by instructors and students.

Much will be determined by the discourse that takes place by faculty, trainers and other instructional personnel, as well as their respective students and trainees. Undoubtedly, faculty will collect revealing evidence on the value and utility of the Guide through their application, implementation and evaluation of the effect that results from the creative use of the Guide.

Instructors are encouraged to formulate engaging instructional strategies and activities that offer students well planned and implemented learning experiences within and without traditional on-campus classroom.

Of course, it should be noted that the Guide is not intended to be a static resource, but rather one that is dynamic, expanding and increasingly more reflective of a valid body of information and strategies that assures effectiveness of instruction and student/ trainee learning.

The Guide, from its very origin has been conceptualized to serve as a reliable resource for higher education instructors and organization trainers. A resource that will directly enhance and expand the instructional thought and work of higher education faculty and and organizational training personnel.

In effect the Guide should serve as conduit for on-going discourse that focuses on instruction and learning, including: inquiry, innovation, performance based assessment strategies, field-based activities, and skill and competence building.