Indiana University-Purdue University at Indianapolis (IUPUI) offers an annual 2-week intensive Summer Faculty Writing Forum. This Forum accepts up to 15 faculty each year from schools and disciplines across the campus. These faculty members, more used to the role of writing to demonstrate learning, investigate the capacity of writing to communicate learning, enhance learning, improve critical thinking, and reflect upon and evaluate learning. They design writing assignments, develop rubrics, and explore how to respond to written work more effectively. Upon completing the Forum, all faculty are asked to apply have they have learned to their own teaching, and to disseminate successful applications among their colleagues. This paper focuses on the 3-semester application of one Forum participant, an application that has evolved into a research project that clearly demonstrates the power of writing-to-learn to improve student understanding of quantitative analysis. The paper traces this evolution through e-mail exchanges between a professor of computer technology and the Director of Campus Writing. It includes exchanges sent between September 1998 and March 2001. (NKA)