Perspectives of academic staff who have been involved in teaching externally are presented in three papers. In "Teaching Students Externally: The First Twelve Years," Frank Molloy examines three aspects of teaching by the external mode: preparing materials, making assignments, and providing educational experiences for students at the residential school (e.g., library tours, academic advising, and discussion groups). In the second paper, "Out of Sight, Out of Mind," Louis Moroya emphasizes the importance of effective teacher-student interaction. Since most teacher-student interaction in distance education occurs through written communications, seven suggestions are offered, including: residential schools should be compulsory for students enrolled in introductory or required subjects; teachers should provide an overview tape and overview sheet for major assignments; and teachers should explore modes such as teleconferences. "Stress, Personal Growth, and the Isolation Predicament: A Case for Self-Help by Correspondence" provides Peter Baynes' views on the need for distance education for isolated people requiring help with stress management and/or personal development. An effort to establish a line of communication and support for such individuals using both audio cassette and print form is described. (SW)