Ways that college faculty can increase students' learning by reducing stress are identified by three members of the University of Utah School of Medicine faculty. Consideration is given to the impact of stress on learning and the causation, recognition, and reduction of stress. The value of feedback and control, teacher-student interaction, and stress awareness is addressed. The literature on the relationship between teaching and learning identifies three specific roles: the teacher as human relations specialist, as facilitator, and as motivator. Ways in which teachers can give effective feedback include letting students know where they stand, providing written comments on students' work, and arranging personal meetings to discuss students' work. Various ways that teachers can improve their relationships with students and enhance students' learning include providing structure at the onset of a course, encouraging class participation, and being open to mentoring roles. Teachers may also help students with stress reactions, maximize the outcome of meetings with students, and recognize severe stress that warrants referral to therapists/counselors. Faculty can recommend a number of strategies to students to increase learning: improving study habits and time management, learning positive self-talk, learning how to relax, and joining a student support group. (SW)