After leaving the Writing Center to attend my advanced tutoring internship training class, I meet Bauhaus who is talking to a friend/classmate. Shipka’s name is on her lips also and Bauhaus is trying to make meaning of the “Shipka Spaces” while talking to someone who is not familiar with what she, me, or for that matter anyone who is taking the class is going through. I have twelve years of education beyond high school and I have never encountered “this” type of instruction: activity theory, collective knowledge, societal meaning-making, boundary-crossing, peer-lead instruction or a professor who is not only an administrator but also a peer. Being within “this” space is like being underwater and loosing one’s equilibrium: no one can tell which end is up towards the surface. Bauhaus had posted a message about going “skydiving” but never responded to my next post in Blackboard. This is why I asked her, “Will we be jumping out of a perfectly good airplane? If so I’ll go sky diving. Why not? At least I’ll know which way is down which is a better position than the one we all feel like we are in now, besides it's better than "jump in the river". If nothing else, Shipka succeeds in getting all of us in the Shipka spaces to talk to each other trying to make sense of “this” space. After six weeks of intensive reading after the courses are over it becomes obvious why the "Shipka Spaces were difficult to make sense of. Shipka was boundary-crossing across so many different disciplines and theories, there was no way to make sense of her knowledge, activities, and pedagogy within a fifteen week period. On the other hand, I experienced the same problem in Carpenter's Visual Literacy seminar which took five weeks of additional reading to make sense of "that" space an semiotics.