In 1987, the Education Commission of the States and the American Association of Higher Education cosponsored the work “Seven Principles for Good Practice in Undergraduate Education” ~Chickering and Gamson 1987!. Supported by extensive research and experience, this work came up with guidelines for faculty, students, and administrators for improving undergraduate teaching and learning. In the 1990s, Seven Habits of Highly Effective People ~Covey 1990! and Emotional Intelligence ~Goleman 1995! became best sellers in the personal growth segment. These books and other similar ones shifted the prevailing paradigms from efficiency to effectiveness and from prestige to self-contentment. This article on the techniques employed by highly effective educators is a synergy of the above three works, personal experiences, teaching enhancement seminars, and many discussions ~some passionate! I have had with my engineering peers from the University of South Florida and other universities around the nation. To keep this article readable, I call the effective educator “Efed.” I refer to Efed also as he ~the author does recognize that engineering has a continuing deep-rooted challenge to bring gender diversity and opportunity to its profession! for the sole purpose of simplicity.