The Journal of the Scholarship of Teaching and Learning released its latest issue with articles addressing the perceptions and efficacy of having the same instructor teach both the lecture and the lab section of introductory courses, a strategy to simultaneously measure the Values/Ethics competency at course, program, and university levels, team teaching an interdiscipinary first year seminar, implications for faculty-administration collaboration and faculty development in linguistically-responsive instruction, an instrument to measure student engagement, a case study on the ways an instructor used follow-up statements to socialize students into intellectual talk, and difficulties and opportunities associated with students’ disclosure of their personal experiences in university class settings.