As costs of college and university attendance continue to skyrocket, calls for accountability of student learning have grown louder. Even without outside calls for accountability, as a professor for over two decades at a variety of institutions, ranging from my start teaching at a two-year agriculture and technological state institution to a couple of different institutions in the Ivy League, I, like most of my faculty colleagues, want our students to learn what we believe is important enough to be teaching them. We want them to engage with the material in meaningful ways—we want them to think critically about it. We want to know that learning is taking place, and that what we do as faculty in the classroom matters and makes a difference. We want to be good teachers in the classroom. Even beyond the walls of our classrooms and the ever-growing classrooms without walls, such as online courses and Massive Open Online Courses (MOOCs), the best way to improve our society is to build the knowledge-base and critical thinking skills of ourselves and our next generation of the world’s citizens. We hope that future generations continue to build upon existing knowledge to make the world a better place. Higher education strives to contribute to the generation of new knowledge. To do so, we must pass along existing knowledge through teaching to the future generations.