presented in 2020-2021. This issue is dedicated to the question, "What did we learn?" Teaching during the COVID-19 pandemic has been challenging, but some fundamental questions, and many of these are addressed in this issue of Teaching/ Learning Matters. Contributors shed light on some of the innovative ways they approached these fundamental questions.

How do we balance or adjust expectations while maintaining an intellectually robust learning environment? In what ways does remote learning provide new opportunities for collaborative learning, experiential learning, and community activism? What are some tangible ways to better structure our courses? How can we encourage meaningful interactions between faculty and students in online courses? What do we do without our books?! I would like to give a special thank you to our contributors: Shirley A. Jackson, Sarah Pollock, Michel Estefan, Rachel E. Nickens, Alida Camacho, Miriam Gleckman-Krut, Shoshana Shapiro, Erin McAuliffe, and Kimberly Hess. From addressing the issue of our books, abandoned in our offices, and creating a home office space (Jackson) to teaching social justice and activism online (Camacho and Pollock) to creating online community (Estefan and Jackson) to addressing online course structure through innovative techniques (Nickens and Estefan) to advocating for care-informed pedagogy with survey data at from a large university (Gleckman-Krut, Shapiro, McAuliffe, and Hess), the contributors this month delve into a range of issues that are informative, affirming, and cathartic and reaffirm our section's motto: "If you teach, you belong."

At the 2021 ASA Annual Meeting, we spent days listening, talking, and thinking about teaching and learning. Our section hosted the Pre-Conference on Teaching and Learning and many of us also attended the Teaching Symposium as well as other related sessions throughout ASA. We care deeply about teaching and learning and have felt the incredible weight of teaching during the pandemic, so this issue is dedicated to taking some time to reflect back on what we learned and how these lessons will carry over into the upcoming academic year. We did not simply throw up some PowerPoints, as Shirley A. Jackson points out. Michel Estefan writes, our students "deserve dynamic courses." I wholeheartedly agree.