Drawing on past pedagogical and scholarly lines of inquiry, this article advances--in a dialogic form--several questions for future research and practice in areas of communication, teaching, and learning. The dialogic form of this article offers a metamessage, inviting colleagues to consider creative approaches to inquiry and collaboration in the 21st century. The ideas and questions presented in this essay serve to push the field beyond disciplinary silos, advance research and pedagogy about teaching and learning, and offer thought-provoking insight into what scholars and practitioners who explore communication, teaching, and learning can contribute to those inside and outside of our discipline.