This article is about and for teachers wishing to open space at the intersection of the affective and the cognitive-space, we argue, that is particularly conducive to deep learning and within which students can empower themselves as learners and knowers. Drawing on written and spoken reflections of three faculty members, the authors explore how they engage students beyond the cognitive in ways that are transformative. Although their pedagogical approaches developed out of particular disciplinary teaching challenges, the underlying principles transcend field-specific boundaries, offering inspiration to anyone interested in creating conditions for learning to occur holistically and collaboratively.