Graduating from a liberal arts college leads to meaningful economic mobility (Hill & Pisacreta, 2019). College graduates typically lead longer and healthier lives, are more engaged civically, and generate more economic output (Committee on Education and Labor Report, 2019). Despite these facts, there continues to be widespread doubt about the value of a college degree. Only half of graduates report, unequivocally, that their degree was worth the cost (Gallup, 2015). Only 28 percent of liberal arts majors are confident they will be ready for workplace success (Gallup & Strada Education Network, 2017). Less than one in 10 U.S. business leaders believe that graduates are well prepared (Gallup, 2016). These and other concerns contribute to troubling declines in public confidence (Jaschik, 2018). Doubts about higher education's value are a clarion call to "create" more value, more equitably, for millions more Americans. Much more attention must be given to the role of faculty and the quality of instruction--especially the use of evidence-based teaching practices--in efforts to improve student retention, degree completion, and learning. The degree to which students learn to think critically, work productively with each other, communicate effectively, solve complex problems, and develop a passion for a field of study or work depends on a faculty member's ability to teach well. Excellent teaching will create the learning conditions that promote the outcomes employers prize and represent a quality, "valuable" education.