Recent events demonstrate the need for better pedagogical preparation, particularly for online instruction. There has been a sudden burst of professional development nationwide in light of the glaring need. But across higher education more broadly, questions still persist: Isn't teaching more art than science? Will faculty learn about and implement new practices? If they do, will more students succeed? And are such changes even measurable? In this article, the authors aim to put any lingering doubts to rest. Over the past 6 years the Association of College and University Educators (ACUE) has pulled together research on collegiate teaching and learning into a framework of evidence-based teaching competencies. The authors have employed a logic model to study the impact of professional development on professors' teaching and the impact of better teaching on student outcomes. This article reviews these efforts and summarizes quantitative, longitudinal, and independently validated findings.