We begin the journal with four articles that discuss educational tools developed for measuring and achieving quality teaching and learning. Utschig, Newton, and Bryan discuss an instrument to measure the attributes represented in the profiles of a quality learner and a quality engineer. This work extends the usefulness of the profiles beyond a simple vision or goal, helping students by defining the critical characteristics they need to develop in order to become excellent learners and engineers. Burke, Ouellette, Miller, Leise, and Utschig examine the reliability of a newly developed version of the Academy of Process Educators’ Writing Rubric. The new rubric is designed to measure both fundamental writing skills as well as depth of disciplinary knowledge. The research seeks to determine whether the design of this rubric allows for measurement by raters across different disciplines as well as for different writing purposes. A rubric is also the subject the work of McCormack, Williams, Noren, Beyerlein, Cordon, and Morgan. These authors discuss a general purpose quantitative problem-solving rubric intended to promote reflective practice of analytical problem solving and increase solution documentation while standardizing accreditation data across courses and programs. Finally, Beyerlein, Burke, and Hintze provide a set of three concept maps that conveys important collections customized for instructional staff, rather than learners, to help them better visualize their personal teaching and learning practices as well as promote a supportive culture.