Robert Talbert, a mathematics professor at Grand Valley State University in Allendale, Michigan, responds to the Chronicle of Higher Education’s Article “Can Universities Use Data to Fix What Ails the Lecture?” Talbert argues that the fact that, to faculty at traditional universities, teaching is often seen as secondary to publishing articles or landing research grants is the reason “why traditional instructor-centered teaching still reigns supreme on many university campuses, despite mountains of evidence, not to mention anecdotes, that interactive-engagement methods are far more effective. It all boils down to that one word: Priorities.” Talbert further states, “I have to conclude that I think many universities, and sadly many faculty, say that they want effective teaching and high student performance, but they don’t want it badly enough to make sacrifices for it.” He concludes, “I just think it’s misguided to treat something as an engineering problem, to be solved with design and technology, when it really is a problem with people and the cultures they create – and curate.”