This paper offers observations on how research and teaching can join forces to improve learning in the classroom by involving the faculty in classroom research. It explains the use of classroom assessment and techniques for gaining information on what students are learning and how well they are learning it. Classroom assessments are defined as efforts to understand learning, not classify the learners as is done through tests and quizzes. Two examples are provided of classroom assessments. The paper concludes by discussing the three major benefits that faculty reported as a result of their involvement in classroom assessment/research: the additional contact with colleagues about teaching and learning; the favorable student responses to the assessment process; and the enjoyment gained from studying teaching and learning in their disciplines and applying what they learn. (GLR)