University professors often consider three factors when planning their instruction, and they prioritize them accordingly: 1) content, 2) delivery, 3) classroom climate.  Research in neuroscience and learning reveals that all three are equally important, and that, in fact, content will not be mastered without establishing a positive, productive classroom climate, and using effective strategies to deliver content. In other words, content and skill acquisition don’t effectively happen for students without intentional planning for the other two factors. Of the three, classroom community often gets the least attention.