This fall, faculty will face an increased range of preparation in their students. If you’ve been teaching awhile, you have a sense of the degree to which your students are differently prepared: some know the conventions of citation better than others; some have greater spatial abilities than others; some are sophisticated discussants, while others consistently dominate. Those differences will be more profound this coming year because of pandemic learning disruption, and unless we adapt to this greater range of preparation and experience, we risk losing a generation of student learning. What can we do?