This article explores the intersection between disciplinary research in statistics and the Scholarship of Teaching and Learning (SoTL), rephraming statistical science through a SoTL lens. Drawing on a professional journey from high-dimensional data modeling to qualitative inquiries into student belonging and feedback literacy, the piece highlights the shift from analyzing systems to understanding people. It reflects on the potential of learning analytics to bridge statistical rigor with pedagogical insight and argues for a more nuanced, ethically conscious application of data in higher education. Ultimately, it makes the case for statisticians to engage critically with the complexities of learning, regnizing that not all meaningful educational phenomena can be measured.