Scholarship of Teaching and Learning (Unit 1 A, page 1)
This recent articulation (Shulman,Change 31 (4) 1999) is widely accepted. Note that it is not quite a definition; it offers necessary conditions for scholarship but not sufficient conditions. The articulation does suggest a broadening of the concept of scholarship as advocated in the Reform Concepts (Unit 1 B, page 7).

Scholarly Teaching (Unit 1A, page 1)
This articulation (Hutchings & Shulman Change 31 (5) 1999) is also widely accepted. One of it’s principal features is to include knowledge of recent and relevant developments in pedagogy as well as the traditional notion of recent and relevant developments in the field as a criterion for scholarly teaching.

We have left the topic of “Implementing Entities”, and moved to “Recent Articulations” (the rightmost branch of the “origin and evolution tree ” (Unit 1B, page 1). A decade after Boyer’s “Scholarship Reconsidered”, the meaning and implications of scholarship of teaching and learning are topics of evolving thought and discussion. Many more entries than the four shown could be included in the right branch and these would be no less worthy than the sources shown. However, our purpose is to provide a sample rather than a comprehensive list. Our apologies to authors for failing to list their contributions.