Before venturing into a mélange of categorization schemes, it may be well to pause for another overview of this scholarship. Do the following situations represent scholarship of teaching and learning?

1. A faculty member reforms a course, building into the reform all three criteria of scholarly teaching. She puts the course on-line not only for students but for all faculty in the discipline, and furthermore invites faculty to peer review and critique it on the web. The course catches the attention of faculty at another institution. They are interested in it and invite the course author to come there and give a colloquium on the course. The author does so and reflects on the attributes of the course for her students. Subsequently, the department in the second institution adopts large elements of the author’s course to improve their own undergraduate program.

2. An assistant professor in quest of tenure develops a course portfolio as evidence of his effectiveness in improving student learning. The promotion and tenure committee routinely sends candidate packages to outside reviewers. External reviewers comment on the excellence of this portfolio as convincing evidence of the candidate’s teaching effectiveness. The candidate is granted tenure. The course portfolio is subsequently disseminated through the state university system as a model for other faculty.