The practice of scholarly teaching is not new, but it is just over a decade since the term became part of the lexicon. In 1990, Ernest Boyer, former President of the Carnegie Foundation for the Advancement of Teaching, wrote Scholarship Reconsidered: Priorities of the Professoriate. Seeking to overturn the dominant view that to be a scholar is to be a researcher, Boyer argued, "Faculty must assume a primary responsibility for giving scholarship a richer, more vital meaning."
Boyer's paradigm posits four overlapping and interdependent scholarships:
- The scholarship of discovery
- The scholarship of integration
- The scholarship of engagement (first called "application")
- The scholarship of teaching
See a fuller discussion of these on the other SoTL page.
In recent years, Boyer's Scholarship of Teaching has been renamed the Scholarship of Teaching and Learning, (SoTL), for as Mick Healey argues, teaching and learning in higher education are "inextricably linked, so the scholarship of teaching is as much about learning as it is about teaching" and its aim should be to make the processes by which we have achieved that aim "transparent" (2000:170-171).