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\nThe purpose of the conference session upon which this paper is based was to challenge the notion that evidence of scholarship must be limited to publication in a peer-reviewed journal, and to open the doors for creative thinking about what might constitute evidence of scholarship of teaching and learning. Existing theory around defining scholarship (Boyer, 1990; Glassick, Huber, & Maeroff, 1997; Sorcinelli, 2002) can provide a justification for alternatives, but how can scholarship expressed through teaching or other creative performance be demonstrated? Scholarship of Teaching and Learning (So TL) scholars in particular may face challenges in documenting their scholarship so promotion and tenure committees can understand its worth.  \nMy intent was not to negate the importance of peer-reviewed publications, but to parallel them with other forms of scholarly dissemination that I argue might in some cases have more impact on advancing the field. I also maintain that any understandings of scholarship are both individual and contextual (Baxter Magolda, 1999). The purpose of this summary therefore is not to promote a common definition but rather to challenge the traditional boundaries of understanding. Engagement in scholarship suggests an exchange of ideas, and it is my hope that this article may serve as a starting point for future discussion.  \nPreamble  \nI shanouldexteenxdpeladindeafitnithtioenoutofsetsch: myolarsahrgipuiments neitfhoerr  \noriginal nor new. Boyer, as long ago as 1990, recommended academics should “break out of the tired old  \nteaching versus research debate and define, in more creative ways, what it means to be a scholar”(p. xii) . Boyer’s advice, I suggest, is not so much a call for organisational restructuring, but rather to individual ac-  \nademics to reassess what form their scholarship takes, and to determine a personally relevant definition.  \nOn a personal note, I have often encountered the notion that alternatives would not carry the same weight as publication in peer-reviewed journals. My understanding of my own scholarship includes a desire to push the edges of knowledge, in this case, of what might constitute scholarship. I would be a poor scholar, I felt, if I stayed only with traditional perspectives, and made no attempt to explore new territory. At the same time, I want to situate any definition of scholarship to assist others rather than alienate them with my radial perspective. I must position myself, as Walzer (1987) suggests, “a little to the side, but not outside; critical distance is measured in inches” (p. 61), such that my scholarship is accessible not only to other early adopters, but also to those who might espouse more traditional approaches.  \nI think of the usefulness of Palmer’s (1998) four-stage change framework as it might be applied to moving toward new understandings of scholarship. In stage 1,“isolated individuals make an inward decision,” followed by stage 2, in which “individuals begin to discover one another and form communities of congruence.” In stage 3, “communities start going public,” and in stage 4, a “system of alternative rewards emerges to sustain the movement’s vision and to put pressure…on the standard institutional reward system” (p. 166) . It is my hope that this article will prompt further discussions that might lead to communities of congruence going public, and ultimately to a renewal of institutional reward structures.  \nDefining Scholarship  \nVarious lenses exist for defining scholarship. For example, Boyer (1990), in his widely quoted Scholarship Reconsidered, outlines the scholarships of discovery, integration, application, and teaching, and suggests that the same standards of evaluation should be applied in each as are used in research. Kreber (2003) notes the ongoing conversations in the literature around applying this definition of sc","cbCaiiYjvPuRtQ27","https://ap.wps.com/l/cbCaiiYjvPuRtQ27","pdf",339937,"English","# Preamble\n## Defining Scholarship","[{\"question\":\"Why does the paper challenge the idea that scholarship must be limited to peer-reviewed publication?\",\"answer\":\"It proposes that scholarship can be expressed through teaching and other creative performances, and that alternative forms of dissemination may have equal or greater impact on advancing the field.\"},{\"question\":\"What frameworks and criteria does the paper use to define scholarship in teaching and learning?\",\"answer\":\"It draws on Boyer’s scholarship categories and Glassick, Huber, and Maeroff’s six criteria (goals, preparation, methods, results, presentation, and reflective critique), while linking teaching cycles to action research and reflective practice.\"},{\"question\":\"How does the paper explain the process of moving from new understandings toward public change?\",\"answer\":\"It applies Palmer’s four-stage change framework, describing movement from individual decisions to communities of congruence, then to going public, sustained by alternative rewards and pressure on standard institutional reward systems.\"}]","Mapping a Mirage - Documenting the Scholarship of Teaching and Learning - Nicola Simmons | PDF",15]