This chapter briefly describes the SoTL research development program and context at Mount Royal University, reports initial results from a study of the program's impact on participants' teaching and scholarly activities, and situates the findings regarding individual impact, department-level impact, institution-level impact, and discipline-level…

Pedagogical inquiry on teaching and learning in higher education is best served by methodological approaches that produce purposeful questions and engage in systematic analysis. (Contains 1 table and 1 figure.)

This chapter argues that public scholarship can transcend the epistemological limitations of research universities by drawing on postmodern social theory and pragmatism in order to help solve social problems that too often expert knowledge itself has helped create.

We now have pedagogical methods that can be successful--that is, effective--with most students at the undergraduate stage; one very promising method is problem-based or inquiry-based learning. (Contains 4 notes.)

As a baseline for evaluation and assessment, an interdisciplinary cohort of graduate students collaboratively identifies and explicates the central concepts and objectives of public scholarship in this chapter.

Faculty need to be supported and encouraged to integrate disciplinary research and scholarship into undergraduate courses and programs in ways that are beneficial to their students' learning. (Contains 1 figure.)

When implementing institutional strategies to bring research and teaching together, learning occurs. A research-intensive university in Australia put in place institutional strategies to strengthen the relationship between research and teaching.