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…

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.

In higher education, there is distinction between what is valued as scholarship and the pragmatic needs of the larger world. In the dominant view of scholarship, research and theory are superior to practice. An alternative view is that, in many fields, knowledge emerges from the complexity and rigors of practice. (Author/MSE)

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.

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.