Guiding principles and processes of scholarship of teaching and learning and scholarship of practice

Abstract

The concepts of scholarship of teaching and learning and the scholarship of practice are relatively new; therefore, their value within student affairs and institutions of higher education may be questioned. Unfamiliarity with these activities may also impede student affairs graduate faculty and scholar‐practitioners from engaging in this work. In this article, we outline why these activities should be viewed as scholarship and demonstrate how student affairs faculty and practitioners may already possess the skills needed to engage in this work.