Abstract
The scholarship of teaching and learning (SoTL) has a fascinating history, has played a significant role in higher education for the past 25 years, and has a specific meaning that has developed over time and with much debate. It has been part of national and international conversations that have questioned the role of scholarship and whether its increasingly restrictive standards have limited higher education’s ability to respond adequately to today’s academic and social mandates. This essay introduces Pedagogy in Health Promotion readers to SoTL’s origin as one of four scholarly functions proposed in Ernest Boyer’s highly influential book Scholarship Reconsidered: Priorities of the Professoriate. It summarizes these functions, describes SoTL’s subsequent development, and then applies all four functions to health education and health promotion discussing their relevance to the field. Finally, this essay raises questions regarding the current alignment of scholarship with professional roles and responsibilities and inquires whether a more authentic alignment might be achieved.
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