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Division 2 of the American Psychological Association was practicing the scholarship of teaching long before Boyer (1990) coined the term, but Boyer brought the idea to academe's consciousness. Over time, however, the scholarship of teaching and “scholarly teaching” have become confused. Based on Richlin's (2001) work, I attempt to resolve this confusion by equating the scholarship of teaching with scholarly work by faculty. In addition, I point out the parallels between assessment and the scholarship of teaching and learning (SoTL) and provide tips for faculty who want to engage in SoTL research but see roadblocks in their way.

The 539 American graduate programs listed in Graduate Study in Psychology 1983Psychology -1984 were surveyed in order to provide more information for advising psychology majors, particularly beginning majors. Undergraduate course preferences and ratings of five nonobjective criteria were tabulated in relation to the program's training specialty and type of degree offered. Program were classified as offering one of four types of trainingclinical/counseling, experimental, both clinical/counseling and experimental, or educational. The type of training was significantly related to preferred courses and ratings of nonobjective criteria, whereas type of degree was relatively unimportant. Results indicated a high preference for a course in statistics, a high rating for letters of recommendation, and a low rating for extracurricular activity. The data are discussed for each of the four program types, because each requires different advising.Advising students who are interested in going to graduate school is an important function of the psychology adviser. Students need information covering a broad range of graduate schools and related topics. Fortunately, there are many resources to help students select schools for the application process. Most notably, the American Psychological Association (APA) publication Graduate Study in Psychology (GSP) provides information about each graduate program's selection criteria so that students may make informed choices of prospective graduate schools.Several studies have added to the APA information. Admission odds for clinical and counseling programs have been summarized (Korn, 1984;Korn & Lewandowski,

The Society for the Teaching of Psychology formed a task force in 2000 on Uniting Scholarship and Teaching to develop suggestions for how the Society might facilitate Boyer's (1990) and Halpern et al.'s (1998) expanded views of traditional scholarship with respect to the teaching of psychology. This article represents a partial fulfillment of that charge. Specifically, we explore the scholarly dimensions of teaching, research, service, and administration and consider models for undertaking and documenting scholarship in each of these realms of academic life.Scholarship is an essential component of academic life. It informs all that we do in the classroom, laboratory, or other settings in institutions of higher education.

The nature of the discipline; characteristics and goals of the instructor, students, and the institution; and the contemporary needs and expectations of society interact to influence what is taught, how it is taught, and how it is received. Increasingly, the quality of undergraduate education is evaluated in terms of how the classroom environment is responsive to the characteristics and needs of students. In the classroom of the next century, instructors will continue to deal with a diverse student population in terms of age, ethnicity, educational goals, background, learning styles, and socioeconomic status. In response to these diverse student populations, changes in the structure of the learning environment and the teaching strategies used in the classroom are needed (American Association of Community and Junior Colleges [AACJC], 1988;Cheney, 1989;Chickering & Associates, 1981;Kolb, 1984).Instructors must also help students in all disciplines in higher education to develop skills to adapt to a rapidly changing, interdependent world.