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Numerous changes in higher education (e.g., the demand for accountability, threats to tenure, new modes of instruction) and discontent with narrow definitions of scholarship have created the need for a broader and more precise definition of the nature of scholarship in psychology. The 5-part definition that we propose includes ( a ) original research (creation of knowledge), ( b ) integration of knowledge (synthesis and reorganization), ( c ) application of knowledge, ( d ) the scholarship of pedagogy, and ( e ) the scholarship of teaching in psychology. Scholarly activities require high levels of discipline-specific expertise, are innovative, can be replicated, are documented, can be subject to peer review, and have significance. This broader conceptualization of scholarship will benefit all stakeholders in higher education-students, faculty, colleges and universities, the community, and society at large.

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