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The Scholarship of Teaching: New Elaborations, New Developments By Pat Hutchings and Lee S. Shulman Note: This article was originally published in Change, September/October 1999. Volume 31, Number 5. Pages 10-15. It's the middle of June as we begin this article, and our writing faces serious competition from the spirited company of 43 faculty in residence here at The Carnegie Foundation. Members of the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL), these "Carnegie Scholars"selected through the Pew National Fellowship Program, one of CASTL's components-examine teaching and learning issues in their fields in order, as our program materials say, to 1) foster significant, long-lasting learning for all students, 2) advance the practice and profession of teaching, and 3) bring to teaching the recognition afforded to other forms of scholarly work. One Scholar is studying "moments of difficulty" as opportunities for student learning; another is pilot-testing a new model for teaching accounting; several have focused their work on ways to make students more purposeful, self-directed learners.