As teachers, we all do scholarship,whether it is publishing, 
presenting, preparing lectures, or formulating lesson plans.  Scholarship 
enriches our classroom presentations and allows us to speak with confidence 
about our subjects.  We become familiar with current scholarship in our 
disciplines and consider its implications. We often must revise our thinking 
because of new scholarship.  That is why we are considered to be 
"teacher-scholars."  The two activities go hand-in-hand.

We share the fruits of our scholarship with our peers in the marketplace of
ideas.  Conversely, our colleagues share their ideas and criticisms, 
leading us to refine our thinking.  This refinement fosters growth of new 

What is not so often realized is how our own scholarship enriches the 
education of our students.  I do not mean by that the obvious fact that we 
impart new knowledge to our students.  I mean that the students themselves 
benefit from scholarship by learning more and asking enriched questions.  
Information does not flow in one direction; the teacher does not simply 
provide instruction grounded in research.  The students respond with 
questions that indicate their own understanding of the subject based on 
their learning and thinking.  The quality of their learning is enhanced.  
No instruction is static when backed by scholarship; no learning is stymied 
when exposed to it.

Scholarship and learning create an ongoing dialogue between teachers and
learners.  The two cannot be separated without damage to the other.  
Together, they form a symbiotic relationship that thrives in academic 
existence, bringing into being what Matthew Arnold, the great English poet 
and critic, called "A disinterested endeavor to learn and propagate the 
best that is known and thought in the world."

This issue of Academic Exchange Quarterly is devoted to "The Scholarship
of Teaching and Learning."  There are articles from teacher-scholars from 
the United States, Great Britain, New Zealand, Australia, Iran, and Canada.
Each article focuses on some aspect of teaching and learning, the primary
responsibilities of teachers around the world.  Each author shares techniques
or suggestions for the improvement of teaching and learning.  From Pace's
article on feminist pedagogy, Moskal, Old, and Miller's article on scholar-
ship in the university, Heath and Monaco's article on learning style 
differences between gifted and non-gifted grade school students, and a host 
of other excellent articles, this quarter's issue is filled with valuable 

The work of scholarship and learning goes on without let-up, a constantly
evolving activity.  This issue of Academic Exchange Quarterly plays a small
role in that vital process, and we hope that you will find it of value in 
your own role of "teacher-scholar."

Ben Varner, Ph.D.
University of Northern Colorado
Acting Chief Editor
Academic Exchange Quarterly