ABSTRACT
This chapter seeks to initiate a discussion about prevailing assumptions of teaching and scholarship. It argues that the current definitions of scholarship and teaching are overly restrictive——harmful to American higher education as an institution, and to faculty members in particular. The chapter also that service-learning offers enormous intellectual benefits for teaching and research. Cooperative Institutional Research Program studies indicate that even though demographic characteristics of entering freshmen continue to remain generally constant, their expectations and approaches to learning have significantly changed over time. Faculty must identify the criteria that confirm successful completion of the service component, with regard to both faculty course objectives and student learning objectives. American higher education has frequently been the target of critics inside and outside the academy. A highly competitive environment for students and funding reinforces this situation as faculty publications increasingly become the chief mechanism for achieving national recognition.
