ABSTRACT
Teaching university-level courses is a form of serious intellectual work that can be as challenging and demanding as discovery research. When teaching is undertaken as a form of inquiry into the impact a course has on student understanding, the quality and depth of this work can be revealed through writing that reflects the relation between the process of teaching and its results. This chapter elaborates the basic assertion that teaching is intellectual work, describes a collaborative consultation among professors about their teaching, discusses the value of the products of that collaboration, and considers the place of this representation of teaching in professional life.
