In response to an orienting essay about the scholarship of teaching and learning, scholars from 10 disciplines describe the evolution of a discourse about teaching and learning, the ways in which their discipline's style of discourse influences inquiry into teaching and learning, and the nature and role of intellectual exchange across disciplines around such inquiry. The introduction is "Situating the Scholarship of Teaching and Learning: A Cross-Disciplinary Conversation" by Mary Taylor Huber and Sherwyn P. Morreale. The essays are: (1) "Disciplinary Styles in the Scholarship of Teaching: Reflections on The Carnegie Academy for the Scholarship of Teaching and Learning" [Orienting Essay] (Mary Taylor Huber); (2) "History Lessons: Historians and the Scholarship of Teaching and Learning" (Lendol Calder, William W. Cutler, III; and T. Mills Kelly); (3) "English Studies in the Scholarship of Teaching" (Mariolina Rizzi Salvatori and Patricia Donahue); (4) "Navigating the Interdisciplinary Archipelago: The Scholarship of Interdisciplinary Teaching and Learning" (Deborah Vess with Sherry Linkon); (5) "The Scholarship of Teaching and Learning in Communication Studies, and Communication Scholarship in the Process of Teaching and Learning" (Sherwyn P. Morreale, James L. Applegate, Donald H. Wulff, and Jo Sprague); (6) "The Scholarship of Teaching and Learning in the Management Sciences: Disciplinary Style and Content" (Diana Bilimoria and Cynthia Fulkami); (7) "The Culture of Teaching in Sociology" (Carla B. Howery); (8) "Disciplinary Styles in the Scholarship of Teaching and Learning: A View from Psychology" (Susan G. Nummedal, Janette B. Benson, and Stephen L. Chew); (9) "Bridging the Divide: Research versus Practice in Current Mathematics Teaching and Learning" (Thomas Banchoff and Anita Salem); (10) "Is the Scholarship of Teaching and Learning New to Chemistry?" (Brian P. Coppola and Dennis C. Jacobs); and (11) "The Scholarship of Teaching and Learning in Engineering" (Phillip C. Wankat, Richard M. Felder, Karl A. Smith, and Frank S. Oreovicz). Each chapter contains references. (SLD)