The authors are both professional practitioners (law and social work, respectively) who entered the university as discipline-based scholars. Their respective interests in teaching and learning have led them both down a path where they have transitioned from a discipline-based orientation to organizational roles grounded primarily in teaching and learning. They were appointed to be "Faculty Curriculum Scholars" for two years as part of a university-wide refreshment of the curriculum. They have engaged in a process of personal and professional transition--intended and unintended--that has spoken directly to issues of academic identity. As these roles now draw to a close, and they prepare to return to their discipline-based positions, the authors reflect on the lessons that have been learned from this journey. In reflecting on these experiences, they have formed the view that an academic identity that is narrowly defined and restricted to a traditional discipline focus is simply not good enough in the changed higher education context. There is a need to integrate scholarly approaches to teaching and learning with a discipline epistemology if the authors are to be effective and engaging academics. Importantly, this involves more than simply adding new teaching and learning skills. It actually involves a shift in worldview. It seems that what is required is something that could be called a fusion epistemology: this might be a way of seeing and understanding the world--as an academic--that thoroughly integrates these different dimensions so as to better meet the demands and imperatives of contemporary practice.