Although the biochemistry education community is far from avoiding conversations about improving teaching and learning, reexamining individual and community teaching practices through the lens of the scholarship of teaching and learning (SoTL) is critical for continued growth and improvement. The contemporary vision of SoTL, which has been promoted tirelessly by the Carnegie Foundation for the Advancement of Teaching, is generally thought to have its origin in Ernest Boyer's "Scholarship Reconsidered: Priorities of the Professorate". Boyer proposed an expanded definition of professorial scholarship, which includes the scholarship of teaching. Soon after, Lee Shulman asserted that the way to legitimize the scholarly work of teaching is to make it "community property". Huber and Hutchings expanded on Schulman's vision and described the exchange of ideas among those committed to learning as taking place in the "teaching commons". SoTL, which is an integral part of the teaching commons, has four defining characteristics according to Huber and Hutchings: (1) questioning; (2) gathering and exploring evidence; (3) trying out and refining new insights; and (4) going public. In this article, these characteristics are considered in greater detail in the context of science education.