A Carnegie Foundation researcher has been exploring the different forums for work on teaching and learning in higher education, and has uncovered an array of such occasions, bringing faculty together by department or discipline, across the campus, and in national networks and scholarly communities. Energetic conversations and communities have grown up around various teaching approaches. Faculty interested in collaborative learning, those interested in learning communities, captured by problem-based or service learning: communities have grown up around all these approaches to accomplish important work. The writer cautions, however, against the potential for a kind of insularity and balkanization, with the various teaching camps each going their own direction, in isolation from the others. What Hutchings envisions and advocates for less commitment to any one approach, and for the scholarship of teaching and learning to begin with questions about how and under what circumstances students learn, and with a commitment to inquiry and evidence about those questions. It invites faculty to bring their habits, skills, and values as scholars to their work as teachers. Thus, faculty using different classroom approaches (and coming from different disciplines and institutional settings) can work together to build a greater collective intelligence about the best ways to promote student learning in the varied and unpredictable circumstances of teaching today. Seen in this way, the scholarship of teaching and learning is not a separate, self-standing initiative but a set of principles that can undergird and connect diverse approaches to improving learning.