In this article, Brian Coppola begins with the single key concept of Boyer, in "Scholarship Reconsidered." The statement appears as follows: "We believe the time has come to move beyond the tired old "teaching versus research" debate and give the familiar and honorable term "scholarship" a broader, more capacious meaning, one that brings legitimacy to the full scope of academic work." Coppola expands that idea by saying that despite the unresolved, and often tiresome, decades-long debate about what the scholarship of teaching and learning might mean, the revelation in Boyer's statement is that scholarship is something we already know and understand but there is still a need to adjust that vision enough to see its broader meaning. Boyer's charge: not to split and segregate academic work, "scholarship," but to reconcile false dichotomies and improve and advance the entire profession. Coppola argues that while the emergent growth of standard Preparing Future Faculty (PFF) programs is heartening, they still fall short of Boyer's charge because the level of engaged and informed independent work in them is nowhere near the level of one's disciplinary training for research and discovery. This article discusses elements that have been created for broadening the professional development infrastructure for students who are interested in academic careers.