Traditional teaching is based upon a "teacher"-centered rather than a "student"-centered approach (Bain, 2004). A teacher-centered approach underscores the long held philosophy that instructors are the gatekeepers of knowledge whose job is to convey their knowledge through a lecture, with students as passive receivers during the learning process. Researchers have responded to the teacher-centered approach by arguing the instructor's role should evolve from the expert who controls and imparts knowledge to that of a facilitator (Berrett, 2014; McCabe & O'Connor, 2014). This shift in teaching philosophy can result in more dynamic and collaborative approaches to the construction of knowledge--and it can lead to a greater investigation of student-centered learning and its impact on how students learn. The National Communication Association's Learning Outcome in Communication (LOC) Project supports this learner-center approach; providing outcomes that illustrate what a communication major should know, understand, and be able to do in order to highlight the value of a communication degree and communication in general education. With the ongoing shift to student-centered learning, the authors ask the question, "How can student-centered learning scholarship best support the ongoing implementation of the National Communication Association (NCAs) LOCs in the classroom?" The authors argue that a scholarship of teaching and learning approach is an important and valuable framework for supporting student-centered learning efforts and the LOCs.