During the last decade, growing numbers of faculty have been conducting inquiry about teaching and learning in their own classes. This initiative, first called the scholarship of teaching, sought to redefine faculty roles and elevate teaching. The initiative is now known as the scholarship of teaching and learning (SoTL). Its proponents recognize that SoTL must be rigorous--public and peer-reviewed--if faculty roles are indeed to change. Inquiry about teaching and learning in SoTL Projects involves students and their work in new ways. As SoTL matures, faculty members face ethical dilemmas created by the dual roles of teacher and researcher. The authors delineate ethical codes for teaching and research, identify ethical dilemmas for the SoTL practitioner using student works, and offer nine guidelines.