Entering a conversation where the framing question begins with the term "whither" draws into specific relief the importance of examining how that term is used--that is, its meaning or connotation. One might interpret "whither" interrogatively or relatively, with either interpretation being correct in the syntax of a question, such as "Whither scholarship in the work of enhancing the quality of teaching and learning?" When the question is approached interrogatively, it could pragmatically, critically interpret as a query of whether there is a role for scholarship or what is the role of scholarship, whereas if the question is approached relatively, there is an inference that scholarship has a role or relationship; therein, the question focuses one on examining the nature of the relationship. With respect to the question "Whither scholarship..," one might extend the term "scholarship" to infer a form of teaching practice--that is, scholarly teaching. Finally, in addressing the question "Whither scholarship...," there is need to consider, interrogatively and relatively, the manifold nature of scholarship that draws the public into the larger conversation of a calculus of quality and the work of enhancing teaching and learning.