Scholarly learning has been and continues to be largely understudied and misunderstood; oftentimes scholarly learning is only studied in the context of research universities (Neumann, 2009a), thereby failing to acknowledge the ways in which faculty scholarly learning is enacted and supported across institutional types. In this monograph, the authors studied more than 400 books, book chapters, peer-reviewed articles, and empirical research studies written about scholarly learning or related content between 2000 and 2016, with an emphasis on four institutional types: (1) research universities; (2) comprehensives; (3) liberal arts; and (4) community colleges; thereby broadening the discussion of scholarly learning beyond the one context of the research university. Contents of this monograph include: (1) Executive Summary; (2) Acknowledgments; (3) Foreword; (4) Introduction; (5) Conceptualizing Scholarly Learning and Boyer's Forms of Scholarship; (6) Research Universities; (7) Comprehensive Colleges and Universities; (8) Liberal Arts Colleges; (9) Community Colleges; and (10) A Call to Action: Advancing the Study of Faculty Scholarly Learning.