Abstract This essay traces a professor's journey from his first teaching experience to his active participation in the scholarship of teaching.

Abstract

This essay traces a professor's journey from his first teaching experience to his active participation in the scholarship of teaching. The lack of preparation to teach is posited and the traditional yardstick on which effective faculty performance is measured is noted. Barriers affecting manner of moving toward active scholarship in the field of teaching are introduced. The evolution of the scholarship of teaching is traced and influences forward the thinking of the professor are cited. It is conclud that to be real to one's identity as a teacher requires a personal and professional obligation to teach we!l, to engage in scholarly