We will be watching the planning for this upcoming conference with great interest, as it provides a view into the future of the scholarship of teaching and learning movement's progress within a liberal arts context.

One of the claimed distinctions of the education offered at liberal arts colleges is that the faculty there are genuine teacher-scholars, dividing their time equally between their research and undergraduate instruction. On the surface, these are ideal circumstances for many to begin to engage in thinking about their teaching as a form of research. Yet we wonder:  How many of these faculty will shift the focus of their research toward the practice of teaching within their chosen disciplines? How many of our institutions' tenure and promotion committees will accept such scholarship as a substitute for traditional scholarship?