This paper, by the President of the Carnegie Foundation for the Advancement of Teaching, advances the need for scholarship in teaching. Just as research is not done until it has been shared, this is true also of scholarship in teaching: it is not private, but public; it is made available to and is critically reviewed by peers; it can be built upon by others. To promote the scholarship of teaching, the Carnegie Foundation has created a new program called the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL), the three components of which are intended to enhance the scholarship of teaching in colleges and universities as well as in elementary and secondary schools. The first component, in conjunction with the Pew Scholars Program, is the creation of a Center for Advanced Study, where those devoting energies to the scholarship of teaching have a place to work with others interested in the same problems. The second component, a collaboration with the American Association for Higher Education, is the development of 80 campus-based teaching academies. The third component is working with disciplinary and professional associations to ask how the scholarship of teaching can move from the periphery to the center in their discipline or profession. (RH)