A variety of models of the scholarship of university teaching have been advocated since Boyer first proposed that the scholarship of teaching be considered as one of four forms of scholarship associated with university practices. These models have evolved from theoretical and empirically based analyses, and have as their core value concepts as diverse as reflection, communication, pedagogic content knowledge, scholarly activity and pedagogic research. They tend to take aspects of scholarship rather than of teaching as their starting points, and to give priority to the construction and critical review of the knowledge base for teaching. This article focuses on a model of the scholarship of teaching that specifically includes students and it is argued that representing the scholarship of teaching as a reflective and informed act engaging students and teachers in learning is supportive of the aims central to the project of developing a scholarship of teaching.