Over the last decade or so, faculty in a wide range of disciplines have become more interested in and open to the scholarship of teaching and learning. That scholarship has taken many forms, including personal accounts of experimentation and change, descriptions of recommended practices, and quantitative research on students' gains. In this article, the authors describe a particular type of pedagogical scholarship, "practitioner research," in which faculty research their own teaching. With support from a grant from the National Science Foundation's Course, Curriculum, and Laboratory Improvement program, the authors recently led a practitioner-research project in which a group of ecologists who teach introductory courses in environmental science and ecology conducted research on their own teaching. They share information about their project here in the hope that others will consider this type of scholarship. (Contains 1 note.)