Driven by advances in instructional technologies, the processes of teaching and learning have come under new scrutiny in recent years. Some have called for renewed interest among faculty in the "scholarship of teaching", whereby a portion of their time goes to assessing their pedagogical styles and seeking technology-enhanced alternatives to "chalk and talk" methodologies. Faculty at a research-intensive institution like Lehigh University, however, often view teaching and scholarship as separate and competing forces contending for their time. Consequently, once faculty find a solution to a problem, they tend to stick with it regardless of how the available technology changes. It is from this perspective that the Clipper Project team approached the task of transforming the business of higher education from teaching to learning. They suspected that faculty's hesitation to embrace instructional technologies was less about opposition and more about solitary faculty not having the time to familiarize themselves with the unique features of new instructional technologies and explore ways of doing things differently. The team reasoned that if faculty collaborated with instructional technology staff to explore best practices in teaching with technology, they might find exciting new ways to advance learning. The Clipper Project team set out to provide participating faculty with a test bed for longitudinally exploring their teaching. With the help of instructional technologists, faculty designed and developed online instruction methods. (Contains 1 table and 16 endnotes.)