To this end, and in ways that are also consistent with our identity as an urban research university, we seek to situate SoTL at the end of a continuum that begins with scholarly teaching. Out of an awareness of the standards for excellent teaching in their own disciplines, and as shaped by inquiry-based investigations into their own teaching and the learning of their own students, UC faculty can begin a process, informed by SoTL, that leads to an ongoing enhancement of the learning environment within which they are engaged. This process extends from the traditional classroom to the wider community, from distance-learning courses to global-studies projects. Frequently informed by the goals of experiential learning, action research, or Integrated Core Learning, such a process is always informed by research, ideally with the goal of public presentation of some kind. This might be simply a conversation with one’s students or colleagues, a more formal presentation on campus or at a disciplinary conference, or an article published in a peer-reviewed SoTL journal. The ultimate goal – improved student learning – is thus more important than the particular means towards achieving that goal. Like the diversity of our students, the diversity of our teachers brings a wealth of resources to a process we seek to make as inclusive as possible.