Difference, privilege, and power in the scholarship of Teaching and learning: the value of humanities SoTL / Nancy L. Chick -- Contributions from psychology: heuristics for interdisciplinary advancement of SoTL / Regan A.R. Gurung and Beth M. Schwartz -- SoTL and interdisciplinary encounters in the study of students' understanding of mathematical proof / Curtis Bennett and Jacqueline Dewar -- Plowing through bottlenecks in political science: experts and novices at work / Jeffrey L. Bernstein -- The history learning project "decodes" a discipline: the union of teaching and epistemology / Leah Shopkow, Arlene Dรญaz, Joan Middendorf, and David Pace -- Assessing strategies for teaching key sociological understandings / Caroline Hodges Persell and Antonio E. Mateiro -- Square one: what is research? / Gary Poole -- Fallacies of SoTL: rethinking how we conduct our research / Liz Grauerholz and Eric Main -- Exploring student learning in unfamiliar territory: a humanist and a scientist compare notes / David A. Reichard and Kathy Takayama -- Talking across the disciplines: building communicative competence in a multidisciplinary graduate-student seminar on inquiry in teaching and learning / Jennifer Meta Robinson, Melissa Gresalfi, April K. Sievert, Katherine Dowell Kearns, Tyler Booth Christensen, and Miriam E. Zolan -- Getting at the big picture through SoTL / Lauren Scharff -- Growing our own understanding of teaching and learning: planting the seeds and reaping the harvest / Cheryl Albers -- Navigating interdisciplinary riptides on the way to the scholarship of integrative learning / Carmen Werder.;The scholarship of teaching and learning (SoTL) began primarily as a discipline-based movement, committed to exploring the signature pedagogical and learning styles of each discipline within higher education, with little exchange across disciplines. As the field has developed, new questions have arisen concerning cross-disciplinary comparison and learning in multidisciplinary settings This volume by a stellar group of experts provides a state-of-the-field review of recent SoTL scholarship within a range of disciplines and offers a stimulating discussion of critical issues related to interdisciplinarity in teaching, learning, and SoTL research.