This article considers why, in the wake of Ernest Boyer's work, the promise of a transformation of university teaching has not been broadly realized and what that implies for faculty development projects. It discusses the assumptions that place the professional development of teaching outside of disciplinary boundaries, both literally and figuratively, and considers the consequences of that placement. It then turns to the scholarship of teaching and learning, considering what it offers to and implies about the disciplinary practices it proposes to transform. In response to this examination, the essay proposes that the Boyer Report attempted to alter teaching by arguing that teachers and the systems that support them needed to change, an argument that failed to convince college faculty to change. The article concludes with the proposal that the real exigence facing college faculty is that the way students raised in a culture saturated in electronic media learn is dramatically different than the way people learned a generation ago. That shift in learning is the exigence that requires a transformation of teaching.

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