One contribution that research can make more directly to learning is to engage in a new form of scholarship, marshalling what we know about learning as a process and applying it to the education of our students.  We might envision faculty as engaged in dual scholarship, expected to be deep scholars of their respective disciplines, informed scholars of learning. Advances in several disciplines, for example neuroscience, brain research, artificial intelligence, the social sciences, educational psychology and others, are becoming available to inform and enrich our understanding of human learning. These findings, combined with our wisdom and experience as educators and with the results of recent documented successful educational reforms, can be our reference point. We need to engage with these disciplines and these other sources of knowledge about learning, and to incorporate them into our work and institutional cultures. In doing so, we need to transcend the knowledge of individuals to achieve more collective learning goals and understandings that we can accumulate and use. We need to draw on these findings to inform our pedagogy, curricula, and learning environments, and to define and refine the assessment of learning and the nature of our work.