This study investigated the status of the Scholarship of Teaching and Learning (SoTL), the amount and types of pedagogical scholarship, and the merit accorded SoTL within academic units for purposes of faculty assessment (i.e. hiring, promotion, and tenure decisions) at a research/doctoral granting institution. Responding to an electronic survey were 159 tenured and tenure track faculty (30% assistant professor, 31% associate, 31% full professors; 6% collateral/clinical/administrative) from all colleges and schools. The data analyzed showed a disconnect between the perceptions of tenured and non-tenured faculty on what qualifies as SoTL and the place of scholarly works within promotion and tenure. More specially, non-tenured faculty tended to judge teaching activities as SoTL regardless of their likelihood for publication, whereas tenured faculty more often recognized only published works as SoTL. Results also indicated that a limited number of faculty were engaged in SoTL; possible reasons could include lack of external funding and nebulous promotion and tenure guidelines as they concern SoTL. (Contains 1 table, 3 figures, and 6 footnotes.)