Description/Overview: The importance of scholarship in nursing education has been recognized nationally and is essential to student and faculty success. Unfortunately, many terms are often used interchangeably to describe scholarship including Evidence based Teaching, Scholarly Teaching, Quality Improvement in Teaching, the Scholarship of Teaching and Learning (SOTL), and Research in Nursing Education. This has contributed to ambiguous and inconsistent expectations for graduate students and faculty seeking promotion and tenure. Without a clear model for scholarship, it is challenging for academic mentors and review committees to direct students and faculty toward success. This session will review the theoretical development of scholarship, acknowledging the pioneering efforts of Boyer’s (1990) and highlighting the need for a new model. While many continue to rely on Boyer (1990), much has changed in 25 years and it is time to look at scholarship in the current context of nursing education. The new model will advance scholarship at three distinct levels: the Practice of Teaching, the Scholarship of Teaching and Learning (SOTL), and Nursing Education Research. The presenters will engage the audience in a discussion of specific examples, spanning all three levels of scholarship, to demonstrate how the model clearly articulates the difference between the Practice of Teaching, the Scholarship of Teaching and Learning (SOTL), and Nursing Education Research. All three levels of scholarship are necessary to advance the discipline. However, without a model the all-inclusive nature of scholarship inhibits the development of each separate category. The collaborative session will foster dialogue about the new model and how it will support students, faculty, and programs. Presented examples and participants’ dynamic examples will be processed through the model (from conception to dissemination) to enable understanding of the model and positive implication for the discipline nationally. This work is vital to establishing clear and consistent expectations for student progression and faculty promotion in nursing education and, ultimately, promoting scholarship development at all levels in the discipline