Abstract
Scholarship of teaching and learning (SoTL) demands greater empirical rigor on the part of authors and the editorial process than ever before. Although admirable and important, I worry that this increasing rigor will limit opportunities and outlets for a form of pedagogical vigor—the publication of simple, experiential, but empirically unvalidated classroom demonstrations. I explain my concerns, offer reasons why validation is not always possible, discuss possible critiques of my position, and close with suggestions and a modest plea for maintaining this alternative form of SoTL.