The Scholarly Teaching Taxonomy serves as a descriptive tool that captures and defines the core dimensions of scholarly teaching. It emerged from a comprehensive review of the literature on teaching and learning that uncovered similarities and distinctions between the terms SoTL and scholarly teaching. SoTL and scholarly teaching are neither synonymous nor interchangeable; they are, however, related through a shared emphasis on evidence and inquiry. The hallmark of SoTL is its systematic, rigorous investigation of questions related to teaching and/or learning that is subject to peer review, requires dissemination, and advances the practice of teaching (Potter & Kustra, 2011; Trigwell, 2013). Though SoTL is a highly developed form of inquiry and dissemination that may overlap with scholarly teaching, it is neither a sole indicator nor a differentiating element of the larger domain of scholarly teaching. The main goal of scholarly teaching is to maximize learning through effective teaching; it is grounded in evidence, well-reasoned theory, and critical reflection (Potter & Kustra, 2011). As such, it is a condition for excellent teaching (Hutchings & Shulman, 1999).
The Scholarly Teaching Taxonomy describes the five core dimensions of the practice of scholarly teaching: (1) It is based on significant and reliable evidence; (2) At its center is reflective practice; (3) It is built upon principles of course design (i.e., alignment of learning outcomes, assessment, and learning activities); (4) Its practice is ethical, responsible, just, and inclusive; and (5) It is pedagogically sound within one’s disciplinary expertise. In addition to defining each dimension, the taxonomy describes practices and characteristics as they develop over the course of one’s professional teaching career. Level 1 can be considered a starting point for the acquisition of knowledge and skills, and therefore most proximal to the educator. At Level 2, scholarly teaching takes on more complexity in its application, and/or the added responsibility of engaging and sharing – ideas, questions, conversations, teaching strategies – with a community of peers. In its most advanced form (Level 3), scholarly teachers attain high levels of knowledge in their areas of interest, take on leadership roles, and may disseminate their work more formally. In general, across all dimensions, professional growth from Level 1 through Level 3 is manifested through movement (i.e. change) and its impact – from knowledge and mastery toward application and innovation; from straightforward to complex; from self to community; from contained, i.e., self-held knowledge to dissemination and leadership of others.
The Scholarly Teaching Taxonomy is designed to support the professional growth and development of faculty of all types at all points in their teaching careers. As a substantive and organizational framework, it encompasses and clarifies the domain we refer to as scholarly teaching. It is intended to serve as a guide to assist faculty as they determine the shape and arc of their teaching careers. The knowledge, skills, and values contained in the taxonomy form the foundation of a scholarly teacher’s professional identity as it develops within the boundaries and opportunities of each person’s unique circumstances and job responsibilities. Although the essence and skills associated with each dimension are common to all scholarly teachers, we anticipate variability in interpretation, application, and growth patterns among practitioners. We believe that this taxonomy will be most useful in a formative sense, whether feedback originates from self-observation, reflection, or peers. The taxonomy may also be useful to chairs, program directors, and deans as they guide and support faculty at key points in their teaching careers. As the taxonomy becomes more widely used in different settings (e.g., online, face-to-face, and hybrid courses, engaged learning, clinical labs, community service), we expect that it will become a living piece of scholarship as faculty add examples and share their practices with the IU Indianapolis community and beyond. There are certainly additional uses yet to be discovered.
