Using the Taxonomy

IU Indianapolis faculty might use the Scholarly Teaching Taxonomy in a number of ways as they pursue their various roles in the academic community.

Individual instructors might use the taxonomy

To chart a pathway for a teaching career
To act as a concept map for valued teaching practice
To shape goal setting and decision-making in a teaching practice
To open and shape a conversation with a mentor or chair
To engage in a guided exploration of a heretofore unfamiliar area of teaching practice
To structure a teaching portfolio or other types of advancement documentation (e.g., FAR, 3-year review, P&T)
To establish shared concepts and values as part of a formative peer review

Participants in the conversation about teaching and learning at IU Indianapolis might use the taxonomy

To guide discussions about course and curriculum development in committees, task forces, and program reviews
To shape discussions about new areas of teaching practice
To identify aspects of teaching practice to use as evidence of success and so diminish the impact of student evaluations of teaching
To make scholarly teaching more transparent and so enable more effective reviews and evaluations
To advance learner-centered teaching

Faculty and administrators engaged in and responsible for appointment and advancement processes might use the taxonomy

To frame and provide context for documenting teaching success
To inform the formulation and revision of guidelines for advancement, teaching awards, and/or teaching recognition (e.g., FACET)
To enhance the perspectives of reviewers of teaching portfolios
To provide specifics to illuminate current guidelines.

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