Scholarly Teaching Taxonomy
- Evidence-based practice: Instructional decisions are based on research on teaching and learning and well-reasoned theory
- Ethical engagement with learners: Focus on creating a positive and inclusive learning environment
- Critical reflection: Regularly analyze and improve teaching practices
About Scholarly Teaching Taxonomy
The Scholarly Teaching Taxonomy describes five dimensions, each with three levels, that comprise scholarly teaching. The five dimensions are provided below. An of the taxonomy that includes level descriptions and examples is available online through the Center for Teaching and Learning at the University of Indiana Indianapolis.
- Evidence-Based Practice: A scholarly teacher bases instructional decisions on significant and reliable evidence, research on teaching and learning, and well-reasoned theory
- Reflective Practice: A scholarly teacher engages in a regular and purposeful process of inquiry to discover personal assumptions about teaching and learning and the effects of same on teaching-related decisions
- Curricular/Course Design: A scholarly teacher selects, shapes, and designs course materials and teaching strategies in ways that align course goals, student learning outcomes, learning activities, and assessment of learning
- Ethics and Responsibility: A scholarly teacher demonstrates ethical and responsible teaching practices that are centered on intellectual honesty, the development and empowerment of students, and equity and inclusion
- Subject-Matter Expertise and Pedagogical Knowledge: A scholarly teacher maintains a high level of proficiency in subject-matter expertise and pedagogically-related knowledge
Using the Scholarly Teaching Taxonomy
UAA Faculty can use the taxonomy to:
- Shape goal setting and decision-making in a teaching practice
- Open and shape a conversation with a mentor or chair
- Structure a teaching portfolio or other types of advancement documentation (e.g., AAR, 4-year review, P&T)
- Establish shared concepts and values as part of a formative peer review
- Guide discussions about course and curriculum development in committees, task forces, and program reviews
Take the Scholarly Teaching Growth Survey!
The purpose of the is to provide you with an opportunity to reflect on your current teaching practices, locate yourself on the taxonomy, and map next steps in your development as a scholarly teacher. The survey takes about 15 - 20 minutes to complete. You can take it as many times as you wish over the course of your professional career.
Faculty Success
Library 213 • 907-786-4496 • uaa_facultysuccess@alaska.edu •&²Ô²ú²õ±è;²Ñ´Ç²Ô»å²¹²â&²Ô²ú²õ±è;– Friday, 8 a.m. –&²Ô²ú²õ±è;5 p.m.