In an introductory biology course, undergraduate students are expected to become familiar with, and be able to use, hundreds of new terms to navigate the complex ideas in biology. And this is just in the introductory course! Juxtapose this student situation with the common frustration expressed by biologists that there is "just too much jargon in science education." Unfortunately, a common frustration for a disciplinary novice is learning to navigate the language. This article presents 50 key terms that scientists will likely encounter in any exploration of biology education. To provide a framework for how these terms might connect together for instructors, the authors have used the organizing framework of "scientific teaching," in which there is no prescribed or correct way to teach; rather, instructors are expected to apply scientific principles to their classroom teaching efforts. The terms are organized with respect to the three main tenets of scientific teaching--active learning; assessment; and the related ideas of equity, diversity, and inclusivity--along with a fourth section about tools for moving the ideas of scientific teaching into practice. For each of these four sections, there is a brief overview of the topic, followed by a set of commonly encountered terms related to that topic. For each key term, an introductory, descriptive paragraph is provided, followed by two references that could be starting points for additional explorations.