With the growth and increased variation of faculty roles, research-intensive campuses have varied expectations with respect to teaching, service, and research. In this piece the authors introduce a categorization of the various types of teaching practice, differentiating them from knowledge generation in the disciplines. The authors then draw distinctions among the duties for different types of faculty positions and call for concrete expectations among these positions and duties. The authors argue that all faculty at institutions of higher education should be engaged in some form of scholarly teaching, and some faculty should be hired into knowledge-generating positions of discipline-based education research (DBER) and/or scholarship of teaching and learning (SOTL), to conduct research on the nature of learning and teaching in the disciplines--providing basic research and development for scholarly teaching. Ultimately, the authors strive to provide language to support discussions around roles of teaching and scholarly work in education. Although the focus is on research-intensive institutions, this discussion is worth having across the array of institutions of higher education.