The Scholarship of Teaching (SoT) has been researched and investigated over the decades from multiple perspectives. When accessing and engaging the SoT discourse, one has to understand both what the scholarship of teaching is and how it evolved. It is through a critical examination of the diverse range of models and approaches to SoT that one may begin to understand the complex factors involved in shaping the discourse. The plus side to all this is that even though we have multiple definitions and working descriptions of the scholarship of teaching, it remains an evolving area of study. In this paper, I examine several models and approaches and propose a new model: the scholarship teaching academy. Within the broad context of the discussion on SoT, pertinent issues related to access to the scholarship discourse and empowerment of early to mid-career academics is assessed. The scholarship teaching academy responds to the needs of a growing diverse demographic population and to the changing culture of institutions by granting access to early and mid-career academics and also empowering them through the provision of resources and support structures such as mentoring programs.