Abstract
This article analyzes faculty development expectations at small teaching colleges, challenging the perceived dichotomy between research and teaching and urging integrated professional growth. Using a series of premises, it contends that every institution is a teaching institution, every faculty member must remain professionally active, and development can encompass diverse scholarship artistic production consulting and community engagement. The discussion emphasizes that institutional cultures must state evaluation criteria clearly, supply resources such as released time travel funds and grants, and assess outcomes rigorously during promotion and tenure deliberations. It advocates flexible yet rigorous standards that respect disciplinary differences, recommend transparent communication of expectations, and encourage alignment between individual aspirations and institutional missions. By linking higher education culture, professional development, and performance evaluation, this article offers administrators and faculty a conceptual framework for sustaining scholarly vitality within resource constrained liberal arts environments.
Recommended Citation
Roever, James E.
(1990)
"Faculty Development, Faculty Evaluation, and Faculty Productivity: An Administrator's Perspective,"
Association for Communication Administration Bulletin: Vol. 74, Article 12.
Available at:
https://stars.library.ucf.edu/aca/vol74/iss1/12
