Faculty Development: The Role of the Chair in Developing Tenure-eligible and Tenured Faculty
Department Chair Online Resource Center
American Council on Education
When it comes to faculty development, institutions seem to suffer a personality split. While our work as educators is focused on developing either the young or the uninitiated with whom faculty spend a great deal of time mentoring, leading, encouraging, and counseling, our attitudes toward our colleagues often are grounded in a cult of individualism that can curtail intellectual exchange and even push individuals to seek their professional sustenance outside the home institution. While a department exerts effort to orient new full-time faculty, that effort may not go beyond an introduction to the mechanics of the department and of the institution. While it is certainly necessary to understand the seasonal rhythms and processes of the workplace, acculturation that does not progress beyond mechanics will not encourage the development of a community of teacher/scholars. Nor does a cursory introduction give much recognition to the evolving developmental needs of mature faculty members or to the idiosyncratic situation of women and minorities. Faculty development is, in fact, a complex task and a responsibility most effectively led and encouraged by a department’s chair. A good place to start is by mapping the dimensions of the topic.
Hecht, Irene W.D., "Faculty Development: The Role of the Chair in Developing Tenure-eligible and Tenured Faculty" (2003). ADVANCE Library Collection. Paper 131.