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Thriving in Academe
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Searching for Answers

In working with hundreds of colleges and universities on matters related to faculty development and evaluation, we have seen consistent concerns, and even resistance, from faculty emerging from the traditional view of the college professor as primarily, if not exclusively, a scholar (content expert).

Yet, despite the professoriate’s emphasis on scholarship (defined primarily as maintaining and enhancing content expertise), the status of the college faculty and the value of a college degree are declining in society. The reason for this decline appears to be society’s expectation that college professors are supposed to be competent scholars and effective, professional teachers—professionals who can consistently bring about learning rather than scholars who simply give those that are able the opportunity to learn. This changing expectation has resulted in negative reports and opinions in the media and even in academic forums. What can be done?

What has become clear to us is that both higher education and the professoriate must respond in new ways to these pressures. One way to do this is to reconceptualize the professoriate in ways that demonstrate the range of skills required for a faculty member to be successful and the breadth of performance expectations faced by the faculty. This is the focus of the Meta-Profession Project.

—Michael Theall,
 Youngstown State University and
Raoul A. Arreola,
University of Tennessee Health Science Center

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