Criteria that might be applied in judging success as a faculty member are discussed, including roles of instructional design (ID) and technology faculty. Criteria of success include promotion, tenure, salary, professional recognition, control over courses one teaches and other faculty assignments, consulting jobs, and "perks" (e.g., travel funds, secretarial support, and phone use and equipment). While the teacher may derive a sense of success from advising students and selecting courses/students to teach, it is difficult to assess how well a faculty member must teach and advise to be a success. On the other hand, it is easier to measure and reward scholarly activity. The quantity and quality of research, writing, and conference presentations is fundamental to success as a faculty member. Obtaining funds for research is often used as a measure of the teacher's scholarly performance. Participation in university-wide committees or highly visible professional activities are more likely to provide recognition and reward from the college. Many service activities, while satisfying, consume the teacher's time without producing recognition and rewards from the college. The expertise of instructional technologists and ID faculty is often sought for organizational support activities and development projects. The key to success is for ID and technology faculty to be careful in selecting these projects. (SW)