The authors compare the ideal versus actual academic reward structures at a representative sample of nondoctoral four-year institutions and make recommendations. (Contains 2 tables.)

In spite of substantial investment in retention in Indiana higher education, there have been only a few well-designed studies that evaluate the effects of these interventions.

This chapter considers the limitations of traditional faculty assessment systems in the context of Boyers' four domains of scholarship and suggests a new organizing template for realigning assessment systems to accommodate work in all four domains. (EV)

Three perspectives on the link between college faculty research and teaching effectiveness (null, conflict, and complementarily) are discussed, and empirical support for each is examined. Both null and complementarily perspectives receive modest affirmation, whereas the conflict perspective garners little support. (Author/MSE)

A summary of articles on the relationship between faculty research and college teaching finds that faculty scholarship does not adversely affect teaching norms, teacher effectiveness, student cognitive development, or currency of course content. However, research activity affects two teaching dimensions detrimentally: rigor of course examinations…

Measurement of faculty research performance is multidimensional, and no single type of measure can assess the full range of professional role performance. A variety of subjective and quantitative measures and weighting systems should be used together to minimize bias. (MSE)