Faculty who are satisfied with their careers, who enjoy teaching, and who are excited about scholarship serve as dynamic models of the kind of persons we hope to graduate from our colleges. A vital community of learners can be built and sustained only if there is commitment at all levels within an institution. The demographics and mobility of faculty in non-doctoral institutions are important characteristics of the current scene. The 1960s was a period of rapid expansion in U.S. higher education during which the number of science and engineering baccalaureate degrees more than doubled. Growth created many opportunities for upward mobility of faculty into jobs that better matched the person to the institution.
Mobility is no longer a significant feature of the academic scene.
Science and engineering baccalaureates in 1988 were just 17 percent higher than in 1970, providing an expansion rate of less than one percent per year. This means that the employer of a college faculty member who reaches tenure is now more likely to be that person's employer at retirement. In successful academic communities, people work together to model the diversity that we want our students to experience. Institutions must recognize the diversity of talents that exist within a department and promote ways for faculty members to develop their different talents. Scholarly activities should be expected of all faculty, since active scholarship promotes excellent teaching.