Faculty beliefs on fundamental dimensions of scholarship

Many noted academicians in recent years have called for a closer examination and redefinition of what is considered scholarly activity. This study explores two natural science departments where faculty roles have been refined to place an emphasis on teaching. How have these roles come about and how are they being accepted? What beliefs or attitudes are contributing to their success or failure? Do the relative disciplines have any effect? By interviewing the faculty of these departments, and surveying their colleagues in similar departments, with respect to their beliefs and practices, future programs for faculty development will be given important information and guidance.; The importance of content specific knowledge related to many of the links faculty perceived between teaching and research. Chemists were more likely than biologists to report that research was required for faculty to maintain up-to-date content area knowledge. Both groups reported that research is the best way to remain current. Teaching., most reported helped to prevent faculty knowledge of their content area from becoming too narrowly focused. Teaching was also believed to improve faculty research through development of communication skills.; Faculty accept, with reservations, the importance of wider views of scholarship, but in general are dubious of distinct career paths for teaching-oriented and research-oriented faculty. The chairs and the majority of the faculty felt that their departments were improved by the inclusion of some faculty who concentrated on studying teaching and worked to improve the experience of the department's undergraduate students.; The field of faculty development in higher education is an expanding, evolving one. The faculty developer can serve as a liaison between the leadership of an institution and the professoriate. When this occurs it is possible to change the culture of an institution. In order to build a lasting culture based on teaching as a cornerstone of scholarship, the policies, activities, and rewards of institutions must reflect a similar belief on the part of faculty. By understanding faculty beliefs on the fundamental dimensions of scholarship, an important step in building this new culture can be taken.