Codes of conduct for undergraduate teaching stipulate quality professional standards for teaching. Besides contributing to the safeguarding of student welfare, such codes are critical given the autonomy the professoriate has in the performance of its teaching role, the need for professional self-regulation, and research evidence linking positive…

This study was conducted using cluster analysis as well as discriminant analysis to empirically identify types of faculty based on their patterns of performance of scholarship reflective of one or more of Boyer's four domains of scholarship. (Contains 5 tables and 1 figure.)

In this article, I assert that the work of colleges and universities forms a social action system. I array the critical positions represented in this issue according to the four functional imperatives of social action systems: adaptation, goal attainment, integration, and pattern maintenance. I discuss the role of normative structures for these…

Based on the research reported in this volume, the authors offer recommendations for all affected parties.

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)

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…

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)

Empirical research on aspects of teaching role performance in which disciplinary differences have been observed (teaching goals, teaching practices, course examination questions, and the relationship between teaching and research) is summarized, and implications for faculty and development, academic affairs administration, and improvement of…