The status of debate coaching as a career is on the decline. Conflicting priorities create tension between the roles of professor and director of forensics (DOF). One major problem is the academic expectation for an active life of scholarship, juxtaposed with the time-consuming demands of intensive work with the undergraduate forensic program in a competitive environment. Previous recommendations for resolution of this contradiction, which have been offered at conferences since 1974, have not been followed. Ernest L. Boyer's four-part definition of scholarship, which includes discovery, integration, application, and teaching, corresponds closely with the values of those involved with forensics programs. Boyer's concept of a creativity contract between faculty members and colleges also ties in with forensics. Such a contract could define the DOF's role in service, teaching, and scholarship, and be useful for both the individual professor and institutional goals. By adapting expectations to the individual, the DOF can integrate activities in teaching, scholarship, coaching, and service into a meaningful career line. Such an integration has considerable potential for forensic professionals' intellectual actualization. (SG)