Assessment procedures vary widely from local to national models.
This chapter surveys and evaluates recent developments in the
assessment of interdisciplinary studies.
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Nationwide, policy makers in higher education are anticipating increasing difficulties over the next two decades in recruiting and retaining faculty in diverse disciplines (Bowen and Schuster, 1986). Faculty have, of course, always been an absolutely fundamental human resource in higher education, but anticipated shortages call attention to our need for understanding more fully how faculty feel and think about their lives as professionals. If we can understand what faculty fmd most meaningful and what they fmd most frustrating in their professional lives, perhaps we can create the kinds of institutional support systems and cultures that attract talented people to our colleges and universities, and keep them happily employed once they are hired.The project to investigate the attitudes of faculty towards teaching and research began in response to frequent anecdotal statements, heard by the authors, that college teachers, even at primarily undergraduate teaching institutions, are far more interested in research than in teaching, and by implication, more interested in data and publication than in students.
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