Faculty members are the specialized academic staff responsible for executing the core educational and intellectual mission of colleges and universities. Their role extends far beyond classroom instruction, encompassing a complex set of duties that sustain the intellectual environment of an institution. Understanding this specialized workforce requires examining the varied expectations placed upon them, the hierarchical structure of their careers, and the different forms of their employment.
The Core Missions: Teaching, Research, and Service
The professional life of a faculty member is defined by a “three-pillar” structure: teaching, scholarship, and service. The proportion of time and effort allocated to each mission varies significantly depending on the type of institution. For instance, faculty at large research-intensive universities (R1 institutions) often have a greater emphasis on scholarship, while those at community colleges focus predominantly on teaching.
Teaching, or instruction, involves the direct delivery of course material through lectures, seminars, and laboratory supervision. This responsibility also extends to intellectual guidance outside the classroom, including student advising, mentoring, and curriculum development. Faculty members are tasked with designing courses, evaluating student performance, and continuously updating their pedagogical methods to ensure effective learning outcomes.
The second pillar, research or scholarship, is centered on the generation of new knowledge within a specific academic field. This function involves conducting original investigations, securing external research grants for funding, and communicating findings through scholarly publications. Faculty are expected to publish articles in peer-reviewed journals, write books, and present their work at national and international academic conferences. This scholarly output is a primary measure of a university’s intellectual contribution and standing.
Service, the third mission, requires faculty members to contribute to the functioning of their department, institution, and professional community. This includes internal duties like serving on departmental committees, participating in administrative tasks, and contributing to the university senate. External service may involve activities such as editing academic journals, serving as a peer reviewer for grant proposals, or providing disciplinary expertise to external organizations.
Understanding the Faculty Career Ladder
The traditional path for academic professionals involves a hierarchical progression of ranks associated with the tenure-track system. The career begins with the entry-level position of Assistant Professor, a probationary role lasting approximately six years. Individuals at this rank focus on establishing a strong record in teaching and research to meet the institution’s criteria for permanence. They must demonstrate the potential for sustained excellence and scholarly independence before their review concludes.
Successful completion of the review process, including the granting of tenure, results in promotion to the rank of Associate Professor. This mid-career rank signifies that the individual has a proven record of scholarly accomplishment and successful teaching. Associate Professors are considered established members of the academic community and often take on greater responsibility in departmental and institutional leadership.
The highest rank attainable is that of Full Professor, which is achieved through a subsequent promotion review several years after receiving tenure. Promotion to Full Professor requires evidence of sustained, influential contributions to the field and demonstrated leadership across all three core missions. Faculty at this senior rank are recognized as national or international leaders in their respective disciplines, reflecting a career of significant achievement.
Tenure-Track Versus Contingent Appointments
The modern academic workforce is divided into two employment models: tenure-track and contingent appointments. Tenure-track positions are full-time, long-term commitments requiring faculty to meet expectations in teaching, research, and service. The goal is to achieve tenure, a status granting a permanent contract and robust academic freedom after a rigorous probationary period, typically six years. Academic freedom allows tenured faculty to teach and research without fear of job loss.
Contingent appointments, often called non-tenure-track (NTT) positions, represent the majority of instructional staff, sometimes accounting for 70% or more of faculty. These roles, including Lecturer, Instructor, or Adjunct Professor, differ significantly from the tenure track in job security and workload. Contingent faculty are frequently hired on temporary contracts, often renewed semester-to-semester, providing little job security.
The primary commitment for most contingent faculty is instruction, often carrying a much higher course load than their tenure-track counterparts. Many contingent roles do not include expectations for research or scholarship, and service obligations are often minimal or unpaid. This model offers institutions financial flexibility but results in lower pay and limited benefits. The reliance on contingent faculty has created a two-tiered system with distinct working conditions.
Faculty’s Role in Shared Governance
Faculty members are unique employees because they participate directly in the governance of their institutions, a practice known as shared governance. This authority structure recognizes the faculty’s specialized expertise in academic matters, which are central to the university’s mission. Faculty exercise their influence through formal bodies such as the Faculty Senate and various standing committees.
The faculty holds the primary responsibility for setting and maintaining academic standards, including the design and approval of the curriculum. They are the authoritative voice on degree requirements, the content of courses, and the methods of instruction. This academic authority also extends to personnel decisions concerning their peers, such as making recommendations on faculty appointments, promotions, and the granting of tenure. While the governing board and administration hold ultimate legal authority, they are generally expected to respect the faculty’s expertise on core educational policy.