PURSUING A COMPREHENSIVE FACULTY-DEVELOPMENT PROGRAM MAKING FRAGMENTATION WORK

Arizona State University (ASU) serves as a case study of a comprehensi ve faculty development program in a large university characterized by numerous overlapping and fragmented resources and services. In this se tting, the task of faculty development is to provide the leadership th at is necessary to mold these fragments into a coherent vision and mis sion that promotes the aims of the university and supports the needs o f the faculty. Programs based on the consortium, the cooperative, and the distributed models make fragmentation work for, rather than agains t, the program. In addition, faculty development must work to establis h an academic environment that values teaching, research, and scholarl y outreach-the constituent elements of a comprehensive program.