ABSTRACT

This century has seen tremendous change in the composition of a typical university’s faculty. Years ago, it was not uncommon to find a university teacher who had not received their doctorate or some form of terminal gradu­ ate degree. Today, such a find is truly rare, as years of graduate study have become necessary for entry into the academic profession. Another signifi­ cant change in the professoriate has been the widespread adoption of research as coin of the realm in academic reward structures. Pressures on faculty to do research have in turn led to a considerable increase-most notably at re­ search institutions-of graduate students becoming the front-line teachers of first-year undergraduate students.