ABSTRACT
This chapter introduces several support systems that enable photographic education. The concept of teaching and the concept of administering a photographic program are separate. While they deal with the same photographic program, they are not the same job, nor do they require the same skills. Primarily within the budget, there are two parts that impact educational programs: operational and capital expenditures budgets. For the photographic program, regardless if it is a new program or one that has been in existence for years, there is a need to review how the program is functioning. The review is a method to improve the quality of the photographic curricula and the ancillary activities. Photographic technology and aesthetics, along with ideas of how to best teach the courses, are in constant flux. Professional development, whether formalized by the institution or on a personal basis, promotes growth. Mentoring is the ultimate form of professional development.
