ABSTRACT
Assistant professors so often think of their work and careers as three distinct buckets: teaching, research, and service. Part of self-authoring the career as a faculty member is making and truly owning the choices. The faculty growth framework positions faculty as learners, with sufficient agency to create their work environments. Perhaps if faculty members had used the experiences as opportunities to examine and evaluate positions, values, and capacities in relation to the disruptions, they could more easily have reframed and taken ownership of these things that happen to them. Don Haviland’s early scholarship was around implementing and supporting faculty work in assessment of student learning, to support faculty and student success. When their scholarship, teaching, and service are aligned with who they are and what they value, the act of making and defending those choices is easier.
