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Faculty development has been evolving in focus and form over the past fi ve decades. Originally organized around sabbatical leaves, faculty development now offers a wide array of programs and involves a growing body of highly professional, deeply dedicated professionals. As both faculty members and faculty developers with over fi fty collective years of experience in higher education in the United States and internationally, the authors believe faculty development is a key strategic lever for ensuring institutional quality and supporting institutional change in higher education. With higher education institutions and the faculty within them facing new challenges and opportunities, what is the future of faculty development?In this chapter, readers are pointed to innovations in faculty development that are appearing on the horizon, in the context of changes and challenges confronting higher education institutions. Thoughts about the structures and processes in the practice of faculty development that need attention and some of the pressing issues in the fi eld as a profession are shared. This analysis is drawn from the authors' previous research and writing, as well as the work of others, concerning academic work and workplaces, faculty careers, and faculty development. In particular, this chapter draws substantially on fi ndings from an in-depth study of faculty development professionals in North America (Sorcinelli et al. 2006). In that study, developers from the United States and Canada who were members of the oldest and largest professional association for faculty development scholarsIn this concluding chapter, the authors point readers to innovations in faculty development that are appearing on the horizon, in the context of changes and challenges confronting higher education institutions. Additional thoughts are presented about the structures and processes in the practice of faculty development that need attention, including those related to pressing issues in the fi eld as a profession.

The author provides research‐based and practical advice on how to foster the career development of new and junior faculty. She first reviews who the new and junior faculty are and highlights research findings on the work and career experiences of these faculty members. She then describes model programs and successful strategies to support the newest members of the professoriat, including exemplary programs for orientation, mentoring, research, and teaching development.

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