Institutional support for faculty development within higher education has increased greatly at many colleges and universities over the last 10–15 years. In the 1970s, and continuing through much of the 1980s, the big concern among top administrators about faculty seemed to be that too many were tenured. Heavily tenured departments were seen by many as a source of stagnation and low productivity. Thus, rather than emphasizing programs for faculty development, many institutions sought ways to insure that faculty would retire. But, as the number of actual and foreseeable faculty retirements ballooned in the 1990s, a new concern arose: recruiting and retaining high quality faculty members. Faculty development became trendy. Helping new faculty members be the best they could be made sense to administrators and trustees.