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The interests and needs for professional development of 112,Ldiana University faculty were studied, through interviewing and questionnaire administration. The faculty tanks in this sample approximated the full-time faculty population: assistant professoys (21 percent), associate professorsA30 percent), and full professors (49 percent). In addition to the faculty roles of teaching, research, and service, influences of career development were identified, including the commun "ty and academic environment, institutional resources, and satisfactions gained from work. The following obstacles to career development were cited: time, salary, and resources such as graduate student fellowships, internal research support, equipment, and materials. Governance issues, such as administrative attitudes toward faculty, were also mentioned as affecting faculty members ' work. Faculty recommendations fo