Academic publishing is seen as a means to the acquisition of professional respect, acclaim, and notoriety for both individual faculty members and for their educational institution.

Recruiting pamphlets and letters sent to the parents of prospective students frequently highlight the published works of professors. This is why many large universities and even some extremely selective small colleges not only encourage their faculty to publish, but demand that they do so.

However, both Simpson’s students and faculty overwhelmingly embrace the priority that this institution places on pedagogical success over that of the publication of notable works. A focus on educating students is seen as the forum for intellectual growth, not a confining limitation to scholarship. Thus, Simpson attracts educators, not simply scholars.

On the other hand, members of Simpson’s faculty have consistently contributed valuable research, works of fiction, pieces of art, scholarly criticisms, and instrumental or vocal recordings to the academic and professional world that pervades this campus. These efforts to expand individual work, while maintaining a commitment to the classroom prove beneficial to all.

Prospective students can look forward to being taught by well-respected scholars within each field of study, enrolled students enjoy the advantages of learning the newest and most pertinent information, professors are allowed academic growth and freedom, and the college gains respect and academic reputation.

The sustenance of this very fragile balance between pedagogy and academia will prove to be vital to the success of the entire Simpson community.

The exploration of faculty publishing is of great significance for the college and those associated with it.