Abstract
To evaluate Technical Communication faculty requires understanding of the distinctive nature of the research, teaching, and service performed by faculty in the field. This article documents the work situations and accomplishments of a cadre of twenty-four accomplished faculty members in Technical Communication. The study group, identified by a prior survey of 275 people in technical writing, composition, and rhetoric, provides an empirical basis for defining the kinds and quantities of work that currently can be expected in the field. The article thus helps to provide empirically-based guidelines and criteria for evaluation. Included also is a discussion of other relevant research on faculty evaluation.