I’ve been doing some thinking lately about how faculty develop as teachers. There’s not a lot of literature, neither theory nor research, that describes how college teaching skills change or don’t across a career. If growth and development occur, much of it is automatic, resulting naturally from processes that happen without much faculty awareness. This fact does not imply that we don’t take our teaching seriously and work to improve, but most of us aren’t terribly systematic about the development of our teaching skills. We grow and change more by happenstance than by design.