Widespread attention to the concept of teacher burnout along with theories and prescriptions for dealing with "midlife crises" have implications for the tenured higher education faculty in communication education. To avert such problems college administrative staff can promote faculty development through (1) a systematic approach to long-term planning, (2) instituting intrauniversity visiting professorships, and (3) promoting opportunities for faculty exchanges with other universities. Long-term planning involves the faculty member preparing a three-year plan that includes courses to be taught, research to be conducted, services to be performed, professional activities expected, and any anticipated factors such as leaves or grants that would require adjustments. Each year, the faculty member and program update this plan and indicate whether the goals for the previous year have been met and what modifications are required for future planning. Intrauniversity sabbatical leaves provide one month's summer salary plus an academic year free of departmental responsibilities in order for the faculty member to take courses as well as to team teach in one or two courses in another department or school at the university. The third approach lies in such programs as the Fulbright exchange program and other university exchange programs. Finally, a new program is needed for professors who want opportunities for their own development that are less drastic than leaving academic life but more flexible than simply teaching at another institution. One possibility is a flexible program of time-off credits that could be used when a professor most needs a leave. (HOD)