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Faculty who write textbooks within their disciplines are often frustrated by department, college, or university level policies that designate textbooks as something other than a traditional scholarly activity. Some place textbooks under teaching or pedagogical aids while others accept textbooks as a clearly secondary form of scholarly activity. Perhaps more problematic are the lack of rewards and the imposition of disincentives to author textbooks. This paper will examine faculty perceptions of the role and value of textbook writing and issues relating to placement in the personnel review process.