In this brief, the authors argue that creating avenues to support VITAL faculty is an essential role for leaders within academic affairs, and particularly those in faculty affairs. While the authors review a host of supports needed, they argue for the importance of sustained professional development opportunities like faculty learning communities…

VITAL faculty, also known as non-tenure-track instructors at colleges and universities in the United States, play critical roles in educating students but are often excluded from professional development and community-building opportunities that support their growth and development as instructors. In this article, we describe how we addressed…

This report provides insights into VITAL faculty members' engagement in sustained professional development (SPD) programs, such as faculty learning communities. Throughout the report, we examine how differences in VITAL faculty's career characteristics (e.g., full-time or part-time, promotion opportunities and contract length, career role,…

Recent research shows that professional learning is essential "equity infrastructure," the key to engaging front-line educators in the action-oriented partnerships needed to implement equity-focused practices with quality and at scale. The new, 2023 report examines professional learning at community colleges and Minority Serving…

This paper examines how pracademics who teach at different universities in Ghana contribute to shaping their academic development. In this study, a pracademic refers to an industry practitioner who is employed by a university as a part-time academic to teach academic courses and support the knowledge and skills development of learners. Using a…

In Texas, employing more adjunct faculty has helped meet staffing demands as community college enrollment has increased. However, training and retaining these part-time employees has created a unique challenge as adjunct faculty have less opportunities and motivation to participate in professional development (PD). Applying Vygotsky's…

This qualitative, explanatory single-case study explored how online adjunct faculty who teach in a private, faith-based school versus a private, non-faith-based school explain their motivations to teach online courses. The study utilized Vroom's Expectancy Motivation Theory as the theoretical framework. Two research questions guided the study. The…

This qualitative case study explored the professional and personal growth benefits for women faculty who engage in mentoring relationships at a historically black college or university (HBCU). Data were collected using one-on-one interviews with full- and part-time women faculty members who served as research participants. The participants…