Institutional researchers might know more about non-tenure-track (NTT) faculty than leaders on many college campuses, particularly four-year institutions and research universities (Cross and Goldenberg, 2009). As such, institutional researchers play an important role in educating campus leaders about this growing segment of the academic workforce. Gappa and Leslie (1993) first identified a trend for these faculty to be ignored by administrators, tenured and tenure-track faculty, and staff, and labeled NTT faculty the "invisible faculty." Times are changing; with two-thirds of the faculty now off the tenure track across higher education, it is hard to ignore the new majority. Yet many campuses have few, if any, processes in place for identifying, documenting, and creating meaningful policies and practices for this population of faculty. In this chapter the authors argue for creating better data about the new faculty majority and also better models for understanding its implications. They first provide an overview of who is included in their definition of NTT faculty and provide some background characteristics about this group. Second, they describe some of the reasons why it is important to obtain reliable data on this group beyond just their rising numbers. Third, they describe some of the reasons why it has been difficult to obtain complete data on NTT faculty. Finally, they focus on recommendations for institutional researchers about ways they might go about collecting reliable, effective, and helpful data to inform campus policymaking. (Contains 5 notes.)