Much has been written about the needs of mid-career faculty and their needs, such as their continued professional development, evolving mentoring needs, and maintaining an upward trajectory. Much of this
Non-tenure-track faculty (NTTF) make up over 50 percent of the faculty in higher education (“Percentages of Full-Time Faculty,” 2020). At associate’s and baccalaureate-granting institutions, more than 70 percent of faculty
When disempowered employees, like part-time professors, are told they need professional development, it often creates negative emotions that leadership does not address. To disempowered employees, professional development commonly seems
What are the equity stakes in student evaluations of teaching (SETs)? And how are these stakes intensified for minoritized contingent faculty in a two-tiered faculty system? This question is
Campuses are seeking ways to address two major issues: racial equity and ongoing pandemic-related challenges. One approach to addressing these issues that few leaders have considered is liberatory design thinking
Unless you are at an elite institution in a highly specialized department that has no general education or service course teaching responsibilities, you need generalist faculty. Most academic departments at
In recent years, critics have pointed out the poor working conditions of non-tenure-track faculty (NTTF), but less attention has been paid to the lack of investment in them as teachers
Academic Leader has published voluminously on faculty development issues in higher education. Below is a collection of articles, divided by topic, on how you can support the professional development of
Academic administrators are well aware that the faculty has changed dramatically, with 70 percent of the faculty now off the tenure track (52 percent part-time and 18 percent full-time, non–tenure
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