Shaker, Genevieve G.Palmer, Megan M.Chism, Nancy Van Note2022-06-062022-06-062011Shaker, G. G., Palmer, M. M., & Chism, N. V. N. (2011). Understanding and Supporting Full-Time Non-Tenure-Track Faculty. To Improve the Academy, 29(1), 46–59. https://doi.org/10.1002/j.2334-4822.2011.tb00621.xhttps://hdl.handle.net/1805/29248As the face of the American faculty profession changes, targeted academic development becomes more important. A phenomenological qualitative study of full-time, non-tenure-track faculty in English portrays an experience characterized by a love of teaching but fraught with professional challenges stemming from low status and poor reward and recognition structures. These data provide the point of departure for recommendations on expanding organizational and faculty development strategies for supporting, integrating, and encouraging full-time, non-tenure-track faculty.enAttribution-NonCommercial-NoDerivatives 4.0 Internationaltargeted academic developmentprofessional challengesorganizational and faculty development strategiesChapter