Although full-time faculty are prepared for the roles they serve, many programs have a significant number of adjunct and part-time faculty who may or may not be fully immersed in the missions, visions, goals and learner outcomes of the programs in which they teach. Faculty are "expected" to perform time-consuming and labor-intensive tasks that diminish time devoted to instruction/research. Another concern is equitable salary distribution. Some faculty believe that they are not compensated fairly. One faculty member described the unequal distribution of compensation as a "devaluation" of some faculty's service. Other faculty expressed feelings of being underutilized. They talk about not having had opportunities to serve in leadership roles. Some faculty are concerned that the newly employed faculty enter with salaries far above those of faculty who have been loyal and supportive of the university.

They also express concerns that they have demonstrated success in scholarship, service and teaching without financial reward.

The budgetary allotment for faculty varies by expertise, experience, program and position. Some discontent was expressed over salary disparities between long-serving, tenured faculty and “newcomer administrators.” While teaching faculty are qualified for the positions they hold, nearly all programs had concerns over the scarcity of full-time faculty to share the workload. However, low enrollments and graduation rates make it difficult to justify employing additional full-time faculty.

Funds are needed:

Instructional practices vary within and across programs. Faculty members lecture; provide cooperative learning opportunities; incorporate peer teaching, standards-based content, project-based learning and technology (Blackboard, Campus labs); and use role play, simulations, discussion groups, problem solving and brainstorming practices to enhance learning. Faculty also write and submit Student Learning Outcomes that align with program and university missions.

Challenges to effective instructional practices include limited student engagement, utilizing assessment to inform instruction, developing relevant and rigorous learning goals and building on students' prior knowledge. Monitoring instructional practices of adjunct faculty to ensure that best practices are conducted is also a challenge.

For most HBCUs, financial resources to support professional development that enhances instruction practices come from Title III funding. Amounts established for professional development over the past three years are shown below.

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Funds are needed for:

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