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Abstract

This article examines the evolving importance of professional development for two year college communication faculty in light of significant shifts in higher education during the previous two decades. It argues that growth in the two year sector, diversification of student populations, and heightened demands for accountability require instructors to pursue ongoing professional learning to ensure instructional quality and responsiveness to non traditional students. The discussion identifies misconceptions, structural constraints, and cultural assumptions that hinder faculty development, including narrow definitions of scholarship, heavy teaching and service loads, limited sabbatical opportunities, constrained funding, and extensive reliance on part time instructors. The article asserts that professional development must encompass research, pedagogical improvement, and broader engagement with disciplinary and institutional communities. It outlines a multi level strategy involving professional associations, the Association for Communication Administration, university speech communication departments, two year college administrators, and individual instructors. Recommended initiatives include targeted recruitment and support from associations, institutional policies mandating development plans, resource allocation for travel and workshops, faculty exchange programs, and expanded graduate training focused on two year college pedagogy. The article concludes that collaborative action across the communication field is necessary to overcome barriers and ensure faculty readiness for changing educational demands.

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