What a great post, Maha! I am commenting because I am very curious what others will say. I worked for a couple of years before my current job doing faculty development full time — not with adjuncts / part-timers, but with full-time faculty at my school… but it’s a RESEARCH university; teaching is a distinct second, and that hierarchy is a big obstacle to overcome. Anyway, I quit that job in frustration (I felt like I was accomplishing nothing), and that’s when I began teaching online, also a full-time job. And with students, all the strategies and efforts that I favor worked GREAT: making choices, making connections, building long-term projects, freedom to experiment, total creativity, etc. — it’s all about, somehow or other, tapping into the self-motivation that is there, and finding a way, no matter how weird, to connect that personal motivation to the overall goals of the class; since I teach writing, the class is flexible enough to accommodate pretty much any kind of experiment. Yet even though “teaching teaching” is as big and flexible an endeavor as “teaching writing,” I could not find a way to make faculty development efforts work, even when the faculty had all the freedom in the world to define the direction of the learning, even more freedom than students in my class have. So, it’s now over 10 years since I left my old job, and faculty development is still completely languishing at my school. I am really curious what others will say about this!