From Bridging to Bonding

This chapter addresses the dual goals of “bridging” and “bonding” in faculty development, outlining how centers can design programming that appeals to both broad audiences and targeted groups. It examines the needs of faculty at different career stages, from graduate students and early-career instructors to mid- and late-career faculty, while also considering emerging ranks such as adjuncts, teaching-line faculty, pracademics, and alternative academic professionals. The chapter further explores how disciplinary cultures and institutional contexts shape faculty development needs. By balancing inclusive, commons-based programming with specialized initiatives, centers can both foster community across differences and provide tailored support to specific populations. The discussion emphasizes practical strategies engaging faculty while recognizing the importance of flexibility and responsiveness to evolving academic labor markets.