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All areas of education are required to demonstrate their impact on learning and faculty development is no different. Faculty development is an essential part of institutional effectiveness because it keeps faculty up to date on best teaching practices and pedagogical strategies. The Rothwell Center for Teaching and Learning Excellence Worldwide (CTLE-W) provides a variety of resources to support and assist new faculty in the beginning stages of their teaching at ²ÝÝ®ÊÓƵ-Worldwide (ERAU-W) as well as continued support for faculty who are currently teaching. However, faculty participation and utilization of these resources fluctuates and currently there is no data on how many first time faculty members use CTLE-W resources during their first teaching term. In this causal-comparative study the researchers will be measuring if there is a significant statistical difference between first-time ERAU-W adjunct faculty participation in CTLE-W monthly EV-Anars, CTLE-W monthly discussions, CTLE-W monthly office hours, outreach to the CTLE-W team (email and/or phone), and utilization of the CTLE-W resource site who receive increased communication from the CTLE-W team compared to first-time ERAU-W adjunct faculty who did not receive increased communication from the CTLE-W team.