The new majority of faculty in today's colleges and universities are part-time, yet sizable gaps exist in the research on their needs, interests, and experiences. Further, the peer-reviewed scholarship is largely quantitative. Principally, it focuses on the utility of the adjunct work force, comparisons between part-time and full-time faculty, and personal, institutional, or systemic stressors related to institutional reliance on a part-time workforce. The purpose of this study is to ascertain, through qualitative inquiry, the experiences of part-time faculty at a midsized, comprehensive public university. Data from 85 participants were coded, analyzed, and integrated into three core themes. The first, receiving outreach, speaks to inconsistent outreach, messaging, and communication from and across the institution. Mentoring was identified as a prevailing sub-theme and a plausible method of mitigating extant disconnects. The second core theme, navigating challenges, classified the teaching quandaries revealed by this cadre: student engagement and learning, quality of work-life interaction, and community disconnect. The third theme, developing skills, reflected part-time faculty members' needs and interests related to cultivating additional knowledge required for advancing university teaching. While responses are localized, their meanings may be transferred to other campuses through the incremental adoption of programs, services, and advocacy efforts.

This article advances the conditional incompatibility thesis, which when left unaddressed, poses challenges to the pragmatic maxim as a guiding framework for mixed methods research. The conditional incompatibility thesis stands in opposition to two claims, the first pertaining to the position that incompatibility can be avoided by adherence to a ''whatever-works'' maxim. Also questioned is the claim that quantitative and qualitative data are inherently incompatible. Arguing that there are conditions under which incompatibility occurs, we illustrate within the context of latent variable modeling how particular techniques, methods, and/or decisions fail to be philosophically neutral. Offered are methods through which researchers can be more mindful of, and thus transparent about, the influence of philosophical perspectives in their work.

The need for convenient, cost-effective, and applicable training and education is paramount. Opportunities for interagency cross training and education, particularly around risk assessment, psychosocial adjustment symptoms, and the biomechanical causes of psychiatric symptoms may alleviate perceived disconnections, improve provider confidence, and mitigate crises. Developing interprofessional teams of providers to maximize access to services, either face-to-face or virtual, is integral. These perspectives highlight opportunities to improve access to services and to strengthen relationships across providers and agencies.

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The challenges of providing optimal healthcare for individuals with brain injuries are heightened by the unique complexity of the injury itself. Survivors with long-term needs often encounter precarious situations where they struggle to receive services in health systems focused on cost containment driven by medical necessity and managed care. This article draws inductively from the rehabilitation experiences of 2 survivors to highlight neuroethical considerations representing the person, the rehabilitation system, and the medical model. Drawing upon our experience studying the provision of care in the Commonwealth of Virginia, we seek to explicate the challenge of providing longitudinal services. Three diverse and intersecting ethical considerations are applied: (1) teleological implications within rehabilitation medicine; (2) a care ethics framework, nested in the scholarship of feminist and disability ethics; and (3) the literature on pragmatism and dehumanization. This article uses these frameworks to explore the challenge posed by current healthcare practices and the needs of individuals with chronic brain injury.