This article theorizes the potential contours and impacts of faculty “resilience” within increasingly corporatized contexts by examining the strategies for resilience and persistence among international, multilingual, and nontraditional students who maneuver among various academic and cultural contexts.

The author considers faculty development and its potential relationship to the ethos of collaborative practice modeled both by critical (Freirean) pedagogy and by interdisciplinary research. As a primary concern for any academic administrator, faculty development is not only a teaching moment but also an opportunity for reciprocal exchange, learning, and knowledge production, allowing participants to challenge the received wisdom of their fields and to come to a more rhetorical understanding of their identities. The collaborative construction of new knowledge and an emerging understanding of identities are examined in the context of two professional development and administrative contexts: the assessment by faculty of the writing of entering, first-year students and a collegewide, first-year experience (learning-community) initiative.

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