One of the main lessons from the recent pandemic is the importance of professional development for all faculty. With a post-pandemic context, we are provided an opportunity to address long-standing problems in higher education, problems that are particularly prevalent within STEM education, including that professional development has not been a professional norm and non-tenure-track faculty (NTTF) have been actively excluded even though they teach a majority of courses. In this study, we wanted to explore campuses that have modified their professional development options to be more inclusive of NTTF and included faculty learning communities (FLCs) as an option for NTTF.