Supporting faculty parents in professional development: Case studies, recommendations, and a call for inclusive approaches

Educational development is often scheduled during academic breaks with the intent of allowing faculty participation; however, this can actually make it more difficult for faculty who are in parenting roles, particularly during summer and school breaks when childcare options are limited. This article provides case studies  from two different institutions describing approaches to offering childcare support to faculty participants in professional development. Ultimately, although both cases were successful, they were limited solutions to what is actually a much larger cultural problem. Our discussion shares lessons learned, recommendations, and urges others to embrace inclusive and equity-focused endeavors in supporting faculty caregivers' involvement in professional development programs.