I have previously spent four and a half years as a part-time faculty member. I now have almost eight years as a full-time faculty member and program director in graduate programs at the University of Kansas (KU), serving working professional students. During my time at KU, I have seen considerable variation in the engagement of part-time faculty in program activities. I set out to better understand part-time faculty's perceptions regarding their willingness to engage and invest discretionary effort to participate in program and university academic citizenship in the pursuit of achieving program goals. Academic citizenship is defined as "a set of attitudes and activities connected to internal and external service work" that "help to support the infrastructure of academic life and the wider civic mission of the university" (Macfarlane & Burg, 2018, p. 16). The study used a basic qualitative methodology. Semi-structured, open-ended interviews revealed the perceptions of 16 part-time faculty members across nine different areas of the University. The three research questions forming the foundation of the study are: 1. What motivates part-time graduate faculty at KU to teach, and how do they perceive their role in the program in which they teach? 2. How do part-time graduate faculty at KU perceive their relationship with program directors, other faculty, and other KU Administrators? 3. What might allow them to feel more connected, and what might motivate part-time graduate faculty at KU to become more engaged in academic citizen-related activities? Analysis of the study data shows that participants are willing to consider greater engagement in academic citizenship-related activities, but many factors both help and hinder greater engagement. Study findings related to the first research question are that all participants desire to give back to KU or their industry; three were motivated by money, some by the challenge of teaching, and others to satisfy a longer-term desire to teach. Still, others desire to bridge the gap for students between education and industry. All participants noted their role as teachers in preparing course materials, teaching the course, and assessing student success. Some see a broader role in improving the quality of participants in the industry. Study findings related to the second research question are that while a few were satisfied with their relationships, many others felt excluded from the program team by program administrators. Many expressed a desire for additional opportunities to interact with other faculty and interdisciplinary opportunities. Study findings related to the third research question are that all participants lack available time. Still, many would be willing to take on additional activities if they can fit them into their schedule. Many lacked awareness of opportunities for greater engagement. Lastly, the KU Human Resources onboarding and contracting policies and procedures were perceived as barriers. The implications for practice from the study findings include recommendations in four areas. Recommendations are provided for adequately staffing programs with full-time faculty and improving communications with part-time faculty to ensure they consistently receive such communications. Recommendations are provided to reflect on the program and department inclusivity for part-time faculty and the corresponding steps for improvement. Exploring mechanisms for identifying and promoting interdisciplinary opportunities are also recommended. Lastly, recommendations for further study are provided in improving faculty interaction, interdisciplinary opportunities, benchmarking part-time faculty contracts and system access, and repeating the study with a more representative gender mix of participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]