Purpose: The purpose of this report is to describe the process and rationale for awarding Affiliate Clinical Faculty status to selected clinical instructors. Methods/Description: The volunteer role of clinical instructor (CI), coupled with the burden of increasing productivity, and utilization of the EMR, has created a challenge for recruiting CIs. During formal and informal conversation with clinicians, library access was identified as a motivator to mentor students. The clinical education faculty determined Affiliate Clinical Faculty (ACF) status, offered to a limited number of clinicians on a yearly basis, may engage clinicians in student education and professional development, and improve/enhance their role as a CI. The criteria for nomination was reviewed and revised and the University processes clarified. University benefits of ACF status are as follows: Access to library and databases, faculty identification card, discounted tuition for discipline specific School of Health Professions workshops/seminars, discounts at the university bookstore and events. Nominees were notified of the opportunity for the ACF rank appointment, and supervisors were notified of the nominations. Results/Outcomes: All twelve nominees accepted the rank of ACF. Feedback from recipients and supervisors was positive. A typical response was: “I truly enjoy working with students in our clinic as a clinical instructor as well as in my role as CCCE. I appreciate the nomination…”. Clinical managers/supervisors were also appreciative of the recognition: “She is so devoted to our students and does an exceptional job coordinating their fieldwork here as well as helping with the clinical instruction of your students. It is because of her dedication and hard work that we have so many wonderful students from [your program] who then become our employees. This is well deserved!” Non-nominated CIs have asked about the process to receive ACF status. Conclusions/Relevance to the conference theme: As the demand for CIs increases, and the willingness of clinicians to take on students decreases, incentives can be the bridge to fill the need for CIs. Through focus groups, written and verbal feedback, library access was identified as a bridge to student engagement. By offering the rank of Affiliate Clinical Faculty with its associated benefits, the CI may improve his/her role as a clinical mentor, connection to the students and the university, with increased potential to remain engaged for the long term. Further research will determine if CIs stay engaged and utilize the benefits of ACF rank.