Effective staff development programs require environments receptive to change; programming that is institutionally integrated and developmental; program execution that is comprehensive, dynamic, cost-effective, and that can be evaluated; and activity that is pragmatic and action-oriented. Present staff development programs must improve delivery…

At Hagerstown Junior College (HJC), a project was developed to integrate the college's need for increased enrollment with community college faculty development and industry's need for worker retraining. The project involved agreements between HJC and Mack Trucks, the largest employer in the college's service area. The first program developed, the…

Describes a program developed at Hagerstown Junior College to meet the professional development needs of part-time faculty at small institutions with limited resources. Examines recruitment, orientation, effective communications with administration, the provision of an instructional clinic and other support services, and program evaluation. (JP)

This paper describes the formation of the Appalachian Consortium, assesses its impact after one year of operation, and examines its future development. Consortium goals were to provide in-service, staff development opportunities for the instructional faculties of the consortium's member colleges (three community colleges and a state university)…

Since its inception in 1978, Hagerstown Junior College's (HJC's) Return-to-Industry Project has provided a model for addressing the problem of vocational and technical faculty keeping abreast of technological changes in their field. The project, which was funded by a 5-year Appalachian Regional Development grant, returned occupational faculty to…

Outlines an eight-step plan for developing the full potential of part-time faculty. Plan components include effective recruitment, well-written contracts, increased remuneration, affirmative action, mainstreaming, evaluation of instructional effectiveness, use of part-time faculty as links with the community and part-time faculty development. (JP)

To meet the vocational needs of the college's new clientele and to update faculty knowledge and skills, Hagerstown Junior College initiated a five-year program designed to return all career faculty to industry on a temporary basis. Faculty members requesting a return to industry submitted proposals that specified the area of specialization, the…

Describes trends in two-year college faculty retirement. Argues that colleges can help new faculty members play active roles in realizing college mission by making them feel more a part of the college, increasing mentoring efforts, establishing ongoing professional development activities, decentralizing organizational culture, and recognizing the…

The Appalachian Staff Development Consortium, comprised of three community colleges and the state college located in Appalachian Maryland, attempts to integrate staff development activities into the operational framework of the sponsoring agencies. The consortium, which is managed by a steering committee composed of one teaching faculty member and…

A cultural lag exists between the expectations of new community college students and the faculty who teach them. Part-time students, the underemployed, women entering or re-entering the labor force, minorities, and those seeking new careers are today's clients. During the last decade, occupational faculty have become isolated from their areas of…

The community college student population has changed radically in recent years with the influx of more part-time students, minorities, women, and those changing careers. In many cases the perceptions and skills of faculty members have not kept pace with the changing educational and job expectations of these new students. Staff development…

The staff development program for part-time teachers, designed and first implemented at Hagerstown Junior College (Maryland), became the basis of a model for a statewide program in June 1978. The goal of the program, which consisted of an interest inventory and workshops focusing on the teachers' five greatest concerns as revealed by the…

Part-time faculty are essential to the accomplishment of the mission of postsecondary occupational education institutions. A commitment to excellence requires a comprehensive, systematic design for part-time faculty recruitment, development, assessment, and integration into the institution's delivery system. Careful attention to recruitment…

Community colleges are on the cutting edge of the multidirectional change with the coming of a new century. Peters and Waterman, two management consultants, have spawned thousands of models, designs, and strategies for using organizational excellence as a gyroscope for navigating the turbulence of change. This paper presents Waterman's four-step…

The number of part-time faculty employed in two-year colleges has risen dramatically in recent years, with current data indicating that 64% of two-year college faculty work part time. It is critical, therefore, that colleges ensure that part-time faculty are well integrated into the organizational culture. In assessing initiatives for helping…