This Guide is designed to support the work of institutional cross-functional teams charged with strengthening adjunct faculty professional learning and institutional engagement. Each section shares key learnings from ATD's work with six Leader Colleges, including accomplishments in the form of new programs, services, or policies that can serve as…

The Center for Community College Student Engagement encourages colleges to hold focus groups with part-time and full-time faculty to learn about differences in the faculty and their experience at their college and to complement survey data. Survey responses tell the "what" about faculty's experiences; through conducting focus groups,…

Engagement matters, and it is critical for student success and for community college faculty and staff who are responsible for helping students learn and achieve their goals. It is particularly critical for community colleges to find ways to engage part-time faculty who are responsible for such a significant part of most students' college…

Examines the issue of part-time faculty, particularly in community colleges. (PD)

Addresses problems part-timers face and offers solutions. (PD)

Points out appropriate and inappropriate uses of part-time faculty. (PD)

Presents a rationale for the orientation of part-time instructors and suggestions for orientation program design and areas to be covered, such as emphasis on quality, college-level work, textbooks, class attendance, grades, examinations, prerequisites, academic deficiencies, visitation of classes, student evaluations, and facilities. (AYC)

This guide explains some of the intellectual property rights of part-time college faculty members and the circumstances under which faculty can defend intellectual property rights. The term "intellectual property" refers to proprietary information, materials, or products, the owner of which may possess intellectual property rights under trademark,…

Suggests several ways that part-time writing faculty can improve their situation both in the classroom and in their relationship to the college. (SR)

Addresses (1) shared understandings regarding the extent and pattern of increased reliance on part-time and adjunct faculty; (2) elements of quality undergraduate instruction affected; and (3) institutional advantages and disadvantages of such reliance. Suggests general guidelines for rectifying inappropriate reliance on part-time and adjunct…

Presents guidelines for maximum class size and workload in English. Presents recommendations for the number of students in writing courses and the number of students in literature courses. Considers recommendations for hours of instruction, variety of courses, variable workloads, administrative duties, and part-time and temporary appointments. (SG)

Suggests that an institution's use of a critical mass of full-time, tenured and tenured-track faculty members provides a measure for judging the quality of undergraduate education. Presents a table that gives the average percentages of undergraduate course sections taught by full- and part-time instructors in different types of English and foreign…

Examines the status of part-time college faculty. Notes that some part-time faculty are entering into collective bargaining and joining unions in an effort to achieve equity with full-time teachers. (MM)

Discusses the need to distinguish between the person filling the position and the position itself in examining all the issues and concerns surrounding the employment of non-tenure-line faculty, lecturers, instructors, and adjuncts. Concludes that educators must focus efforts upon the entire body of non-tenure-line faculty, striving to create…

Administrators should relate to teachers of their adult classes in the same way that they would like those teachers to relate to learners. Two especially important contact points are the initial interview and orientation, and formal and informal inservice education. (Author/SK)