If the talents and knowledge of part-time instructors are to be maximally utilized, more encouragement and support must be paid them. (RN)

Warns that using part-time faculty without an adequate support program may be damaging to a community college's reputation and institutional integrity. Lists ten special provisions administrators have found effective in working with part-time faculty, including inservice training with release time, instructional support staff, handbooks, staff…

To arrive at an equitable teaching load policy, the percentage of load allotted to each course should be identified. In addition, a table of appropriate basic class sizes should be designed so that unusual class sizes can be quantified and caculated into the percentage of load assigned for each course. (DC)

Discusses hiring, evaluation, involvement, and competencies of the increasing number of part-time teachers in colleges throughout the country, and the unclear expectations placed on them. Includes a competencies questionnaire for part-time instructors developed at Caldwell Community College and Technical Institute.

Reviews the advantages of utilizing part-time faculty. Also discusses the problems of calculating pro rata pay and the impossibility of granting tenure to part-time teachers and analyzes the role of unions in obtaining such benefits. (DC)

Presents a profile of humanities faculty in two-year colleges based on a national survey of 1,493 full- and part-time instructors in 156 colleges. (JDS)

Discusses the need to provide part-time instructors with orientation, evaluation, and formalized instructional resources to insure quality teaching, suggesting an instructional materials resource center, with regular faculty support, and books on learning theory, educational periodicals, tapes, and workbooks on instruction design. (MB)

Describes Coastline Community College, California, a noncampus, community-based, comprehensive college, in terms of its: (1) use of existing community facilities; (2) administrative organization; (3) open admissions policies; (4) services to the elderly; (5) comprehensive curriculum; (6) telecourses and independent study courses; (7) primarily…

Vermont has an unusual two-year college system. There is no campus, no full-time faculty, no grades or credits are given, students develop their own performance contracts, non-traditional courses are offered, and life experiences are counted toward a degree. Methods of finance and the lack of a model on which to evaluate success are the major…