Examines the problem of increasing reliance upon part-time faculty. Looks at the implications and considers a number of issues relating to employment of part-time faculty. Discusses six practices used to deal with part-time faculty: recruiting, selecting, orienting, staff development, evaluation, and integration. Effective communication is key in…

States that part-time faculty--whose numbers have doubled in the last generation--are paid an average of only $1500 per three-unit class, are rarely included in the community college culture, receive no benefits, and frequently lack legal protective measures. Offers suggestions as to how these legal issues can be addressed and resolved. (NB)

Argues that part-time faculty in the Virginia Community College System should be considered for full-time employment when positions become available, rather than being viewed simply as fill-ins. (NB)

Argues that employment of adjunct faculty is vital to the community college mission. Suggests that in the Virginia Community College System, adjuncts provide industry-specific skills that aid in technical education. Explains that full-time faculty can concentrate on concepts and fundamentals, while adjuncts provide the technical skills required…

States that making time for reflection and renewal is essential to a teacher's ability to give more to others. Highlights suggestions from the research literature that can help faculty manage their personal and professional lives, such as rewarding one's self, finding balance, and managing time. (NB)

Argues that if the Virginia Community College System rewarded its adjuncts with a few of the opportunities that are accorded to full-time employees--such as professional development activities--adjuncts would stay loyal to their institutions, experience more job satisfaction, and provide more effective instruction. (AUTH/NB)

Argues that the Virginia Community College System must begin to offer partial benefits and more equitable monetary compensation to part-time instructors. Contends that full-time faculty must help find solutions to the exploitation of adjunct faculty. (NB)

Compares the 21st century adjunct faculty member to the 19th century sharecropper. Explains that sharecroppers thought they were getting a chance at equality, but instead they were bound to a revised system of indenture. Claims that the status quo will win out in the educational system, as with the sharecroppers. (NB)

Argues that the way to solve the growing imbalance between part-time and full-time instructors in the Virginia Community College System is to establish a permanent part-time category for teachers, which includes partial benefits and time for advising and committee work. (NB)