There has been extensive research conducted into the plight of casual academic staff, the precarious nature of their work, their limited academic development opportunities, and their heightened risk of being positioned on the periphery of the workforce in academia. Institutions have attempted to mitigate this risk through the provision of academic…

A further education college for adults used Britain's Investors in People program to improve staff development opportunities for part-time staff. The process necessitated balancing the tension between academic culture and the language of adult education on the one hand and the business/enterprise ethos of the IP program on the other. (SK)

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…

Concerned with the growing utilization of part-time community college faculty and their isolation from full-time faculty and institutional support, an inter-disciplinary team of community college and university faculty investigated current part-time faculty development efforts. Five models emerged, including "benign neglect", a workshop approach,…

The problem of effective staff use in a college department of physical education is addressed in this paper. Some of the advantages and disadvantages frequently associated with the full-time teacher, the part-time instructor, the graduate assistant, and the paraprofessional are examined. It is suggested that careful assignment of faculty, using…

Describes the training program for part-time composition staff members at Saginaw Valley State College in Michigan. (FL)

This publication presents 14 departmental case studies of the preparation and support provided to part-time teachers in Scottish institutions of higher education. The case studies are grouped in four sections according to the category of part-time staff involved: practicing professionals (professional teaching assistants, lawyers, artists, and…

A comprehensive program of staff development for teachers of adults begins with a thorough orientation for new staff, and continues with inservice activities identified and developed by administrators, advisory committee members and teachers themselves. (SK)

Flexibility of provision and support for part-time staff and students are being emphasized in British further education colleges. Legislated funding changes, guidance, and skill diagnosis are supporting students, and staff development, handbooks, newsletters, and induction programs assist part-time staff. (SK)

Suggestions for an individualized approach to staff development of adult educators is offered in this monograph. Individual commitment to professional growth and administration allocation of time and resources are seen as prerequisites to implementation of any program. In discussing program types, the report cautions that large group programs,…

Presents the results of a national survey on staff development for part-time instructors, the program established on the basis of the survey findings at Eastfield College (Texas), and a model for establishing part-time faculty programs in other colleges. (RT)

Provides bibliographic citations for the 27 articles and papers by Raymond E. Schultz included in the ERIC system. Works are organized under the following headings: administrators, education in Arizona, international education, staff development, staff reduction, and miscellaneous. (CAM)

Mount Hood Community College studied existing staff development programs at numerous other institutions, reexamined its own philosophy and staff development programs, analyzed faculty needs, formulated new directions for its faculty, and more closely articulated staff development opportunities with area institutions and agencies. This report…

Strategies were based on a low-key consultative technique designed to build community-college ownership of the program. The project resulted in staff-development activities at each college, including resource handbooks for part-time faculty, meetings with full-time personnel, and greater access to existing services. (Author)

This document presents the rationale for and the curriculum for a workshop for part-time faculty, particularly faculty in occupational areas who are skilled professionals in their occupational fields but have had no formal instruction in current teaching techniques. While this curriculum is tailored to the specific needs of Seminole Community…