Suggestions for effective use of part-time faculty include: define the role; establish a list of persons eligible to teach part-time to ensure legitimacy of those hired; provide part-timers with the same fringe benefits, proportionately, as full-timers; and include part-timers in the intellectual life of the department. (LC)

Reviews the literature concerning part-time faculty characteristics, salaries, recruitment, orientation, and staff development. Provides a bibliography of relevant works selected from the ERIC junior colleges collection. (JP)

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)

Described is an inservice training program for part-time faculty involving workshops, weekly meetings, and practice sessions designed to provide training in instructional techniques. Results indicate a need for such programs because part-time faculty outnumber full-time faculty in clinical dentistry programs yet receive little formal training in…

A study focusing on the current practices in Australian colleges of advanced education with respect to the management of teaching personnel is reported. Issues considered include: methodology currently used in the allocation of teaching personnel resources, and the number and type of personnel utilized and the correlation of academic staffing.…

A study of the pros and cons of part-time faculty shows that about one-third of all college faculty are part-time. They cost less, and are a valuable asset to a school, but may cause accrediting problems if they number more than 25 percent of the total faculty. (JMF)

Examines a situation facing Wheaton College where half of its English faculty will retire in five years, many will elect to work part-time before then, and only one new faculty member trained in cultural studies and theory has been hired at this point. Focuses on questions of curriculum revision and logistics. (TB)

A former English teacher who lectures part-time at several colleges (with miserable pay and no benefits, seniority, or security) was determined to free herself from teaching. In recovery, she has plunged into lucrative business writing and editing, has weaned herself from faculty meetings and "excessive" caring, and is now a high-paid corporate…

Examines the problems inherent in hiring part-time faculty at low wages to cover significant numbers of courses at community colleges. Suggests the system is wrought with unfairness and problems for all involved. (TB)

Used nationally representative data to provide a comprehensive comparative picture of the satisfaction between full- and part-time faculty members (both tenure-track and non-tenure-track) within and across U.S. 2-year and 4-year post-secondary institutions. Found a different picture than that proposed by popular accounts of part-time faculty,…

A tenured teacher at the University of Minnesota at Duluth examines institutional policy of hiring non-tenure-track faculty for its writing program. He argues that underfunding and understaffing created a backlog that was then passed on to full-time "temporary" teachers, at the same time administrative costs were increasing. (MSE)

Although the 1980s period of belt-tightening in higher education meant layoff of many tenured professors, financially troubled colleges are trimming part-time and nontenured faculty jobs and offering encouraging early retirement in the current period of retrenchment. However, the proportion of tenured faculty has shrunk as the overall size of the…

Identifies 10 questions that dominated the 1990 WPA Conference at Portland, Oregon, part of a continuing dialogue over professional standards in writing instruction. Captures the voices of conference participants as they pose answers to the issues raised in the Wyoming Resolution and the Statement of Principles and Standards. (RS)

Includes "Part-time Teachers of Adults: Some Professional Issues" (Summers); "The Competence Approach" (Sims); and "Training the Trainers" (Daines, Graham). (SK)

A review of four articles concludes that the work of literacy workers is not valued, partly because of its identification as "women's work." Challenges to its recognition are lack of funding, worker reluctance to organize for change, and overwork and part-time status. (SK)