Abstract
An aura of controversy surrounds the proliferation of part‐time faculty members on community college campuses. The related literature provides evidence that part‐timers have fewer advanced degrees and years of teaching experience than their full‐time counterparts. Nevertheless, the increasing trend toward their employment shows no sign of slowing. As part‐timers comprise a growing proportion of community college faculties, and as they are recruited from nonacademic sources, opportunities should be provided for them to hone their pedagogical skills. The findings of a study undertaken at Arizona State University's Department of Higher and Adult Education reveal part‐timers’ needs for assistance and information in instruction‐related areas such as evaluation, handling paperwork, teaching community college students and community college philosophy. An instructional resource manual developed for part‐time faculty was perceived to be a viable method of providing assistance to part‐timers.
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