In 1987, Arizona State University initiated a national study of two-year college faculty behaviors that contribute to educational equity. During phase 1 of the study, field interviews and a literature review were used to develop an inventory of effective faculty behaviors. To determine the emphasis placed on these behaviors, phase 2 consisted of a survey of faculty at 52 community colleges nationwide, producing usable responses from 67% of the faculty. In order to identify the relationship between effective faculty behaviors and administrative policy and practice, phase 3 consisted of case studies of 12 community colleges, involving site visits, interviews, and an examination of college documents. Effective faculty behaviors were examined in the areas of outreach and student recruiting; mentoring and advising; academic support; campus climate; student assessment; good teaching practices; adaptive instruction; and emphasizing achievement. Study findings included the following: (1) at all institutions, faculty reported high involvement in student assessment, good teaching practices, and in emphasizing achievement; (2) faculty reported lower levels of involvement in mentoring and advisement, and campus climate activities; and (3) faculty members reported higher involvement in effective behaviors at colleges at which faculty and administrative values did not conflict. The report includes in-depth analyses of faculty working conditions, role definitions, evaluation and reward systems, organizational structure, governance, and professional development opportunities as they relate to effective faculty behaviors. Recommendations for achieving and maintaining effective learning environments, the survey instrument, and data tables are included. (PAA)