Characteristics of part-time faculty, the legal position of part-time faculty, faculty development for part-timers, and other concerns are addressed in four papers. Thomas A. Emmet mentions the activities of some higher education associations with regard to the part-time employment issue and identifies 10 considerations for practices for these staff. In "Who Are the Part-Timers and What are Colleges Doing for Them?" Howard P. Tuckman and Barbara H. Tuckman deal with the background and taxonomy of part-time employment in higher education. Seven categories of part-timers are identified: hopeful full-timers, full-mooners, homeworkers, students, part-mooners, semi-retired, and part-unknowners. Fringe benefit programs, grievance procedures, retrenchment and changing educational demands, and carrying forward the college's mission are also addressed. In "The Legal Position of Part-Time Faculty," John Andes considers legal issues pertaining to part-time faculty, including questions of liberty and property rights, contract requirements, collective bargaining rights, and tenure. Findings from a survey of West Virginia institutions and court cases are also considered. In "Faculty Development for Part-Timers," Richard Bagwell and Ione Elioff discuss how Vista College, a part of the Peralta Community College district in California, handled orientation and inservice development for part-timers. After a survey of 408 current or recent Vista faculty, a faculty development program was designed to increase both teaching effectiveness and a sense of affiliation of the college's faculty. Components included an orientation meeting, seminars, teaching and learning consultants, and a faculty journal. (SW)