This monograph provides a portrait of non-tenure-track faculty, describes studies of their experiences, and proposes plans of action. Much of the research, particularly early on, tried to provide a picture and description of this faculty that have been largely invisible for years. Therefore, "Portrait of Non-Tenure-Track Faculty" focuses on the history and rise of non-tenure-track faculty, typologies developed to understand different non-tenure-track faculty, and demographic data and trends. The important insight offered through these data is the heterogeneity of this group of faculty in terms of the nature of their work and institutional contracts. In addition, it is important to understand that non-tenure-track faculty in the 1970s were largely part time and that now the trend has moved toward full-time non-tenure-track faculty. "Experiences of Non-Tenure-Track Faculty" examines the research on the experience of non-tenure-track faculty, including the differentiation among different faculty groups. The chapter also highlights research on improving policy and practices related to the working conditions of non-tenure-track faculty that followed from much of the research on their experiences. "Plans of Action and Promising Policies" is based on the research presented in earlier chapters. It provides recommendations for rethinking faculty as a professional group and staffing arrangements in higher education. It also presents recommendations of specific groups such as policy documents created by the American Federation of Teachers (AFT) or researchers such as Gappa and Leslie (1993). This chapter largely draws on a synthesis of research to inform directions forward. The final chapter offers conclusions related to research from earlier chapters and provides ideas for future research. The authors' meta-analysis relies heavily on three comprehensive studies: (1) "The Invisible Faculty: Improving the Status of Part-Timers in Higher Education" (Gappa and Leslie, 1993), which is a qualitative case study of multiple institutions examining policies and practices related to part-time faculty--hiring, salary, benefits, governance; (2) "Teaching Without Tenure" (Baldwin and Chronister, 2001), which is a qualitative case study of multiple institutions examining policies and practices related to full-time non-tenure-track faculty; and (3) "Making the Best of Both Worlds" (Hollenshead and others, 2007), which is a national quantitative study of approximately 500 institutions asking administrators about their deployment, policies, and practices relative to both part-time and full-time non-tenure-track faculty. (Contains 7 notes and name and subject indexes.)