Community college instructors have, of their own volition, isolated themselves from the academic disciplines in which they were trained, from the universities and the secondary schools, and from the broad currents of the two-year colleges. This reclusive complex stems from three phenomena, one relating to the teacher as human being and academician, another to recent developments in the community college field, and the third to teaching itself. As an academician, the community college instructor prides himself on privacy and teaching self-sufficiency. Because of this, instructors are reluctant to consider ideas posed by anyone outside of their own teaching environments. Furthermore, community college instructors are often divorced from contact with others in their own disciplines, read few scholarly or professional journals, and are unlikely to join professional associations. Regarding trends in the community college field, community college instructors tend to ignore part-time faculty in their own fields, and, because of the growing average size of institutions, see themselves as isolated from other groups in the college community. Because teaching innovations have gone largely unrewarded in the past, faculty tend to be static in their methods, and to ignore or reassign innovators to instructional coordinator classifications. (Author/NHM)