The increasing number of part-time faculty, especially in university speech communication departments, appears to provide vital continuity in professional development. There are three kinds of part-time faculty: those with new doctoral degrees who want to teach full time but who cannot find appointments, those who are still active or semiactive candidates for the degree and are teaching while studying job possibilities in the community, and those who prefer to teach only part time while assuming no other paid position, usually parents with young children. Teaching part time enables members of all three groups to stay active in their subject areas and in touch with changes in content and teaching methods. The use of part-time faculty both allows the college more flexibility in scheduling sections for courses with high enrollment or for courses that have become tiresome for the regular faculty to teach repeatedly and ensures quality instruction, because unsatisfactory part-time teachers are not tenured. To incorporate part-time faculty, colleges should assess the needs of the full-time faculty, conduct inservice workshops concerning content and handling of courses, include part-time teachers in committee activities, and provide tuition reimbursement for graduate courses that will allow them to teach additional subjects. Without appropriate and well-implemented staff development programs, colleges will fail to make the most of the diversity offered by part-time faculty. (HOD)