Discusses the need for effective programs--preservice and inservice--to prepare community college instructors to meet demands for teaching in two or more subjects and to meet the needs of underprepared students. (MB)

Describes a model for new faculty orientation tried experimentally at Canada College (California) in which each new full-time faculty member was given 20 percent released time, the equivalent of one course of the typical workload of five, to participate in a self-paced, individualized orientation program. An appendix specifies the required…

Explores institutional efforts to bring balance to past over-emphasis on rational and cognitive processes by underscoring the value of human feelings. Discusses specific community college programs exemplifying innovative approaches to institutional organization, human development education and staff development. (AC)

Through the North Carolina Rural Renaissance Project, ten community colleges and technical institutes are attempting to provide educational opportunities to an unserved rural population. Primary objectives are staff development and instructional module production and sharing. Teams have produced 140 self-paced instructional modules; 100…

Describes the activities undertaken by Valencia Community College, Florida, to develop the technical competencies of its faculty over a four-year period. Explains that the use of Title III funds to make temporary faculty assignments and purchase equipment was essential to the success of the project. (DMM)

Reviews literature on strategies to facilitate the effective supervision of part-time community college faculty, identifying common approaches to faculty evaluation (e.g., student evaluations, classroom observations, and artifact collection) and ways of improving teaching performance (e.g., supplying instructional information, and orientation and…

Describes a collaborative program initiated by Evergreen State College and Seattle Central Community College in Washington to promote faculty revitalization, curricular reform, and interinstitutional articulation. Examines the new curriculum of Seattle Central, as an intentionally designed "learning community," structured to sustain academic…

Describes the development, operation, and benefits of Thomas Nelson Community College's program whereby faculty members take time off to enter or re-enter business and industry for the purpose of updating their skills and knowledge, to enhance occupational/technical curricula, and to improve communication between businesses and the college. (DMM)

Looks at three areas in which college administrators should ensure that computers are available for faculty use (i.e., instruction, personal scholarship, and administrative tasks). Suggests ways of overcoming faculty resistance to computers and steps in a carefully planned and managed process of improving computer literacy. (DMM)

Draws from individual in-depth interviews of 34 full-time community college faculty to examine job attitudes and work behaviors of faculty with 10+ years in their current positions. Concludes that stagnation is avoidable, and routinization can be minimized by diversity in work tasks, skills used, and expanded role definition. (LAL)

Argues that if community colleges are to thrive as institutions of higher learning, they must endeavor to integrate adjunct faculty more fully within the institution and channel more energy into recognizing, understanding, and supporting part-time faculty, and creating cohesion between them and their full-time counterparts. (AYC)

Presents the findings of a one-year follow-up of the participants in the Florida Master Teacher Seminars for Community College Faculty and the National Master Teacher Seminar, which focused on rational analysis of instructional problems and the development of action plans involving realistic, creative solutions. (AYC)

Presents a model for retraining community college faculty in career programs involving a staff exchange process between industry and education. Sees benefits as improved college responses to fluctuations in industrial labor needs and changing faculty supply in high-demand occupations. (DMM)

Describes Hinds Junior College's (HJC's) staff development program for part-time faculty which involves an initial orientation session and subsequent modules focusing on teaching in general and at HJC, testing and grading, media usage, and student characteristics. Discusses participants' reactions to the program. (DMM)

Argues that faculty evaluation should utilize multiple methods including evidence of student learning and peer, student, self-, and administrative evaluation. Suggests that administrative evaluation involve classroom observation of teacher and student behavior, plus pre- and postobservation conferences to develop plans for improvement. (DMM)