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Recent data suggests that 75% of classes taught in post-secondary institutions are taught by part-time, non-tenure track faculty. This ever-growing reliance (or over-reliance as some powerful unions suggest), on a part-time labor force has caused tenured faculty, administrators, and accrediting bodies to wrestle with questions and concerns related to the use of part-time faculty and the quality of their teaching. Many part-time faculty members describe themselves as second class citizens and are often left alone to sink or swim without the collegiate support of full-time, tenured faculty and administrators. How can community colleges and universities include these marginalized members of the scholarly community and, thereby, improve instruction? The findings from this study suggests that part-time faculty members, who receive mentoring, experience a greater degree of instructor confidence and report a greater degree of loyalty to their institutions. This book offers suggestions on how institutions can design, implement, and evaluate a quality and effective mentoring program.

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Carolyn joined Spring Arbor University in 1999. She holds a PhD in leadership from Andrews University. She mentors and works with over 100 part-time faculty members. She teaches courses in research and leadership. Carolyn and Rick (her husband) are proud parents of Chris and Derrick and two furry babies (Odie and Jack) their adorable dachshunds

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