faculty have other career obligations, limited time to be on campus, and normally are not as well trained for
their duties as are full-time faculty. And when they have a question, need a problem solved, or require
assistance or advice, they need it "now." All services must be convenient and well understood. This is not
catering to a special group, but rather it is meeting a special need. Past surveys have indicated that part-
time faculty on many campuses feel removed and "left out." Good support services will alleviate many of
these feelings. And it is especially important not to promise what you cannot consistently deliver.

The following is a brief description of the tangible support services our office provides for part-time
faculty:

e Part-Time Instructor handbooks, grade books, and reference hand-outs.

e Orientations and workshops each semester to assist part-time instructors in preparing for their classes
(in-service training).

e Mailboxes for on-campus instructors and mailing services to off-campus instructors.

e Typing and/or copying of instructional materials, textbook orders, and supplies.

e Mailing services for part-time instructors to their students.

e Mailing of updated roll sheets and mid-term/final grade sheets and assistance in collecting these by
given deadlines. (Copies are kept on hand in the event that instructors must report their grades by
telephone.)

e Updated/current telephone and address listings on all part-time instructors.

e Current files on all part-time instructors (application, retirement forms, resume, transcripts,
evaluations, correspondence, etc.).

e Current semester log book of P-T instructors, classes taught, location, classroom visitations, average
attendance of students in classes, support work for part-time instructors.

e Distribution, collection, and tabulation of course and instructor evaluation forms. (Note: These forms
are kept on file.)

e Updated campus information for part-time instructors.

e Message services from students to part-time instructors.

e Providing a place for part-time instructors to bring questions and problems, or just to visit (important
for morale).

Typically, not all part-time instructors will avail themselves of these services for the first month or so. A
conscious effort must be made to assure them that their using these services is expected and welcomed.
Occasionally, a part-time instructor will come in with a smile and say, "I did not know you would do this
for me."

The staff who provides these special support services must be especially cooperative and patient. Our
secretarial staff is outstanding, always willing to go that extra mile to accommodate part-time instructors and
make them feel welcome. It takes dedication and a desire to be helpful; our staff attempts to convince the
part-time instructor that they want to be of assistance and that they have the expertise to provide it. This
atmosphere is essential to an ongoing program.

Conclusion

This program is working for us at New Mexico Junior College. We hire good people, offer them a solid
support program, and continue their professional training. It is cost-effective and assures quality. Hiring
and forgetting is not an alternative.

Wes Fortney
Extended Day Coordinator

For further information, contact the author at New Mexico Junior College, 5317 Lovington Highway, Hobbs,
NM _ 88240.

 

 

Suanne D. Roueche, Editor
October 2, 1987, Vol. IX, No. 20

INNOVATION ABSTRACTS Is a publication of the National Institute for Staff and Organizational Development, EDB 348, The University of
Texas at Austin, Austin, Texas 78712, (512)471-7545. Subscriptions are avallable to nonconsortlum members for $35 per year. Funding In
part by the W. K. Kellogg Foundation and Sid W. Richardson Foundation. Issued weekly when ciasses are In session during fall and spring
terms and once during the summer.

© The University of Texas at Austin, 1987
Further duplication Is permitted only by MEMBER Institutions for thelr own personnel. ISSN 0199-106X

 

 

 

If