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The University of Ottawa implemented a "New Professors" Fund as a targeted strategy for establishing a collaborative relationship between new faculty and librarians. An amount of $2000 per professor was earmarked for selection. The rationale, process, and outcomes of the initiative are described. The impact on collection development is explored.--ERIC abstract

This article, originally printed in the Technological Horizons in Education Journal online (January 2001 issue), discusses the partnership between faculty and librarians at community colleges. The author focuses on one college, Santa Fe Community College (SFCC) (Florida), and provides examples of faculty-librarian collaboration at this institution. The library provides instructional support through online resources, the digital reference desk for information access, and an entirely new course of instruction: library information science. In support of institutional goals of incorporating electronic resources and emerging technologies into instructional delivery, library staff teach faculty and students how to use the library and its resources. The library's evolving role in a digital age is one that helps facilitate collaborative learning by blending content information, technology, and active learning. Faculty and librarians at SFCC have worked together on many successful tasks, including Project COMPUTE, which built two instructional computer labs with National Science Foundation funds. In addition, SFCC faculty can now sign up for workshops and classes in library instruction via the library's Web site. The author concludes that the internal partnership between faculty and reference librarians at SFCC forms an ideal conduit for realizing a student-centered, learning-centered environment, as well as incorporating technology in traditional classroom instruction.--ERIC abstract

Initiating a consulting model for librarianship in a small college library involved a transition to an organizational model that defines positions by their relationship to constituencies. As a case study of such a transformation demonstrates, such an ''outward'' looking organization has resulted in an increased number of instruction sessions, increased circulation of materials, and the development of collaborative, collegial relationships with teaching faculty.--ERIC abstract

Report on trends regarding the appointment level of faculty members involved in undergraduate instruction. Shows that the majority of undergraduate instruction is done by contingent faculty with a great disparity in pay and benefits between them and their tenure-track colleagues.

Explores the possibilities for professional growth and development for nontenure-track faculty.

A general introduction to nontenure-track faculty positions.

Proposes that institutional policy can be used to enhance contingent faculty practice in a time when employing contingent faculty seems to be on the rise.

Virginia Tech's policy on the timeline, process and format of instructor promition reviews.

Virginia Tech's English Departments guidelines for the promotion of instructors to advanced or senior instructor.

Defines the terms and conditions of employment for Non-Senate Faculty working in the University of California system.