ABSTRACT
This chapter is based on a 1-year study of teacher collaboration among part-time college-level teachers. Although higher education depends increasingly on part-time teachers—their numbers are in the hundreds of thousands—they have rarely been a topic of research. Part-time college teachers’ work often involves teaching at two or more campuses and typically requires multiple course preparations and considerable travel time. Clearly, such work conditions are not conducive to teacher collaboration; they also limit professional development opportunities. Because college teachers are not usually discussed in the research and because of the time constraints inherent in their work, I believed it was especially important to learn how part-time teachers might develop a collaborative relationship, what form it would take, and how their work might impact on their students.
