{'fraction_non_alphanumeric': 0.025298664792691498, 'fraction_numerical': 0.03373155305692199, 'mean_word_length': 4.696, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Instructional Practices of Part-time and Full-time Faculty

One of the most dramatic changes in community colleges during the 1970s has been the rapid increase in the proportion of faculty teaching part-time. According to the Community, Junior, and Technical College Directory (American Association of Junior Colleges, 1972; American Association of Community and Junior Colleges, 1977), the number of faculty employed part-time increased from 48,572 in 1971 to 111,378 in 1976, a 129 per cent increase in the use of part-timers while full-time faculty were growing at a rate of only 20 per cent. In terms of percentages, the faculty employed in community colleges part-time has grown from 40 per cent in 1971 to 56 per cent in 1976. This rapid transformation in the composition of the two-year college faculty has stimulated much debate on whether hiring part-time instructors instead of full-time instructors contributes to or detracts from the educational quality of the institution. The rationale for hiring parttime in lieu of full-time faculty is based on two premises. The first is that colleges can save substantial sums of money by using adjunct instead of regular instructors. The former can be paid much less than the latter for the same amount of work; part-timers paid on an hourly rate typically receive only from one-third to one-half of the salary paid full-timers who teach the same courses. Additional sav-