agree; however, the list they provide – “. . . content expert, formal authority, socializing agent, facilitator, role model, experienced learner, resource consultant, coach, and counselor” (29) – is extensive. While most professors do, in fact, engage in these various activities, this seems to draw dangerously close to the one-stop shopping model that brings with it an unpleasant sense of entitlement and con- sumer mentality that is problematic in the classroom. The student is far better served and grows more effectively to maturity as a student and as a person if the professor refrains from being all things at all times. That being said, this is an outstanding book; the information in The Course Syl- labus is applicable to virtually any disci- pline, including the study of religion and religious studies. Ultimately, the supreme value of the book lies in its ability to launch the reader beyond one’s own sylla- bus, to address elements in one’s own teaching that are in need of reform or retirement. Brenda Llewellyn Ihssen Pacific Lutheran University Connecting Non Full-time Faculty to Institutional Mission: A Guidebook for College/University Administrators and Faculty Developers. By Leora Baron- Nixon. Sterling, Va., Stylus Publishing, 2007. x + 131 pages. ISBN 1-57922- 061-4. $24.95. “It is unlikely that issues related to part- time faculty will diminish or disappear in the foreseeable future” (103). In her parting thoughts, Leora Baron-Nixon suc- cinctly summarizes the motive that drives this valuable study. She explains that the surge in non full-time faculty is the result of a number of factors and that these faculty members are permanent. Hence, teaching and learning issues related to the use of part-time faculty will be an ongoing reality for colleges, universities, and theo- logical schools. Baron-Nixon spurns the use of “adjunct” as a designation for these faculty members because “Adjunct = Appendage, Not of the core . . . Something joined or added to another thing but not essentially a part of it” (3). If roughly half of today’s college and univer- sity instructors may be characterized as such (3), it is in the best interests of administrators to deter such negative portrayals. Baron-Nixon’s theme – connecting – emphasizes the importance of “integrating all who teach at an institution into a vibrant and viable community” (2). The book is structured around five connec- tions: to the institution, to the department, to teaching, to students, and to scholar- ship. Each section presents the chal- lenge(s) administrators face followed by detailed action plans for additional dia- logue and reflection. Predictably, the most comprehensive chapter focuses on the connection to the institution (Connection 1). Connecting or integrating part-time faculty into institu- tional culture is a daunting task and one undertaken essentially without precedent. Baron-Nixon first suggests that adminis- trators agree on a title that “conveys inclusion and participation rather than exclusion and lower status” (17). Next, she calls for coordinating inclusiveness via a part-time faculty Coordinating Board or Affairs Coordinator. Adequate and proportionate pay for non full-time faculty remains a problem; Baron- Nixon’s “Step System” (27) is a practical solution for increasing pay based on suc- cessful performance and institutional loyalty. Finally, an orientation to institution is indispensable. She covers both on-site and online approaches although online instruction receives scant attention. Reviews © 2009 Blackwell Publishing Ltd 383