This paper, which focuses on community college faculty productivity, is part of a series published by the Center for Community College Policy, designed to support state and local policymakers, as well as educational leaders who are interested in policy issues related to the two-year postsecondary sector. The day-to-day interaction of faculty and students inside and outside of the classroom represents one of the most significant resources a community college provides for its students. With a current focus on accountability, the public continues to question how tax dollars translate to educational outcomes that benefit the community. Increasingly, community colleges have come to rely on part-time faculty to control costs and meet demands for courses. In 1993, part-time faculty made up 65% of the total number of community college faculty members nationwide. Some suggest that the only difference between part-time and full-time faculty is the fact that the later generate more credit hours. The question then revolves around the overall productivity of full-time faculty. The paper offers several suggestions for promoting faculty vitality and improving student learning, including: (1) facilitate specialized training for faculty members seeking promotion to the highest ranks; and (2) facilitate a rigorous, nonuniversity-based certification program that will give visible recognition to exceptional community college teachers. (AF)