This study compared college students' responses on their evaluations of the effectiveness of full- and part-time college faculty. A group of 1,101 students completed evaluation instruments for all courses taught by full-time faculty, and 2,067 students completed evaluations for all courses taught by part-time faculty in spring 1998. In fall 1998, 1,231 students completed the questionnaire for classes taught by full-time faculty, and 2,580 students completed it for classes taught by part-time faculty. The evaluation instrument consisted of 14 items on teacher effectiveness (e.g., clearly stated course objectives, genuine concern with student progress, well-prepared for class, encourage student questions, and accomplish course objectives). Students' responses were analyzed to investigate the multidimensionality, validity, and reliability of the instrument. Results indicate that the instrument was unidimensional with both full- and part-time faculty. The instrument's reliability, which was relatively high, was the same when used by full-time and part-time faculty to evaluate teaching effectiveness. Results suggest that the instrument could be used to predict student academic performance. The results also indicate that class size and student ratings are inversely related. Nine data tables are included. The questionnaire is appended. (Contains 27 references.) (SM)