The 2006 report from Secretary of Education Margaret Spellings's Commission on the Future of Higher Education, "Test of Leadership: Charting the Future of U. S. Higher Education", made recommendations that most parttime faculty cannot follow. The report "urge[s] postsecondary institutions to make a commitment to embrace new pedagogies, curricula, and technologies to improve student learning" and "finds that the results of scholarly research on teaching and learning are rarely translated into practice." With the heavy teaching loads at institutions of higher education, particularly at community colleges, it is difficult for fulltime faculty to find the time to "embrace new pedagogies, curricula, and technologies" or to keep current with "scholarly research," never mind to "translate [it] into practice." How could parttime faculty possibly do those things? Two of the student learning assessments recommended by the report, the National Survey of Student Engagement and its sister, the Community College Survey of Student Engagement, emphasize the importance of students meeting with faculty outside of class. Of course such meetings contribute to the retention and graduation of students--one-on-one interactions with faculty inspire individual students. But parttime faculty seldom have the time--or even the office space--to meet with students outside of class. Reliance on parttime faculty also has implications for shared governance--another important topic that the Spellings Commission report does not clearly address. How does institutional reliance on parttime faculty affect the profession? According to the research and based on the author's experience, it decreases the ability of "all" faculty--both full and part time--to conduct research, apply research, determine the selections of texts and methods of teaching and testing in their own classrooms, and share in the governance of their institutions. It encourages full and parttime faculty to remain divided.