Tag Archives: non-U.S. institution

A canadian college where adjuncts go to prosper

June, A. W. (2010). A canadian college where adjuncts go to prosper. Chronicle of Higher Education, 56(41), B39-B41. Retrieved from http://chronicle.com/article/A-Canadian-College-Where/123629/

Vancouver Community College (VCC) in has, over a two-decade, period managed to develop a program that lends to solidarity among part-time and full-time faculty, creating a one-faculty environment.  Unlike many programs in the U.S. Vancouver offers its adjuncts job-security and much more equitable situations than U.S. institutions.  The Chronicle of Higher Education article details some of the differences between the VCC program and many higher education institutions in the U.S.  Some notable differences are the ability to move from a part-time status to a more “regular” status in which there is more job security.  Compensation is also based on the compensation of full-time faculty, not solely what the market will bear in paying adjuncts.  VCC adjuncts who meet certain criteria can also qualify for professional development opportunities such as the cost of conferences and  research subscriptions.  VCC and the union representatives are still working toward even more equitability, but they have made good progress.

Professional development for adjunct teaching faculty in a research-intensive university

Webb, A. S., Wong, T. J., & Hubball, H. T. (2013). Professional development for adjunct teaching faculty in a research-intensive university: Engagement in scholarly approaches to teaching and learning. International Journal of Teaching and Learning in Higher Education, 25(2), 231-238.

The term field practitioner is used in this article by authors from University of British Columbia, Canada to describe its adjunct faculty.  The tenure of the article is more supportive of adjuncts than many U.S. articles, for example it starts with “Research universities around the world are increasingly drawing upon leading practitioners in the professional fields as adjunct faculty to deliver high quality student learning experiences…”  A refreshing change from so many articles that tend to denigrate the abilities or motivations of adjunct faculty. The authors discuss the results of pilot programs at the Faculties of Dentistry and Education that provided opportunities to investigate, and provide opportunities to meet, the needs of their adjunct faculty.