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.