Sessionals’ educational development: a review of North American research, 2008-2018

ABSTRACT

This systematic literature review explored North American educational development programs designed for sessionals. After reviewing the literature, five needs are identified: (a) teaching and learning development, (b) connections to the academic culture, (c) administrative and organizational supports, (d) technological proficiency, and (e) content expertise. Initially focused on Canada exclusively, this review unintentionally uncovered the need for North American educational developers to increase the amount and accessibility of scholarship on educational development practices for sessionals. Implications for future research and practice are explored.

KEYWORDS:

• Adjunct
• academic culture
• sessional instructor
• teaching development

Acknowledgments

I wish to thank Dr. Erika Kustra and Dr. Cam Cobb for their thoughtful insights and feedback throughout the research process.

Disclosure statement

I report no potential conflicts of interest related to this work.

Additional information

Notes on contributors

Brandon M. Sabourin

Brandon M. Sabourin is a PhD candidate in the Faculty of Education at the University of Windsor in Windsor, Ontario, Canada and an instructional designer at Red River College in Winnipeg, Manitoba, Canada. Having taught as a sessional since 2016, Brandon’s doctoral research is focused on understanding how educational development can best serve sessional instructors and contract academic staff.