Colleges across Ontario have been increasingly relying on short-term contract employees to fill teaching roles – a strategy that helps manage costs while bringing real-world expertise into classrooms. However, the growing reliance on contract faculty has sparked concerns about job security, faculty preparedness and the overall impact on student learning.
At Durham College (DC), where only about 25 per cent of faculty hold full-time positions, the growing reliance on contract faculty is evident. However, the college is taking proactive steps to ensure these instructors are well-equipped to provide students with a high-quality education. A key part of this strategy is the college’s investment in faculty training programs designed to support both full-time and part-time instructors as they navigate their teaching roles.
Amanda Maknyik, dean of teaching, learning and academic quality at Durham College, highlighted the college’s commitment to supporting its faculty. She said full-time faculty must complete a rigorous, three-day orientation program that equips them with essential tools such as DC Connect, grading systems and instructional strategies.
“Our goal is to equip faculty with a comprehensive toolkit that enables them to support students of all ages, backgrounds and learning needs,” she said.
For part-time faculty, who make up 75 per cent of DC’s teaching staff, the college offers a flexible, optional orientation program. Although participation is not mandatory, Maknyik emphasized that it is strongly encouraged by the Centre for Teaching and Learning (CTL), as it provides valuable resources to help instructors succeed.
“Some may be hired mid-semester, so timing varies, however, all part-time faculty are encouraged to enrol before they start teaching or shortly after, ” she said.
Despite being optional, many part-time instructors take advantage of the program. “In the fall semester, we typically have anywhere from 110 to 125 part-time faculty enrolled in orientation,” Maknyik said.
However, balancing the needs of part-time faculty with the demands of the classroom remains a challenge. Phil Raby, president of Ontario Public Service Employees Union (OPSEU) Local 354, which represents Durham College faculty, pointed out the training available to contract instructors can sometimes be limited.
“While some training is offered, it’s often minimal – maybe just a day and a half focused on classroom management and instructional techniques,” Raby said.
The quality of instruction is crucial for student success, and when faculty lack confidence or preparation, students are often the first to notice.
“When faculty are not confident in their teaching, students pick up on it, and that can impact the learning environment,” Raby said.
Concerns about the lack of teaching experience among instructors have become a broader issue, with students across Ontario voicing how it has affected their education. Grace Madill, a former nursing student at St. Lawrence College, shared how this issue impacted her studies.
“Some instructors had extensive real-world experience but struggled with teaching techniques,” she said. “In one class, a newer instructor had students with health care backgrounds teach the material while she graded tests. It felt like we were missing out on the hands-on practice we needed to develop our skills.”
However, Raby also acknowledged that many contract faculty go above and beyond to ensure their students have a positive learning experience, despite limited training and resources.
“Contract faculty often put in extra hours after class to ensure students get the most out of their courses but are only paid for the hours they spend teaching,” he said.
The increasing reliance on contract faculty is part of a broader financial challenge for Ontario’s colleges, where provincial funding has not kept pace with enrolment growth.
Since 2007-08, real operating grants per student have dropped by 19 per cent, pushing colleges to rely more on tuition and other revenue sources. As a result, about three-quarters of Ontario’s college faculty now work on short-term contracts with limited benefits and job security.
As DC continues to adapt to these realities, Dr. Jean Choi, vice-president, academic and students at DC, said the college closely monitors enrolment trends and the labour market to ensure it meets the evolving needs of both students and industry.
“We consult with our Program Advisory Committees who provide insight into industry needs and expectations for graduates,” she said.
While training programs help address some of the challenges faced by contract faculty, the upcoming unionization vote for part-time and sessional faculty could be a pivotal moment for change. After nearly seven years of advocacy, the vote is set for April 2025 and could unite all faculty under one bargaining unit, potentially strengthening support for contract instructors.
However, the College Employer Council (CEC) has previously opposed the unionization of part-time and sessional faculty in Ontario colleges. In 2017, after part-time faculty voted on union representation, the CEC challenged the process, leading to the ballots being sealed and triggering a lengthy verification of the voters’ list that delayed certification efforts for years.
As DC continues to adapt to the financial and staffing challenges of the evolving educational landscape, its focus remains on ensuring faculty are well-supported and prepared. The outcome of the unionization vote may bring significant changes that could benefit both faculty and students in the long run.
“We remain committed to supporting our faculty and students, ensuring that our instructors have the tools and training they need to foster a positive learning experience,” said Maknyik. “We prioritize gathering feedback from both full-time and part-time faculty to ensure we’re meeting their needs.”