[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595682-105":3,"doc-detail-595682-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-canadian-journal-for-the-scholarship-of-teaching-and-learning-issue-2-conditions-for-contingent-instructors-engaged-in-the-scholarship-of-teaching-and-learning","The Canadian Journal for the Scholarship of Teaching and Learning - Issue 2 - Conditions for Contingent Instructors Engaged in the Scholarship of Teaching and Learning","","An increasingly large number of courses in Canadian postsecondary institutions are taught by contingent instructors holding full- or part-time positions limited to contractually defined periods. Despite strong commitments to advancing teaching and learning, contingent instructors’ labour and employment conditions shape their incentives and opportunities to engage in the scholarship of teaching and learning (SoTL). Through collaborative writing, nine authors analyze influences of institutional knowledge, status, and role; invisibility and isolation; and precarity.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-canadian-journal-for-the-scholarship-of-teaching-and-learning-issue-2-conditions-for-contingent-instructors-engaged-in-the-scholarship-of-teaching-and-learning/595682/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-canadian-journal-for-the-scholarship-of-teaching-and-learning-issue-2-conditions-for-contingent-instructors-engaged-in-the-scholarship-of-teaching-and-learning/595682.png","ImageObject",300,407,{"name":42,"@type":43},"Fans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What issue does the article focus on regarding contingent instructors and SoTL?","Question",{"text":63,"@type":64},"It examines how labour and employment conditions for contingent instructors affect incentives and possibilities to engage in the scholarship of teaching and learning (SoTL).","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What three contingency conditions are analyzed in the study?",{"text":68,"@type":64},"The authors examine institutional knowledge, status, and role; invisibility and isolation; and precarity.",{"name":70,"@type":61,"acceptedAnswer":71},"How do the composite stories relate to the authors’ findings?",{"text":72,"@type":64},"Four composite stories illustrate how different contingency conditions play out in contingent instructors’ lives and commonly undermine opportunities to pursue SoTL.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595682,1792121339,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8",8,"The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 8 | Issue 2 | Article 9 |\n| --- | --- |\n| March 2017\u003Cbr>Conditions for Contingent Instructors Engaged in the Scholarship of Teaching and Learning\u003Cbr>MarieVander Kloet\u003Cbr>University of Toronto, [marie.vanderkloet@utoronto.ca](marie.vanderkloet@utoronto.ca)[ ](marie.vanderkloet@utoronto.ca)Mandy Frake-Mistak\u003Cbr>York University, [mfmistak@yorku.ca](mfmistak@yorku.ca)[ ](mfmistak@yorku.ca)Michelle K. Mc Ginn\u003Cbr>Brock University, [mcginn@brocku.ca](mcginn@brocku.ca)[ ](mcginn@brocku.ca)Marion Caldecott\u003Cbr>University of Victoria, [mariongc@uvic.ca](mariongc@uvic.ca)[ ](mariongc@uvic.ca)Erin D. Aspenlieder\u003Cbr>McMaster University, [aspenled@mcmaster.ca](aspenled@mcmaster.ca)[ ](aspenled@mcmaster.ca)Jacqueline L. Beres\u003Cbr>Brock University, [jacqueline.beres@brocku.ca](jacqueline.beres@brocku.ca)[ ](jacqueline.beres@brocku.ca)Sherry Fukuzawa\u003Cbr>University of Toronto Mississauga, [s.fukuzawa@utoronto.ca](s.fukuzawa@utoronto.ca)[ ](s.fukuzawa@utoronto.ca)Alice Cassidy\u003Cbr>In View Educational Development, [alicecas@telus.net](alicecas@telus.net)[ ](alicecas@telus.net)Apryl Gill\u003Cbr>Niagara College, [apgill@niagaracollege.ca](apgill@niagaracollege.ca)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr> Part of the Scholarship of Teaching and Learning Commons |  |\n\nRecommended Citation  \nVander Kloet, Marie; Frake-Mistak, Mandy; McGinn, Michelle K.; Caldecott, Marion; Aspenlieder, Erin D.; Beres, Jacqueline L.; Fukuzawa, Sherry; Cassidy, Alice; and Gill, Apryl (2017) \"Conditions for Contingent Instructors Engaged in the Scholarship of Teaching and Learning,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 8 : Iss. 2 , Article 9.  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss2/9](http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss2/9)  \nConditions for Contingent Instructors Engaged in the Scholarship of Teaching and Learning  \nAbstract  \nAn increasingly large number of courses in Canadian postsecondary institutions are taught by contingent instructors who hold full-or part-time positions for contractually limited time periods. Despite strong commitments to advancing teaching and learning, the labour and employment conditions for contingent instructors affect the incentives and possibilities for them to engage in the scholarship of teaching and learning (SoTL). Through a collaborative writing inquiry, the 9 authors examine the influences of three key conditions of contingency: institutional knowledge, status, and role; invisibility and isolation; and precarity. Four composite stories demonstrate the ways varied conditions of contingency may play out in contingent instructors’ lives and typically undermine the possibilities for them to pursue SoTL. Institutions present contingent instructors with a mixed message: research and SoTL are desirable and frequently encouraged, yet contingent instructors are often ineligible or hindered from engagement.  \nDans les établissements d’enseignement post-secondaires canadiens, un nombre de plus en plus élevé de cours sont enseignés par des instructeurs occasionnels ayant des contrats à temps plein ou à temps partiel pour des périodes contractuelles limitées. Malgré les solides engagements pour l’avancement de l’enseignement et del’apprentissage, les conditions de travail et d’emploi des instructeurs occasionnels affectent les motivations et les possibilités qui pourraient leur permettre de s’engager dans l’avancement des connaissances en enseignement et en apprentissage (ACEA). Grâce à une enquête menée en collaboration, les 9 auteurs examinent les influences de trois conditions clés de ces emplois occasionnels : connaissance institutionnelle, statut et rôle; invisibilité et isolement; et précarité. Quatre témoignages composés montrent les manières dont les conditions variées de ces emplois occasionnels peuvent jouer un rôle dans la vie de","cbCaim301wlgtD9m","https://ap.wps.com/l/cbCaim301wlgtD9m","pdf",652175,19,"English","# Conditions for Contingent Instructors Engaged in the Scholarship of Teaching and Learning\n## Abstract\n## Keywords\n## Introduction","[{\"question\":\"What issue does the article focus on regarding contingent instructors and SoTL?\",\"answer\":\"It examines how labour and employment conditions for contingent instructors affect incentives and possibilities to engage in the scholarship of teaching and learning (SoTL).\"},{\"question\":\"What three contingency conditions are analyzed in the study?\",\"answer\":\"The authors examine institutional knowledge, status, and role; invisibility and isolation; and precarity.\"},{\"question\":\"How do the composite stories relate to the authors’ findings?\",\"answer\":\"Four composite stories illustrate how different contingency conditions play out in contingent instructors’ lives and commonly undermine opportunities to pursue SoTL.\"}]","The Canadian Journal for the Scholarship of Teaching and Learning - Issue 2 - Conditions for Contingent Instructors Engaged in the Scholarship of Teaching and Learning | PDF",1792081641,48,{"code":4,"msg":82,"data":100},[101,105,109,113,118,123,128,131,136,139,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},6,"Technology",50,"technology",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":126,"slug":127},7,"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":129,"slug":130},30,"research-report",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":133,"show_sort_weight":134,"slug":135},9,"Religion & Spirituality",20,"religion-spirituality",{"id":134,"doc_module":4,"doc_module_name":25,"category_name":137,"show_sort_weight":134,"slug":138},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":55,"slug":141},"Lifestyle","lifestyle",{"id":92,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":114,"slug":144},"General","general"]