Conditions for contingent instructors engaged in the scholarship of teaching and learning

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dc.contributor.authorVander Kloet, Marie
dc.contributor.authorFrake-Mistak, Mandy
dc.contributor.authorMcGinn, Michelle K.
dc.contributor.authorCaldecott, Marion
dc.contributor.authorAspenlieder, Erin D.
dc.contributor.authorBeres, Jacqueline L.
dc.contributor.authorFukuzawa, Sherry
dc.contributor.authorCassidy, Alice
dc.contributor.authorGill, Apryl
dc.date.accessioned2018-07-10T15:56:13Z
dc.date.available2018-07-10T15:56:13Z
dc.date.copyright2017en_US
dc.date.issued2017
dc.description.abstractAn 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.en_US
dc.description.reviewstatusRevieweden_US
dc.description.scholarlevelFacultyen_US
dc.identifier.citationVander Kloet, M.; Frake-Mistak, M.; McGinn, M. K.; Caldecott, M.; Aspenlieder, E. D.; Beres, J. L.; Fukuzawa, S.; Cassidy, A.; & Gill, A. (2017). Conditions for contingent instructors engaged in the scholarship of teaching and learning. The Canadian Journal for the Scholarship of Teaching and Learning, 8(2). https://doi.org/10.5206/cjsotl-rcacea.2017.2.9en_US
dc.identifier.urihttps://doi.org/10.5206/cjsotl-rcacea.2017.2.9
dc.identifier.urihttp://hdl.handle.net/1828/9650
dc.language.isoenen_US
dc.publisherThe Canadian Journal for the Scholarship of Teaching and Learningen_US
dc.subjectscholarship of teaching and learningen_US
dc.subjectcontingent instructorsen_US
dc.subjectsessional instructorsen_US
dc.subjectCanadian postsecondary educationen_US
dc.subjectwriting as method of inquiryen_US
dc.titleConditions for contingent instructors engaged in the scholarship of teaching and learningen_US
dc.typeArticleen_US

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