Vander Kloet, MarieFrake-Mistak, MandyMcGinn, Michelle K.Caldecott, MarionAspenlieder, Erin D.Beres, Jacqueline L.Fukuzawa, SherryCassidy, AliceGill, Apryl2018-07-102018-07-1020172017Vander 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.2017.2.9https://doi.org/10.5206/cjsotl-rcacea.2017.2.9http://hdl.handle.net/1828/9650An 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.enscholarship of teaching and learningcontingent instructorssessional instructorsCanadian postsecondary educationwriting as method of inquiryArticleSchool of Languages, Linguistics and Cultures