Considering Instructors' Philosophical Belief Systems and Potential Impact Upon eLearning Engagement

The philosophical beliefs of instructors directly impact how a course is designed, the extent to which each instructor's belief systems may impact the course experience, and the beliefs that may underlie instructional design and engagement systems throughout the instructional process. The focus of this discussion evolves around the philosophical belief systems of three higher education instructors at different points in their career trajectory, from adjunct instructor to full professor, that focuses upon an analysis of philosophical beliefs associated with the teaching and learning process, that leads into the potential impact upon one's elearning instructional decisions and styles of instructional engagement that may support a better understanding of styles of transformative social learning environments within the higher education elearning instructional environment.

Administrative Best Practices to Retain Online Faculty

This qualitative reflection explores the adjunct instructor perspective and identifies reasons faculty indicate for changing institutions or leaving higher education altogether. Losing faculty is costly in many areas: training new hires, a poor reputation, students questioning instructor turnover, explaining turnover to accrediting agencies, low instructor morale, and a lack of interest or dedication to the institution. Instructors believe administrators have the power to influence change in these areas and, by not doing so, assume administrators are not concerned about retention, fair pay, and a working environment conducive to an engaged faculty base. Administrators can improve faculty retention, working environment, school perception, and attract seasoned instructors by 1) taking a hard look at the reasons faculty are frustrated and/or burned out, 2) bringing in advisors to work with students, and 3) not overburdening faculty who are hired to instruct a course with administrative or micromanaged tasks.

Appreciative Inquiry and Graduate Students' Professional Development

This chapter focuses on the use of appreciative inquiry in higher education and community contexts, providing an extensive review of this literature. Furthermore, the chapter describes how appreciative inquiry has been applied within the Community Engagement Program at Merrimack College. Jointly written by the program director, a graduate student, and an adjunct instructor, the chapter includes all three voices and perspectives. It includes lessons learned that may be generalizable to business and organizational contexts.

Sharp things, or the silver lines are not scars

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This novel is the story of Tianne, a twenty-eight-year-old stained glass artist. She works two part-time jobs as a clerk at a stained glass supply store, and as an adjunct instructor at a community college. Her boyfriend Jeremiah is an academic adviser at the same college, but wants a career performing in comedy clubs. He uses a wheelchair due to spina bifida, and is cheerfully blunt that he could die from an undetected kidney infection. Tianne wrangles her own invisible disability, since endometriosis causes her to have awful cramps during her period that can keep her home from work. Tianne loves her jobs but worries about bills after her car breaks down. She envies Jeremiah's financial stability until he's fired for speaking his mind too many times to administration. Tianne fears for his health insurance coverage, while Jeremiah debates careers as a high school guidance counselor or touring comedy clubs. Throughout the book Tianne tries to chart a path though the instabilities of her body, Jeremiah's body, their career paths, and their romantic relationship, knowing that nothing is permanent. Hers is a story not of looking for stability, but coming to terms with instability, and finding spaces of adaptation to constant change.

Caribou Song by T. Highway

Highway, Tomson. Illus. John Rombough. Caribou Song. Markham, ON.: Fifth House, 2013. Print.While Tomson Highway’s English text remains consistent with the 2001 publication of this title illustrated by Brian Deines, this new version has been translated into a colloquial dialect of Cree rather than the original high Cree. It has been revitalized by John Rombough, a Chipewyan Dene artist from the Northwest Territories. His stylistic and intensely coloured illustrations make this a very different viewing experience from that of the softer and more realistic illustrations by Deines. Rombough’s illustrations are infused with great energy, which is especially intriguing since the broad black lines contain only static shapes of colour layered on the variously tinted pages. There is magic here that is highly reminiscent of stain glass artistry and, like the stained glass pieces, engage the viewer into active participation in the storytelling experience.The story, too, contains magic. Set in Northern Manitoba, the tale follows the adventures of two young brothers, Joe and Cody, who call the caribou with their accordion (kitoochigan) and singing. The caribou respond with great vigor, enabling the boys’ parents’ traditional hunt. There is much laughter between the boys but danger as well as the migrating animals enthusiastically stream between them. Thankfully the spirit voice of the caribou leads the boys to safety, much to the relief of their parents and the boys themselves.Many years ago, when speaking with Tomson about the translation of the first edition he expressed sorrow that it was in the more formal Cree language; he felt that it was not the dialect that was easily accessible by the very people he wished to reach with this book. I hope this translation satisfies and ratifies this aspiration for those who read Cree. It certainly satisfies the artistic appreciation of this reviewer. The 2001 version was the first book in a trilogy about Joe, Cody, their family and the traditional culture and life of the Cree in Northern Manitoba. Is this edition also the first in a trilogy? One can always hope.Highly recommended: 4 out of 4 stars Reviewer: Gail de VosGail de Vos, an adjunct instructor, teaches courses on Canadian children's literature, Young Adult Literature and Comic Books and Graphic Novels at the School of Library and Information Studies for the University of Alberta and is the author of nine books on storytelling and folklore. She is a professional storyteller and has taught the storytelling course at SLIS for over two decades.

A Stranger at Home: A True Story by C. Jordan-Fenton & M. Pokiak-Fenton

Jordan-Fenton, Christy and Margaret Pokiak-Fenton. Illus. Liz Amini-Holmes. A Stranger at Home: A True Story. Toronto: Annick Press, 2011. Print. This straightforward and powerful sequel to Fatty Legs begins with Margaret’s return after her two year travail in residential school. Her eager anticipation quickly turns to bewilderment when she no longer feels part of her family or culture due to the changes she has been forced to undergo: English is now her first language of communication, her stomach cannot accept the once familiar foods, she is anxious about the possible damnation of her family members because of the lack of prayers in the family home. Margaret’s memories, thoughts and experiences, captured by her daughter-in-law, are presented in an accessible and believable manner. Margaret’s father is the one stable anchor on her return to a home that has become almost as foreign to her as was the school she just left. Besides the changes in family dynamics, Margaret is also presented with concrete examples of fears of the unknown and unfamiliar in the wider community with the presence of the trapper the people call the Du-bil-ak (the devil). Margaret points out that his skin colour is similar to that of Lena Horne, her father’s favourite singer, but this does not lessen her fear of the man either. Margaret’s major solace during this difficult year of transformation and searching for her identity is reading and rereading. As she regains her sense of herself through her reading concrete experiences with the dog team and her family, she develops the strength she needs to fulfil her father’s wishes to return to the detested school with her younger sisters. Accompanied by colourful and expressive illustrations as well as relevant photographs, the setting and people of home are vivid and present for the reader. The footnotes supply readers with explanations of Inuit terms and cultural practices. A brief account of the practice of residential schools follows the narrative. Highly recommended: 4 out of 4 stars Reviewer: Gail de Vos Gail de Vos, an adjunct instructor, teaches courses on Canadian children's literature, Young Adult Literature and Comic Books and Graphic Novels at the School of Library and Information Studies for the University of Alberta and is the author of nine books on storytelling and folklore. She is a professional storyteller and has taught the storytelling course at SLIS for over two decades.