Saul Carliner

Position paper examining whether the relationship between instructional designers and faculty in higher education is best characterized as collaboration, consultation, or contracting. The authors define collaboration for educational services, analyze common services provided by instructional designers, and argue that “consultative” more accurately captures many designer–instructor relationships. Evidence from an empirical study of three types of services is summarized, and implications for practice, teaching, and research are discussed.

Invited response highlighting gaps in the literature on relationships between faculty and instructional designers in asynchronous online course design. It points to missing faculty and administrator perspectives, lack of a formal definition of collaboration and recognition of other designer roles, status differences between faculty and designers, and copyright ownership issues that affect working relationships. The article argues that addressing these gaps is essential for advocating change in faculty–designer relations.

Using focus groups with faculty from a university and a feeder college, this study investigated motivations for teaching, learner‑related challenges, preferred strategies, and barriers to professional development. Findings indicate faculty are motivated by validating interactions with learners, challenged by diverse incoming cohorts, and often prefer peer consultation and classroom experimentation. Institutional barriers (communication, bureaucracy, risk management, resources) undermine these efforts. A model is proposed to define faculty teaching needs in terms of validating interactions, cohort characteristics, strategies, and institutional constraints.

Reviews how systems in graduate education—academic, institutional/departmental, lab or cohort, and socioeconomic—create structural conditions that negatively affect graduate student mental health and well‑being. The authors propose a model of systemic stress to guide process improvements that universities can implement to prevent mental health issues among graduate students.

Integrative literature review of research on how instructional designers and faculty work together to design online courses in higher education. The literature typically characterizes the relationship as collaborative, but rarely defines collaboration or its features. The review summarizes factors affecting the relationship and calls for studies including faculty and administrator perspectives and for clearer characterization of collaboration.

Synthesizes research on internet‑mediated genres in professional and technical communication across diverse paradigms. Reviews how genres evolve online, identifies methodological trends, and outlines implications for theory and practice in technical/professional communication in digital contexts.

Surveyed 2,260 students and faculty at a Quebec CEGEP (N=266 responses) to examine general perceptions of e‑books and drivers of those perceptions. Results show broad awareness and some use; prior experience strongly shapes views; print is generally seen as more credible; many students read online without taking notes; e‑books are perceived as convenient; price sensitivity is high (e‑books become attractive at ~50% of print); and many users mistakenly believe they own e‑textbooks despite rental/licensing models. Implications for Z‑degree (Zed‑Cred) initiatives are discussed.

Defines a broader conception of information design beyond traditional document design by articulating three interrelated design levels: physical (supporting users in finding information), cognitive (aligning with users’ performance goals through sound problem analysis and solution), and affective (optimizing emotional impact). Discusses implications for practice, teaching, and research in technical communication.