We found insufficient evidence to conclude that seminatural treatment (SNT; i.e., rearing in camouflage-painted raceways with surface and underwater structures and underwater feeders) of juvenile Chinook salmon Oncorhynchus tshawytscha resulted in higher survival indices than did optimum conventional treatment (OCT; i.e., rearing in concrete raceways with surface feeding) for the specific treatments and environmental conditions tested. We reared spring Chinook salmon from fry to smolt in paired raceways under the SNT and OCT rearing treatments for five consecutive years. For four to nine SNT and OCT raceway pairs annually, we used passive integrated transponder, coded wire, and visual implant elastomer tags to compare survival indices for juvenile fish from release at three different acclimation sites 340-400 km downstream to passage at McNary Dam on the Columbia River, and for adults from release to adult return to Roza Dam in the upper Yakima basin. The observed differences in juvenile and adult survival between the SNT and OCT fish were either statistically insignificant, conflicting in their statistical significance, or explained by significant differences in the presence of the causative agents of bacterial kidney disease in juvenile fish at release.

Historical returns of coho salmon Oncorhynchus kisutch to the Yakima River basin were estimated to range from 45,000 to 100,000 fish annually but declined to zero by the 1980s after decades of overexploitation of fishery, water, and habitat resources. In 1996, the Yakama Nation and cooperators initiated a project to determine the feasibility of reestablishing a naturally spawning coho salmon population in the Yakima River. The project explored the feasibility of successful coho salmon recolonization in the Yakima River by introducing stocks that had been reared in hatcheries for multiple generations. After 10–20 years of outplanting, we compared data for adult returns of known natural origin (i.e., returns from parents that spawned in the wild) and returns from hatchery releases. We found that fish of natural origin returned at a significantly larger size than those of hatchery origin. The mean egg mass and mean egg size of natural‐origin females were greater than those of hatchery‐origin females, but the differences were statistically significant for only one of three sample years. Natural‐origin adults returned 2–9 d later and spawned 5 d later than their hatchery‐origin counterparts. Preliminary indices of smolt‐to‐adult survival for natural‐origin fish were 3.5–17.0 times the survival indices of hatchery‐origin fish. The number of returns to the historical spawning habitats in upriver areas generally increased. Spawning surveys demonstrated the existence of robust and sustainable spawning aggregates in various locations in the basin. Hatchery releases from the local brood source (Yakima River returns) had significantly higher smolt‐to‐smolt survival than releases from out‐of‐basin (non‐Yakima River) hatchery broodstock, but some of these observed differences in survival may be partially attributable to differences in smolt size. We concluded that hatchery‐origin coho salmon with a legacy of as many as 10–30 generations of hatchery influence demonstrated an ability to reestablish themselves in the Yakima River (i.e, as a naturalized, nonnative population) after as few as 3–5 generations of outplanting in the wild.

Purpose The purpose of this paper is to explore how online adjunct higher education faculty members perceive the role of using social media sites as instructional approaches. A purposeful sampling was used, and adjunct online higher education faculty members were invited to participate. An adjunct faculty member was defined as a person who taught part-time higher education courses; therefore, the faculty member was not hired as a full-time faculty member. Design/methodology/approach Qualitative researchers explore phenomena examining the lived experiences and participants behaviors; in this study, online adjunct instructors’ perceptions on classroom instructional social media online approaches were examined. Participants in this study were trained to teach higher education online courses and these teachers were the experts on the topic. The design for this study was an exploratory case study in which the participants were online adjunct instructors who taught at online higher education institutions in the Northeast. The case study approach was the most appropriate. The focus was the external events participants’ lives. Findings Three themes emerged from the analysis of the in-depth interview process. Based on the adjunct online higher education instructors’ perception on the use of social media teaching approaches in the classroom, the themes that emerged were uniformity of purpose vs personal beliefs need for justification importance student engagement and facilitation vs direct instruction. Themes reflected online teaching approaches higher education institutional missions and student learning and engagement outcomes. Research limitations/implications In this study, adjuncts’ perceptions expressed and themes found may not be characteristic of other adjunct instructors’ views. In qualitative studies, participants are asked open-ended interview questions, which may have been a limitation for this study. Quantitative questions, such as the impact of using social media as an instructional approach, were not asked. In this study, adjunct online higher education instructors were invited to share their views on the study topic. Additionally, qualitative researchers are limited by the data collection method and the data analysis process. Therefore, researchers who would like to repeat this study on adjunct online higher education teachers’ perspectives may be unable to duplicate the research. Practical implications The significance of this study is the need for a renewed global initiative in higher education to promote the use of social media training for online adjunct faculty members. Online higher education faculty members’ reflections on using social media tend to be recorded from a personal rather than a professional point of view. Social implications The implication for online higher education leaders is to review mission statements and reevaluate how the use of social media may impact student learning outcomes, student career readiness and student engagement opportunities. Originality/value The need for a renewed global initiative in higher education to promote the use of social media training for online adjunct faculty evolved as the significance of the study. Because inclusion requirements and workshop training for the use of social media in online higher education classrooms vary among higher education institutions, online adjunct faculty social media classroom practices and perceptions widely vary.