Science and technology are increasingly important to Canada’s economic well-being and quality of life. A critical element for
our long-term success—as individuals and as a country—is learning in science, technology, engineering and math (STEM).
In the 2012 Spotlight on Science Learning1, developed by Let’s Talk Science in partnership with Amgen Canada, key
benchmarks and recommendations were identified to further STEM learning in Canada.
One key benchmark the 2012 report recommended was monitoring participation in high school STEM courses.
The current report goes deeper and recommends that better connections be built between job forecasts and STEM learning
demands so youth and parents are more aware of future employment opportunities. It investigates the financial, opportunity and social costs related to the current drop-off in secondary school participation in science, technology and math courses.
The teaching-learning situations in the class-room involve interaction between the teacher and the students. The success of a teacher may be judged through the degree of effectiveness of his teaching which may be objectively assessed through his class-room behavior or interaction. Thus a systematic or objective analysis of the teacher’s classroom interaction may provide a reliable assessment of what goes on inside the class-room in terms of teaching and learning.
...I have detailed the evidence for the current college student mental heal crisis. As reported, college students are showing greater levels of stress, anxiety, depression, e3ating disorders, and poor sleep patterns than any time in our nation's history and the current trned lines suggest that it will continue to get worse.
A great deal of research has been conducted and published on the topic of hybrid or “blended” learning in university settings, but relatively little has been conducted within the college environment. The purpose of this multi-method study was to identify the impact of hybrid course delivery methods on student success and course withdrawal rates, and to evaluate faculty and student experience of hybrid instruction from within the Canadian college environment.
Quantitative findings suggest that students achieved slightly lower final marks in hybrid courses as compared to the face-to-face control courses offered in the previous year, though the magnitude of this effect was very small, in the order of -1%. Further analysis revealed that students with high academic standing were successful regardless of course mode, while students with low GPAs performed slightly worse in hybrid classes. Course mode did not have an effect on withdrawal from the course, suggesting that the format does not impact course completion.
Today’s students are not receiving the specialized training needed to enter fields such as engineering, research, science and the arts. To add to the problem: Students are losing interest in these fields as they progress through their education. Educational institutions recognize the need to train students to enter the future workforce, but face challenges both in trying to interest students in these fields as well as to retain them; funding and a lack of trained educators are also problems. However, a whole new class of specialized technology is emerging that not only can make up for campuses’ limited resources, but can spark student engagement. This Special Report highlights this specialty technology and showcases its use in campuses across the nation. It examines how technology is boosting student interest and transforming areas like STEAM (science, technology, engineering, arts and math), research and supercomputing, and special education — providing educators with valuable tools to ensure all students have the critical skills needed to enter the future workforce prepared.
The 2013 Ontario Budget will play an essential part in ensuring the province has the qualified workforce it needs
for the years ahead.
The challenges facing Ontario are significant. Young people throughout the province are struggling to find meaningful
work. People who have lost their jobs after years at the same company continue to seek opportunities to train for new
careers.
Meanwhile, there is an increasing skills mismatch in Ontario and throughout the country, as many employers struggle to
find qualified people to hire.
As Seneca College president emeritus Rick Miner predicted in his seminal report, People Without Jobs, Jobs Without
People: Ontario’s Labour Market Future, there is a growing divide between the qualifications sought by employers and
the education and training of much of the workforce. Growing numbers of job seekers simply aren’t qualified to fill a large
number of vacant positions.
Fortunately, Ontario can meet these challenges and become a global leader in the innovation economy. Through a meaningful
transformation of higher education, Ontario can produce the best-educated, best-prepared workforce in the world.
The Ontario colleges’ policy submission to the province – Empowering Ontario: Transforming Higher Education in the
21st Century – has proposed a number of recommendations to ensure students reach their full potential through a broad
array of theoretical and applied learning opportunities.
The recommendations include expanding the college sector’s ability to assess and offer degree programs, strengthening the
system for the transfer of completed post-secondary credits, expanding online and blended-learning opportunities,
improving access to apprenticeship programs, and much more
Recognition of the importance of a high-quality system of postsecondary education (PSE) in meeting the demands of Canada’s knowledge-based economy has focused recent media and policy attention on the role of Ontario’s colleges and universities in facilitating the successful transition of postsecondary graduates to the labour market. In particular, there is growing interest in the expansion of postsecondary work-integrated learning (WIL) programs – which include co-op, clinical placements, internships, and more – as a means of improving students’ employment prospects and labour market outcomes.
These programs are also believed to benefit students in other ways, for example, by enhancing the quality of the postsecondary experience and improving learning outcomes. Yet despite assumptions about the benefits of postsecondary WIL programs, relatively little empirical research has been conducted to assess students’ perspectives on the
value of WIL and the learning outcomes associated with WIL participation.
This report presents findings from the Graduating Student Survey on Learning and Work, conducted as part of a multi-phase study launched by the Higher Education Quality Council of Ontario in 2009 to build the knowledge base about postsecondary workintegrated learning in Ontario. In addition to the survey of graduating students, the study also includes surveys of Ontario employers and postsecondary faculty, as well as a follow-up study to assess the post-graduation outcomes of graduating student respondents.
Ontario’s educational sector has experienced numerous changes in recent years, with increasing rates of participation in postsecondary education (PSE), declining secondary school drop-out rates, and strong performance by Ontario students on international academic assessments. Within these signs of progress, however, are indications that all students are not advancing equally (McMullen, 2004). The example that has attracted attention from the media as well as from educators and policy makers is the male population. Males have been referred to as the “new, disadvantaged minority” (Millar, 2008) and the “second sex” (Conlin, 2003). In the United States, a male high school student sued his school district, claiming that schools routinely discriminate against males (Jan, 2006). More recently, the Toronto District School Board, the largest in Canada, proposed the development of a single-gender school, boys-only classes and “boy-friendly” instruction (Wingrove & Reinhart, 2009). The concept of affirmative action on behalf of males has been raised and opposed at Canadian universities (Millar, 2008;
Coates & Keen, 2007). Is the male population becoming an under-represented group in postsecondary education, as some reports in the media seem to suggest?
In November 2005, the province of Ontario and the federal government signed two historic agreements – the Canada-
Ontario Labour Market Development Agreement and the Canada-Ontario Labour Market Partnership Agreement. One
year later, on Nov. 24, 2006, key labour market stakeholders, including users, delivery agents and government came together
to collectively take stock of progress and to explore how partners can help governments move forward with successfully
implementing the agreements.
The symposium, Developing Skills through Partnerships, was co-hosted by Colleges Ontario, the Ontario Chamber of
Commerce, ONESTEP, and the Canadian Policy Research Networks.
This paper seeks to address the systemic barriers that impact the ability of Aboriginal peoples to access, persist and succeed in post-secondary education. Given histories of discrimination and chronic underfunding of Aboriginal education at both the K-12 and post-secondary level, OUSA believes that action must be taken by all levels of government and institutions. This is particularly pressing as recent figures have shown that the attainment gap for Aboriginal peoples1 may in fact be widening. OUSA affirms the importance of self-determination for Aboriginal peoples, and stresses that any policy intervention must be undertaken in direct partnership and consultation with Aboriginal communities.
In recent years, there has been a great and growing interest in measuring educational quality in the Ontario postsecondary education sector (PSE). Colleges and universities are interested in quality measures for academic planning purposes. Reliable indicators would allow them to identify effective educational practices as well as areas for improvement and to develop strategies in the hopes of improving educational experiences for students.
The government is interested for accountability reasons. Quality has become an increasingly prominent focus of the McGuinty government, which seeks not only to increase the number of PSE graduates in the province but also to ensure the quality of
degrees being awarded. Robust quality measures could be used to monitor individual institutional performance and to address issues at the sector level. Reliable and comparable provincial-level quality indicators could provide answers to questions such
as how the Ontario PSE system is doing compared to other jurisdictions.
The global economic downturn has accelerated the need to identify a new economic path for the 21st century. Many Ontarians are concerned about the future of their businesses, families, and livelihoods.
Canada and Ontario have weathered the recent economic downturn better than most, and as a result we stand on more solid ground than many of our competitors. But the high levels of government debt among many of our most important trading partners, a large provincial deficit, and high levels of North American household debt, present challenges for Ontario
businesses. The Ontario Chamber of Commerce, the Mowat Centre, and Leger Marketing have partnered to initiate a discussion and identify a vision for our collective future.
In three of the four postsecondary performance domains examined for HEQCO’s first annual performance indicator report, Ontario fares reasonably well. Comparatively, the system is efficient and productive. Its considerable investments in creating an accessible system places Ontario at the forefront of Canada and among world leaders in enrolment and attainment. Educated Ontarians (and their fellow Canadians) are more likely to be civically engaged and satisfied with their lives than citizens of other OECD nations. It’s largely a good news story, but one that demands a new headline: It’s time to focus on quality. And therein lies the caveat for this report and the challenge ahead for higher education systems in search of definitive quality measures.
This last year has seen a growing number of votes of “no confidence” in institutional leaders. Traditionally targeted at presidents, there are numerous examples of faculty who have taken such steps against provosts, general counsels, deans, and entire administrations (among others).
The increase in such votes is a troubling diagnostic of the state of leadership in higher education. A vote of no confidence doesn’t just happen. It usually results, over time, from poor communication and a lack of meaningful engagement or inclusion. A
no-confidence vote is a sign of low trust and can derail a campus.
How do such toxic situations arise and what can be done to prevent them?
Leaders need to engage with their constituents directly and consistently seek feedback and input. Without access to unfiltered information—honest concerns, suggestions, and ideas—leaders risk being seduced into thinking that they are on the
right path and that everyone is firmly behind them.
While it requires a significant amount of time and persistence, completing a PhD is not now – nor has it ever been – a guaranteed path to a lucrative end, and its general value has come under increasing scrutiny in recent years. This paper is written for aspiring doctoral students, current doctoral students or candidates, recent doctoral graduates, as well as their families and friends. It provides detailed information about the evolution of the PhD and of the broader labour market and educational environment in which it is embedded. The analyses provided in this paper also lead to recommendations to government and institutions about PhD programs. The paper:
1. provides a detailed explanation of the PhD as an academic credential;
2. outlines the expectations that accompany admission to a doctoral program;
3. chronicles the recent rise in doctoral enrolments in Ontario universities;
4. explores the various labour market pathways available to doctoral graduates;
5. offers recommendations to doctoral candidates, graduate programs and governments.
Though once considered a marginal aspect of education studies, the unique pathways of adult learners have become a research topic of interest in recent years. Existing studies have focused primarily on either adult learning at the postsecondary level or adult education programs for low-skilled immigrants. For the most part, continuing education has been overlooked as a strategy employed by native-born and immigrant adults for updating credentials towards accessing postsecondary education (PSE). Our research addresses this gap in the literature by investigating postsecondary outcomes for Canadian-born and immigrant adults who seek to upgrade their credentials through continuing education at the secondary level or at adult day schools through the Toronto District School Board (TDSB). Due to a dearth of research, it is difficult to assess how many individuals pursue this pathway as a route towards PSE, the factors affecting the PSE plans formulated by adult learners at the secondary level, and whether and how these pathways and outcomes differ for immigrants and non-immigrants. An extensive literature review led the researchers to conclude that adult learners in continuing education likely face multiple barriers in upgrading their skills and credentials when engaged in an effort to attain a postsecondary education. In addition to experiencing difficulties common to adult learners, such as financial and time constraints, immigrant adult students often contend with a secondary set of challenges that include grappling with a new academic culture, single parenthood, and serious language challenges that pose a risk to successful integration into Canadian society and the labour force.
This article is intended for people who are considering going to graduate school or who are currently in the first year of graduate school. It is primarily focused on the decisions you will make on the path towards a Ph.D., but many of the same issues would certainly arise in a M.S. thesis-based program. The context of most of the discussion is an engineering program at a top research institution, but many of the comments would also apply at different level institutions as well as in science, medicine, and the humanities. This article is equally targeted toward all students in science and engineering, but there are certainly issues of representation, bias, and treatment that apply especially for students coming from underrepresented groups; I have drawn from conversations with students from these groups for these issues, but the issues raised here should
be understood by everyone. Even though this article is intended for students, I hope that some faculty and advisors take the time to refresh their perspective on the “student side” of their relationships.
This program has been designed to assist you in your development as an academic leader. More specifically, it has been designed to assist you in acquiring the skills and knowledge needed to perform your academic leadership role more effectively. These roles may have various titles depending on the University within which you work. They may be Program Director or Course Coordinator. Whatever the title, the role is one where you have responsibility to manage the delivery and quality of an academic field of study. For ease of writing, the Academic Coordinator title is used in this book. It is based on the principle that leadership development needs to be tailored to the needs of both the individual and the role, and recognises that you are in an academic leadership role with little or no formal authority or power. This program builds on research on leadership in management as well as research on academic leadership. It utilises critical reflection as a strategy that fosters deep learning. The new understanding will help you to develop your personalised action plans. These will strengthen your professional competence as an academic leader.
The Internet and, in particular, the World Wide Web have had a remarkable impact on education at all levels. In the past, new technologies such as the telephone, radio, television, cassettes, satellites, and computers were all predicted to bring about a revolution in education. However, after the initial hype, these new technologies left a marginal impact on the general practice of education, each finding a niche, but not changing the essential process of a teacher personally interacting with learners.
However, the Internet and, especially, the World Wide Web are different, both in the scale and the nature of their impact on education. Certainly, the web has penetrated teaching and learning much more than any other previous technology, with the important exception of the printed book. Indeed, it is possible to see parallels between the social and educational influence of both mechanically printed books and the Internet on post-secondary education, and these parallels will be explored a little further in this chapter
It’s a new year and a new semester, with new courses and different students—along with perhaps a few favorite
courses and students you get to spend time with all over again, and maybe a couple of each you won’t miss at all. In other words, it’s a new beginning. As we begin again, I thought this characterization of “The Ideal Professor” might be of interest. It’s offered by students who were asked to compare their Ideal professors with their Typical ones. This cohort of juniors and seniors rated professorial characteristics in three areas: personal, course design, and policies and behaviors. The
items were selected for the survey based on research in each of these three areas. Perhaps a bit surprising is the lack of strong distinctions between Ideal and Typical professors. “We found that preferred qualities and behaviors were not wholly absent in the Typical professor—they simply appeared less pronounced than in the Ideal professor.” (p. 182) Despite overall similarities, the research team does describe some of the differences between the two as “striking” and eight of these are listed below. The numbers reflect the percentage of students who endorsed this characteristic for their Ideal professors and the percentage who said they characterized the Typical professor.