Students persisting to completion of their educational goals is a key gauge of student success, and therefore institutional success. Two most frequently cited statistics in connection with student success are the freshman-to-sophomore retention rate, or first-year annual return rate, and the cohort graduation rate. The freshman-to-sophomore retention rate measures the
percentage of first-time, full-time students enrolled at the university the following fall semester. The cohort graduation rate is defined as the percentage of an entering class that graduates within three years with an associate’s degree, and within four, five, or six years with a baccalaureate degree. Since the annual return rate of students as they progress through a program
is directly related to their degree/certificate completion, the concept of retention usually includes year-by-year retention or persistence rates as well as graduation rates. Together, these statistics represent student success.
This is the third in the series of short publications by the DfES Innovation Unit, intended to stimulate debate within and beyond the teaching profession on key issues. Previous pamphlets have touched on the importance of networks in stimulating and transferring better practice1; and on how the concept of personalisation has radical potential for transforming our education service2. This third concerns the systemic nature of modern education leadership. It is absolutely appropriate that it should
be authored by Michael Fullan, who has been a leader in the field for over three decades.
Abstract
This article compares aspects of an educational program offered at Nipissing University through the Centre for Continuing Business Education (CCBE) with the guidelines for successful adult learning programs that were developed by the Council for Adult and Experiential Learning. Through the use of a survey, the students of the CCBE were asked to provide their opinions on the evidence of adult learning success factors from their experience with the program. Analysis of the results showed that the students did find evidence of these factors in the program, and other areas for research were identified.
Résumé
Cet article compare les aspects d'un programme d'éducation offert à la Nipissing University par le truchement du Centre for Business Education (CCBE) en suivant les lignes directrices que le Council for Adult and Experiential Learning a élaborer pour assurer le succès des programmes d'apprentissage pour adultes. Au moyen d'un questionnaire, et à partir de leur expérience dans le programme, les étudiants du CCBE ont fourni leurs opinions sur les facteurs de succès de l'apprentissage des adultes. L'analyse des résultats a montré que les étudiants avaient trouvé ces facteurs dans le programme et a mis en évidence d'autres points méritant une étude approfondie. 16
hep.oise.utoronto.ca, volume 1, issue 1, 2004, pp. 15-35.
Adult learners
The Ontario government recognizes the importance of ensuring equality of access to postsecondary
education (PSE). One group that has been and continues to be underrepresented in PSE is students with
disabilities. As a response, the Ontario government has made improvements to the Accessibility for Ontarians with Disabilities Act, 2005, with the end goal of making Ontario a more accessible province for people with disabilities by 2025. In addition to making changes to legislation, there has been increased funding for students with disabilities, with more than $47 million allocated in 2010-2011 to help these students achieve success in PSE. The Ontario government now also provides targeted funding for students with learning disabilities (Tsagris and Muirhead, 2012).
How much of a difference does it make whether a student of a given academic ability enters a more or a less selective four-year college? Some studies claim that attending a more academically selective college markedly improves one’s graduation prospects. Others report the reverse: an advantage from attending an institution where one’s own skills exceed most other students.
Using multilevel models and propensity score matching methods to reduce selection bias, we find that selectivity does not have an independent effect on graduation. Instead, we find relatively small positive effects on graduation from attending a college with higher tuition costs. We also find no evidence that students not attending highly selective colleges suffer
reduced chances of graduation, all else being equal.
KEYWORDS: college selectivity, graduation, selection bias, propensity score matching, tuition
The Getting Online (GO) Project, funded by the federal (Canadian) Office of Literacy and Essential Skills (OLES, formerly the National Literacy Secretariat), commenced in May 2007. The project was to assess the potential in Canada of technology-based professional development (PD) for literacy instructors and coordinators working actively with adults, a group chronically under-funded for PD, but eager to communicate with each other and to acquire more preparation in their jobs. The project’s fi rst
phase addressed the need for current information on literacy workers’ general experiences with online PD and related technologies, and their resulting attitudes toward this mode of learning. (In phase 2 of the GO Project, pilot training modules on the use of online tools and strategies were developed and pilot tested with literacy workers, as suggested by the survey results. More detailed information on the project is available from the website shown above.)
One of the most intriguing expressions of human behavior is the leader-follower phenomenon. Since the beginning of civilization, people have sought answers to the questions of who becomes a leader and why. Philosophers, political scientists, and psychologists have produced extensive literature on leaders and leadership, but despite this, there is still no consensus as to why and under what circumstances some become leaders and others remain followers. There is no universal theory of leadership and no precise formula for producing leaders, and the answers are elusive. Furthermore, the debate continues about whether effective leadership and successful management are synonymous. Perhaps one of the best ways to answer
some of these questions is to describe some of the views about leadership. This provides a beginning for defining leadership, for explaining the power associated with it, for discussing the various current theories about it and for determining where theories coalesce and diverge.
This study examines the TERTIARY educational needs in Kosovo. Review of past studies revealed limited information on specific needs or suggestions on how to solve the problem. A total of 24 experts from various industries, organizations, and government were interviewed. Gaps in fields of study as well as skills were identified. The fields identified as most needed are Accounting, IT, Marketing, Human Resource Management, and Agricultural Engineering and Management. While some of these fields of study exist already in the university system in Kosovo, the experts showed concern over lack of various business and entrepreneurial skills currently provided. Lack of education in International Relations was related to inability to create a sustainable global exporting system across all industries. This assessment leads to a further conclusion that several basic skills expected from college graduates are missing. The skills identified as most important included Organizational Management, Efficient Planning, Critical Thinking, Analytical skills, Positive Attitude, Work Ethic, Time Management, Writing Reports, Self-Discipline, Self-Motivation, Teamwork, and Team Motivation.
One of my primary research interests is the design of higher education systems, a subject on which I did background papers for recent commissions on postsecondary education in Ontario and British Columbia. I am interested in both factors that influence the design of higher education systems and in the implications of different system designs for accessibility, quality, innovation, and the effectiveness of higher education in meeting societal needs. An example of analysis of the design of a higher education system is found in a recent book that I co-authored (Clark, Moran, Skolnik, and Trick, 2009). We concluded that the design
employed in Ontario for the provision of baccalaureate education is inefficient, because it attempts to provide almost all baccalaureate education through a system of publicly funded research universities, the most expensive model for the provision of bachelor’s programs. In our recommendations we emphasized the need for greater institutional differentiation among
providers of baccalaureate credit activity. This would include having a few predominantly teaching universities that concentrate on baccalaureate programming; an open university; and making credit transfer a major function of the colleges.
In an ideal world, we wouldn’t need to call on students to get them to participate. They would be fully invested in our courses, and would come to class eager to play an active role in the day’s activities. They would understand that more participation equals more learning. We wouldn’t be sergeants at the front of the room, putting our conscripts through their paces. Rather, we’d be facilitators — helping our students when we can, asking guiding questions, suggesting new paths of inquiry.
The Blended Synchronous Learning Project sought to investigate how rich‐media technologies such as web conferencing, desktop video conferencing and virtual worlds could be used to effectively unite remote and face‐to‐face students in the same live classes.
Increasingly university students are opting to learn from off‐campus, often due to work, family and social commitments (Gosper, et al., 2008; James, Krause, & Jennings, 2010).
Typically universities will cater for remote students by providing access to asynchronous resources via Learning Management Systems, meaning that off‐campus students miss out hronous Le
on the benefits of synchronous collaborative learning such as rapid teacher feedback, realtime
peer discussions, and an enhanced sense of connectedness.
Executive Summary
This longitudinal mixed method study collected quantitative data from 151 students with Learning Disabilities (LD) and/or Attention Deficit Hyperactivity Disorder (AD/HD). Of these,117 students attended a combination of focus groups and personal interviews and shared their postsecondary education (PSE) experiences as persons with disabilities. The quantitative and qualitative data collection was carried out over two and a half years at the Centre for Students with Disabilities, which provides support and accommodations to college and university students within a shared campus environment at Durham College and the University of Ontario Institute of Technology (UOIT).
The purpose of this study was to evaluate the educational quality of the existing student service programs designed to ensure PSE access for students with LD and/or ADHD, who are an under-represented and at-risk population. Specifically, the study set out to measure and explore the effect of the Summer Transition Program (STP) and enhanced services on promoting students’ engagement, academic performance and, ultimately, their ongoing success throughout PSE.
The Ministry’s STP funding is earmarked for students with LD. However, the Ministry recognizes that students with LD have high comorbid rates of AD/HD. The STP is offered prior to the commencement of the fall semester to give students with LD and/or ADHD a chance to learn evidence-based learning strategies, self-determination skills and the use of assistive
technologies that promote PSE success without the added pressure and demands of a PSE course load. The STP curriculum is delivered in August, in a classroom setting in the morning and in a computer lab in the afternoon. Each day has a specific theme and content is designed to enhance knowledge and skills, such as time management. LD-specific supports were found to improve student outcomes, and the ongoing enhanced supports were believed to ensure accessibility.
This study’s most optimistic finding was the positive association between attendance at the STP and use of enhanced services. The study’s findings demonstrate that the STP improves the quality of students’ transition to PSE by first facilitating an earlier intake requirement and then helping students acquire psychoeducational assessments. STP students complete this process before the academic year begins in September.
Students who did not attend STP (NSTP students) described an overall lengthier and more complicated intake process. Findings from this study demonstrate that the STP improves students’ orientation to campus, orientation to services, disability awareness and willingness to self-advocate. STP also promotes their use of student services. On the other hand, when examining the impact of the STP alone, there were no differences between STP and NSTP students in their likelihood of earning a GPA above 2.0 for any of the first five semesters. The sample groups were self-selected or parentally selected. This sample selection could not be controlled for due to ethical reasons and the limited sample size; this may have decreased the measurable effect. A combination of the two programs was found to enhance academic performance.
Over the past 15 years, the provincial government has placed a greater importance on attracting international students to college and university campuses. Between 2005 and 2015, the number of international students at Ontario colleges increased by 27 per cent, while the number of international students at Ontario universities has increased by 92 per cent.1 The 2014 Federal government set a goal of doubling international student enrolment in Canada to approximately 450,000 students. Also, in 2014, the Government of Ontario prioritized international students as a key group of potential immigrants to meet the goals of building an educated, prosperous and skilled society. Just one year later international students constituted 82 per cent of the Ontario provincial nominees immigration program.2 Despite this increase, international students only account for five per cent of skilled immigrants coming to Ontario. Immigrants in Ontario make up 30 per cent of the labour force, the push to attract more international students and increase the amount of people admitted into the provincial nominees immigration program does reflect the province’s desire to attract a highly skilled and educated labour force.3
Motivating students to participate in classroom discussions is a subject unto itself. The words “excruciating,” “agonizing,” and “mentally draining” may come to mind. There are some students who seem to assume that as long as the assigned work is completed on time, test scores are good, and attendance is satisfactory, they shouldn’t be forced to participate. It’s not that they don’t think participation improves the classroom experience, they just prefer that other students do the participating.
Of course we all have a few over-participators who are eager to volunteer every answer (sometimes to the point of dominating the discussion, which creates its own problems for educators and fellow students alike) but a good number of students prefer to listen,observe, or daydream rather than engage in the class discussion. Whether they’re shy, unprepared, or simply reluctant to share their ideas, getting students to participate is a constant struggle.
This special report features 11 articles from The Teaching Professor that highlight effective strategies for establishing the expectation of participation, facilitating meaningful discussion, using questions appropriately, and creating a supportive learning environment.
Articles you will find in this report include:
• Putting the Participation Puzzle Together
• Student Recommendations for Encouraging Participation
• To Call on or Not to Call on: That Continues to Be the Question
• Creating a Class Participation Rubric
• Those Students Who Participate Too Much There is some debate in the literature as to whether students have the right to remain silent in a class, but if you’re looking for ways to facilitate more effective discussions,
Tips for Encouraging Student Participation in Classroom Discussions will help.
The proportion of adults in Canada with a post-secondary education is the highest among all OECD countries, and the cost of that education is roughly double the OECD average. Yet, more and more of those degree holders fall behind in the earnings scale. The share of Canadian university graduates who make less than half the national median income is the largest among all OECD countries. Sure, on average it pays to get a post-secondary education, but with the education premium narrowing, the number of low-income outliers is rising. And despite the overwhelming evidence that one’s field of study is the most important factor determining labour market outcomes, today’s students have not gravitated to more financially advantageous fields in a way that reflects the changing reality of the labour market.
The first day of class is critical. What happens on the first day, even in the first moments, sets the tone for the entire course. The impression you make will last the entire semester, and today’s students are not shy about sharing their opinions. In fact, they are savvy consumers who want classes that meet their needs and that are taught by organized, competent instructors who engage them from the minute they walk into their room. Most students will make up their minds about the course and the instructor in that first class period.
There is a lot at stake that first day. Your first impression helps students determine whether they will stay in your class or whether they will switch to a different section—with a different instructor—or drop it. That is why you must use the first day, the first moments of class, to inspire confidence in your abilities.
Students also want to feel welcome and prepared for success. They do not want to stay in a class where they feel out of place or ill-equipped for the subject matter. The challenge is to create a classroom atmosphere where the rules are clear; expectations are high; and yet students feel welcome, comfortable, and engaged.
This premise might sound daunting, but it is not impossible. Instructors have the power and the tools to make that first day matter and to set the tone for the entire term.
It is important to be deliberate about classroom management. An instructor’s job is to teach, and creating an effective learning environment is necessary for students to learn. While it might seem heavy-handed to focus so much energy on procedures and expectations, the first-day strategies in this report will actually lead to less time spent on classroom management throughout the term. Remember that your classroom will develop its own distinct environment and culture. If you don’t make a concerted effort to set the tone, the students will. Most everyone has been in or in front of a class with an adversarial dynamic, yet no one wants to feel at odds with students. A tense, disorganized, or, worse, hostile atmosphere interferes with your pedagogy
and impedes student learning. It wastes time and disengages students. It leads to poor evaluations. Moreover, it is unnecessary and easily avoidable.
College professors, instructors, and teaching assistants are subject matter specialists, but many have never had training in classroom instructional management. By learning instructional management strategies for the college classroom, instructors can improve and control classroom climate as well as student participation. The preparation strategies and easy-to-implement procedures contained in this report will enable you to remain in calm command of the class on the very first day and for the duration of the course.
Walk into any college classroom and you’ll likely see some students concentrating intently on their note taking or on watching the instructor’s presentation. You’ll also likely see some students texting on their phones, checking Facebook
on their laptops or whispering with their neighbors. And perhaps some students have that distant look of daydreaming or the droopy head that signals a nap.
All of these behaviors reflect what students have come to expect while in the classroom: slide after slide of content, with barely enough time to write it all down, much less understand it on the spot. Even raising a hand for clarification can sometimes be out of the question if the instructor has already moved on or if a student is too embarrassed to ask in front of the entire class. And so students cope by either scrambling to keep up during class or by tuning out and hoping to catch up on the content later.
Association of Canadian Community Colleges Annual Report 2010-2011
Disable the Label
Improving Post-Secondary Policy, Practice
and Academic Culture for Students
with Disabilities
Released December 4, 2014
1673 Barrington St S TUDENT SNS.C A . Halifax, NS B3J 1Z9
ii
Abstract
Building on StudentsNS’ quality and accessibility values, this report discusses the systemic barriers that persons with disabilities face when pursuing post-secondary education. Providing an in-depth discussion of the supports and challenges found within the academic system, this paper begins to re-conceptualize how disability is viewed and accommodated. Nova Scotia has made great strides toward enabling persons with disabilities to access post-secondary education in the past several
decades, but we still have a long way to go. Persons with disabilities remain among the most underrepresented and underemployed groups in Canada. Ensuring persons with disabilities have access to and adequate support during postsecondary
education is fundamental if we want this to change. Programs aimed at increasing persons with disabilities’ participation in post-secondary education, and in the work force are often insufficient. Similarly, the supports offered by postsecondary
institutions (funded through the province) could be improved to better support students with disabilities. We make suggestions for the post-secondary system to further develop present accessibility measures and improve the quality of education delivered to students with disabilities. Recognizing that providing support for students with disabilities is not purely an academic matter, this report will be complimented by future reports on campus health services, social determinants of access to post-secondary education, and discrimination and human rights.
When Stanford’s Artificial Intelligence MOOC made headline news in 2011, one of the early predictions was that quality education at mass scale and at low cost was around the corner. Given our research center’s interest in the productivity of educational interventions, we have been watching for evidence that MOOCs are cost-effective in producing desirable educational outcomes compared to face-to-face experiences or other online interventions. While the MOOC phenomenon is not mature enough to afford conclusions on the question of long-term cost-effectiveness, this study serves as an exploration of the goals of institutions creating or adopting MOOCs and how these institutions define effectiveness of their MOOC initiatives. We assess the current evidence regarding whether and how these goals are being achieved and at what cost, and we review expectations regarding the role of MOOCs in education over the next five years.