Science, technology and innovation (ST&I) drive economic prosperity and fuel advances that improve societal well-being. A sustainable competitive advantage in ST&I is the path to success in the global knowledge-based economy.
Despite ongoing efforts to improve Canada’s lagging business innovation performance, it has continued to deteriorate. Canada has fallen further behind its global competitors on key performance indicators, reflected most tellingly in private-sector investment in research and development (R&D). Canada’s business enterprise expenditures on R&D (BERD) intensity (i.e., BERD as a share of gross domestic product) dropped further between 2006 and 2013, to the point where Canada ranked 26th among international competitors and sat at 36 percent of the threshold of the top five performing countries. Canada’s most profound and urgent ST&I challenge lies in increasing the number of firms that embrace and effectively manage innovation as a competitiveness and growth strategy.
Student success is core to the enterprise of any university. What is meant by “student success” is complex and nuanced, but a key measure is provided by student retention rates: the proportion of students who continue with their studies and complete their degrees.
Carleton has made remarkable progress in improving its retention rates. For the 1992 cohort of undergraduates, only 56.5 per cent remained at the University two years after first enrolling. For the 2004 cohort, that figure had risen to 81.1 per cent. Much of this improvement can be attributed to the increase in the high school averages of students entering Carleton, as well as to
internal measures taken to encourage student success.
The rapid turnover of technology and ever expanding network of data and information which underpin the knowledge economy have led to a reevaluation of the importance of knowledge to the economic process. Economists now conclude that human capital - the ideas, skills, and expertise of people - is a fundamental driver of economic growth. Demand for employees that possess a mix of both “hard” and “soft” skills is rising as companies respond to intensified global economic competition.
Background/Context:Policy discussions in the U.S. and abroad have become increasingly studded with reference to the results of international tests like PISA. Unlike most assessments, PISA is not designed to measure whether students have mastered a particular school curriculum but rather provide a measure of students ability to meet future challenges irrespective of where in the world they live. Though growing in influence, the concept of a contextless form of accountability has an important antecedent in the history of American education: the Tests of General Educational Development (GED), which were developed in the 1940s to assist the transition of American World War II servicemen and women.
You wait with anticipation. You receive the email: Course assignments are posted. You click on your Course Assignment. And—you’re assigned to teach a course that you have never taught before. Maybe you feel excitement, maybe you feel anxiety, or some mixture of the two. Emotion aside, how do you plan a new course?
There’s a lot of talk these days about evidence-based instructional practices, so much that I’ve gotten worried we aren’t thinking enough about what that means. Let me see if I can explain with an example.
Recently I’ve been trying to locate the evidence that supports quizzing, wondering if it merits the evidence-based label. Tracking down this evidence in our discipline-based research is challenging because although quizzing has been studied across our disciplines, it’s not easily searchable. My collection of studies is good, but I know it’s not complete. As you might suspect, the results are mixed; they are more positive than negative, but still, a significant number of researchers don’t
find that quizzes affect learning outcomes.
The Early Childhood Education Report 2017 is the third assessment of provincial and territorial frameworks for early childhood education in Canada. Nineteen benchmarks, organized into five equally weighted categories, evaluate governance structures, funding levels, access, quality in early learning environments and the rigour of accountability mechanisms.
Results are populated from detailed provincial and territorial profiles developed by the researchers and reviewed by provincial and territorial officials. Researchers and officials co-determine the benchmarks assigned. We are pleased to welcome Nunavut and Yukon as new participants in this edition. ECEReport.ca includes the profiles for each jurisdiction, including the federal government, plus the methodology that shapes the report, references, charts and figures and materials from past reports.
There was a time not too long ago when the person with the most technical knowledge got promoted fastest. But hat’s often no longer the case.
Once someone gets promoted, technical skills become less necessary, and interpersonal ones become more critical in their place. You’ve probably already heard that emotional intelligence is a top factor in companies’ hiring decisions, but it plays a major role in how employers choose to promote their team members, too. This isn’t exactly news; in a 2011 Career Builder survey of more than 2,600 hiring managers and HR professionals, 71% said they valued emotional intelligence over IQ in general, and 75% said they’re typically more likely to promote an employee with high emotional intelligence and a comparatively lower IQ than one where that ratio is
flipped.
To develop and conduct feasibility testing of an evidence-based and theory-informed model for facilitating performance feedback for physicians so as to enhance their acceptance and use of the feedback.
How does income inequality impact educational attainment? Despite Canada's efforts to promote equal access to education, the experiences and outcomes of students differe grealy depending on their family incomes. Here, we explore the educational opportunities of the top and bottom 10 percent within the early childhood, primary, secondary and postsecondar sectiors. We illustrate how, in Canada, these unequal groups are differentiated by much more than just income.
Ontario is moving forward with postsecondary education for thousands of French-speaking students by creating a new stand-alone French-language university, l'Université de l'Ontario français. This historic addition to Ontario's postsecondary sector will offer a range of university degrees and education, entirely in French. The university will promote the linguistic, cultural,
economic and social well-being of its students as well as Ontario's growing French-speaking community.
How do you blend General Education competencies (i.e. communication, ethical/logical/mathematical reasoning) across an institution and curriculum? Kaplan University’s General Education program integrates and assesses student proficiency in General Education disciplines across all undergraduate programs. The datais used to inform curricular improvements in a continuous process for maximizing student learning.
There is no substantial gap in what we need to know in order to improve schools and student learning and achievement on a very wide scale. In this brief paper I will (1) encapsulate what we obviously know; (2) what we should know but fail to understand (which thus makes finding the solution less likely); and (3) identify the action implications for teachers themselves, principals, district leaders, and system leaders.
Using the chronicles of three friends, this chapter presents a counterstory that sets the stage for the examination of racism in teacher education, within the United States of America, using critical race theory (CRT) as an analytical tool. The setting of these chronicles is during a time when postracial rhetoric in the United States was at its highest—just after the 2008 election of President Barack Obama. The three friends take the readers on a journey through their graduate experience in teacher education and into their first faculty position in teacher education. Their experiences, as students and junior faculty, are akin to what many faculty and students of color and their White allies experience daily in teacher education programs across the United States. The analysis of their chronicle, using CRT, reveals that postracial discourse has disguised racism and racial microaggression in teacher education. Racial microaggression is as pernicious as other forms of racism and, through its passiveaggressive orientation, validates institutional and individual lack of attention to issues of race.
Abstract
This study examines the lived experiences of students as expressed in their reflections on their experiences of learning at Ambrose University in Calgary. It uses quantitative outcomes-related data from the National Survey of Stu- dent Engagement and the Theological School Survey of Student Engagement to illuminate qualitative data obtained through student focus groups. The analysis of the qualitative data was conducted using the constant comparative method developed by Glaser and
Strauss. The study concludes with recom- mendations for improving student engagement.
Résumé
Cette étude examine les expériences vécues par des élèves telles qu’exprimées dans leurs réflexions sur leurs expériences d’apprentissage à l’Université Ambrose, à Calgary. Afin d’éclairer les données qualitatives obtenues par le truchement de groupes de discussion d’étudiants, l’étude utilise les données liées aux r��sultats quantitatifs de l’Enquête nationale sur la participation étudiante (NSSE) et de l’Enquête de l’école de théologie sur l’engagement des étudiants (TSSSE). L’analyse des données qualitatives a été réalisée selon la méthode comparative constante développée par Glaser et Strauss. L’étude se conclut par des recommandations afin d’améliorer l’engagement des élèves.
Education is consistently one of the least covered topics in the Canadian news media. According to Influence Communication, a Canadian research firm, only 0.16% of 10.9 million stories published or broadcast in Canadian media in 2014 concerned education, both the K-12 and postsecondary education sectors (Influence Communication, 2014).
However, research has found that news coverage of more specific policy areas, such as the environment or health, has stronger effects on public perception than coverage of broad policy issues such as the economy and jobs (Brown, 2010; Kingdon, 2003; Soroka, 2002). An evaluation of the frequency and tone of media coverage of postsecondary education (PSE) in Canada can thus yield valuable insights about public awareness and opinions of this sector.
Research Question
How has coverage of Canadian postsecondary education in the Canadian media changed over the last 15 years?
One of the important questions to consider in a review of policy for postsecondary education is what kind of system do we need. To provide a reasonably complete answer to that question would require addressing many different dimensions of postsecondary
education including structures, processes, and relationships. In this paper, I will concentrate on two important and closely related subsidiary questions within the broader question of what kind of system we need. Those subsidiary questions are what is the most appropriate mix of different types of postsecondary institutions, and what should be their relationships with one another?1 As those are pretty large questions, within them my principal focus will be even narrower, on the balance and relationship between universities and community colleges.
The Truth and Reconciliation Commission of Canada’s “Missing Children and Unmarked Burials Project” is a systematic effort to record and analyze the deaths at the schools, and the presence and condition of student cemeteries, within the regulatory context in which the schools were intended to operate. The proj-ect’s research supports the following conclusions:
• The Commission has identified 3,200 deaths on the Truth and Reconciliation Commission’s Register of Confirmed Deaths of Named Residential School Students and the Register of Confirmed Deaths of Unnamed Residential School Students.
• For just under one-third of these deaths (32%), the government and the schools did not record the name of the student who died.
• For just under one-quarter of these deaths (23%), the government and the schools did not record the gender of the student who died.
• For just under one-half of these deaths (49%), the government and the schools did not record the cause of death.
• Aboriginal children in residential schools died at a far higher rate than school-aged children in the general population.
• For most of the history of the schools, the practice was not to send the bodies of students who died at schools to their home communities.
• For the most part, the cemeteries that the Commission documented are aban-doned, disused, and vulnerable to accidental disturbance.
• The federal government never established an adequate set of standards and reg-ulations to guarantee the health and safety of residential school students.
• The federal government never adequately enforced the minimal standards and regulations that it did establish.
• The failure to establish and enforce adequate regulations was largely a function of the government’s determination to keep residential school costs to a minimum.
Changes to immigration rules are a boon to international student recruitment
International students have become an increasingly integral part of Canada’s immigration strategy
as a result of
ongoing changes to federal regulations aimed at recruiting more highly skilled newcomers to the
country.
The federal government has made incremental revisions to immigration rules in recent years designed to tap into this desirable pool of potential immigrants, said Harald Bauder, academic director of Ryerson University’s Centre for Immigration and Settlement. It’s been “a creeping transition” away from a system that assesses would-be economic migrants on a points system towards a two-step process that admits international students and foreign skilled workers on a temporary basis before allowing them to transition to permanent residency status.
According to researchers, better-educated parents generally provide their children with a more favourable learning nvironment, increasing the likelihood that they’ll pursue higher education. These parents also have higher educational aspirations for their children, reinforcing this dynamic. On the other hand,“first-generation” youth – those whose par- ents haven’t attended a
postsecondary education institution – are “less likely to plan for higher education, to be convinced of its benefits or to have above-average high school grades,” according to a report from the defunct Canadian Millennium Scholarship Foundation.