I didn’t always want to be a professor, but when I learned what a professor did (or what I thought they did), I decided
it was exactly the profession from which to do the things I wanted to do. My early career dreams primarily revolved
around three things: I wanted to be an actress, an activist and a writer.
Reality got the best of me, and I decided none of those things were viable career paths. Or at least not financially
lucrative career paths, which was a necessity for someone who grew up working-class with a single mom. By the
end of college (which I attended by the grace of loans and persistence), I was enamored with the professors who
taught me theories to make sense of my positionality as a woman, a poor person, a queer femme, a white person,
etc. I also witnessed professors publishing books as well as doing activist work on their days away from the campus.
And they got to perform, in a way, in front of the students they taught. I felt like it was a legitimate dream career, and
I was nothing short of elated when I was accepted tuition-free into a master’s and then a Ph.D. program.
This report is a companion to a study that found that high school grade point average was a stronger predictor of performance in college-level English and math than were standardized exam scores among first-time students at the University of Alaska who enrolled directly in college-level courses. This report examines how well high school grade point average and standardized exam scores predict college grades by the urbanicity of students’ hometown and timing of college entry. Among recent high school graduates from both urban and rural areas of Alaska, high school grade point average was a better predictor of college course grades than were SAT, ACT, or ACCUPLACER scores. It was a more powerful predictor of college performance among students who entered college within a year of high school graduation than among students who delayed college entry. For students who delayed college entry, high school grade point average was a better predictor than were standardized exam scores in English, but that was not always the case in math.
In the past decade, internationalisation has become a core strategy for most Canadian institutions, supported by robust policies and practices.
Over the past 50 years, as the national voice advancing international education on behalf of its 150 member institutions ranging from K-12 to universities, the Canadian Bureau for International Education or CBIE, has encouraged, assisted and closely monitored internationalisation in Canada. We take a look here at what this success entails and at the prospects for Canadas next 50 years in international education.
This paper uses the acronym “LGBTQ+” to refer to anyone who identifies as Lesbian, Gay, Bisexual, Transgender, Queer, Questioning, Intersex, Two-Spirit, Asexual, Pansexual, and other identities and sexualities that are not cisgender or heterosexual.
The terms “trans” and “transgender” are used interchangeably. The plus sign indicates the intention to recognize a diverse and fluid range of gender identities, gender expressions, and sexual orientations. Throughout the paper, the term “Queer” may be
used interchangeably with “LGBTQ+.”
Though the term MOGAI (Marginalized Orientations, Genders, and Intersex) has been offered as an alternative to LGBTQ+, this paper opts for the latter term because it, currently, is more widely recognizable. As language and nomenclature continue to
evolve, this terminology choice may be revisited.
The National Survey of College Counseling Centers (previously the National Survey of Counseling Center Directors) has been conducted since 1981 and includes data provided by the administrative heads of college and university counseling centers in the United States and Canada. The survey attempts to stay abreast of current trends in counseling centers and to provide ready access to the opinions and solutions of colleagues to problems and challenges in the field. The areas addressed cover a range of concerns including current concerns, innovative programming, and a number of other administrative, ethical and clinical issues. A directory of all participants is provided.
For many years, critics of the SAT have cited a verbal question involving the word "regatta" as an example of how the test may favor wealthier test-takers, who also are more likely to be white. It's been a long time since the regatta question was used -- and the College Board now has in place a detailed process for testing all questions and potential ques questions that may favor one group of students over another.
Maybe they didn’t think of this back in 2006 when the province scrapped
mandatory retirement.
Ten years later, baby boomers in big numbers are blowing past the old
retirement age of 65, some working into their 70s.
They can defer pensions for a while, but at 71, they’re forced to collect work
and government pensions along with their paycheques.
Who would want to work that long? You might be surprised.
The provincial government is taking steps to address the Truth and Reconciliation Commission of Canada's (TRC) Calls to Action regarding education and training, including introducing mandatory Indigenous cultural competency and anti-racism training for every employee in the Ontario Public Service (OPS) and implementing mandatory learning expectations in Ontario's public education system curriculum.
Background/Context: Past research has examined many factors that contribute to the blackwhite achievement gap. While researchers have shown that teacher perceptions of students academic ability is an important contributing factor to the gap, little research has explored the extent to which teacher perceptions of students academic ability are sustained over time or the extent to which teacher ratings of students social and behavioral skills are related to their perceptions of academic ability. The current study focuses on whether teacher perceptions of students academic ability and social and behavioral skills differ by student race and the extent to which ratings at the beginning of the school year explain racial differences in perceptions of academic ability at the end of the year.
Purpose: There are two research questions addressed in this study: (1) To what extent do kindergarten teachers rate black and white students academic ability and social and behavioral skills differently? And (2) to what extent do test scores, fall teacher perceptions of students academic ability, and social and behavioral skills explain racial differences in teacher evaluations of students academic ability in the spring of kindergarten?
In early 2014, two incidents engulfed the University of Ottawa in the debate over sexual violence
that has affected many postsecondary institutions in recent years. In February, members of the University of Ottawa men’s varsity hockey team were involved in an alleged sexual assault, resulting in the suspension of the men’s hockey program for the 2014-15 season. Following this incident, a Facebook conversation involving five male students that included sexually derogatory and violent comments about the female President of the Student Federation of the University of Ottawa (SFUO) was made public.
This chapter examines how the three most common types of engagement found among adolescents attending high-performing high schools relate to indicators of mental and physical health.
There was no substantial deterioration in the earnings and employment patterns of young postsecondary graduates between 2005 and 2012—a period that included the economic recession of 2008 and 2009. A new study found that this outcome held even when graduates from specific fields of study were examined. Using linked data from the 2006 Census, the 2011 National Household Survey, and tax data from 2005 to 2012, the study examined Canadian-born 25- to-34-year-old men and women with a high school diploma, college certificate or bachelor's degree. Annual wages and salaries as well as full-year, full-time employment rates were compared before and after the recession of 2008 and 2009. Full-year, full-time employment involves at least 49 weeks worked per year, mainly for 30 hours or more per week. The dollar figures are expressed in 2012 constant dollars to account for inflation.
The good news is that Canada is home to so many great universities that it’s difficult to make a poor decision. That’s why choosing the school that best suits you requires going beyond rankings and reputation, and considering the unique culture and educational environment of your potential alma mater.
So what do you really want to get from your university experience? According to multiple surveys, the majority of young people today seek more than just a paycheque from their career. A recent Millennial Branding report found that 72 per cent of this demographic seek work with greater meaning. “Having a job where I can have an impact” ranked higher than wealth or prestige in a 2012 workforce survey conducted by Net Impact.
That’s why, in this year’s Canadian University Report, we looked at how universities are helping undergraduate students make an impact on their careers and in their communities. We spoke to students, faculty and university officials about opportunities to develop the skills needed for a meaningful career and life after graduation (from co-op programs to social entrepreneurship curriculums, from volunteering to purpose-driven business incubators). What we heard was that students aren’t waiting to don their cap and gown before they get started; they are already working with organizations in their communities and beyond, and launching their own businesses and non-profits to tackle our most-challenging social and environmental issues.
The purpose of this research study was to map Ontario universities’ strategies, programs and services for international students (IS). In mapping these programs, we aimed to understand the opportunities, challenges and gaps that exist in supporting IS. We focused on services at various levels, including from the first year of study all the way through to graduation, the job search process, entry into the labour market, and students’ transition to permanent resident status.
In 2005, the report issued by the Rae review of college and university education in Ontario, Ontario: A Leader in Learning, re-stated an estimate that 11,000 new university faculty would be required by 2010. No source was cited, nor any of the assumptions that underlie the conclusion. OCUFA subsequently conducted an analysis that showed Ontario universities would have to hire nearly 11,000 full- time faculty between 2003 and 2010 to replace retiring professors and to reduce the student-faculty ratio to a level at comparable US institutions and at which Ontario could be a true leader in learning
Addressing financial and psychosocial barriers to retirement can benefit both faculty and their institutions.
About a third of tenured faculty age 50 or older expect to retire by “normal” retirement age, while fully two-thirds anticipate working past that age or have already done so. This latter group is sometimes called “reluctant retirees,” and when their numbers swell on campus, it can lead to productivity declines, limited advancement opportunities for junior faculty, a lack of openings for new hires, and difficulty reallocating institutional resources. To address a reluctant retiree pheno- menon and better manage faculty retirement patterns, college and university leaders need to understand the thought process among senior faculty regarding whether and when to retire.
Work-integrated learning (WIL) has been identified as a key strategy for supporting Canada’s postsecondary education (PSE) system in responding to an increasingly dynamic, globalized, knowledge-based economy. Ontario in particular has been described as a “hot bed” of co-operative education (Ipsos Reid, 2010). However, while there is a common belief that WIL improves employment outcomes (see Gault, Redington & Schlager, 2000; Kramer & Usher, 2010), research on this topic has generally been specific to certain programs and types of WIL (Sattler, 2011).
Since the mid-1980’s, student unions across Canada and within the United States have been advocating to governments and Universities-alike for increased safety measures for those affected by sexual violence and harassment. Student unions have played a crucial role in creating campus culture and social expectations. We have also been at the forefront of programming and processes around staff training to combat sexual violence, gendered-violence, and sex-based harassment, bystander intervention, and health and protective services. We offer important peer-to-peer and survivor services as well, recognizing that survivors prefer to seek peer support. Therefore we offer much to be listened to on this topic and have been given great opportunities over the past year to speak to some of these issues.
The line between collaboration and cheating is fuzzy. It’s still clear at the edges, but messy in the middle. When students are working in groups, searching for a solution to a problem, looking through possible answers for the best one, or sorting out material to include in a presentation, that’s collaboration. When one student in the group solves the problem and everyone else copies the answer, that’s cheating. When one student fails to deliver material she or he’s been assigned and the rest of the group covers, that’s cheating.
A monumental shift is steadily occurring in America’s workforce, as an ever-increasing percentage of jobs require some form of postsecondary education and training. In the Recovery 2020 report, Georgetown University Center for Education and the Workforce projects that by 2020, 65 percent of all jobs will require some form of postsecondary education. However, this may be a conservative estimate, according to the center, considering that of the 11.6 million jobs created in the 2010 to 2016 recovery, 11.5 million of them, or 99 percent, were filled by workers with postsecondary training.
While higher education has seen a plethora of initiatives designed to increase educational attainment and alternative delivery methods intended to expand educational opportunities, large numbers of students still do not have access to higher education while still in high school. In particular, offering academically advanced high school students the chance to take college courses (dual enrollment) is widely seen as a way to help them make better use of their senior year. And even less advanced students can participate in dual enrollment courses with support, through approaches such as the Early College model.