Losing a faculty member always hurts, but many administrators believe they have little control over whether professors move on. A new effort seeks to provide meaningful data.
According to data released by Statistics Canada in 2014, the years of 2000 - 2010 have seen significant increases in large and private debt among graduating students, and skyrocketing private debt among graduates with doctoral degrees. Although the
percentage of graduates in debt appears to be decreasing overall in this decade, this is both because of the introduction of the Canada Student Grants Program (which turns a portion of student loans into non-repayable grants) and because enrollment growth has outpaced increases in student loan borrowing. Even so, those who are borrowing are taking on much higher debts,
and increasingly from private sources.
The term “microaggression” was coined in 1970 to name relatively slight, subtle, and often unintentional offenses that cause harm (Pierce, 1970). Since then, a substantial body of research on microaggressions has demonstrated their prevalence and harmful effects (Boysen, 2012; Solorzan, et. al., 2010; Suárez-Orozco, et. al., 2015; Sue, 2010).
This paper is the response of the Association of Colleges of Applied Arts and Technology of Ontario (ACAATO) to the consultation on adult education in Ontario. It provides an analysis of the elements of an adult education system, the role of the colleges, the trends which are shaping the environment as well as responses to the six questions posed in the Discussion
Paper.
We in higher education now serve more students with more stress than ever before, yet we have done little to learn about the strategies to help them better manage it, argues Karen Costa.
Canada's universities make essential contributions to our nationa innovation system, from conducting discover-driven research to partnering with industry on practical solutions to immediate problems. Universiites are key economic drivers of regional and national prosperity. They generate the ideas and solutions used by communities, small and medium enterrises, national and multi-national companies and sectors of the economy across the country
Inside Higher Ed’s fifth annual survey of college and university provosts and chief academic officers (CAOs) aims to understand how these leaders perceive and address the challenges facing higher education institutions in the U.S.
I want to speak to you tonight about the cooperative movement in Canada and internationally, and its place in a balanced, pluralistic economy. In the aftermath of the financial crisis of 2008 and the continuing economic challenges we face, it’s more important than ever that all three legs of our economic stool are strong and balanced: the public sector, the corporate sector and the cooperative sector.
I also want to suggest ways we could strengthen the partnerships between the public and cooperative sectors for the benefit of Canadians.
Mention the “classroom of the future” and it might evoke images of an old Jetsons cartoon—Elroy and his fellow students working on tablets, following a lecture by a virtual teacher and collaborating on space-aged technology.
While there is little doubt that classrooms have become more sophisticated and digital; the physical classroom setting and furniture haven’t evolved at nearly the same pace. The tablets that are transforming the learning process still sit on top of the same style desks from the 1950s. The blackboards and chalk may have been replaced by interactive whiteboards connected to a computer or projector, but far too often, students still sit in stagnant rows looking up in the same direction at the teacher for the daily lesson.
The aim of this paper is to develop and extend a social realist critique of competency based training (CBT). Its key argument is that knowledge must be placed at the centre of curriculum, and that because CBT does not do this, it excludes working class students from access to powerful knowledge. Developing this argument reveals that constructivist critiques of CBT not only miss the point, they are part of the problem. The paper argues that this is because the relationship between constructivism and instrumentalism structured the development of CBT in the vocational education and training (VET) sector in Australia, even though they are distinct theoretical approaches to curriculum. Constructivist discourses were appropriated and reworked through the prism of instrumentalism, thereby contributing to the justification and legitimation of CBT, but also to its continuing theorisation and development. The basis for the appropriation of constructivism by CBT is that both emphasise the contextual, situated and problem-oriented nature of knowledge creation and learning and in so doing, sacrifice the complexity and depth of theoretical knowledge in curriculum in favour of ‘authentic’ learning in the workplace. Consequently, in developing its critique of CBT and the instrumentalist learning theories that underpin it, constructivism misses the main point, which is that theoretical knowledge must be placed at the centre of curriculum in all sectors of education, and that access to knowledge is the raison d’être of education (Young 2008).
Algonquin College teachers call for closure of Saudi Arabia campus.
he government of Ontario went to some effort to showcase its planned Ontario Student Grant in its recent budget, nd with good reason: it’s an intelligent, progressive reform of student assistance, in all the ways that its previous eforms weren’t.
ather than offset the cost of tuition for every student, rich or poor, as under the province’s ill-starred “30 Per Cent ff” plan, the new plan would roll a number of existing grants and tax credits into a single grant targeted at those ost in need. Families earning less than $50,000 would essentially be tuition free, with lesser reductions for those on incomes between $50,000 to $85,000.
National statistics indicate that more than 6.4 million children and youth with disabilities between 3 and 21 years-of-age received special education services during the 20132014 academic school year (U.S. Department of Education, 2015). In addition, 95% of these students received special education services in public schools, with 61% or more of them said to be highly included80% or more of their school dayin general education classroom settings (U.S. Department of Education, 2015). On one hand, these estimates may be quite positive given the high number of students educated in inclusive settings. On the other, they can be disconcerting because inclusion greatly relies on educators who are ill-prepared to meet the needs of all students, and would prefer not to do inclusion (p. 307).
The need for online and blended programs within higher education continues to grow as the student population in the nited States becomes increasingly non-traditional. As administrators strategically offer and expand online and blended programs, faculty recruitment and retention will be key. This case study highlights how a public comprehensive university utilized the results of a 2012 institutional study to design faculty development initiatives, an online course development process, and an online course review process to support faculty participation and retention in online and blended programs. Recommendations based on this case study include replicable strategies on how to increase faculty participation and retention in online and blended programs using collaboration, support, and ongoing assessment. This case study is a compendium to the 2012 Armstrong institutional study highlighted in the article "Factors Influencing Faculty Participation & Retention In Online & Blended Education."
CHICAGO -- Community college leaders across the country are looking through the hundreds of courses in their catalogs and trying to find a way to streamline their offerings in order to get students to completion.
That's because the days of students taking courses without direction is no longer acceptable if colleges hope to get them to complete within a reasonable time, with a degree and minimal student debt.
Traditional pedagogy is premised on a belief that older generations teach younger generations how to learn. At this point in history, however, through their ubiquitous exposure to media, technology, and communication, younger generations understand contemporary forms of communication better and more tacitly than older generations. Yet schooling lags behind advances in communication and technologies, clinging to a concept that older generations still impart knowledge to prepare younger generations for the future. Jake Telluci (2007), a participant in our research study on marketplace production, articulated this discrepancy well, when he said, “It’s about when technology is in the hands of people, they will often just do things with it.” In this chapter, I argue that unveiling new media and digital technologies production practices exposes a logic and language that better serve as a contemporary model of learning. The process of adopting new media is iterative and cyclical in that meaning-makers pick up new media production practices, remix them, and make them their own. Forging a twenty-first century identity entails reappropriating practices and texts consumed on a daily basis.
Data on how well the information and communication technology (ICT) needs of 1354 Canadian college and university students with disabilities are met on and off campus were collected using the newly developed POSITIVES Scale (Postsecondary Information Technology Initiative Scale). The measure contains 26 items which use a 6- point Likert scale (1 = strongly disagree, 6 = strongly agree) to indicate level of agreement with each of the positively worded items. It has three factor analysis-derived subscales (ICTs at School Meet Student’s Needs, ICTs at Home Meet Student’s Needs, E-learning ICTs Meet Student’s Needs) and a total score. Reliability and validity are excellent for both English and French versions. Versions that could be completed online, on paper (printable PDF), and within a Microsoft Word document were found to be equivalent.
The ability to reach a variety of audiences in diverse environments has made distance learning a major form of education
and training in the 21st century. Though traditionally encountered in the educational and business communities, distance learning has proven an important resource for a variety of other constituencies. Terrorist groups have exploited the digital domain as a means of recruitment, propaganda and training, and other related activities, including the use of distance learning as a strategic resource and force multiplier. The distance learning strategies and tactics of jihadists are reviewed as we explore the dark side of distance learning.
Budget 2016 Consultations
Submission to the House of Commons Standing
Committee on Finance
August 2015
Ideas can... build Canada
The challenges facing publics, governments, and businesses in the 21st century – from managing technological change and driving job creation, to the search for low‐carbon economic strategies, and building social inclusion – require innovative, people‐centered, evidence‐based solutions. The Federation for the Humanities and Social Sciences welcomes the opportunity to provide the following recommendations to the House of Commons Standing Committee on Finance for Budget 2016:
Background/Context: PISA has come up with an ingenious solution to the problem of how to measure student achievement across national school systems with different curricula. Instead of measuring how well students learn what they are taught in each system, it measures a set of economically useful skills that no one teaches.