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."
For over a century, the central goals of Canada’s Aboriginal policy were to eliminate Aboriginal governments; ignore Aboriginal rights; terminate the Treaties; and, through a process of assimilation, cause Aboriginal peoples to cease to exist as distinct legal, social, cultural, religious, and racial entities in Canada. The establishment and operation of residential schools were a central element of this pol- icy, which can best be described as “cultural genocide.”
Physical genocide is the mass killing of the members of a targeted group, and biological genocide is the destruction of the group’s reproductive capacity. Cultural genocide is the destruction of those structures and practices that allow the group to continue as a group. States that engage in cultural genocide set out to destroy the political and social institutions of the
targeted group. Land is seized, and populations are forcibly transferred and their movement is restricted. Languages are banned. Spiritual lead- ers are persecuted, spiritual practices are forbidden, and objects of spiritual value are confiscated and destroyed. And, most significantly to the issue at hand, families are disrupted to prevent the transmission of cultural values and identity from one generation to the next.
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.
In a recent blog post in Inside Higher Ed, Joshua Kim explored the value of telecommuting, rightly suggesting that
the proven success of online education means that one need not be physically present to do a job well. “What we’ve
learned from online education,” he wrote, “is that with a combination of thought, investment and a willingness to
make data-driven continuous improvements, distance is not a barrier to quality.” And he closed by asking, “Should
the champions of online learning also be advocating for telecommuting?”
It is absolutely the case that teaching remotely and doing it well is possible, particularly if professors accept that
teaching online requires the mastery of new skills, an awareness of online pedagogies and best practices, a
commitment to valuing those in digital spaces as much as we value those physically in front of us, and, in some
cases, more time. And Kim is right to imagine that using the “methods and tools” of online education can help us
improve productivity in workplaces that accommodate telecommuters. Certainly, tools like Slack and the Google
suite have enabled synchronous collaboration among remotely situated parties.
The past decade has witnessed an explosion in online learning opportunities for post-secondary students throughout the United States. The university has developed a Faculty Online Observation (FOO) model to allow for an annual observation of online adjunct faculty with a focus on five major areas of facilitation. To test the effectiveness and support of the FOO, a survey related to the observation areas was administered to online faculty and students. The results determined a number of areas of agreement and non-agreement between the groups. The findings will provide valuable information for future training and professional development needs of online instructors, and processes of teaching based on perspectives of instructors, course developers, students, and discipline managers.
This fall, I will be one of three lecturers teaching my department’s professional development course, where we help new graduate-student instructors learn the ropes, concurrently as they teach rhetoric for the first time. Many of them have never been in front of a college classroom. So I've been thinking a lot this summer about what they’ll be facing and how I might help prepare them.
Employability Skills Toolkit for the self-managing learner. Graphic presentation.
When I recently returned to my department after a decade in administration, I looked forward to reconnecting with former olleagues, getting to know the grad students, going to lectures and colloquia, teaching undergrads, and yes, even serving on departmental committees. But when I moved into my faculty office and began my work schedule, I had only one question as I looked around my department: Where did everybody go?
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.
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.
Now here’s an argument I haven’t heard before: Improving your instruction makes it easier for students to learn. If it’s easier for them to learn, they won’t work as hard in the course, and that means they could learn less. It’s called offsetting behavior and we can’t ask students about it directly because it would be disingenuous for them to admit to studying less when learning becomes easier.
TORONTO, Feb. 14, 2017 /CNW/ - A new national survey released today reveals a bold portrait of Canada's Millennials (those born between 1980 and 1995), that for the first time presents the social values of this generation, and the distinct segments that help make sense of the different and often contradictory stereotypes that so frequently are applied to today's young adults.
The results show that Millennials cannot be lumped into a single group defined by their age, or by other demographic characteristics such as gender, region or socio-economic status. They are a diverse part of the Canadian society, made up of six social values "tribes", each reflecting a distinct worldview and approach to life. While Millennials may share some common experiences and aspirations as befits their stage in life, there are notable differences in outlook and life path across these tribes, be they "Engaged Idealists," "Bros and Brittanys," or "Lone Wolves."
The Canada Millennium Scholarship Foundation recently released a report demonstrating that those with a university degree comprised only 22% of the population but contributed 41% of income tax paid and only received 14% of government transfers. Concurrently, there is a very specific and tangible local economic benefit associated with a post-secondary institution operating in a community. In Kingston, ON, for example, an impact study in 2003 showed that, all told, Queen’s University injects approximately $500 million into the local economy each year. These economic benefits prove that an investment in
post secondary education is not only an investment in students and innovation, but also a true commitment to the future success and prosperity of the province and the nation.
Author of a new book on how family matters for college women's success argues that four-year public institutions are increasingly dependent on active -- and wealthy -- parents, and that can harm students with less-involved parents.
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.
No validated tools assess all four competency domains described in the 2011 report Core Competencies for Interprofessional Collaborative Practice (IPEC Report). The purpose of this study was to develop and validate a tool based on the IPEC Report core
competency domains that assesses the interprofessional attitudes of students in the health professions.
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.
Background:
In this paper we call for studying school leadership and its relationship to instruction and learning through approaches that highlight the role of configurations of multiple organizational supports. A configuration-focused approach to studying leadership and other essential supports provides a valuable addition to existing tools in school organizational analysis and is particularly useful in examining equifinality and causal asymmetry. Equifinality is the idea that more than one pathway can result in a desired outcome whereas causal asymmetry suggests that the set of conditions that lead to the presence of an outcome need not be the same as the conditions that lead to its absence.
Colleges and institutes enhance innovation by undertaking applied research that leverages their strong connections to industry and communities. These institutions provide talent, creative ideas and facilities that generate economic and social gains.
• In the past year alone, colleges and institutes worked with over 6,300 partners in all sectors, particularly small and medium-sized enterprises (SMEs) to develop new or adapted products, services, technology and processes.
• College and institute students are an integral part of applied research activity. Students gain relevant applied research experience through interactions with industry and community partners and are employment ready.
• Increased investments in college and institute applied research will unleash the college sector’s untapped capacity to support industry and community innovation.
Nearly every college and university in America has refocused its attention on “student success.” Like many institutions, Cleveland State University, where I work, has erected an entire enterprise devoted to this endeavor. We have reorganized ourselves administratively, invested in new staff, updated technology and taken a deep dive into institutional data to ensure we are best positioned to make sure all our students have a high potential to graduate.We have improved as a result.