Women who start college in one of the natural or physical sciences leave in greater proportions than their male peers. The reasons for this difference are complex, and one possible contributing factor is the social environment women experience in the classroom. Using social network analysis, we explore how gender influences the confidence that college-level biology students have in each other’s mastery of biology. Results reveal that males are more likely than females to be named by peers as being
knowledgeable about the course content. This effect increases as the term progresses, and persists even after controlling for class performance and outspokenness. The bias in nominations is specifically due to males over-nominating their male peers relative to their performance. The over-nomination of male peers is commensurate with an overestimation of male grades by 0.57 points on a 4 point grade scale, indicating a strong male bias among males when assessing their classmates. Females, in contrast, nominated equitably based on student performance rather than gender, suggesting they lacked gender biases in filling out these surveys. These trends persist across eleven surveys taken in three different iterations of the same Biology course. In
every class, the most renowned students are always male. This favoring of males by peers could influence student self-confidence, and thus persistence in this STEM discipline.
The purpose of this document is to provide a high-level introduction to economic impact analysis (EIA) in a postsecondary education (PSE) context, written for a non-subject-expert audience of postsecondary institution stakeholders. It is intended to serve as broad context for individuals in the postsecondary education community who may wish to measure the economic impacts of their institutions or understand the methods, findings and limitations in studies done elsewhere. The information contained herein is of a general nature and is not intended to be an exhaustive, detailed quantitative textbook in actually conducting such studies, nor is it intended to address the circumstances of any specific individual or entity.
Since the late 1990s, teacher professional development models have shifted from a focus on individual improvement to collaboration as a means to foster support, information, and resource exchange between teachers. Following this shift, researchers began to use social network research methodology in the early 2000s to reveal the ways in which informal relationships affect teachers’ practices. This chapter reviews current literature on teachers’ social networks and teacher quality to describe the ways in which social networks mediate teachers’ practices. It provides detailed examples from two studies on teachers’ social networks and suggests ways that scholars can incorporate the constructs of social capital and social networks into large-scale research on teacher quality.
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.
A new measure of motivation toward education has been developed in French, namely the "Echelle de Motivation en Education" (EME). The ME is based on the tenets of self-determination theory and is composed of seven aubscales assessing three types of intinsic motivation.
Aboriginal peoples in Canada face multiple and systemic barriers to attaining and succeeding in post-secondary education. A long history of discrimination, including the legacy of residential schools, and chronic government underfunding of Aboriginal education has contributed to low high school completion rates, a widening gap in post- secondary attainment, and the lowest labour market
outcomes of any group in Canada.
The federal government is the single largest source of funding for public financial aid for post-secondary students in Canada. Financial aid policy has a major impact on the areas of accessibility and afford- ability of post-secondary education (PSE) in Canada. This paper aims to examine the impacts of those programs, such as student loans, student grants, tax credits and scholarships on the areas of access and affordability.
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.
The following principles and matrix provide a framework for the development of program to program degree completion agreements between Ontario colleges and universities. Degree completion is one of several forms of collaborative arrangements between colleges and universities. This framework is intended to complement other arrangements such as joint and concurrent programs which capitalize on the respective strengths of colleges and universities. This accord does not address other postsecondary credential matters such as joint degrees, ministerial consents or applied degrees. Although this document does not deal with financial issues, the Ministry of Education and Training will work with colleges and universities to resolve funding issues related to articulation and joint programming.
Port Hope Agreement
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.
Using two conceptual frameworks from political science—Kingdon’s (2003) multiple streams model and the advocacy coalition framework (Sabatier & Jenkins-Smith, 1993)—this case study examines the detailed history of a major tuition policy change in Ontario in 2004: a tuition freeze. The paper explores the social, political, and economic factors that influenced policymakers on this particular change to shed light on the broader questions of the dynamics of postsecondary policymaking. The study found that the Liberal Party’s decision to freeze postsecondary tuition fees was a function of stakeholder relations, public opinion, and brokerage politics, designed for electoral success. The policy implementation strategy was intended to facilitate the cooperation and interests of the major institutions. Within the broader policy community, student-organized interest groups and other policy advocates were aligned in a policy preference, a critical component for successful change.
À l’aide de deux cadres conceptuels en science politique, le modèle à volets multiples de Kingdon (2003) et le cadre de coalitions de défense de Sabatier et Jenkins-Smith (1993), la présente étude de cas examine l’histoire détaillée d’un changement majeur en matière de politique de frais de scolarité qui a eu lieu en Ontario en 2004 : le gel des frais de scolarité. Le présent article examine les facteurs sociaux, politiques et économiques qui ont dirigé certains responsables
politiques vers ce changement particulier, afin de faire la lumière sur les questions plus générales portant sur la dynamique de
l’élaboration de politiques en matière d’enseignement postsecondaire. L’étude conclut que la décision du parti Libéral de geler les frais de scolarité des études postsecondaires relevait de relations avec les intervenants, d’opinion publique et de politique de médiation, dans le but de remporter les élections. La stratégie de mise en œuvre de la politique visait à faciliter la coopération et les intérêts entre institutions d’envergure. Au sein d’une communauté politique plus large, des groupes d’intérêt étudiants et d’autres défenseurs de la politique partageaient la même préférence politique, un élément essentiel
à la réussite de ce changement.
Canada’s colleges, institutes, cégeps and polytechnics play a pivotal role in ensuring that Canada is “innovation ready,” providing students with the knowledge, advanced skills and work experience needed to maximize employment and entrepreneurship opportunities. They reach over 3,000 communities in urban, rural and remote areas from coast to
coast to coast, serving young people, adults requiring skills upgrading, Indigenous peoples, post-secondary graduates seeking specialized skills and work-integrated learning, newcomers to Canada and many more. These institutions serve 1.5 million learners with an extended reach that directly impacts the lives of one in eight Canadians. In 2014/15 alone, those who attended colleges and institutes generated $130.3 billion in added income through their higher earnings and increased
productivity of their
employers1.
This follow-up report, Faster, Cheaper, Smarter: Improving Efficiency at Ontario Universities, focuses on innovation through partnership. Universities continue to control costs through collaboration, shared services, and administrative efficiencies, while improving services for students and staff. The Ontario government’s Productivity and Innovation Fund (PIF) – a $45 million investment in Ontario’s postsecondary sector – was a major catalyst for collaboration that has achieved amazing results. We thank the government for this significant investment.
David Kolb published his learning styles model in 1984 from which he developed his learning style inventory.
Kolb's experiential learning theory works on two levels: a four stage cycle of learning and four separate learning styles. Much of Kolb’s theory is concerned with the learner’s internal cognitive processes.
Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences.
There’s mounting evidence suggesting that student evaluations of teaching are unreliable. But are these evaluations, commonly referred to as SET, so bad that they’re actually better at gauging students’ gender bias and grade expectations than they are at measuring teaching effectiveness? A new paper argues that’s the case, and that evaluations are biased against female instructors in particular in so many ways that adjusting them for that bias is impossible.
Welland, Ont.-based Niagara College offers tourism, hospitality and business courses at its campus in Taif, which opened in 2014, while Ottawa's Algonquin College offers 10 programs, including business, accounting and electrical engineering technician, at a campus opened in 2013 in the city of Jazan.
The Local 242 OPSEU rep said faculty members are uncomfortable with the school's association in Saudi Arabia, a country with a "horrible" human rights record, he said. Ramkissoonsingh said staff has been against the Saudi expansion since day one, and have continued to feel uncomfortable as their course material is taught at the segregated campus.
Two years ago, Niagara College successfully bid to open a campus in Saudi Arabia. At the time, the school said they expected an annual injection of $8 million to the college budget, said Ramkissoonsingh.
Abstract Since the 1990s, enrolment in postgraduate programs has increased significantly in Canada. In more recent years, this has led to concerns regarding overproduction and the labour market outcomes of those with postgraduate education. Women have played an important role in this growth, but questions remain as to whether women’s progress into the highest levels of education has helped ameliorate their wage disadvantage relative to men. Using the 2011 National Household Survey, this study finds large wage premiums for completing master’s and doctoral degrees for both men and women, especially in younger cohorts; however, there are important differences by field of study. The gender wage gap is smaller for women with master’s degrees than for those with bachelor or doctoral degrees. Occupational differences account for more of the gender wage gap than field of study, suggesting that after degree completion, university-educated women sort into occupations that are lower paid than their male counterparts’.
Résumé Depuis les années 90, les inscriptions aux programmes de deuxième et de troisième cycles universitaires ont augmenté de façon importante au Canada. Récemment, des inquiétudes ont été exprimées quant à la surproduction de diplômés et à ses conséquences sur le marché du travail. Bien que les femmes aient occupé un rôle important dans l’augmentation de ces inscriptions, il est encore impossible de savoir si l’avancement de celles-ci vers les niveaux académiques les plus élevés a contribué à l’amélioration de leurs conditions salariales, par rapport à celles des hommes. À l’aide de l’Enquête nationale auprès des ménages 2011, la présente étude conclut que les salaires des femmes, tout comme ceux des hommes, sont bonifiés après l’obtention d’une maîtrise ou d’un doctorat, surtout chez les cohortes plus jeunes. Par contre, d’importantes variations existent en fonction du domaine d’étude. Pour les femmes possédant une maîtrise, l’écart salarial entre sexes est moindre que pour les femmes possédant un baccalauréat ou un doctorat. L’écart salarial est davantage dû aux variantes sur le plan professionnel que celles des domaines d’étude, postulant donc qu’après avoir obtenu un diplôme universitaire, les femmes se lancent vers des professions moins rémunérées que ne le sont celles de leurs homologues masculins.
The following Post-Secondary Student Support Program (PSSSP) and University and College Entrance
Preparation Program (UCEPP) National Program Guidelines will be in effect as of April 1, 2015.
These program guidelines include program and eligibility information. Aboriginal Affairs and Northern Development Canada (AANDC) regional offices may provide additional detail for the delivery of the programs and their services.
Prior knowledge is essential for learning because it helps us make sense of new ideas and information. But when that prior knowledge is incomplete, confused, or flawed, it can create barriers to learning. Consider the following scenarios.
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.