Top research colleges.
This article examines the approach to teaching social skills in two kinds of colleges: community colleges, and private for-profit and nonprofit ‘‘occupational’’ colleges, with a focus on college credit programs that lead to applied associate’s degrees in a variety of business, health, computer, and technical occupational programs. Nearly all occupational faculty at both types of colleges believe that employers in these fields require certain social skills relevant to professional support occupations. Community college staff—with the exception of health programs—provide three reasons that they neither demand nor teach these social skills. In contrast, the ways in which private occupational colleges make these skills an explicit part of their curriculum is discussed. This study suggests that schools differ in whether they teach and cultivate social skills, which suggests a potentially important way that schools may shape students’ opportunities in the labor market and their social mobility. Contrary to Bowles and Gintis, these findings raise the disturbing possibility that community colleges may be actively contributing to the social reproduction of inequality by avoiding instruction in the cultural competencies and social skills required in today’s workplace
The increases in tuition and fee prices in 2015-16 were, like the increases in the two preceding years, relatively small by historical standards. However, the very low rate of general inflation makes this year’s increases in college prices larger in real terms than those of 2014-15 and 2013-14. Significantly, and perhaps counter to public impressions, price increases are not accelerating over time. However, the average published tuition and fee price of a full-time year at a public four-year institution is 40% higher, after adjusting for inflation, in 2015-16 than it was in 2005-06.The average published price is 29%
higher in the public two-year sector and 26% higher in the private nonprofit four-year sector than a decade ago.
The next new development is the dawning of the post-LMS era where both open and closed learning components and experiences will be crafted into courses to meet current and emergent student, teacher and learning needs.
The wide variety of "web 2.0" services, and especially those focused on disciplinary topics, will continue to expand. These will include open resources, web and networking sites, commercial products and institutional resources. It won't make sense for an institution to try to contain all these resources and networking opportunities within their own walled garden. Opening will allow
both students and teachers the opportunity, and the challenge, of developing their net presence and literacies.
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).
It comes as news to no one that 8am classes are too early for some students.
A recent study published in Frontiers of Neuroscience, and reported at NPR finds that “the ideal start time would be more like 10 or 11am.” Most traditional-aged college students just aren't wired to be awake and productive at 8am.
Over the last sixteen years, I have taught an 8am class probably about 2/3rds of the semesters.
I like 8am classes. When I taught at Clemson I had a 45 minute commute and four sections crammed into a TTH schedule. Starting at 8am meant I could avoid traffic and finish up the day at a reasonable hour.
I don’t mind getting up early and going to bed before 10pm. I’m basically worthless in terms of higher order thought after 6pm. My natural rhythms sync with 8am classes.
This is not true for many students. I became well-familiar with the research when a team of students in an 8am technical writing class tackled class scheduling for their group project. The genesis of their interest was their loathing of their 8am technical writing class, a section they felt they’d been conscripted into because of curricular requirements combined with a shortage of
sections. For several, the choice was either take it at 8am or don’tgraduate.
This paper proposes a new measure of skills mismatch that combines information about skill proficiency, self-reported mismatch and skill use. The theoretical foundations underling this measure allow identifying minimum and maximum skill requirements for each occupation and to classify workers into three groups, the well-matched, the under-skilled and the over-skilled. The availability of skill use data further permit the computation of the degree of under and over-usage of skills in the economy. The empirical analysis is carried out using the first wave of the OECD Survey of Adult Skills (PIAAC) and the findings are compared across skill domains, labour market status and countries.
What will it take for students to succeed beyond high school? How are schools preparing students for the reality of
college-level work?
One method that has gained popularity in the United States is allowing students to take college-level courses that apply toward their high school credits and can also be transferred to colleges, if they choose to pursue postsecondary education. This is known as a dual-credit program, and it is widely used and popular in the United States.
Prior work has established robust diversity in the extent to which different moral values are endorsed. Some people focus on values related to caring and fairness, whereas others assign additional moral weight to ingroup loyalty, respect for authority and established hierarchies, and purity concerns. Five studies explore associations between endorsement of distinct moral values and a suite of interpersonal orientations: Machiavellianism, prosocial resource distribution, Social Dominance Orientation, and
reported likelihood of helping and not helping kin and close friends versus acquaintances and neighbors. We found that Machiavellianism (Studies 1, 3, 4, 5) (e.g., amorality, controlling and status-seeking behaviors) and Social Dominance Orientation (Study 4) were negatively associated with caring values, and positively associated with valuation of authority. Those higher in caring values were more likely to choose prosocial resource distributions (Studies 2, 3, 4) and to report reduced likelihood of failing to help kin/close friends or acquaintances (Study 4). Finally, greater likelihood of helping acquaintances was positively associated with all moral values tested except authority values (Study 4). The current work offers a novel approach to characterizing moral values and reveals a striking divergence between two kinds of moral values in particular: caring values and authority values. Caring values were positively linked with prosociality and negatively associated with Machiavellianism, whereas authority values were positively associated with Machiavellianism and Social Dominance Orientation.
Before choosing a supervisor, get to know them—and get to know yourself.
Ask any of my family members and they will tell you that my middle name should be “indecisive.” I am in a constant battle with the “shoulds” and “shouldn’ts” of life. When choosing my undergraduate institution I couldn’t make a decision, so I did what any rational person would do: I rolled a fuzzy dice. Even numbers were one institution and odd numbers were the other. I rolled an even number and based on that one moment in time, the next four years of my life were decided (please note, I do not recommend this method for others).
Engineering is synonymous with design. It is a skill that is inherently understood by experienced engineers, but also one of the most difficult topics to teach. McMaster University’s first-year Design & Graphics is a required course for all engineering students. The course has taught hand-sketching, 3D solid modeling, system simulation, 3D rapid prototyping, and culminated in a project in gear train design that requires a combination of the core course topics. Students chose their own three-member teams and lab sections were randomly assigned one of three modalities for completion of the design project: Simulation (SIM), in which they produced and verified a design using a simulation tool; Prototyping (PRT), in which they used a 3D printer to create a working plastic model of a design; or Simulation and Prototyping (SIM+PRT), in which they used both tools to complete a design.
This report builds on the work of the past decade by the research team of the College Mathematics Project (CMP) and the College Student Achievement Project (CSAP) based at Seneca College, of which the authors were members. In particular, the senior author was a principal author of the final reports of both CMP and CSAP over the past several years. However, the present paper, while drawing heavily from those reports, is the responsibility of its two authors.
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.
The purpose of this commentary is to consider the role of contemplative practices in the teacher preparation curriculum. Contemplative practices help reduce stress, improve a sense of well-being, and increase coping abilities for professional demands. They can be particularly useful in managing stress in transition situations. We suggest
that students preparing to teach be provided specific training on how to use contemplative practices for sustaining positive personal and professional development.
FREUD commented on the insults heaped on man since the Renaissance. He suggested that all the discoveries made by man in recent centuries have automatically, as it were, become techniques of debunking. And he saw psychoanalysis in this light too, as meeting resistance bewcause of its wound to human pride.
MANY an ephemeral emphasis has come and gone in education. Teachers still activ can remember when they were first challenged by the Palmer method of handwriting, the additive method of subtraction, homogeneous grouping, or the Dalton Plan for individualized instruction. For some years after World War I, Teachers College gave
courses in how to Americanize the flood of recent immigrants. During depression years some states began to require that their schools give instruction in the Cooperative Movement. Viewing the upsurge, in the past dozen years, of educational articles, pamphlets, films, talks, and workshops on intergroup relations, one might first ask whether this, too, will swiftly run its course as another educational fad— inspired, of course, by the highest motives.
University research drives innovation, builds economic prosperity and improves quality of life for all Canadians. We can be proud of our globally competitive research infrastructure, the excellence and capacity of our faculty, and the international scope of Canada’s research initiatives.
Canada has the necessary building blocks to become a world leader in innovation, and universities are at the heart of this work. Investing in university research is integral to a nation’s long-term economic growth and productivity. Universities, industry and governments need to work together to encourage creativity and risk-taking and support students, researchers and entrepreneurs to cultivate a robust innovation system.
The number of students with disability in higher education is increasing. National data reveal differences in the retention and success of these students across Australian higher education institutions but the reasons for this are not clear. The overarching aim of this study was to explore the relationship between supports and university adjustment for students with disability, and their retention and success.
As Canadian universities seek to attract more international students, there is a need to recognize and respond to the diversity within this group and to question the binary categories of domestic students and international stu- dents. Relying primarily on 116 qualitative interviews with international undergraduates at the University of British Columbia, we utilize American students as a case study from which to explore the complex and blurred boundaries between these two categories. Americans resemble domestic stu- dents in some respects and international students in others, yet they are often less prepared to meet adaptational challenges because they have low expecta- tions of cultural and institutional differences. We compare the experiences of
Americans and international students from other countries, as well as other groups of students who fall between the cracks of the domestic and inter- national student classifications. We argue that, by targeting services on the basis of these broad administrative categories, categories that were created for financial purposes, the university reduces the take-up of the very services students need.
A commitment by three Ontario colleges, including Fanshawe, to invest millions of dollars in a college in Medina, Saudi Arabia, is being questioned by OPSEU.
According to a report, Fanshawe College, Mohawk College and Seneca College are planning an investment of $2.5 million each in a five-year deal.
Fanshawe’s Board of Governors apparently approved the venture in April and the goal is set to open the
school in September 2015.