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.
Dear Students: I think it’s time we had the talk. You know, the one couples who’ve been together for a while ometimes have to review boundaries and expectations? Your generation calls this "DTR" — short for "defining the elationship."
We definitely need to define our relationship because, first of all, it is a long-term relationship — maybe not between ou and me, specifically, but between people like you (students) and people like me (professors). And, second, it ppears to need some defining, or redefining. I used to think the boundaries and expectations were clear on both sides, but that no longer seems to be the case.
In 2009, a 50-year-old worker could expect to continue working for an average of 16 more years, which means retiring at the age of 66. In the late 1990s, expected working life at age 50 was 13 years. Workers have therefore increasingly been delaying their retirement. These findings from a previous study are analyzed at greater length in this article, as are the unexpected personal and economic factors that push some workers to retire early. When such ‘involuntary’ retirements are taken into account, are workers still more likely to retire later than in the late 1990s?
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.
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.
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.
The Ontario Confederation of University Faculty Associations (OCUFA) represents over 17,000 professors and academic librarians at 28 faculty associations at every university in Ontario. OCUFA represents full-time tenure-stream faculty, and at many universities also represents contract faculty members who work either on a limited-term contract or on a per- course basis.
OCUFA estimates that the number of courses taught by contract faculty at Ontario universities has doubled since 2000.
Canada’s businesses agree completely with the Prime Minister regarding the potential of our Aboriginal peoples to contribute to our collective economic prosperity. In fact, members of the Canadian Chamber of Commerce identified the participation of
the Aboriginal peoples in our workforce as one of four priority areas in addressing the barrier to their competitiveness posed by their difficulties in finding workers with the skills they need.
The Canadian Chamber has focused on the significant difficulties Aboriginal peoples face in completing elementary, secondary and post-secondary education and in obtaining and retaining employment. In this paper, we take a different approach to this issue by highlighting productive initiatives to improve the workforce participation of Aboriginal peoples and the competitiveness of employers. We will also offer recommendations to the federal government and Canada’s businesses
on measures both can take to provide Aboriginal peoples and communities—as well as businesses—with the tools to make these
success stories the norm.
When I recently returned to my department after a decade in administration, I looked forward to reconnecting with former colleagues, 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?
A 10-year absence presented a fairly stark before-and-after picture of a very real transformation that is happening on our campuses. Many faculty rarely come into their offices anymore.
Entire departments can seem like dead zones, and whole days can pass with only a glimpse of a faculty member as someone comes to campus to meet a student, attend a meeting, or teach a class. The halls are eerily quiet. Students, having figured this out, are also absent. Only the staff are present.
The development of outcomes-based educational (OBE) practices represents one important way in which a learning outcomes approach to teaching and learning can be applied in the postsecondary sector. This study adopts a multiple case study design and profiles seven OBE initiatives being implemented in Ontario’s colleges and universities to better understand the scope of outcomes-based educational practices in the province’s postsecondary sector. ‘OBE initiatives’ are defined as purposeful actions undertaken by postsecondary providers directed at defining, teaching toward and assessing learning outcomes in their educational practice (modified from Jones, Voorhees & Paulson, 2002).
In the last two decades, distance education has grown worldwide and is now established as a reliable educational method. Accompanying this development, questions about low rates of student persistence havecome to interest governments, institutions, and university management. This article is based on an original local study at a university in Sweden investigating what it takes to get students to continue their enrolment in courses or programs. Teachers' views were captured in interviews and focus groups. These views were analyzed in the context of research in the field catalogued under the keywords "retention" and "persistence" in"distance education" and "distance learning." The results indicate that the teachers would like to see a shift in focus from students to the organization and its technical and administrative teacher and learner support. Staff attitudes, institutional structure, and the management views towards distance education seem to be critical factors.
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.
Claiming that talking about race causes more racism is akin to suggesting that it would not rain if people would just stop carrying umbrellas. Conversely, just as umbrellas protect against the rain, talking about race can serve as a defense against racial microaggressions and onslaughts. Researching Race in Education: Policy, Practice, and Qualitative Research provides a 'storm
olars can gather under as we ride out another racial storm.
Discussed below are seven classroom strategies that are frequently encouraged by teacher trainers and/or administrators and are assumed to be useful. However, when examined more closely what one sees is that they are actually highly ineffective and tend to encourage negative effects on the classroom climate, students’ psychology and level of function and order in the class. We need to therefore stop suggesting teachers use them, and if they have been suggested to you, you might politely decline and instead consider implementing better alternative practices that will get you long-term positive results such as those described below.
Based on principles that look to improve overall wellbeing amongst student populations, this policy on student health and wellness takes a broad look at a range of health concerns felt by Ontario’s post-secondary students, as identified by the student membership of OUSA. These policy recommendations seek to bring greater attention to the current mental and physical health care needs amongst our students regardless of their current health or socio- economic standing, or physical and mental ability. With this policy, OUSA hopes that students will be provided with the resources and service
their overall
wellbeing and success.
There’s surprisingly little research on the effects of graduate student instruction on undergraduates and of teaching experience on graduate students’ eventual careers. But conventional wisdom suggests that seasoned faculty members make better undergraduate instructors and that graduate students benefit from more time spent on finishing their dissertations than on teaching. For those reasons and others, some institutions -- most recently Purdue University -- have taken steps toward increasing faculty-undergraduate interaction and limiting the use of graduate students as instructors.