Les étudiants français aiment le Québec : le coût de la vie y est abordable et les frais de scolarité peu élevés. En effet, depuis 1978, ils payaient le même tarif que les Québécois, contrairement aux autres étudiants étrangers, mais ce traitement de faveur a pris fin en septembre. Tous les nouveaux étudiants – ce qui exclut ceux qui ont déjà entamé leur baccalauréat et les étudiants aux cycles supérieurs – ont vu leur facture tripler, passant de 2 300 $ à 6 650 $ par année, soit le même montant que les étudiants venus des autres provinces canadiennes. Le gouvernement du Québec espère ainsi faire un profit de 30 millions annuellement.
Faculty development has its own set of fundamentals. More than 20 years ago, I co-authored a grant establishing the faculty development center at the University of Central Arkansas. Over the years, I have served as faculty coordinator, co-director, and director. My experiences may benefit others who are working in the field or plan to in the future.
New thinking about course scheduling policies and practices makes student needs a top priority
The mental health of Canadian university students is fairly well researched, but there is relatively little evidence concerning the mental health of Canadian university student-athletes. Recent research in the United States and Canada has suggested that mental health (e.g., anxiety and depression) differs between student-athletes and student non-athletes. However, the results are
ambivalent as to whether student-athletes experience more or less psychological distress than their non-athlete peers. To address this gap, the purpose of the current study was to measure the levels of psychological distress in a national sample of 284 university student-athletes. Each athlete completed the Kessler Psychological Distress Scale (K6; Kessler et al., 2002) via a secure online platform. The average score on the K6 for student-athletes was 8.2 out of 24; 19.8% of the sample surpassed the cut-off for assessing the prevalence of severe mental illness. A regression analysis found that gender, starting status,
and scholarship status significantly predicted levels of psychological distress. Females, non-starters, and student-athletes without a scholarship were associated with increases in K6 scores.
Management vs. Leadership - PPT presentation
During the 2014-15 academic year, 9.4 percent of all students attended more than one institution, a figure that has remained constant for the last three years. In each year shown, the mobility rate was highest for students who began the academic year at a two-year public institution. The postsecondary student one-year mobility rate is the percentage of students, across all levels of study, who enrolled in more than one institution within a single academic year (including summer and concurrent enrollments). It
provides a current indicator of the likely double-counting of institution-based annual enrollment reporting.
Student success is core to the enterprise of any university. What is meant by “student success” is complex and nuanced, but a key measure is provided by student retention rates: the proportion of students who continue with their studies and complete their degrees.
Carleton has made remarkable progress in improving its retention rates. For the 1992 cohort of undergraduates, only 56.5 per cent remained at the University two years after first enrolling. For the 2004 cohort, that figure had risen to 81.1 per cent. Much of this improvement can be attributed to the increase in the high school averages of students entering Carleton, as well as to
internal measures taken to encourage student 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.
This research report represents the first phase of a multi-year collaborative research initiative of the Association of Colleges of Applied Arts and Technology of Ontario.1 The initiative is designed to develop a cohesive picture of the pathways from secondary school to college. The major purpose of this phase of the research was to identify secondary school students’
perceptions of Ontario colleges and of college as a possible post-secondary educational destination for them, and to determine the factors that have shaped these perceptions. A second purpose was to identify secondary school student achievement patterns, graduation rates and course enrolments in order to consider their influence on current and future college enrolments.
Where once a college degree was considered the ticket to a good job, the pathway from campus to career is no longer as straightforward or as certain as it was for previous generations. The world and the job market are changing dramatically, and parents, students, institutions, and employers are all deeply concerned with the question of whether college is preparing graduates for careers—a question that is itself intertwined with the larger question of the ultimate purpose of a college degree. Tuition is an investment—of time as well as money, often a lot of money—and informed consumers want to know that they’re going to see a return on that investment, usually in the form of a good-paying job that leads to a satisfying and lucrative career. Hiring and training new employees is also an investment, and companies want assurances that they are bringing on competent, capable staff with the smarts to succeed and become an asset.
ABSTRACT
During the past two decades community colleges and technical institutes in several jurisdictions, including parts of Canada, the
United States and Australia, have been given the authority to award bachelor degrees. One of the motivations for this addition
to the mandate of these institutions is to improve opportunities for bachelor degree attainment among groups that historically
have been underserved by universities. This article addresses the equity implications of extending the authority to award
baccalaureate degrees to an additional class of institutions in Canada’s largest province, Ontario. The article identifies the
conditions that need to be met for reforms of this type to impact positively on social mobility and inequality, and it describes the
kinds of data that are necessary to determine the extent to which those conditions are met. Based on interviews with students,
faculty, and college leaders, it was found that regulatory restrictions on intra-college transfer from sub-baccalaureate to
baccalaureate programs and lack of public awareness of a new type of bachelor degree may be limiting the social impact of this
reform.
In early 2015 the government of Ontario announced that it would be conducting a review of the processes by which it funds universities. In order to best capture the needs of those that consume, deliver and fund higher education, the government has commissioned extensive consultation with parents, students, universities, employers, agencies, and sector experts. This submission will serve as a summary of the Ontario Undergraduate Student Alliance’s contributions to those discussions, as well as a statement of our principles in the area of funding priorities that could benefit students.
Community colleges that want students to graduate increasingly focus not just on academic needs, but on transportation, housing and food issues.
A report released today by the Wisconsin HOPE Lab and the Association of Community College Trustees reveals that many community college students are dealing with a lack of basic needs.
The report -- "Hungry and Homeless in College" -- surveyed more than 33,000 students at 70 two-year institutions in 24 states and found that two-thirds struggle with food insecurity, half are housing insecure, one-third are regularly hungry and 14 percent are homeless. The report defines food insecurity as the limited or uncertain availability of nutritionally adequate and safe foods, and homelessness as a person without a place to live or residing in a shelter, automobile or abandoned building.
In recent years, mental health has become an increasingly prevalent issue on college campuses (Hunt & Eisenberg, 2010; Soet & Sevig, 2006; Zivin, Eisenberg, & Gollust, 2009). Mental health issues may include stress, anxiety, depression, and related aspects such as hopelessness, loneliness, and suicidal thoughts. According to the American Psychological Association (2012),
Millennials,ages 18-33, and Gen Xers, ages 34-47, are the most stressed generations, citing both high levels of stress and difficulty managing it. Data from the 2012 American College Health Association’s National College Health Assessment II (ACHA-NCHA II) indicate that 13% of male college students and 17% of female college students across the U.S. had problems functioning because of depression in the last 12 months. In terms of academic performance, 29.0% of students cited stress, 20.2% cited anxiety, and 12.4% cited depression as substantial
obstacles to their success.
Since 1981 the Canadian Federation of Students has been the progressive and democratic voice of Canada’s college and university students. Today the Federation comprises over 400,000 graduate, undergraduate and college students from over 60 students’ unions from Newfoundland and Labrador to British Columbia.
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.
While the cost of tuition and the rate at which it increases are obviously important subjects to students, they often cloud other important tuition-related issues. For instance, there are currently no regulations governing how and when universities may charge students tuition, meaning that each institution has the freedom to set individual payment processes.
This paper seeks to address the systemic barriers that impact the ability of Aboriginal peoples to access, persist and succeed in post-secondary education. Given histories of discrimination and chronic underfunding of Aboriginal education at both the K-12 and post-secondary level, OUSA believes that action must be taken by all levels of government and institutions. This
is particularly pressing as recent figures have shown that the attainment gap for Aboriginal peoples1 may in fact be widening. OUSA affirms the importance of self-determination for Aboriginal peoples, and stresses that any policy intervention must be undertaken in direct partnership and consultation with Aboriginal communities.
One of the most serious problems facing colleges and universities today is that so many students leave before finishing their studies. When students drop out, it is bad for them because they lose huge future career and income potential; bad for the institution they leave because of lost reputation, revenue, and opportunity to make a difference in the students’ lives; and bad for society because of the need for an educated work force that is able to compete in the global marketplace.
Although there are many reasons students drop out, 12 research-validated risk factors, often in various combinations, help account for why most students drop out. These risk factors apply at a wide variety of
institutions of higher education. Here are the risk factors and the means to mitigate them.
During the last third of the twentieth century, college sectors in many coun-tries took on the role of expanding opportunities for baccalaureate degree attainment in applied fields of study. In many European countries, colleges came to constitute a parallel higher education sector that offered degree pro-grams of an applied nature in contrast to the more academically oriented pro-grams of the traditional university sector. Other jurisdictions, including some Canadian ones, followed the American approach, in which colleges facilitate degree attainment for students in occupational programs through transfer arrangements with universities. This article offers some possible reasons why the Ontario Government has chosen not to fully embrace the European mod-el, even though the original vision for Ontario’s colleges was closer to that model to than to the American one.
Au cours du dernier tiers du 20e siècle, les réseaux collégiaux de nombreux pays se sont donné comme mission d’accroître les occasions d’obtention de baccalauréat dans des domaines d’études appliquées. Dans de nombreux pays d’Europe, les collèges ont progressivement constitué un secteur parallèle d’enseignement supérieur offrant des programmes d’études appliquées menant à un grade, à l’inverse du secteur universitaire traditionnel, lequel favorise plutôt les études théoriques. Dans d’autres juridictions,dont certaines au Canada, on a plutôt suivi le modèle américain selon lequel les collèges facilitent l’obtention de grades dans des programmes axés sur les professions par le biais d’ententes de transfert avec les universités. Le présent article propose certaines raisons susceptibles d’expliquer pourquoi le gouvernement de l’Ontario a choisi de ne pas adopter entièrement le modèle européen, malgré le fait que la vision initiale des collèges de l’Ontario se rapprochait davantage de ce dernier que du modèle américain.