Redefine participation. Let it include more than verbal comments. Invite students to contribute electronically—with an email or post on the course website—with a question they didn’t ask in class, a comment they didn’t get to make, or a thought that came to them after class. Remind students that listening is also part of participation! Model and promote good listening skills. “Did you hear what Fredric just said? That’s an explanation that belongs in your notes.” Let the definition of participation honor silence—and give students the time needed to think about a question and assemble an answer. Maybe it’s time to stop grading participation and let students speak because they have something to say.
The idea of “productivity” in higher education is becoming a concern for some policymakers and observers of Ontario’s universities. This interest is fuelled by the province’s challenging deficit situation, which has put a premium on “doing more
with less”. Productivity is featured in the Government of Ontario’s recent discussion paper, Strengthening Ontario’s Centres of Creativity, Innovation, and Knowledge, and was a prominent focus of the Ministry of Training, Colleges, and Universities
strategic mandate agreement process.
A DISCUSSION of educational leadership in these troublous times might concern itself with an attempt to review our social and economic ills, to show their relationship to education, and to propose the way out by means of economic and social reconstruction. I shall assume that all of you are familiar with current discussion concerning the maladjustments in our society. I shall take it
for granted, as well, that you are conversant with the opposed points of view of those who see the
need for complete reorganization of our economic life, our government, and indeed the whole social
order, and those who believe that progress lies in the more gradual evolution of our society. I
feel sure that you will agree with me that leaders in education and in all other walks of
life will need to cooperate in finding and putting into effect those changes which will contribute to the common good. I take it, as well, that you would agree that those of us who work in the field of education must depend for guidance on experts in economics, in government, in psychology, in sociology, and in anthropology if we are to have a sound basis in fact for our thinking with respect to social change.
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.
The aim of this study was to review the existing literature on game-based digital interventions for depression systematically and examine their effectiveness through a meta-analysis of randomized controlled trials (RCTs). Database searching was conducted using specific search terms and inclusion criteria. A standard meta-analysis was also conducted of available RCT studies with a random effects model. The standard mean difference (Cohen’s d) was used to calculate the effect size of each study. Nineteen studies were included in the review, and 10 RCTs (eight studies) were included in the meta-analysis. Four types of game interventions—psycho-education and training, virtual reality exposure therapy, exercising, and entertainment—were identified, with various types of support delivered and populations targeted. The meta-analysis revealed a moderate effect size of the game interventions for depression therapy at posttreatment (d= -0.47 [95% CI - 0.69 to - 0.24]). A subgroup analysis
showed that interventions based on psycho-education and training had a smaller effect than those based on the other forms, and that self-help interventions yielded better outcomes than supported interventions. A higher effect was achieved when a waiting list was used as the control. The review and meta-analysis support the effectiveness of game-based digital interventions for depression. More large-scale, high-quality RCT studies with sufficient long-term data for treatment evaluation are needed.
As a trusted partner to more than 725 college campuses nationwide, our mission at Barnes & Noble College is to work
closely with our campus partners to enhance the academic and social experience for those we serve – students, faculty,
staff, alumni and communities. Given that student career readiness is a core goal for colleges/universities and their students,
we partnered with Gen Y consulting company Why Millennials Matter to conduct this initial nationwide study. Our goal is to
gather insight, share strategies and build programs to help the students we serve succeed in and out of the classroom, and
to help our campus partners’ achieve their retention, recruitment and career placement outcomes.
This chapter discusses the implications of the NNEST lens in the context of teacher education programs in TESOL. In particular, it focuses on a discussion of two key issues: avoiding the monolingual bias in describing languages and language variation; and, avoiding a monolingual bias in developing teaching methods. In discussing the first issue, the chapter
identifies some of the limitations in how language and grammar are often described in limited ways and how this can be expanded by using an NNEST lens. The chapter describes the three dimensional framework of language variation in some detail and discusses its implications for language teaching. The chapter then discusses why local languages are not included in much of the theorisation and practice of TESOL and argues that there are historical as well as theoretical reasons why local languages have been excluded in TESOL. The chapter describes one way in which teachers can consider integrating local languages in their classrooms.
Public concern over the employability of youth has reached pandemic levels. Over the last several years, whole storehouses of ink have been spilled exploring the challenges facing a “lost generation” of highly educated, jobless youth, struggling under the yoke of student debt and low wages. Over time, this public concern has given rise to public doubt over the value of sending a generation of youth to post-secondary education.
Constant communication, trust and transparency, frequent feedback and offering recognition – these are all things that research consistently suggests managers should focus on in order to improve employee engagement. But you’ve read this before, and we don’t want to tell you what you already know.
Canada's ranking in the newest How Canada Performs: Innovation report card is good news. Canada ranked 9th among 16 countires , comparied to 13th in the previous Conference of Canada ranking.
Queen’s University will strengthen its international reputation by emphasizing what has built its enviable national reputation, namely the transformative student learning experience it delivers within a research-intensive environment. The overarching goal of the university’s Strategic Framework (2014-2019) is to support Queen’s vision as Canada’s quintessential balanced academy.2
Internationalization is one of the four strategic drivers of the Strategic Framework, which builds upon the university’s Academic Plan and Strategic Research Plan.
Abstract
Some analysts foresee that the rise of automation—triggered by advances in artificial intelligence, robotics, and other novel technologies—will soon unsettle sizable sections of our labour market, prompting the need for mass upskilling and re-skilling. Continuous learning is perceived as the new norm within the future of work. Many believe that solutions to future surges in training demand will require a degree of dexterity not exhibited by traditional postsecondary education (PSE) organizations, and advocate for radical alternatives. However, we outline how basic reforms leading to a more robust articulation and credit transfer system could also improve our PSE system’s ability to handle augmented training demands. In turn, we explore how the Canadian federal government can facilitate these reforms by (a) providing additional incentives for domestic colleges and universities to engage in seamless transfer, and (b) supporting the production of knowledge to inform more strategic forms of pathway articulation.
Keywords: transfer credit, articulation, future of work, policy
Résumé
Des analystes prévoient que la hausse de l’automatisation, stimulée par les progrès de l’intelligence artificielle, de la robotique et d’autres technologies novatrices, va bientôt déstabiliser des segments importants du marché du travail, entraînant une vague de mises à niveau et de requalifications. L’apprentissage continu est considéré comme la nouvelle norme pour le marché du travail de l’avenir. Nombreux sont ceux qui croient que la future croissance de la demande en formation nécessitera un degré de dextérité jusqu’ici non démontré par les établissements d’enseignement postsecondaire traditionnels, et qui préconisent des solutions de rechange radicales. Néanmoins, nous suggérons que des réformes de base pour consolider le système d’articulation et de transfert de crédits pourraient également améliorer la capacité de notre système d’enseignement postsecondaire à prendre en charge des demandes de formation accrues. Ensuite, nous explorons comment le gouvernement fédéral canadien peut faciliter ces réformes i) en offrant des incitatifs supplémentaires aux collèges et universités du pays
pour qu’ils offrent des passerelles plus fluides; et ii) en soutenant le développement des connaissances pour trouver des options d’articulation des parcours qui soient plus stratégiques.
Mots-clés : transfert de crédits, articulation, avenir du travail, politique
I
Previous research has shown that fathers taking some time off work around childbirth, especially periods of leave of 2 or more weeks, are more likely to be involved in childcare related activities than fathers who do not do so. Furthermore, evidence suggests that children with fathers who are ‘more involved’ perform better during the early years than their peers with less involved fathers. This paper analyses data of four OECD countries — Australia; Denmark; United Kingdom; United States — to describe how leave policies may influence father’s behaviours when children are young and whether their involvement translates into positive child cognitive and behavioural outcomes. This analysis shows that fathers’ leave, father’s involvement and child development are related. Fathers who take leave, especially those taking two weeks or more, are more likely to carry out childcare related activities when children are young. This study finds some evidence that children with highly involved fathers tend to perform better in terms of cognitive test scores. Evidence on the association between fathers’ involvement and behavioural outcomes was however weak. When data on different types of childcare activities was available, results suggest that the kind of involvement matters. These results suggest that what matters is the quality and not the quantity of father-child interactions.
As Phil Baty’s recent blog makes clear, there is huge range of opinion in the UK higher education sector about the government’s wish to see more universities offering accelerated degrees.
To their proponents, they provide students, particularly mature students with existing work experience, with an opportunity to save on living costs and enter the labour market faster. To their detractors, they are detrimental to the student experience and academic quality, introducing time pressures that reduce opportunities for informal interaction with staff, subject societies and non-curricular seminars and lectures, not to mention social activities.
THE science of psychology, in spite of its immaturities and its brashness, has advanced mightily in recent decades. From a concern with observation and measurement, it has moved toward becoming an "if-then" science. By this I mean it has become more concerned with the discernment and discovery of lawful relationships such as that
if certain conditions exist, then certain behaviors will predictably follow.
Every year, some 55,000 students make transfers between post-secondary institutions within Ontario (ONCAT Annual Report 2016-17). Some students decide to transfer mid-degree to enter specific programs with courses they could not take elsewhere. Others may transfer for a variety of reasons, whether it be to make university more affordable, to be closer to family, or to improve the student’s mental health. The choice to transfer institutions is one made with the student’s academic and personal best interests in mind, and oftentimes the student has little to no control over the circumstances driving their decision.
Grounded and reliable measurement instruments grounded in theory are essential to move the field of servant leadership forward.
Abstract
This article explores the relationship between unionization and academic freedom protections for sessional faculty in Ontario universities. Specifically, we compare university policies and contract provisions with a view to determining whether unionized sessionals hired on a per-course basis have stronger academic freedom protections than their non-union counterparts.
We then explore whether particular kinds of bargaining unit structures are more conducive to achieving stronger academic freedom provisions. Finally, we consider whether academic freedom can be exercised effectively by sessionals, whether unionized or not. We conclude that unionization does help to produce stronger academic freedom protections for sessional faculty and that faculty association bargaining unit structures are most likely to help deliver this outcome. We further conclude that academic freedom is difficult to exercise for sessional faculty, regardless of union status, but that unionization offers greater protections for sessionals facing repercussions as a result of asserting their academic freedom.
Keywords: academic freedom, sessional instructors, contract faculty, faculty associations, unions, bargaining unit structures
Multiculturalism is a huge part of the Canadian identity. We see it from coast to coast in the faces of our fellow citizens, a huge mosaic – not a melting pot, we proudly point out – of diversity from around the world.
In 1971, under the leadership of Prime Minister Pierre Elliott Trudeau, we became the first country in the world to officially adopt a multiculturalism policy. By so doing, Canada affirmed the value and dignity of all Canadian citizens. This policy became law in 1988, when Prime Minister Brian Mulroney enacted the Canadian Multiculturalism Act, ensuring, among other things, that every Canadian receives equal treatment by the government regardless of their racial or ethnic origins, their language, or their religious affiliation.
Part 2: How Social Media Support and Expand Teaching and Learning
All post-secondary faculty and students use educational technology– whether for classroom-based, blended or fully online learning and teaching.
This three-part series, Three Pillars of Educational Technology: Learning Management Systems,
Social Media, and Personal Learning Environments, explores the learning management system (LMS), social media, and personal learning environments – and how they might best be used for enhanced teaching and learning.