The line between collaboration and cheating is fuzzy. It’s still clear at the edges, but messy in the middle. When students are working in groups, searching for a solution to a problem, looking through possible answers for the best one, or sorting out material to include in a presentation, that’s collaboration. When one student in the group solves the problem and everyone else copies the answer, that’s cheating. When one student fails to deliver material she or he’s been assigned and the rest of the group covers, that’s cheating.
This fall, I will be one of three lecturers teaching my department’s professional development course, where we help new graduate-student instructors learn the ropes, concurrently as they teach rhetoric for the first time. Many of them have never been in front of a college classroom. So I've been thinking a lot this summer about what they’ll be facing and how I might help prepare them.
Total student debt in Canada has risen by 6.2 per cent a year over the last 10 years to $42.9 new study by research company Strategic Insight.
A lot of that debt, the report says, can be blamed on parents who have spent so much money they don't have enough to save for their children's college or university fund.
Debt may actually be an intergenerational problem, says Strategic Insight's senior managing director, Carlos Cardone.
"There is almost like a spillover effect," said Cardone.
"Families are dealing with more debt, and as a consequence of that, they may not have the capacity to save all the money they would like to save for things like education."
Any time a student moves from high school into postsecondary education, or from postsecondary into the workforce,
stakeholders on either side of the transition seem to say to the other side, “You got this, right?” Postsecondary institutions might say that secondary schools need to better prepare students for PSE, while employers might argue that higher ed does not produce enough “job ready” graduates. But these gaps are not necessarily any one group’s fault, as the entire school-to-work journey has been siloed into a number of distinct services that are in dire need of bridging. With no group focused on the spaces between the silos, it should come as little surprise that these points of transition represent some of the most challenging times in the school-to-work journey.
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.
It's a common cliché: the worldly professor who charms and mesmerizes his adoring young student.
Mathematician John Nash, captured in the Hollywood film A Beautiful Mind, was one of them. As was biologist and sex researcher Alfred Kinsey.
And recently, University of British Columbia creative writing professor Steven Galloway officially joined the club when he apologized via his lawyer for having a two-year affair with one of his students.
The disclosure follows a year-long controversy surrounding Galloway's abrupt dismissal over "serious allegations." Few details have been revealed; the matter is currently under review.
Like other major Canadian universities, UBC doesn't prohibit professors from dating students — although conflict of interest rules require them to disclose the relationship to a superior and recuse themselves from any decisions that may affect the student.
But it prompts the question: In an era of increasing discussion of sexual harassment on campus, should universities
allow relationships between faculty and students at all?
The purpose of this research study was to map Ontario universities’ strategies, programs and services for international students (IS). In mapping these programs, we aimed to understand the opportunities, challenges and gaps that exist in supporting IS. We focused on services at various levels, including from the first year of study all the way through to graduation, the job search process, entry into the labour market, and students’ transition to permanent resident status.
Background/Context: Increasingly, researchers and educators have argued that alternative conceptions of Whiteness and White racial identity are needed because current conceptions have undermined, rather than strengthened, our critical pedagogies with White people. Grounded in critical Whiteness studies, and drawing especially on the writings of Ralph Ellison and Leslie Fiedler on what it means to be a White American, this article describes and theorizes White racial identity in ways that avoid oversimplification, but that at the same time never lose sight of White privilege and a larger White supremacist context.
Focus of Study: The research focused on the social production of racial identity for four White men and explored how their racial identities were dependent on relations with real and imagined racial others.
On Monday, scientists published a study in Nature Genetics that analyzed the genes of 1.1 million people of European ancestry, including over 300,000 23andMe customers. Over 99 percent of our DNA is identical in all humans, but researchers focused on the remaining 1 percent and found thousands of DNA variants that are correlated with educational attainment. This information can be combined into a single number, called a polygenic score. – “Why Progressives Should Embrace the Genetics of Education” by Dr. Kathryn Paige Harden in the New York Times, July 24, 2018.
It’s that word “score” that made my heart sink a little. We love us some scores in education. SAT scores, NAEP scores, AP scores, GPA, IQ, and now here we have our “polygenic score for educational attainment.”
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.
When there are debates about the world's top performing education systems, the names that usually get mentioned are the Asian powerhouses such as Singapore and South Korea or the Nordic know-alls, such as Finland or Norway.
But with much less recognition, Canada has climbed into the top tier of international rankings.
In the most recent round of international Pisa tests, Canada was one of a handful of countries to appear in the top 10 for maths, science and reading.
The Survey of First-Year University Students was co-ordinated by the Department of Housing and Student Life at the University of Manitoba and represents the fourth co-operative study of undergraduate education completed by The Canadian Undergraduate Survey Consortium. The nineteen universities participating in this year’s survey were Acadia University, Brandon University, Carleton University, Concordia University, Dalhousie University, Laurentian University, McMaster
University, Memorial University, Nipissing University, Queens University, Ryerson Polytechnic University, Simon Fraser University, St. Francis Xavier University, University of British Columbia, University of Lethbridge, University of Manitoba, University of Ottawa, University of Waterloo, and Wilfrid Laurier University.
Change in education is easy to propose, hard to implement, and extraordinarily difficult to sustain (Hargreaves & Fink, 2006, p. 1).Sound familiar? I am sure it does if you have spent any time in a school leadership role!
Continuous, sustainable educational improvement is possible. However, it is most dependent on successful leadership. Andy Hargreaves and Dean Fink make such a case in their book Sustainable Leadership and further note a relevant truism: Making leadership sustainable is difficult too (p. 1). This easy-to-read text is full of such principles, each of which makes the book a powerful and timely read. This book addresses one area of school leadership that is a most important, yet often neglected subject in education today: educational improvement as correlated with leadership sustainability. Kouzes and Posner (1995), support such an integrated concept in their classic read The Leadership Challenge by relating the following: There are monumental differen es... (preview
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This article explores the literature that focuses on the various roles librarians and libraries play in distance education settings. Learners visit libraries either in person or via networked computing technology to ask for help with their online courses. Questions range from how to upload a document with a learning management system, to how to use software and hardware, to more complex questions about how to locate and research articles for term papers. The literature reviewed provides a
glimpse into the historical roles, current roles, as well as possible new roles that libraries and librarians may play in the future. This article identifies various library services that are essential to distant learners and distance education settings, and will explain how librarians and libraries are providing these services online.
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.
Numerous studies have found that men in the sciences publish at higher rates than women. But the designs of some of those studies make it difficult to isolate the possible origins of that gap. Women are less likely than men to attend prestigious doctoral programs, complicating any study of gendered publication rates among researchers with different educational backgrounds, for example, as journals favor prestige.
This study examined aspects of approval processes for baccalaureate degree programs in colleges in the following 11 jurisdictions: Alberta, British Columbia, Austria, Denmark, Finland, Flanders, Florida, Germany, Ireland, the Netherlands, and New Zealand. More detailed profiles are provided for seven of the jurisdictions. In order to make the data more relevant for the Ontario reader, some comparisons with characteristics of the baccalaureate degree approval process in Ontario are noted.
Although several theories have been advanced to explain the college persistence process [6, 44, 45, 50, 52], only two theories have provided a comprehensive framework on college departure decisions. These two theoretical frameworks are
Tinto's [50, 52] Student Integration Model and Bean's [7] Student Attrition Model. A review of the literature indicates that the Student Integration Model, for instance, has prompted a steady line of research expanding over a decade [see, for example, 37, 42, 30, 35, 24, 46, 18]. This research has validated Tinto's model across different types of institutions with differing student popula tions. In tum, the Student Attrition Model [4, 5, 6, 7, 10] has also been proven to be valid in explaining student persistence behavior at tradi tional institutions [3, 4, 6, 7, 10, 18], while modifications to the model have been incorporated to explain the persistence process among non traditional students [9, 26].
Nearly every college and university in America has refocused its attention on “student success.” Like many institutions, Cleveland State University, where I work, has erected an entire enterprise devoted to this endeavor. We have reorganized ourselves administratively, invested in new staff, updated technology and taken a deep dive into institutional data to ensure we are best positioned to make sure all our students have a high potential to graduate.We have improved as a result.