The Community College Baccalaureate Some references related to presentation - Michael Skolnik
The consolidation of the scientific publishing industry has been the topic of much debate
within and outside the scientific community, especially in relation to major publishers’ high
profit margins. However, the share of scientific output published in the journals of these
major publishers, as well as its evolution over time and across various disciplines, has not
yet been analyzed. This paper provides such analysis, based on 45 million documents indexed
in the Web of Science over the period 1973-2013. It shows that in both natural and
medical sciences (NMS) and social sciences and humanities (SSH), Reed-Elsevier, Wiley-
Blackwell, Springer, and Taylor & Francis increased their share of the published output, especially
since the advent of the digital era (mid-1990s). Combined, the top five most prolific publishers account for more than 50% of all papers published in 2013. Disciplines of the social sciences have the highest level of concentration (70% of papers from the top five publishers),while the humanities have remained relatively independent (20% from top five publishers). NMS disciplines are in between, mainly because of the strength of their scientific societies, such as the ACS in chemistry or APS in physics. The paper also examines the migration of journals between small and big publishing houses and explores the effect of publisher change on citation impact. It concludes with a discussion on the economics of
scholarly publishing.
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
A string of recent stranger sexual assaults at Vancouver's University of British Columbia can be an opportunity for the university to educate students and address the larger issue of campus rape culture, say experts and alumni.
WE mus take a proactive approach to preventing sexual violence in higher education
This paper is about the two million students in Ontario’s publicly funded school system.
In our first mandate (2003-2007) the government inherited a crisis in education. We responded by making education our first priority, set bold targets, and invested in the improvement of schools in partnership with local educators and communities. Together we were successful— test scores are up, the graduating rate from high school has increased, teacher morale has improved, and overall, people are satisfied with the direction of the reform.
But this is not nearly enough as we begin a second mandate. There are two kinds of dangers. One that we merely continue down the linear path of incremental improvements, or two that we enlarge the agenda so much that it becomes unwieldy and diffuse. We have struck a middle ground in this paper that involves substantially extending and building on our first platform.
It is common for second term governments to lose the fresh momentum they had created in their first term. England obtained substantial improvements in literacy and numeracy in its first term under Prime Minister Tony Blair in 1997-2001. Then performance plateaued as the government lost focus in its second term (2002-2006) even though it had received a decisive majority from the electorate. Recently, Sir Michael Barber, the chief architect of England’s literacy and numeracy strategy was asked what he wished they had done differently in their second term. He responded by saying, “I wish we had:
Well-written course outcomes and lesson objectives are the critical foundation of a successful course. Course outcomes and lesson objectives are essential from a standards alignment standpoint, as well as for an overall quality measure of the course.
A learning outcome is a formal statement of what students are expected to learn. Learning outcome statements refer to specific knowledge, practical skills, areas of professional development, attitudes, higher-order thinking skills, etc. that faculty members expect students to develop, learn, or master during a course (Suskie, 2004). Learning outcomes are also often referred to as “expected learning outcomes”, “student learning outcomes”, or “learning outcome statements”.
Transgender and gender-nonbinary students share what keeps them from feeling safe and thriving on campus.
The federal law known as Title IX is meant to protect students from discrimination based on their gender identity. But many gay, lesbian, and transgender students say they face an array of challenges and safety issues on their campuses. The Chronicle interviewed more than a dozen of them to hear more about what keeps them from thriving in college.
Although historical thinking has been the subject of a substantial body of recent research, few attempts explicitly apply the results on a large scale in North America. This article, a narrative inquiry, examines the first stages of a multi-year, Canadawide
project to reform history education through the development of classroombased assessments. The study is based on participant-observations, documents generated by the project, and interviews, questionnaires, and correspondence with participants.
The authors find impediments – apparently surmountable – in teachers’ application of potentially difficult concepts, and in their organizational resistance.
Partnerships between public and private colleges, which have brought thousands of new international students to Ontario, carried unacceptable risks to the students, the province and the quality of education, says a report for the provincial government that led to a moratorium on the programs.
Teens have eagerly embraced written communication with their peers as they share messages on their social network pages, in emails and instant messages online, and through fast-paced thumb choreography on their cell phones. (Lenhart, Arafeh, Smith, & Macgill, 2008)
The past few years have ushered in more strident calls for accountability across institutions of higher learning. Various internal and external stakeholders are asking questions like "Are students learning what we want them to learn?" and "How do the students' scores from one institution compare to its peers?" As a result, more institutions are looking for new, more far-reaching ways to assess student learning and then use assessment findings to improve students' educational experiences.
In March 2014, nearly one in four people aged 15 and over with a university degree reported having gone back to school and completed another certificate, diploma or university degree of equal or lower level. There were 6.5 million people with a university degree in March 2014 and their employment rate was 74.5%. In this release, labour market indicators for those with a university degree are presented by major field of study and then compared with those who completed further postsecondary studies and those who did not.
There has been much hype of late about building 'global citizens' out of our internationally mobilehigher education students and academics.
Before they set foot on campus, most had already undergone a significant process of researching university choices, course options and the potential for employment after graduation.
They are already anticipating the benefits – skills gained, a good job and a rewarding career. They are on the right track. Evidence shows high employment and strong incomes for university graduates. The investment pays off. The myth of the underemployed graduate is just that – a myth. Jobs for the university- educated in any discipline are growing across
Canada. In Alberta, for instance, 56 percent of net new jobs since 2008 have been for university graduates. That’s almost double the result for college grads and triple the result for tradespeople.
“Look to your left and look to your right. The odds are one of you is not going to graduate.”
Many of us who attended college in years past will recall receiving some such an admonition from a professor or adviser. The message was simple: our job is to give you an opportunity; your job is to take advantage of it. If you don’t, oh, well.
For the first time in many years I am teaching a freshman course, Introduction to Philosophy. The experience has been mostly good. I had been told that my freshman students would be apathetic, incurious, inattentive, unresponsive and frequently absent, and that they would exude an insufferable sense of entitlement. I am happy to say that this characterization was not true of most students. Still, some students are often absent, and others, even when present, are distracted or disengaged. Some have had to be cautioned that class is not their social hour and others reminded not to send text messages in class. I have had to tell these students that, unlike high school, they will not be sent to detention if they are found in the hall without a pass, and that they are free to leave if they are not interested. Actually, I doubt that the differences between
high school and university have ever been adequately explained to them, so, on the first class day
of next term, I will address my new freshmen as follows:
Welcome to higher education! If you want to be successful here you need to know a few things about how this place works. One of the main things you need to know is the difference between the instructors you will have here and
those you had before. Let me take a few minutes to explain this to you.
Without more efficient management, some colleges may not survive.
More colleages are facing a do-or-die-moment: become more appealing to students and parents or face closure or merger, scholars at a college conference warned.
Ontario higher education system has moved far and fast in the past decade. The early 1990s saw "modest modifications and structural stability." Since 1995, under a neo-liberal government in Ontario, major policy initiatives, with objectives not unlike those already at large in western Europe and most of the United States, have quickly followed one another. The author proposes an explanation of the timing and dynamics of the Ontario reforms, describing the driving forces behind reform.
Hundreds of thousands of American families across all income levels are spending billions each year in extra college costs because our high schools are graduating too many students unprepared for college. That’s a fact most may not realize, because current discussions around postsecondary remedial education – prerequisite courses that carry zero credit toward a college degree and represent content and skills students should have learned in high school already – are often segregated to low-income students and community colleges. But in truth, many middle-class and upper-income families bear the brunt of extra costs that come with required remedial classes in all college sectors for students from all income levels. In fact, at private nonprofit four-year colleges and universities, the children of upper-income families are taking more remedial classes than students from low-income families. Out-of-pocket tuition and additional living expense costs for these courses represent an expansive failure of our K-12 education system to prepare students to be ready academically for college on day one.