This purpose of this article is to introduce others to a successful, innovative, self-funding model of entrepreneurship education through a collaborative effort among seven universities and colleges in Northeast Ohio. Ashland University, Baldwin-Wallace College, Case Western Reserve University, Cleveland State University, John Carroll University, Kent State University, and The University of Akron created a new 501(c) (3) non-profit corporation called the Entrepreneurship Education Consortium (EEC) http://www.eecneohio.com/acorn.php?page=home to stimulate
entrepreneurial activity within the region.
W e’ve all read the startling stories about lax standards in higher education. As faculty members, we’ve struggled with the growing expectation among undergraduates that a minor amount of work should be the norm for collegelevel courses. In their 2011 book, Academically Adrift: Limited Learning on College Campuses, Richard Arum and Josipa Roksa found that half of the students in the study’s sample "had not taken a single course during the prior semester that required more than 20 pages of writing, and one-third hadn’t taken one that required even 40 pages of reading per week."
Culturally authoritative texts such as Text Revision of the Diagnostic & Statistical Manual-IV [DSM-IVTR](
American Psychiatric Association [APA], 2004) describe literate impossibility for individuals with disability labels associated
with severe developmental disabilities. Our qualitative research challenges the assumptions of perpetual subliteracy
authoritatively embedded within the DSM-IV-TR (APA, 2004). U. S. education policy also confronts, at least rhetorically, assumed
hopelessness with reading and writing remediation in schools. Most recently, the federal government has directed national
concern toward issues of literacy acquisition and child failure through the No Child Left Behind Act of 2001 (NCLB). One
description of NCLB provided by the U.S. Department of Education (2004) suggested universal literacy was a primary objective.
However, our research suggests that the NCLB statute appears to emphasize a restrictive standardization as the route to
universal literacy that would in fact leave out many people with severe developmental disabilities.
Higher education officials intend to invest in both audiovisual (AV) and unified communications (UC) technologies in the classroom to better meet student needs, but their plans don’t end there, according to a survey commissioned by AVI-SPL and conducted by the Center for Digital Education (CDE).
As I've mentioned before, my 7-year-old daughter takes piano lessons. One of the biggest challenges has been getting her to play for herself, not for her parents. Often I'll ask her how she thought she played a song and I'll get a shrug in return. She plays, but she doesn't listen to herself play. That lack of listening, I fear, is a sign that she's just playing because we're making her.
Many of the teaching tips I've suggested in this column have been meant to encourage your students to take responsibility for their learning. For active-learning strategies to really work, I've argued, we need students to buy in completely to our courses. They need to want to learn for themselves — not for us or a grade. To accomplish that, we can invite students to take some control over the syllabus. We can turn course policies into collaborative projects, in which students have an equal say in determining important aspects of the course. We can encourage students to articulate their goals for the course, rather than just expect them to meet ours. And we can design our courses to make sure we haven't foreclosed any of those possibilities.
Universities have not always been the best of neighbours. Community members squabble with the schools over irritants like development plans, rowdy student parties and self-centred research practices.
That’s beginning to change as universities increasingly turn to local residents and non-profit organizations as allies, not adversaries. “There is a fundamental shift in universities across North America from the ivory tower to the public square,” says Diane Kenyon, vice-president of university relations for the University of Calgary, which added community engagement to its strategic plan in 2011. “There are no walls and no barriers between the university and its community.”
What’s driving the change? More importantly, is it for real? A $2.5-million, seven-year national study on universitycommunity
engagement, funded by the Social Sciences and Humanities Research Council (SSHRC), is investigating a proliferation of partnerships across the country for answers.
How to resolve the top enrolment barriers that decrease student satisfaction and negatively impact enrolment efforts.
An independent arbitrator will soon hear a case at Queen’s University that raises serious questions about protection of faculty who allege colleagues’ academic misconduct.
The university’s office of the provost has found Professor Morteza Shirkhanzadeh guilty of workplace harassment in a dispute that dates back a decade. As a result, he is banned from entering three university buildings and communicating with certain administrators, professors and the board of trustees.
Along with the massification of higher education and increasing costs, the pressure on institutions to retain all students to degree completion has been mounting (Crosling, Thomas, and Heagney, 2008). On an international level, for the first time in
the nation’s history, the Unites States is falling behind other nations in terms of the percentage of the population who is educated (National Science Board, 2008). Nationally, obtaining a higher education degree has been linked to economic growth (Baum and Ma, 2007), which may be particularly poignant during the current recession. At an institutional level, the costs of not retaining students are substantial, both financially and in terms of prestige (Crosling, Thomas, and Heagney, 2008).
Ontario students are supportive of the provincial government’s recent decision to create an Ontario Online Institute. This endeavour could significantly advance access, especially for traditionally underrepresented groups facing financial, physical, social, cultural, and geographic barriers which prevent them from attending a traditional post-secondary institution. Moreover, such an Institute could provide increased flexibility for the thousands of current students looking to blend online learning with an in-class education.
The article examines the changing characteristics of international students in Canada from 1990 to 2013, and their
rate of transition into permanent resident status.
NEW YORK -- Administrators sometimes disagree with faculty members about the value of online education, and nthusiastic instructors sometimes clash with skeptics. But what can colleges do when their students are the ones esisting change?
he question emerged here last week as the Teagle Foundation, which supports liberal arts education, brought ogether grant recipients to provide updates on nine projects involving blended learning -- face-to-face courses with ome online content. The collaborative projects, many of which won’t conclude until 2017 and 2018, have attracted articipation from more than 110 faculty members and staffers and 115 students at about 40 colleges and universities in 16 states.
Within the span of 20 years, tuition as a source of operating revenue grew from 18 percent in 1988 to 37 percent in 2008.1 The most recent financial reports show tuition alone made up 45 percent of universities’ operating budgets in 2014—51 percent
when fees are included— compared to the provincial government’s 43 percent contribution. 2 As tuition continues to increase the affordability, accessibility, and accountability of a university education is put at risk. Our Tuition policy sets out students’ priorities for addressing their short and long term concerns with regards to the tuition framework and tuition payment processes.
Is there a tipping point at which students who take a blend of online and in-person coursework are doing too much online? That question goes to the heart of something called the online paradox.
The online paradox has inspired much debate, and it describes two seemingly contradictory things. The first is
that community-college student who take an online course are more likely to fail than are those who take it face-to-face. The second is that community-college students who take some online classes are more likely to complete their
degrees than are those who don’t take any.
While competency-based education is growing, standardized tools for evaluating the unique characteristics of course design in this domain are still under development. This preliminary research study evaluated the effectiveness of a rubric developed for assessing course design of competency-based courses in an undergraduate Information Technology and Administrative Management program. The rubric, which consisted of twenty-six individual measures, was used to evaluate twelve new courses. Additionally, the final assessment scores of nine students who completed nine courses in the program were evaluated to determine if a correlation exists between student success and specific indicators of quality in the course design. The results indicate a correlation exists between measures that rated high and low on the evaluation rubric and final assessment scores of
students completing courses in the program. Recommendations from this study suggest that quality competency-based courses need to evaluate the importance and relevance of resources for active student learning, provide increased support and ongoing feedback from mentors, and offer opportunities for students to practice what they have learned.
College teachers love techniques. If you’re invited to lead a teaching workshop, you can expect to be asked, “Will you share some good techniques?” Suggest them in the workshop and watch lots of smiling participants write them down with great enthusiasm. Why do we love teaching techniques so much? Because many of us come to teaching not having many? Because they work? Because they keep our teaching feeling fresh?
Beliefs about language learning and teaching have intrigued applied linguists since the mid-1980s starting with the pioneering work of Elaine Horwitz (1985) and Anita Wenden (1986). Since then, the interest in this topic in the field of Applied Linguistics has increased, with the publications of books on the theme (Bernat 2009; Borg, 2006; Kalaja & Barcelos, 2003) as well as several thesis, dissertations and journal articles. As a construct, beliefs have eluded researchers since the beginning being labeled as "messy" (Pajares, 1992) and complex. Several terms have been used to refer to beliefs such as folklinguistic theories of learning (Miller & Ginsberg, 1995), representations (Riley, 1994), metacognitive knowledge (Wenden, 1986), learning culture (Riley, 1997), the culture of learning languages (Barcelos, 1995), and culture of learning (Cortazzi & Jin, 1996), teacher cognition (Borg, 2003), and BAK (Beliefs-Assumption-Knowledge) (Woods, 1996). This profusion of terms is not necessarily negative. To quote Freeman (1991), "the issue is not the pluralism of labels, but the recognition of the phenomenon itself"
I knew grad school would be difficult, but I was surprised to find one way in which I wanted to work harder: learning
how to talk about science. I grew up seeing science misrepresented or misunderstood in the news and pop culture. I
thought the relationship between science and society needed repair, and I saw scientists’ isolation as part of the
problem. So I couldn’t believe that my Ph.D. program was willing to release me into the world without teaching me
how to talk to people outside academe.
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.
This paper provides an overview of research on higher education leadership and management from the 20th and into the 21st century. It highlights the development of specific research in higher education contexts as well as the relationship between research in the management sciences in general on which higher education researchers, practitioners and policy makers have drawn, not always with beneficial consequences. The paper draws particularly on the work of Bensimon et al (1989) and Kezar et al (2006) in the US as well as research in the UK over the last quarter century, including recent research commissioned by the Leadership Foundation for Higher Education in the UK.