Love it or hate it, social media is no passing fad -- and increasingly it’s intertwined with more traditional academic platforms. Numerous scholars have popular blogs, for example, on which they test out new ideas and share research. Other academics have made names for themselves on Twitter or Facebook -- both to the benefit and detriment of their respective careers.
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.
The world of work has changed. Successful organizations know something others don’t: slow, steady and consistent no longer win the race. Competitive businesses today are fast, flexible and – most importantly - agile. They create fewer obstacles
to responding quickly. They take unpredictable, dynamic market trends in stride. They sidestep when necessary to keep moving forward because they’ve built a workforce based on a non-traditional model that is adaptable, fluid and responsive. They adopt simple, cost-effective processes through which they manage a workforce that is both connected and autonomous.
People abused by angry discipline as children, may tend to abuse or overly punish other people or themselves for perceived wrongs in their adult lives. Passive and aggressive personality types are often attracted to each other. In some individuals, aggressive or passive personality traits may be genetically inherited. The aggressive personality may feel weakened by having guidelines or boundaries for anger. Anger is a normal human emotion, and these guidelines can help express anger in a healthy way:
“Any time a student learns, at least in part, at a supervised brick-and-mortar location away from home and, at least in part, through online delivery with some element of student control over time, place, path, and/or pace. The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.”
The most significant piece of the definition is the “element of student control” highlighting the flowing instructional models to enable improved student-centered learning, giving students greater than before control over the time, place, path, and/or the step of their learning tracks.
Listening: An Introduction
There seems to be a growing realization of the importance of solid listening and communication skills. After all, lack of attention and respectful listening can be costly ‐ leading to mistakes, poor service, misaligned goals, wasted time and lack of teamwork.
Enrolment declines
Capacity constraints
Budget pressures
Image programs
Student attrition
Service complaints
Environmental shifts
There is a lot to cover on the first day of class. You establish procedures and convey expectations. You review the syllabus and, if you’re teaching a lab, safety protocol. You also spend some time teaching some material. While you might not make an assignment for the first day, you still should use some time on the first day to talk about your expectations for students’ work and how you assign grades.
Be very clear. Establish criteria for each assignment and put them in writing. That is, you must clearly tell students what you expect them to do and how the assignment should look when they turn it in. Some instructors communicate exactly how long each assignment is supposed to be and even go so far as to indicate what font and spacing students should use.
Over recent years, it has become increasingly common for students to pursue multiple pathways through the postsecondary education system. Current research in Canada shows that the movement of students both between and within colleges and universities is becoming more typical (e.g., Youth in Transition Survey, Statistics Canada). In Ontario’s colleges, this trend is evidenced by the fact that current students are more likely to have previous postsecondary experience than in the past. In 2007-08, approximately 37 per cent of college students reported having some previous postsecondary experience; this experience could include an incomplete or a complete credential from either college or university (Student Satisfaction Survey, MTCU). Many of these students were pursuing a second credential, as 11 per cent had previously completed a college diploma, and nine per cent had a university degree. In fact, pursuing multiple credentials is the intended goal of many postsecondary students. For example, in 2007-08, 21 per cent of college students indicated that their main goal in enrolling in college was “to prepare for further college or university study,” a percentage which has increased significantly from 16 per cent of students in 2000-01. In addition, many students make the decision to continue their studies while still attending college, or shortly after graduation. The Graduate Satisfaction Survey (MTCU) is administered to college graduates six months after graduation and includes questions on further education. The most recent survey showed that more than 26 per cent of the 2006-07 graduates were continuing their education within six months of graduation. Many recent college graduates choose to attend university; the percentage of graduates enrolled in university within six months of graduation increased substantially from five per cent for the 2001-02 graduates to nine per cent for 2006-07 graduates.
It feels like a truism to say that law has advanced the vital mission of public schooling. Even a cursory examination of the major legal developments that have occurred over the past 60 years highlights the indelible imprint of law on education. Brown v. the Board of Education (1954) began healing the festering wounds caused by the unconscionable separate but equal doctrine enshrined by Plessy v. Ferguson (1896). Lau v. Nichols (1974) ruled that a school had not provided non-English speaking Chinese students with an equal educational opportunity to learn English. Congress subsequently enacted section (f) of the Bilingual Education Act (1974) that created a responsibility to remove language barriers. State regulations on cyberbullying often surpass existing federal protections and help vulnerable students who can be endlessly tormented beyond the supervised safety of the schoolyard. These are only a few highlights from a much broader array of precedents demonstrating law’s ameliorative effects on education. Despite these imperfect attempts at using legal means to better instructional experiences across schools, there are still a number of areas where protection through law has not guaranteed an equal level of educational opportunity for students.
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.
UBC dataset on PhD outcomes holds key for prospective graduate students to make an informed choice about obtaining PhD training.
Last week, I received an email from my PhD alma mater UBC and instead of a request for donations or an invitation to an event with the expectation of soliciting a donation later, I was treated to a new dataset emerging from the west coast. UBC has collated responses from its PhD graduates between 2005 and 2013 (myself included!) into an outcomes website and document. This is a great move for a number of reasons, but perhaps most importantly, it holds the key for prospective graduate students to make an informed choice about obtaining PhD training – a comprehensive set of data showing what those who have come before you have done.
Canadian nursing students are calling for changes to the current entry-to-practice exam which they say is loaded with American content and lacks crucial Canadian context.
The calls were made Friday at the Canadian Nursing Students' Association national conference in Winnipeg. More than 400 nursing students gathered for the event and many signed a related petition.
The new exam was developed by the National Council of State Boards of Nursing in the United States and replaced the Canadian Registered Nurses Exam in 2015.
Students must pass the new exam to be able to practice nursing. If they fail, they can retake it after 45 days.
Raise your hand if your salary increased by more than 50 per cent in the past five years. Nope? Didn’t think so.
But it could go up that much by September if you’re the president of a college in Ontario. Or maybe it will rise by a mere 39 per cent.
Whichever, you get the picture. As the end of a five-year wage freeze on non-unionized public sector workers approaches, the province’s 24 colleges are setting the stage for massive pay increases for their presidents.
Deb Matthews, the minister responsible for post-secondary education, needs to rein them in. Not only to stop a salary race at the college level, but to manage pay expectations for other public sector workers, including those at universities, hospitals, school boards and government agencies.
The extent of the college presidents’ pay ambitions are made clear in documents released by the Ontario Public Service Employees Union, which opposes the proposed new salary levels.
Prior knowledge is essential for learning because it helps us make sense of new ideas and information. But when that prior knowledge is incomplete, confused, or flawed, it can create barriers to learning. Consider the following scenarios.
The quality of students’ relationships with teachers and peers is a fundamental substrate for the development of academic engagement and achievement. This chapter offers teachers and researchers a motivational framework that explains how positive
and negative student–teacher and student–peer relationships are sustained in the classroom, and strategies for creating solutions to improve relationships.
Over the last 30 years, Canadians have watched with concern as voting rates among younger people have declined, with the result that in the 2011 federal election, the majority of young people opted not to cast a vote. The low voting rate among younger Canadians is often viewed as evidence that young people today are more apathetic or lazy than any other generation before. Samara's latest research “Message Not Delivered” debunks these myths. Check out this infographic of the main findings.
We live in a stressful world, and the stress is heightened for students and educators when it’s time to prepare for high-stakes tests. When test scores are tied to school funding, teacher evaluations, and students’ future placement, the consequences of these stressors can be far-reaching.
From a neurological perspective, high stress disrupts the brain’s learning circuits and diminishes memory construction, storage, and retrieval. Neuroimaging research shows us that, when stresses are high, brains do not work optimally, resulting in decreased understanding and memory. In addition, stress reduces efficient retrieval of knowledge from the memory storage networks, so when under pressure students find it harder to access information previously studied and learned.
The need for online and blended programs within higher education continues to grow as the student population in the nited States becomes increasingly non-traditional. As administrators strategically offer and expand online and blended programs, faculty recruitment and retention will be key. This case study highlights how a public comprehensive university utilized the results of a 2012 institutional study to design faculty development initiatives, an online course development process, and an online course review process to support faculty participation and retention in online and blended programs. Recommendations based on this case study include replicable strategies on how to increase faculty participation and retention in online and blended programs using collaboration, support, and ongoing assessment. This case study is a compendium to the 2012 Armstrong institutional study highlighted in the article "Factors Influencing Faculty Participation & Retention In Online & Blended Education."
The promotion of mental health and well-being in our students, faculty, and staff is important to the University of Calgary. Given the symbiotic relation between health and education, Universities are increasingly recognized as places to promote the health and well-being of the people who learn, work and live within them. Research-intensive universities create cultures that demand high performance while promoting excellence and achievement, and also carry the risk of stress, stigma, and challenges to mental health. With the recognition of the importance of promoting mental health and intervening to address illness in a timely way, we join groups across Canada and beyond that are committed to enhancing the mental health of university students, faculty, and staff.