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."
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.
This article contributes to the leterature on how teachers learn on the job and how schools and districts can support teaching learning to improve student learn ing and incorpirate changing standards and curricular materials into instructional practices.
Higher education's approach to fostering students' innovation potential has focused mostly on developing innovation leadership among a select cadre of students, originally in entrepreneurship and more recently in social sector innovation. But what about the rest of our graduates: what capability do all our graduates need if they're going to engage effectively with innovation in the workplace? Can elements of this capability be adapted to enhance their roles as community members and global citizens as well?
In order to develop the capability for workplace innovation in all our students, we're going to have to begin tackling the challenge in the space where all of them already participate – within our teaching and learning environments.
Released: 2015-11-06
After four months of little change, employment increased by 44,000 (+0.2%) in October, bringing the number of people employed in Canada to over 18 million for the first time. The unemployment rate declined by 0.1 percentage points to 7.0%.
Compared with 12 months earlier, employment was up 143,000 (+0.8%), with all of the gains in full-time work. During the same period, the total number of hours worked grew by 0.7%.
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.
The contemporary university has grown to be a fairly complex institution sustained by many competing interests, not all of which are directly concerned with promoting the work of study, broadly conceived. My concern in the fol- lowing is with the quality of the subjective experience of studying that universities are still meant to provide. By subjective experience I mean the
mindful engagement that is study, and my focus is on such study as it is found in undergraduate programs leading to undergraduate degrees. Given the threat of a growing indifference between professors and students concerning their shared engagement in courses offered at the undergraduate level (offered because of professors’ institutional obligations, taken because of students’ degree requirements), I reconsider the subjective investment of mindful engagement that these courses nevertheless represent.
In this qualitative self-‐‑study, we explore how curriculum theory informed the learning of teacher candidates within an intensive semester that serves as the foundation for a Secondary Teacher Education Program (STEP). Wanting to immerse teacher candidates in educational theory and position them as learning professionals from the first days of their program, we engaged them with the work of eleven curriculum theorists (Appendix A). Guiding questions for this inquiry include: How
did teacher candidates take up and negotiate theory as part of their emerging professional identities? How did teacher candidates understand the relationship between pedagogy and their learning of/through curriculum theory? How did teacher candidates embody diverse theories and understand the significance of this within and beyond this foundational semester? And finally, as teacher educators, how is our pedagogy developing through self-‐‑study?
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.
Canada needs skills of all kinds to remain competitive in the global economy. Today’s students are the workforce of tomorrow, and their education will shape Canada’s future prosperity. Graduates across all disciplines are reaping the rewards of a university education. They’re armed with the hands-on learning experience, entrepreneurial spirit and interdisciplinary skills that will help them succeed in an evolving labour market.
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."
Three teacher education tasks are analyzed using Bateson's "levels of learning" and the distinction between reference experiences and cognitive maps (Dilts, l994). The tasks were 1) writing a risk log of classroom innovations, 2) writing articles, and 3) doing public presentations. Student feedback indicated perceived shifts in behaviors, beliefs, and identities
through both active tasking (reference experiences) and their ongoing dynamic "explanations" (cognitive mapping). The results and activities are then discussed in relation to Freeman's (1992, 1994, 1995) concept of the socialization of teachers into professional discourse and the value of communities of explanation toward continual teacher development.
As university classes start up this week, officials are already working hard to stave off a major contributor to poor mental health among students — loneliness.
A new study of Canadian university students found more than 66 per cent reported feeling "very lonely" in the past year.
And the problem was worse for female students, with nearly 70 per cent feeling very lonely at least once in the last year, compared with male students at 59 per cent.
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.
This story begins late last school year, when I was standing in front of my Introduction to Film class, getting set up for the day’s session. The technology in the classroom was often glitchy, so I’d given myself plenty of time. I chatted with my teaching assistant about the new Twin Peaks while logging in to my email to retrieve the PowerPoint I’d sent myself.
That’s when I saw the message from my department with the subject header “2017-2018 Budget Cuts.” “Well, that can’t be good,” I thought and clicked to open it. It began, “Dear Sara, As you might know, the university is in the midst of a significant budget cut across all units for Financial Year 2018, which starts July 1.” And it ended, “Within this context, we unfortunately will not be able to offer the courses that we projected for you in 2017-2018. I am sorry to let you know about this development …”
The increasing scarcity of women within higher academic ranks is troublesome, especially as associate and full-professors with tenure are generally those tapped for leadership positions. This study surveyed female administrators in distance education in an effort to thematically analyze their perceptions of distance learning in higher education. Themes that garnered more input from the women included the following: assumptions of gender disparity, the optimistic viewpoint that in the future more women will succeed as administrators in distance education, and the belief that the role of administrators was to provide value and goals in distance education but that change in this arena was too slow and obstructions to the quality of distance learning needed to be eliminated. In addition, it appears that Caucasian (non - Hispanic) women are more prone to suggest that gender disparity is a problem and women who hold a higher level of administration spoke less often about problems with gender disparity and appeared to have a more positive attitude.
Many proponents of online education have speculated that the digital learning environment might be a meritocracy, where students are judged not on their race or gender, but on the comments they post.
A study being released today by the Center for Education Policy Analysis at Stanford University, however, finds that bias appears to be strong in online course discussions.
The study found that instructors are 94 percent more likely to respond to discussion forum posts by white male students than by other students. The authors write that they believe their work is the first to demonstrate with a large pool that the sort of bias that concerns many educators in face-to-face instruction is also present in online education.
This report is an assessment of the programme “Lernen vor Ort” [LvO – “Learning Locally”] initiated by the German federal government in order to support the development of local governance structures in education. LvO ran between 2009 and 2014 in about 40 participating local governments, which were chosen in a competitive process. It aimed at promoting cooperation between local governments and civil society stakeholders, creating sustainable structures in educational monitoring, management and consulting as well as improving local capacities in knowledge management. Besides providing
important background information on the German education system and the design of the LvO programme, this study engages in five detailed case studies of the implementation of the LvO programme in different local authorities. These studies are mainly based on approximately 90 interviews with local and national experts, and stakeholders. The main findings are that LvO can be regarded as a success due to the fact that it had a lasting and probably sustainable impact in the cases studied in this report, in particular with regard to those structures that produce concrete and visible outputs, such as educational monitoring. The case studies also reveal a number of local factors that influence the relative effectiveness of the implementation of the programme. Political leadership and support from the head of the local government are crucial, in particular during critical situations during the implementation. Furthermore, the impact of the programme was particularly positive, when the process of local implementation was characterised by clear communication strategies, broad stakeholder involvement in governing bodies and the implementation of concrete goals and projects. However, relative success also depended on important background factors such as local socio-economic conditions as well as financial and administrative capacities, which could not be adressed directly by the programme’s goals. The report concludes with some general recommendations and lessons learned of relevance for other countries.
here are three basic ways that I hear faculty talk about difficult dialogues—in-class dialogues that were planned ut did not go particularly well; in-class hot moments that were not anticipated and that the faculty member did not eel equipped to handle; and difficult dialogues that happen during office hours or outside of class.
n all three instances, faculty are challenged to use skills they may not have learned at any point in their disciplinary raining. That lack of skill can actually cause them great angst, and in the most extreme situations, cause them to avoid addressing important issues directly.
Ellen L. Short and Leo Wilton's Talking About Structural Inequalities in Everyday Life is a collection of provocative essays embodying what C. Wright Mills famously called “sociological imagination” (2000). Twheel lb roeoske aardcvhaendc easnd tuhned eprssytcahnodlionggi coafl tihmep raeclta toifo nlisvhinipg bine taw weeornl do uwrh perriev atthee tdrooumbilneasn atn cdu lstoucriea li ss tsrturcutcutruerse dw ahte na nt ainkestni taust iao nwahl olelev.e Ilt b pya tyhse a tintetenrtsioenct tinog iadnedo lroegpireosd oufc twivheit reo sleu pinre tmhaec cyo, nhteinteuraotnioonrm oaf ttihveitsye, ipnatterriasercchtiyn, gxeidneooplhoogibeisa ,a aren ds cmhoisoolgs,y nhye.a Slothm cea irnes,t iftinutainocnes, t mhaetd piala, yla aw f,o arnmdative geoxvpeerrniemnecnetd. aTth ae seoscsiaoylso ggiecnael rraelglyis tteakr ea nudp tthhee mchoarlele pnegrisnogn taal sakn odf psrhiovwatien ge xthpere csosinonnesc otifo wn hbietetw suepenre smtrauccyt,u mrails oingeynqyu,a pliatitersiarchy, txheanto pthheo baiuat,h aonrds mheatkeer oton oorumra utnivdietyr stthaantd iinngh aobfi tt htehsee l acnodmspclaepxe i sosfu eevse irsy tdhaeyi ri nfotecruasc otino nths.e Opnseyc ohfo tlohgei cmaol setf fseigcntsif iocfa nnat vciognattirnibgutions structural inequalities and living within an interpersonal environment of hostility, exclusion, and dehumanization.