Interest from Americans looking to study in Canada has increased sharply since the election of Donald Trump as the
next U.S. president, Canadian universities say.
For example, the University of Toronto’s enrolment website received 10 times more traffic from computers based in the United States on the day after the election than on the day before, said Ted Sargent, the school’s vice-president international.
On Nov. 8, the site received a typical 1,000 visits, Sargent said. On Nov. 9, the number jumped to 10,000.
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.
For the past fifteen years, I’ve taught first-year writing at a small liberal arts college, and though I teach essentially the same course every semester, I never get bored. The students I work with are on the brink of adulthood, and their energy is xhilarating. They are goofy and raw, flinging themselves confidently into the world, yet they are full of self- doubt at times. With these students, I try to create a classroom environment that encourages uninhibited free thought and conversation. And yet, no matter what I do or achieve in the classroom, my pedagogical accomplishments will always be perceived as inferior to those of my colleagues. I am “contingent faculty,” otherwise known as an adjunct professor, hired each year on an as-needed basis, though
the college always seems to needme.
More than half of the college students who visited their campus counseling centers during the 2015-16 academic year reported symptoms of anxiety, according to a survey by the Association for University and College Counseling Center Directors.
This marks the seventh year in a row that anxiety has been the top complaint among students seeking mental health services. This year, 51 percent of students who visited a counseling center reported having anxiety, followed by depression (41 percent), relationship concerns (34 percent) and suicidal ideation (20.5 percent). Many students reported experiencing multiple conditions at once.
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?
“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.
The closing of residential schools did not bring their story to an end. The legacy of the schools continues to this day
day. It is reflected in the significant educational people and other nd more troubled lives. The legacy is also reflected in the intense racism some people harbour against Aboriginal people and the systemic and other forms of discrimination Aboriginal people regularly experience in Canada. Over a century of cultural genocide has left most Aboriginal languages on the verge of extinction. The disproportionate apprehension of Aboriginal children by child welfare agencies and the disproportion- ate imprisonment and victimization of Aboriginal people are all part of the legacy of the way that Aboriginal children were treated in residential schools.
Jobs paranoia is widespread in Canada. Elementary pupils are coming home after receiving the “job talk” from their teachers, typically emphasizing the importance of getting good grades so they can get into a high-quality university – rarely a college, a polytechnic institute or an apprenticeship program. Parents worry about enrolling their children in the “right” schools and academic programs. There is growing concern about the transition from school to work. News media, television programs and movies offer tales of underemployed university and college graduates, intense competition for decent jobs and chronic youth unemployment.
I started my first semester as department chair this fall. While I had an afternoon of training over the summer, it didn’t prepare me for the job. I’ve already made a ton of mistakes, my colleagues are treating me differently and I feel extremely isolated. I haven’t written anything this semester, and I’m kicking myself for agreeing to a three-year term.
I honestly don’t know how I’m going to make it through the rest of the academic year. I’ve tried reaching out to other new chairs on my campus, but when we get together we just end up complaining about how awful the job is (and that makes me feel even worse).
I don’t know what I’m doing and why this is so hard. I need to do something over this break to make things better or figure out how to quit. Please tell me there’s something I can do to make things better.
Sincerely,
Chair in Despair
Another semester is over, and it's always a bitter sweet moment! Nevertheless, I'm glad that my students' - at least
most of them - successfully completed my courses. However, I'm also sad that another group is gone; it's a kind of a
proud parent moment --- no matter the age of my students.
Usually for a few days after a semester ends, I reflect on the things that went well and anything that could be
improved. It's in this critical examination of the latter that my teaching and classroom learning environment evolves
toward reflections of organizational growth and team-based results. My progression as an educator is driven by
continuous feedback from multiple sources. Throughout the semester, students are encouraged to provide me with
honest and candid feedback, which can be used to make my teaching along with my courses better.
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.
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.
Queen's University students who attended a controversial costume party last weekend could be punished for violating the school's code of conduct — a set of rules implemented by many universities that includes off-campus, non-academic behaviour.
But Timothy Boyle, a Calgary-based lawyer who has represented students involved in university disciplinary cases, said many schools may be extending their authority too far.
"Fair enough they have certain standards to expect of you as a student while you're on campus," he said. "But now ... they want to extend themselves past their university boundaries and start regulating [students'] affairs while they
are off campus. That has to be a great concern."
This week, Harvard Business School launched its first annual Leading People and Investing to Build Sustainable Communities program, which set out to equip professionals from First Nations and native-American communities with new ideas for managing their businesses and resources.
Over 60 Indigenous people from across Canada and the United States attended the four-day course, in which professors taught investment practices and governance strategies, and provided opportunities for participants to put their heads together to solve issues in their communities back home.
Diverses expérimentations de stratégies de collaboration entre l’école, la famille et la communauté (CEFC) en milieu à risque (MR) font ressortir l’apport positif de cette collaboration sur la persévérance scolaire des élèves (Deslandes, 2006; Epstein, 2001; MELS, 2009). Trente-cinq stagiaires en enseignement ont effectué un stage en MR; vingt-cinq La collaboration entre l’école, la famille et la communauté en milieu à risque d’entre eux ont amorcé un projet de CEFC. L’analyse de ces projets à partir de la typologie d’Epstein (2011) fait ressortir principalement deux types de collaboration, à savoir la communication et le volontariat. La collaboration avec la communauté est présente dans quelques projets des stagiaires, tandis que la prise de décisions relatives à la vie scolaire par les parents, ne suscite aucune activité. La formation initiale devrait sensibiliser les
futurs enseignants à la pertinence des six types de CEFC, entre autres, la connaissance par les parents de leur rôle parental et les moyens de susciter le soutien scolaire à la maison.
Mots-clés : collaboration école-famille-communauté, formation initiale en enseignement,
milieu à risque, stagiaires en enseignement, typologie d’Epstein.
Abstract
Several experiments investigated the collaboration strategies between school, family, and community (CSFC) in underprivileged areas (UA). The results showed positive repercussions on the student’s performance and attitude towards school and learning (Deslandes, 2006; Epstein, 2001; MELS, 2009). Thirty-fi ve pre-service teachers had their practicum in schools from underprivileged areas, and 25 of them initiated a CSFC project. After analyzing the projects, based on Epstein’s typology (2011), two dominant types of collaboration emerge: communicating and volunteering. Collaborating with the community was
a part of some projects, while decision making by parents about the school was absent. We argue that the original teaching formation should guide the future teachers towards the six types of CSFC, particularly the knowledge of their parenting role by the parents and ways to get school support at home.
Keywords: Epstein’s typology, original teaching formation, pre-service teacher practicum,
school-family-community collaboration, underprivileged area.
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.
Many of the public battles for transgender students have centered on the bathrooms they want to use. And according to a new paper, gender-neutral restrooms are the accommodation transgender and gender-nonconforming college students want most on their campuses. But there’s much more on their wish lists that would make them feel safe and comfortable.
At least five Canadian universities have hired sexual violence prevention coordinators in the last two years, with
more to come.
Addressing sexual violence on campus has become a full-time job at several Canadian universities. Since 2015, at least five universities have created and filled jobs with a title such as sexual violence prevention and education coordinator, and three or more institutions have started the hiring process for this role.
With a mandate to prepare students for the labour market, ‘communication’ figures prominently among the essential employability skills that Ontario’s colleges are expected to develop in students prior to graduation. As a result, many colleges have instituted measures to help shore up the skills of students who are admitted to college yet who do not possess the expected ‘college-level English’ proficiency. Several have addressed this challenge by admitting these students into developmental communication classes, which are designed to build their skills to the expected college level.
Clare Sully-Stendahl is barely old enough to vote, at 18, but the first-year university student has been making career
choices for years. “I’ve always liked the humanities and the sciences,” she says from her dorm room in Halifax. “But in high school, there was pressure to pick one over the other.”
Instead of opting for theatre or film studies classes, Sully-Stendahl decided to be strategic and chose a second science while still in high school. But, “physics and I didn’t really get along very well. There’s no way I would continue with that in a career. I chose it because I knew a lot of universities require physics for engineering, medicine, a lot of sciences . . . ”