The education of students with Special Needs (SN) has been well researched at the school level (K-12) and a growing number of studies have been conducted at the postsecondary education (PSE) level. However, there is little research on transitions of SN students between the two systems. Inclusive policies at both the school and postsecondary level are designed to encourage students with SN to continue with their education. However, relatively few do so. Some students with SN fail to complete their schooling and drop. Others graduate from high school but decide against enrolling in a college or university program. While some of these students may prefer direct entry to the labour market others have postsecondary aspirations for which they are not adequately prepared or supported. The social goal of inclusive education is to accommodate the aspirations of all students, including those designated as SN. The existing research on college and university access suggests that students with SN who aspire to PSE face significant barriers. How effectively they meet these challenges requires a better understanding of the basis for their post-high school pathway choices. Socio-demographic factors like gender, ethnicity, and socio-economic status have long been recognized as influencing access to PSE, whether or not the individual is a student with special needs. Whatever their background, high school students who aspire to PSE must meet the academic entrance requirements of the institution (college or university) and, at the same time, develop the self-confidence and dispositions to study that are needed to succeed in a
postsecondary program. Acquiring the necessary capabilities can be especially challenging forat-risk students – those with low levels of achievement and those with special needs. Many, nevertheless, display the resilience needed to plan for, invest in, and realize their PSE aspirations. Schools play a key role in developing these resilient qualities in adolescents. Inclusive policies that emphasize students’ “strengths” rather than “deficits” have led to greater integration into mainstream classrooms. Learning in integrated settings is assumed to enhance opportunities for school engagement that complement and contribute to key student beliefs and behaviours – specifically, their sense of personal competence, dependability, and capacity for self-regulation.
The mission of America’s community colleges is focused on three areas of commitment: access, responsiveness to community need, and equity. The commitment to access is exemplified by the open admissions policies of community colleges and the multiple ways colleges remove financial, physical, and academic barriers to entry. That access has resulted in entry into higher education by first generation, low-income, minorities, dropouts, working adults, and others who lacked the financial, academic, time, or location means to participate in traditional higher education systems. Looking at multiple college mission statements as well as scholarly definitions, the essential core of agreement is that community colleges provide access to the education necessary for both a productive life for individuals and healthy and successful communities they serve. Access to higher education is essential to a democratic society and a strong middle class.
Using a dataset containing nearly 500,000 courses taken by over 40,000 community and technical college students in Washington State, this study examines how well students adapt to the online environment in terms of their ability to persist and earn strong grades in online courses relative to their ability to do so in face-to-face courses. While all types of students in the study suffered decrements in performance in online courses, some struggled more than others to adapt: males, younger students, Black students, and students with lower grade point averages. In particular, students struggled in subject areas such as English and social science, which was due in part to negative peer effects in these online courses.
While discussions on the value of education often focus on economic gains, the social returns to education are vast and can be reaped at both the individual level (e.g., better health) and societal level (e.g., lower crime rates).
Based on a combination of new and existing analyses, this paper explores the individual benefits and disadvantages associated with education, focusing on civic engagement; health/happiness; crime; and welfare/unemployment. The findings clearly suggest that investing in education has both individual and social benefits. While no causal link can be made between level of education and the returns examined, it is evident that those with some form of postsecondary education (PSE) often fare better than those with no more than a high school education.
For example, in terms of civic engagement, university graduates are more likely than high school graduates to volunteer and donate money. Higher levels of education also increase the likelihood of voting and other forms of political participation. In terms of health and happiness, university graduates tend to rate their physical and mental health higher than those with fewer years of education and are also less likely to smoke. Finally, happiness and life satisfaction also tend to increase with education.
Educated individuals are less likely to be incarcerated, most notably when comparing high school graduates with those who did not graduate. With that said, certain types of crime are more prevalent among certain populations and individuals with higher levels of education are more likely to commit white collar crimes. Finally, those with more education have lower unemployment rates and fared better during the most recent economic recession. They were less likely to require social assistance and had shorter welfare spells, especially for women.
I am pleased to report that Humber had another strong year as we embrace and deliver on our new strategic plan: Strengthen, Sustain, Maximize. Leading up to the launch of this plan last fall, Humber experienced unprecedented growth.
From 2008-2013, full-time postsecondary enrolment increased by 43% compared to the provincial increase of 25% over the same period. As we approach our 50th anniversary, we continue to innovate and collaborate in order to bring our
students the highest quality education delivered by faculty and staff committed to their success.
We do this by living the values of a learning organization. That means fostering an organizational culture that encourages curiosity, creativity, innovation and collaborative problem solving. All skills necessary to succeed in today’s increasingly
interconnected and global world.
When viewed holistically, Canada lacks a clear and common understanding of the future directions and top priorities of its post-secondary education (PSE) sector. Perhaps as a result, Canada has not yet comprehensively addressed a fundamental question: How do we demonstrate quality in PSE? To answer this question requires clarification of many issues, including the roles that various institutions and sectors play. It also requires the development of a shared vision of PSE, of what can and should be achieved. Despite much discussion among leaders of various education sectors in Canada, an agreement on a plan of action has yet to be reached. Indeed, a national dialogue on this critical issue is needed.
As a starting point for a national dialogue, the Canadian Council on Learning (CCL) has published three annual reports on the state of post-secondary education in Canada over the last four years. These reports provided an overview of the Canadian PSE landscape while highlighting various issues common among education jurisdictions and institutions. For instance, CCL’s 2006 report, Canadian Post-secondary Education: A Positive Record¯– An Uncertain Future, identified eight goals common among the post-secondary strategies of provinces and territories. One of these common goals was addressing the issue of quality in PSE.
CCL’s new monograph series, Challenges in Canadian Post-secondary Education, focuses on important considerations identified in our previous reports. Here, with the inaugural monograph, “Up to Par: The Challenge of Demonstrating Quality in Canadian Post-secondary Education,” CCL discusses the complex challenges associated with defining and demonstrating quality in PSE. As the monograph asserts, a necessary step toward understanding and demonstrating quality in PSE is clarification of the overarching purposes and objectives of Canada’s collective post-secondary efforts. The common goals identified by CCL suggest convergence among Canadian education jurisdictions upon which a pan-Canadian strategy for PSE could be built. Nevertheless, debate persists on how best to structure institutions and systems—debate which further confuses our understanding of quality in PSE. Acquiring PSE has been linked to a number of individual benefits, such as better health and quality of life, and a greater likelihood of increased lifetime earnings. In turn, countries with higher levels of PSE participation enjoy greater economic prosperity, employment stability, labour flexibility, productivity and civic participation.1 Increased PSE enrolment rates reflect a growing awareness of the economic benefits of a PSE qualification. Following a period of decline in the 1990s, university enrolment has increased markedly. Between 2001 and 2007, total university enrolment in Canada rose by 19.2%, from 886,700 to over 1 million. Over the same period, the level of graduate studies enrolment grew by 25.3% to over 150,000. This increase has not been limited to universities. In fact, the share of the working-age population in Canada with any type of post-
This study reviewed over 40 programs in Ontario colleges and universities that were designed to increase recruitment, participation and retention of Aboriginal students in postsecondary education (PSE). It involved a literature review, site visits to 6 postsecondary institutions and qualitative interviews with program administrators and coordinators at 28 institutions across the province. Qualitative interviews were also conducted with students at selected institutions. A summary of the research findings is presented below. Overall, researchers found that, relative to only five years ago, colleges and universities in
Ontario have made significant progress in developing support programs for Aboriginal students. In 2004, a pan-Canadian study (Malatest, p. 23) looked at best practices in Aboriginal support programs. At that time, Ontario was in the formative stages of developing programs, particularly when compared with Manitoba and other Western provinces. Virtually all colleges and
universities in Ontario now have some form of support program. Furthermore, many postsecondary institutions have taken a holistic approach and have implemented a number of programs, each targeting different underlying causes of the lower incidence of PSE success among Aboriginal students. Among the programs offered are the following:
• Aboriginal student services programs,
• Aboriginal access programs,
• Aboriginal studies and Aboriginal designated programs,
• health care programs, and
• Aboriginal teacher education programs.
It should be noted that the research compiled in this report is largely qualitative. There is widespread agreement among the stakeholders interviewed that these types of programs are valuable; however, there was a distinct lack of outcome data available to allow the researchers to state that the programs reviewed had a “measurable†and positive impact on Aboriginal students’ postsecondary success. Nevertheless, where student outcomes were measured, the results were promising.
Despite the lack of quantitative evidence to support the impact of the programs, the researchers were able to infer that progress has been made on a number of fronts. In addition to the large number of institutions offering one or more of the above programs, in other institutions, Aboriginal management bodies are in place to help inform the design and implementation of the
programs. Aboriginal Elders are being consulted and are playing a more active role on college and university campuses. The number of courses being offered in the native languages of Ontario’s First Nations Peoples has increased, and the number of Aboriginal teachers available to teach and serve as role models has also increased.
Motivating students to participate in classroom discussions is a subject unto itself. The words “excruciating,” “agonizing,” and “mentally draining” may come to mind. There are some students who seem to assume that as long as the assigned work is completed on time, test scores are good, and attendance is satisfactory, they shouldn’t be forced to participate. It’s not that they don’t think participation improves the classroom experience, they just prefer that other students do the participating.
Of course we all have a few over-participators who are eager to volunteer every answer (sometimes to the point of dominating the discussion, which creates its own problems for educators and fellow students alike) but a good number of students prefer to listen,observe, or daydream rather than engage in the class discussion. Whether they’re shy, unprepared, or simply reluctant to share their ideas, getting students to participate is a constant struggle.
This special report features 11 articles from The Teaching Professor that highlight effective strategies for establishing the expectation of participation, facilitating meaningful discussion, using questions appropriately, and creating a supportive learning environment.
Articles you will find in this report include:
• Putting the Participation Puzzle Together
• Student Recommendations for Encouraging Participation
• To Call on or Not to Call on: That Continues to Be the Question
• Creating a Class Participation Rubric
• Those Students Who Participate Too Much There is some debate in the literature as to whether students have the right to remain silent in a class, but if you’re looking for ways to facilitate more effective discussions,
Tips for Encouraging Student Participation in Classroom Discussions will help.
This report outlines a series of recommendations for the post-secondary sector arising from a research study carried out by researchers from Queen’s University and St. Lawrence College. Funding for this 30-month project, which began in January 2013, was provided by the Ontario Ministry of Training, Colleges and Universities under the Mental Health Innovation Fund. In the fall of 2012, each post-secondary institution in Ontario was invited to submit proposals for funding and this project was one of ten successful applications.
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.
This article examines the relationship between community colleges and universities in Canada and the United States based on increased involvement of community colleges in offering baccalaureate programs. The article employs a theoretical framework borrowed from the study of jurisdictional conflict between professions. After considering the types of possible and occurring jurisdiction settlement over baccalaureate preparation between universities and community colleges, the author concludes that the older, simplistic criterion—based on credentials awarded—that defined the division of labor between postsecondary sectors should be replaced with newer, more complex and multifaceted criteria that relate to program and client characteristics.
In the 1990s, in both the United States and Canada, small but increasing numbers of community colleges began to award the baccalaureate (Floyd, Skolnik, & Walker, 2005). As of October, 2010, according to Russell (2010), 54 community colleges in
18 states had received approval to offer a total of 465 four-year degree programs; up from 21 institutions in 11 states offering 128 programs just six years earlier. Community colleges in four of Canada’s five largest provinces, accounting for two thirds of the population, are now eligible to award the baccalaureate, and 32 colleges are offering 135 baccalaureate programs.1 The surge in community college baccalaureate activity allegedly occurred in response to two related pressures. One is a general increase in the demand for improved opportunities for people to attain a baccalaureate both for their own benefit and for the benefit of society (Clark, Moran, Skolnik, & Trick, 2009; Lumina Foundation for Education, 2009; National Center for Public Policy and Higher Education, 2006). The other is the increased demand for a particular
type of baccalaureate, what has been called the applied, or workforce-focused, baccalaureate (Floyd & Walker, 2009; Skolnik, 2005; Townsend, Bragg, & Ruud, 2009; Walker & Floyd, 2005). Underlying the increase in demand for the baccalaureate and the growth of the community college baccalaureate in particular are economic pressures
associated with global competition (Levin, 2004).
Attempts by community colleges to obtain the authority to award the baccalaureate have in nearly all cases been opposed by universities and have injected a significant new competitive element into the relationship between community colleges and universities. For example, in Florida, the community college baccalaureate generated “significant concerns” about competition with universities (Russell, 2010, p. 5), and in Michigan, the attempt by community colleges to get authorization to award bachelor’s degrees has “stirred tensions between community colleges and universities” (French, 2010, p. 4A). In Ontario, there has been open conflict over territory between the universities and community colleges since the colleges obtained the authority to award baccalaureate degrees (Urquhart, 2004), and in British Columbia, the baccalaureate in nursing has become contested territory between community colleges and universities (Chapman & Kirby, 2008). To date, there have not been any in-depth studies of the impact that awarding baccalaureate degrees by community colleges has had on their relationship with universities or on the perceptions of stakeholders from both sectors about the magnitude of any resulting problems. Still, the examples just cited suggest that this might be a fruitful area for investigation. These examples suggest also that the impact on the relationship between community colleges and universities should be an
important consideration in state and provincial policy making regarding the community college baccalaureate.
Keywords
community college baccalaureate, interinstitutional relationships, professional jurisdiction,
universities
What are the most popular practices and tactics for electronic student recruitment at the undergraduate level? To find out, Noel-Levitz conducted a web-based poll in the spring of 2014 as part of the firm’s continuing series of benchmark polls for higher education. As a special bonus, a number of gaps between campus practices and prospective students’ expectations are identified based on a parallel study of college-bound high school students in spring 2014 (see information at bottom).
In a traditional face-to-face class, students have many opportunities to interact with their instructor and fellow students. Whether it’s an informal chat before or after class, or participating in the classroom discussion, interaction can be an important factor in student success.
Creating similar opportunities for participation and collaboration in an online course is one of the biggest challenges of teaching online. Yet, opportunities for meaningful interaction online are plentiful, provided you design and facilitate your course in the correct manner and with the proper tools.
Ontario is in the process of designing a plan for postsecondary education (PSE) to follow Reaching Higher. The new plan will contain an array of policy goals and strategies, and some consideration must be given to a tuition fee policy. The current tuition fee policy was slated to end in 2009-10, but was extended by two years. A new framework must be in place for the 2012-13 academic year. This paper presents options for a new tuition framework. We do not rank the options or make a recommendation, believing that this decision is appropriately a political one be made by government.
Much has been written about tuition fees and tuition fee policy. Our contribution is to provide some context for the choices ahead. One perspective comes from recent research on higher education. There is an emerging consensus in the Canadian higher education literature that can help evaluate current policies and point to possible new directions. This body of knowledge is frequently missing from tuition policy discussions, either because it is not widely understood or, occasionally, because the implications run counter to long-held positions.
The other perspective is historical. Ontario’s choices will be shaped in good measure by the policies already in place and the priorities underlying them. Specifically, postsecondary education will continue to be viewed as a key contributor to the province’s economic and social goals, and expectations for the sector are likely to continue to focus on accessibility, quality, and accountability.
We begin by describing briefly the current tuition framework and pressures for change. This discussion makes clear that tuition fee policy is not just about tuition fees; it is equally about student financial assistance polices and about the revenue needs of
colleges and universities. Setting a new fee policy requires full appreciation of the complex interplay among these three factors.
We note that, contrary to often-expressed views, Canadian researchers find no consistent correlation between tuition fees and PSE participation and persistence rates. Part of the explanation for this result is that average private rates of return to
postsecondary education compare very favourably to those available from purely financial investments. Increases in tuition rates of the magnitude witnessed in Canada in recent decades apparently have not been large enough to alter this situation.
Another part of the explanation is that non-financial barriers loom large for some individuals.
Private rates of return are relatively high in part because governments have chosen to subsidize PSE in various ways. The public debate frequently focuses on average tuition fees as reported by Statistics Canada. Yet this focus is misleading. For many
students, particularly those with demonstrated financial need, the actual costs of PSE @ Issue Paper No. 6 • Tuition Fee Policy Options for Ontario
2 – Higher Education Quality Council of Ontario are substantially lower once grants, subsidized loans, tax credits and debt relief are taken into account. These government policies notwithstanding, there are still groups that are underrepresented in PSE in Ontario and it is apparent that financial barriers remain part of the explanation. Other factors include lack of understanding of the relative benefits and costs of postsecondary education and decisions made early in the schooling process that preclude a successful transition to PSE.
There is an emerging consensus in the literature on how to design support policies to offset financial barriers. Ontario has many of these features in place, but there are options for improvement. These changes should be considered no matter what new
tuition policy emerges, but it is especially important to do so if the new policy contains ongoing fee increases.
The process for deciding on a tuition policy requires simultaneous and interdependent decisions on three key PSE policy variables: the revenue needs of the colleges and universities in each year of the planning period, a tuition fee framework that balances contributions to these revenue needs with effects on accessibility, and the public funds available each year for operating grants plus contributions to student financial assistance.
Four types of tuition frameworks are presented and evaluated for strengths and weaknesses within the Ontario context: capped tuition fees, a shares approach, constrained deregulation, and full deregulation. We look briefly at several variant of fee caps: a rollback, a freeze, tying increases to the CPI, and retaining the status quo policy of a maximum allowable increase of 5%. We argue that there is no obvious cap figure. Any choice involves a balancing of revenue needs, accessibility, and fiscal capacity.
The same point applies to proposals to adopt a shares approach wherein tuition revenue is set at some portion of institutional operating revenue. There is no obvious share to aim at. Governments over many years, for a variety of reasons, chose to
increase the relative share of PSE operating costs borne by students. These decisions were made in conjunction with a host of other economic and social policy adjustments;
for example, tuition credits. Any decision to alter this trend must take this broader historical perspective into account.
The choice of a new fee policy must also involve consideration of the pros and cons of relaxing or even removing the current distinctions of allowable fee increases among programs. A constrained deregulation approach would remove these distinctions among programs but retain an overall fee cap. Complete deregulation would remove the distinction and the arbitrary cap, although it is perfectly compatible with a scheme to tax back a portion of fee increases for need-based financial assistance.
The third stream agenda is a critical strategy in the pursuit of enriched learning, enhancing student employability and much needed revenues. Voices of support of the third stream agenda resonate across political parties, the business community and universities. Academic journals have also reflected a scenario in which the academic community of practice have transformed its rational into ‘can do’ mission statements and strategic policies with a clear focus to source, convert and embed third stream activities. In return, universities seek quarries such as more marketable programmes of studies, committed and commercially
aware academics, improved business interchange and in light of the economic recession and subsequent austere measures, the replenishment of new revenue streams.
Faculty and students may hold center stage in society’s image of higher education institutions, but a whole variety of influential behind-the scenes personnel are also essential to running institutions successfully. Faculty and staff alike bring knowledge and skills that often go beyond their current job descriptions. However, the wealth of talent on campus has traditionally been
difficult to identify, track and integrate with the institution’s present needs and long-term strategic plans.
Although education institutions are focused on learning outcomes, they are also businesses. Typically, only about half of the staff
are instructors. The rest are administrators, business professionals, support staff and operational titles. A well-run entity must have a way to track and manage relevant personnel data and competencies across all of these job types. To meet this need, colleges and universities are implementing an integrated system for performance and talent management. “Don’t think of talent management as an isolated topic,” says Dave Jones, organizational effectiveness specialist in the Housing and Food Services Division at Purdue University in Indiana. “It has to be part of the organization’s bigger picture in order to be successful.”
Le réseau des collèges publics a été créé en 1967 par le gouvernement du Québec et il est maintenant implanté dans toutes les régions du Québec. Les 48 cégeps (43 francophones et 5 anglophones) constituent la première étape de l’enseignement supérieur québécois et offrent d’une part neuf programmes préuniversitaires, qui mènent à l’université, et d’autre part, cent trente programmes de formation technique, qui préparent à l’entrée sur le marché du travail. En plus des diplômes d’études collégiales (DEC) de l’enseignement ordinaire, les cégeps offrent divers programmes de formation continue afin de faciliter l’acquisition de compétences et de connaissances spécialisées, soit en cours de carrière ou dans le cadre d’un retour aux études.
Pour l’année scolaire 2012-2013, les cégeps comptaient 172 793 étudiants à l’enseignement ordinaire, soit 48,7 % au secteur préuniversitaire, 45,8 % au secteur technique et 5,5 % au programme Tremplin DEC. De plus, 26 024 étudiants poursuivaient des études collégiales par l’entremise de la formation continue créditée. De ces grands totaux, on dénombrait 2 226 étudiants internationaux en 2012-20131.
In our 2006 report, Canadian Post-secondary Education: A Positive Record – An Uncertain Future, CCL soberly articulated the various reasons for which uncertainty clouds the future contributions that the post-secondary education sector may make to Canada’s economic and social goals. Despite the myriad strengths that PSE educators and institutions have demonstrated
over many years, the absence of clear pan-Canadian goals, measures of achievement of goals and cohesion among the various facets of PSE led us to express deep reservations.
The mission of the Canadian Council on Learning is, in part, to describe our learning realities. If we have a remit to identify issues, equally we have a responsibility to report potential strategies for success. In last year’s account, we found that what we do not know can hurt us; that we must develop pan-Canadian information about PSE that can provide
decision-makers the best tools available to determine policies. We also found that almost all other developed countries have built not only the national information systems required to optimize policy, but have also—in both unitary and federal states—provided themselves with some of the necessary national tools and mechanisms to adjust, to act and to
succeed. Canada has not.
One of the many lessons learned from the early years of distance education is the fact that you cannot simply pluck an instructor out of the classroom, plug him into an online course, and expect him to be effective in this new and challenging medium. Some learned this lesson the hard way, while others took a proactive approach to faculty training. All of us continue to refine our approach and discover our own best practices.
Today, it’s possible to learn much from the mistakes and successes of those who blazed the trail before us.
Faculty development for distance educators is a critical component of all successful distance education programs. Well thought-out faculty development weaves together needed training, available resources, and ongoing support, and carries with it the same expectations for quality teaching that institutions of higher education have for their face-to-face classes.
This special report, Faculty Development in Distance Education: Issues, Trends and Tips, features 12 articles pulled from the pages of Distance Education Report, including:
• Faculty Development: Best Practices from World Campus
• Developing Faculty Competency in Online Pedagogy
• A Learner-Centered, Emotionally Engaging Approach to Online Learning
• How to Get the Best Out of Online Adjuncts
• Workload, Promotion, and Tenure Implications of Teaching Online
• Four Steps to Just-in-Time Faculty Training
This report is loaded with practical strategies that can help you build a comprehensive faculty development program, helping ensure that instructors stay current in both online pedagogy and practical technical know-how. No matter what the particular character of your program is, I think you’ll find many ideas you can use in here.
In 2008, the OECD launched the AHELO feasibility study, an initiative with the objective to assess whether it is possible to develop international measures of learning outcomes in higher education.
Learning outcomes are indeed key to a meaningful education, and focusing on learning outcomes is essential to inform diagnosis and improve teaching processes and student learning. While there is a long tradition of learning outcomes’ assessment within institutions’ courses and programmes, emphasis on learning outcomes has become more important in
recent years. Interest in developing comparative measures of learning outcomes has increased in response to a range of higher education trends, challenges and paradigm shifts.