Two weeks ago, I received a rape threat in my campus office.
I am an academic, an instructor of political science, a researcher, and an administrator, and I received an anonymous phone call describing in explicit and vulgar detail exactly how and where the man on the phone would rape me.
The police were called, my phone number was removed from the university website, and I have taken steps to remain safe in my office, but the vulnerability remains.
he vulnerability. I was made to feel vulnerable in my office — my professional space — which is perhaps the one place in my life where I feel most empowered and assertive.
As I sat in my office the next day, I wondered how many of my male colleagues have received an anonymous rape threat on their office phones. As a woman in academe, I am held to the same standards as my male counterparts, and yet I am also being threatened with sexual violence while I am working. Just add that to the list of things female academics must deal with, all while still teaching, publishing, and serving their departments and universities.
Si nous sommes sérieux au sujet de l’apprentissage en ligne accessible, nous devons parler ouvertement du handicap comme si c’était ici, maintenant - parce que c’est le cas.
This paper presents an overview of the situation of youth in OECD countries since the onset of the financial crisis focusing primarily on describing the characteristics and living conditions of youth not in employment, education or training (the ‘NEETs’). It also provides data on the availability, coverage and effectiveness of income-support policies for young people, and
summarises available evidence on the impact of interventions that aim at improving the social, education and employment situation of the most disadvantaged youth. Due to the paper’s explicit focus on the hardest-to-place, most disadvantaged youth, the range of policies covered is broader than in earlier studies on the same topic, including various social benefits and in-kind services targeted at this group. The paper shows that NEET rates have not yet recovered from the crisis. There are large differences in youth unemployment and inactivity across countries, and these differences were further exacerbated by the recession. Reducing NEET rates is a great challenge for governments, as youth who remain jobless for long periods typically come from more disadvantaged backgrounds, have low levels of educational attainment, and are in many cases inactive. There is substantial evidence, however, that even the most disadvantaged youth can benefit from a varietyof targeted interventions, including for instance special education programmes and mentoring.
“Faculty need to be equal partners in order to meet the challenges facing college education today, and to ensure that the CAATs continue to fulfill their original mandate of access, quality, and service to diverse communities. Being equal partners with college administration and the provincial government means faculty having a strong voice within the classroom, within the governance of each institution, and when setting priorities for the system as a whole.”
The ways in which university quality assessments are developed reveal a great deal about value constructs surrounding higher education. Measures devel- oped and consumed by external stakeholders, in particular, indicate which elements of academia are broadly perceived to be most reflective of quality. This paper examines the historical context of library quality assessment and
reviews the literature related to how library value is framed in three forms of external evaluation: accreditation, university rankings, and student surveys. The review finds that the library’s contribution to university quality, when it is considered at all, continues to be measured in terms of collections, spaces, and expenditures, despite significant expansion of library services into non- traditional arenas, including teaching and research, scholarly communica- tions, and data management and visualization. These findings are contrasted with the frequently invoked notion of the library as the heart of the university.
What will the scale-up of the internet of things, the rising sharing economy and a zero marginal cost society mean for civilization? Nothing short of historic.
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.
This is the first article in a series designed to help you create an Individual Development Plan (IDP) using myIDP, a new Web-based career-planning tool created to help graduate students and postdocs in the sciences define and pursue their career goals. To learn more about myIDP and begin the career-planning process, please visit: http://myidp.sciencecareers.org.
ONE set of circumstances distinguishes the present crucial demand for strong educational leadership from past demands: the pressures for change in school and society outweigh any in the past century. Freedom, democracy, human dignity are under fire. The repercussions of this upheaval are reaching into almost every community in the land. No other period of civilization has witnessed the kinds of changes which have occurred in the past half century and are continuing. Scarcely a single aspect of present-day society has not been altered markedly in this brief period. Building a school program to keep pace with—let alone contribute to—change requires effective educational leadership.
It is naïve to think that a finished teaching product can be created in four semesters of any teacher preparation program. These programs instead provide the knowledge and skills for preservice teachers to begin their journey toward being and becoming skillful professionals and eventually, expert teachers. Toward this end, there are two necessary elements: developing knowledge and engaging in reflective analyses.
The past decade has witnessed an explosion in online learning opportunities for post-secondary students throughout the United States. The university has developed a Faculty Online Observation (FOO) model to allow for an annual observation of online adjunct faculty with a focus on five major areas of facilitation. To test the effectiveness and support of the FOO, a survey related to the observation areas was administered to online faculty and students. The results determined a number of areas of agreement and non-agreement between the groups. The findings will provide valuable information for future training and professional development needs of online instructors, and processes of teaching based on perspectives of instructors, course developers, students, and discipline managers.
Inside Higher Ed’s fourth annual survey of college and university faculty members and campus leaders in educational technology aims to understand how these groups perceive and pursue online learning and other issues related to technology-enabled education.
A new course teaches undergraduates in the humanities how to market themselves for the new economic normal
What if, rather than offer platitudes about the value of the liberal arts to students who are justifiably anxious about their economic future, we actually taught them to market themselves and their degrees with integrity? What if, alongside teaching our disciplines, we taught students to identify and articulate the usefulness of their educational choices?
Recently I had reason to revisit Paul Pintrich’s meta-analysis on motivation. It’s still the piece I most often see referenced when it comes to what’s known about student motivation. Subsequent research continues to confirm the generalizations reported in it. Like most articles that synthesize the results of many studies, it’s long, detailed, and liberally peppered with educational jargon. It does have a clear, easy to follow organizational structure and most notably, it spells out implications—what teachers might consider doing in response to what the research says motivates students. Here’s a quick run-down of those generalizations and
their implications.
At the turn of the century there were many companies in business providing the delivery of ice blocks to people’s homes. Then electricity became prevalent, and the refrigerator was invented. Shortly thereafter, these ice block delivery companies went out of business. What they failed to realize was that they were not in the ice block delivery business – they were in the business of delivering personal cooling – for people’s chicken, eggs, and soft drinks. Organizations that design, develop, and deliver training are at the same precipice. If we think that we are in the business of only delivering formally developed, instructionally sound, objective-laden, extremely vetted content in extended chunks, then we will also go the way of the ice-block delivery companies. We are in the business of impact – impact for the learner and the business – in terms of behavior, performance, and, ultimately, the bottom line. Any means in which we are able to provide that should be our focus.
Ontario has already cultivated an impressive university sector. Each of the province’s universities delivers, high quality teaching and learning. Our institutions have also adapted to accommodate a growing number of students from increasingly diverse backgrounds, contributing to Ontario’s world-leading postsecondary education attainment rates. In 2009, 28 per cent of Ontarians had a university credential, higher than both the Canadian and Organization for Economic Cooperation and Development (OECD) averages.
In the past decade, internationalisation has become a core strategy for most Canadian institutions, supported by robust policies and practices.
Over the past 50 years, as the national voice advancing international education on behalf of its 150 member institutions ranging from K-12 to universities, the Canadian Bureau for International Education or CBIE, has encouraged, assisted and closely monitored internationalisation in Canada. We take a look here at what this success entails and at the prospects for Canadas next 50 years in international education.
PHILADELPHIA -- Professors identify limited English proficiency and different academic preparation or expectations as the two biggest academic challenges international students face, according to results of a survey of DePaul University faculty presented Tuesday at the NAFSA: Association of International Educators conference.
Young Ontarians are more concerned than older people about the impact of teaching by parttime university professors, according to a poll released Wednesday by the province’s faculty association.
Seventy-one per cent of people between 15 and 17 said they want to see a permanent instructor at the front of the class, compared with 64 per cent of all Ontarians, a result that the group that commissioned the survey says shows support for measures that would improve the working conditions of part-time faculty.
The push-back was strong when we sought to increase the diversity of teachers through a modified admissions policy in our education degree program.
The makeup of the Canadian population is changing rapidly. The percentage of the population who identify as Indigenous is increasing; the percentage of new immigrants who are from racial, ethnic or linguistic minority groups is growing; those who identify as LGBTQ are feeling increasingly safe to be open about their identities; and individuals with disabilities are making dynamic contributions to Canadian society. Although our communities are becoming increasingly diverse, the makeup of the teaching profession remains relatively stagnant, with white, female teachers making up more than 80 percent of the teaching force. While our communities are becoming richer with diversity, the teaching profession is not.