This exploratory comparative study examines the meaning-making experiences of six sexual minority males attending college or university in Canada or the United States. All of the participants identified as sexual minority males who were cisgender, out to family and/or friends, and between 20 and 24 years of age. In particular, the participants spoke about the intersections
between their race, gender, and sexual orientation as salient aspects of their multiple identities. Using a blend of qualitative methods, including case study, phenomenology, and grounded theory, I identified four themes that emerged from the data: (1) engagement in a social justice curriculum; (2) involvement in LGBT student organizations or resource centres; (3) experiences
of discrimination and dissonance; and (4) engagement in reflective dialogue. I discuss the implications of these themes for professional practice and future research.
La présente étude comparative exploratoire examine les expériences de recherche de signification de six hommes de minorité sexuelle fréquentant des collèges ou des universités au Canada et aux États-Unis. Tous les participants se sont définis comme des hommes cisgenres âgés entre 20 et 24 ans et ayant dévoilé leur homosexualité soit aux membres de leurs familles respectives, soit à des amis. Les participants ont entre autres identifié le recoupement de race, de genre et d’orientation sexuelle comme étant les principaux aspects de leurs multiples identités. À l’aide d’une variété de méthodes qualitatives
dont la phénoménologie, la théorie ancrée et des études de cas, j’ai relevé quatre thèmes récurrents parmi les données recueillies : (1) la participation à des programmes d’études en justice sociale; (2) l’implication dans des organisations estudiantines ou des centres de ressources pour LGBT; (3) l’expérience de discrimination et de dissonance; et (4) l’engagement
dans un dialogue réfléchi. Je discute des conséquences de ces thèmes en milieu professionnel et en prévision de futurs projets de recherche.
aculty dread the grade appeal; anxiety prevails until the whole process is complete. Much has been written about ow to avoid such instances, but the potentially subjective assessments of written essays or clinical skills can be specially troublesome. One common cause of grade appeals is grading ambiguity in which the student and faculty ember disagree on the interpretation of required content. Another cause is inequity, whereby the student feels thers may have gotten more credit for very similar work or content (Hummel 2010). In the health-care field specially, these disagreements over clinical-skills assessments can actually result in student dismissal from the program and may lead to lawsuits.
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.
Theories of transformational and charismatic leadership provide important insights about the nature of effective leadership. However, most of the theories have conceptual weaknesses that reduce their capacity to explain effective leadership. The conceptual weaknesses are identified here and refinements are suggested. The issue of compatibility between transformational and charismatic leadership is also discussed. Finally, some methodological problems involving con-struct validation and theory testing are identified, and suggestions for future research are provided.
In light of recent debates about the value of professional development, this article revisits the question of whether or not great teachers are made or born. If, as the recent study released by TNTP claims, professional development has no impact on teacher performance, we could draw the conclusion that good teachers are simply born good and no professional development program will make them better.That conclusion, however, contradicts ample evidence that teachers, like other professionals, can learn and improve their practice over time. As TNTP reports, school districts may well be wasting billions of
dollars on ineffective professional development, but the need for well designed, differentiated teacher support has never been greater.
The field of teacher preparation assumes that anyone with the will to learn can become a good, if not a great, teacher. You don’t have to be a great student yourself (a B average is sufficient); you don’t have to be an extrovert; you don’t need to love hildren; you don’t need to love your discipline. We open the door to all comers, suggesting that we can teach them what they need to know to become effective practitioners. We can make them into teachers. But can we?
This paper will examine college to university transfer in Ontario. In doing so it will discuss the structure of higher education in Ontario; present the benefits and challenges of college to university transfer; examine the current system of transfer; and explore several strategies for improving opportunities for college to university transfer. It will be argued that increasing opportunities for transfer is not only a matter of meeting increased demand but it is also a question of social justice and equality of access. Increasing college to university transfer opportunities provides an educational pipeline for underrepresented groups.
The Critical Thinking Assessment Rubric was developed as a key deliverable of the ‘Building Capacity to Measure Essential Employability Skills’ project funded by the Higher Education Quality Council of Ontario (HEQCO)1. This handbook serves as a resource to teachers in using the Critical Thinking Assessment Rubric.
Critical thinking is one of the six skill categories within the ‘essential employability skills’ (EES) curriculum requirements for Ontario college programs – specifically, EES numbers 4 and 52. Each of these essential employability skills must be addressed (learned, practiced, evaluated) within a program. How and when these are implemented should be based on decisions regarding the program as a whole and by individual teachers.
With tuition prices continuing to climb and middle-class America’s earnings stagnant for more than a decade, colleges and universities continue to face pressure from government, governing boards, students and their families to provide proof of the value of a bachelor’s degree. Students historically have had little more to go on than anecdotal information when it came to the jobs and earnings they could expect upon graduation from a specific college or university.
In Germany, strong public and private investments in apprenticeship training have created a well-coordinated and functional apprenticeship system. Its success renders the German apprenticeship system a model that other countries look to for ideas and inspiration. Nevertheless, German governments, businesses, employee groups, researchers, and other stakeholders continue to seek ways to improve the system.
The key mechanism for apprenticeship reform in Germany is the Board of the Federal institute for Vocational Education and training (BiBB). the Board coordinates negotiations among employers, employee groups, the 16 federal states, and the federal government, who work toward a legally mandated consensus on new or revised apprenticeship legislation.
As sites of work-force development, community colleges must be responsive to the demands of the rapidly changing job market. Now, many communitycollege systems are turning to job-market data that are more up to date and more precise than ever before.
Through the writings and research of pre-eminent online learning expert, Dr. Tony Bates
For almost 50 years, Tony Bates has been a consistent, persistent and influential voice for the reform of teaching and learning in post-secondary education, notably through the effective use of emerging technologies. Author of 11 books and 350 research papers in the field of online learning and distance education, Tony Bates is also an advisor to over 40 organizations in 25 countries, and publisher of what is arguably the most influential blog on online learning (link is external) with over 20,000 visits a month. A Contact North | Contact Nord Research Associate, Dr. Bates has helped educators, academic administrators and policy makers grasp key concepts, trends and challenges in online learning. This posting is one of a series that looks at Tony’s perspectives and advice on key issues in online learning.
This series was researched and developed by Contact North | Contact Nord Research Associates, Dr. Jane Brindley and Dr. Ross Paul.
This report assesses the University of Ottawa’s economic, social, and community impact.
As a leading research-intensive institution with a unique bilingual education mandate in Ontario, the university is currently, and is positioned to continue to be, an important generator of ideas, an innovation leader, a national top-10 research facility, a magnet for domestic and international talent, a collaborative learning network for graduates and faculty, an expert advisor to companies and governments, and a force in provincial and national innovation.
What some universities are doing to weave indigenous peoples, cultures and knowledge into the fabric of their campuses.
How does income inequality impact educational attainment? Despite Canada's efforts to promote equal access to education, the experiences and outcomes of students differe grealy depending on their family incomes. Here, we explore the educational opportunities of the top and bottom 10 percent within the early childhood, primary, secondary and postsecondar sectiors. We illustrate how, in Canada, these unequal groups are differentiated by much more than just income.
When Michael Maccoby wrote this article, which was first published in early 2000, the business world was still under the spell of the Internet and its revolutionary promise. It was a time, Maccoby wrote, that called for larger-than-life leaders who could see the big picture and paint a compelling portrait of a dramatically different future. And that, he argued, was one reason we saw the emergence of the superstar CEOs—the grandiose, actively self-promoting, and genuinely narcissistic leaders who dominated the covers of business magazines at that time. Skilled orators and creative strategists, narcissists have vision and a great ability to attract and inspire followers.
The times have changed, and we’ve learned a lot about the dangers of overreliance on big personalities, but that doesn’t mean narcissism can’t be a useful leadership trait. There’s certainly a dark side to narcissism—narcissists, Freud told us, are
emotionally isolated and highly distrustful. They’re usually poor listeners and lack empathy. Perceived threats can trigger rage. The challenge today—as Maccoby understood it to be four years ago—is to take advantage of their strengths while
tempering their weaknesses.
Two organizations have recently made themselves more than eligible to be inducted into the hall of shame when it comes to the sexual abuse of powerless children. And the negligent bystanders who knowingly ignore the immorality of it all and those who spend too much energy on not knowing, continue to be a large part of the problem.
The 60-hour, online doctor of education program will begin in August and include coursework in the following three tracks: higher education, college teaching and research.
The University of North Georgia (UNG) has been approved by the Board of Regents to offer a doctor of education degree with a major in higher education leadership and practice, the second doctoral program available at the
university.
"The program will prepare individuals who have had leadership experiences already in K-12 programs and who now seek positions in educator preparation," said Dr. Susan Brandenburg-Ayres, dean of the College of Education at UNG. "Candidates for the program might also be adjuncts with graduate degrees, student affairs professionals or educators with master's or education specialist degrees."
Pending approval from the Southern Association of Colleges and Schools Commission on Colleges, the 60-hour,
online program will begin in August with 12 to 15 candidates and include coursework in the following three tracks:
higher education, college teaching and research.
The question of how to hold Ontario’s universities accountable to the needs of students is a relatively complex one. One must be careful to balance the need for academic freedom with the public’s (and especially students’) right to be assured that its considerable investments into postsecondary institutions are being used effectively and appropriately. OUSA’s Accountability paper offers recommendations to improve quality assurance and strategic goal-setting in Ontario’s universities. In essence, it describes students’ vision of to whom, for what, and how universities should be held accountable.
I have a PhD in the Humanities and I'm employed.
Gainfully employed, in fact - in every sense of the word, for myself, my employer, my communitym and those I work on behalf of. And I' no employed as a professor, thought I confess that's what I wanted todo when I started my graduate work, and I;ve swum in academic waters since earning my doctorate.
Colleges are under increasing pressure to retain their students. Federal and state officials are demanding that those who enter their public institutions— especially students from underrepresented groups— earn a degree. Over two dozen states disburse some state funding on how many students an institution graduates, rather than how many it enrolls. Students and families are more anxious than ever before about crossing the degree finish line, as the financial burden of paying for college has increased significantly in recent years. And retaining students is becoming more crucial to the university bottom line. As recruiting and educating students becomes increasingly expensive, colleges hope to balance the resources they use to recruit students with revenue generated when those students are retained.