Graduates themselves are often unsure of where to look for opportunities outside academe.
Major study of adaptive learning finds inconclusive results about its ability to improve outcomes and lower costs, but use at two-year colleges and in remedial courses shows potential.
Picture it — a group of young people hurriedly making their way to Parliament Hill to meet with MPs
and senators.
Maybe it sounds unlikely, but it happened earlier this month, when student lobbyists had nearly 200
meetings with decision-makers to argue their case for accessible post-secondary education.
The Trudeau government says it’s focused on the promise of innovation and human potential.
Universities are a key part of the conversation — but would the Canadian Federation of Students’
idea of free tuition make Canada more
innovative?
Background/Context: Despite burgeoning racial and ethnic heterogeneity within the United States, many students grow up in racially
homogeneous schools and neighborhoods. This lack of interracial interaction appears to play a substantial role in shaping students racial attitudes and world views upon entering college.
Purpose/Objective/Research Question/Focus of Study: The aim of the study was to examine the relationships among multiple forms of precollege exposure to racial/ethnic diversity and racial attitudes (e.g., perceptions of workplace discrimination) upon entering college.
Among the most heartwarming experiences of my academic career has been serving on university committees. You don’t often hear a faculty member say that, but in this instance, the committees involved awards for teaching at the college and university level.
Determining the best instructors on a campus involves reading through numerous files. In doing so, one learns about the wonderful accomplishments of colleagues and the innovative things they are doing in their classrooms. Perhaps most compelling are the letters from students who describe the life-changing experiences that come from a particular teacher.
Abstract
A number of factors have been identified in the research literature as being important for student success in university. However, the rather large body of literature contains few studies that have given students the opportunity to directly report what they believe contributes to their success as an under- graduate student. The primary purpose of this study is to explore students’ descriptions of the personal resources that they use to succeed while attempt- ing to reach their goals as well
as those personal characteristics or obstacles that keep them from reaching their goals. Prominent themes supportive of student success included having a future orientation, persistence, and executive functioning skills such as time management and organization. Results also demonstrate that stress, inadequate academic skills, and distractions are detrimental to student success in university. This study is unique in that it gathers the content data directly from the population of interest; it is one of the few qualitative studies of undergraduate students’ self-generated percep tions. Implications for university administrator and academic counsellors and directions for future research are discussed.
Résumé
Des travaux de recherche ont déjà relevé certains facteurs comme étant importants pour la réussite des étudiants de niveau universitaire. Mais bien qu’abondante, la recherche n’a cependant pas donné aux étudiants de premier cycle la possibilité de communiquer directement leur avis quant aux raisons de leur réussite. Le but principal de cette étude est d’explorer les descriptions que les étudiants font des ressources personnelles qu’ils utilisent pour atteindre leurs objectifs et, ubsidiairement, les caractéristiques personnelles ou les obstacles qui les empêchent d’atteindre leurs objectifs. Parmi les thèmes importants menant à la réussite des élèves on trouve l’orientation vers l’avenir, la persévérance et des compétences exécutives telles que la gestion du temps et l’organisation. Les résultats démontrent également que le stress, des compétences académiques inadéquates et les distractions représentent des obstacles à la réussite des études universitaires. Cette étude est unique car elle collige les données directement de la population concernée. Elle est aussi l’une des rares études qualitatives portant sur la perception des étudiants de premier cycle. On y examine les conséquences pour les administrateurs universitaires et les conseillers scolaires, de même que les orientations possibles de futures recherches.
Work-integrated learning (WIL) has been identified as a key strategy for supporting Canada’s postsecondary education (PSE) system in responding to an increasingly dynamic, globalized, knowledge-based economy. Ontario in particular has been described as a “hot bed” of co-operative education (Ipsos Reid, 2010). However, while there is a common belief that WIL improves employment outcomes (see Gault, Redington & Schlager, 2000; Kramer & Usher, 2010), research on this topic has generally been specific to certain programs and types of WIL (Sattler, 2011).
At most colleges and universities, summer offers a blessed break from the regular meetings of the academic year. It’s a relief to have a few months’ free from having to jockey for air time, listen to long-winded people opine on matters they know little about, navigate petty factional skirmishes, or shore up colleagues whose ideas are routinely shot down.
Now that it’s September, the prospect of returning to meeting-heavy days may seem enervating. But what if we made 2019-20 the year in which we change the traditional dynamics of our meetings? Could we find ways to make them more productive, less
contentious, and more open to voices that usually get muffled or silenced?
There are no easy answers for California's two-year college system as it faces an unprecedented decision to move to a new accreditor, while also debating how to change the current one.
Rachelle Peters is exactly the kind of student colleges are hoping to attract more of.
She went back to school at 40, after years of boom then bust. Her career had been in art publishing in Vancouver, a niche business of finding artists whose artwork is then reproduced, say, 2,000 times. The company would frame and sell the prints with an eye to home decor trends. Think record company, but selling art reproductions instead of music.
An aggressive new policy that seeks to ensure a more diverse student population in the Faculty of
Education’s Bachelor of Education program has been approved by Senate.
Under the recently approved policy, 45 per cent of new applicants to the program will be admitted based on the applicants identifying themselves as being from several “diversity” categories. The remaining 55 per cent will be admitted based on highest admission score.
The goal of the policy, which has been in development since 2012, is to ensure that graduates of the U of M education program help to create a more diverse teaching force in the province, representing the “cultural, ethnic,
regional and social diversity of Manitoba.”
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.
As an instructional technologist at the University of Washington’s School of Social Work, Tom Baer is no stranger to
working with faculty who struggle to understand the role of instructional designers. It’s not unusual for him to encounter instructors reluctant to give up their go-to lecture or PowerPoint Presentation, unsure of online learning’s effectiveness or resistant to a change in teaching style.
Enrollment in online courses at colleges and universities continues to grow, along with the need for IDs who help design curriculum and implement digital tools. IDs work closely with faculty members and subject experts to create measurable learning objectives, produce course content and craft engaging activities. But during the process, faculty may give IDs the cold shoulder for fear of having to give up control or appearing less knowledgeable in front of their students.
A growth mindset, as described by Carol Dweck, is a belief that while individuals are different in many ways in terms of their initial performance, interests, talents, and skills, everyone can improve, change, and grow through application and experience. We believe that one of the greatest school-based factors for improving education today is empowering educators with
opportunities to develop a growth mindset by working together to build skills and strategies to increase the impact of their instruction in the classroom.
As Canadian universities and colleges face increasing pressure to provide better mental-health services on campus, students are looking to give schools fresh ideas on how to tackle the issue.
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.
Think back to your first few years of teaching. If you’re like most educators, you probably made your share of mistakes. To be sure, we all do things differently now than we did when we were first starting out. Thank goodness for that!
When Faculty Focus put out a call for articles for this special report on teaching mistakes, we really didn’t know what to expect. Would faculty be willing to share their earlier missteps for all to see? Would the articles all talk about the same common mistakes, or would the range of mistakes discussed truly reflect the complexities of teaching today?
ackson started speech class barely audible. A thin, Latino teen, with an Abe Lincoln beard, ear gauges the size of silver dollars, and a loose, enigmatic smile, you couldn’t help liking him. If you could hear him, that is.
ut the other night, hot off winning a video game tournament, he demonstrated how to play Street Fighter Five, his assion. He leaned toward the audience, core muscles taut, arms swinging, and illustrated in ringing tones the omplex moves and strategies of an expert gamer.
t was the first time I saw video games as something akin to playing cello, rather than a brain-dead addiction. fter the speech, he mentioned that people had asked him to give them lessons, and I said he should charge oney. $25 an hour would be cheap compared to violin teachers who charge $60 an hour. I could see his eyes grow big as thoughts whirled behind them.
A string of recent stranger sexual assaults at Vancouver's University of British Columbia can be an opportunity for the university to educate students and address the larger issue of campus rape culture, say experts and alumni.
Mike simply does not understand parametric statistics. He uses an app to connect to Uber-U and a tutor is online
from Chicago, Illinois, in just three minutes from the moment Mike asks for help. The tutor is offering an hour at a time support. After three hours of this tutoring, Mike completes the online assessment, passes this component of his statistics course and earns 0.33 credits towards his statistics course at ABC University. ABC accepts this credit because the transactions involved –
tutoring, online assessment, grading – are all recorded in the very detailed transaction record, which Uber-U uses, and which is compatible with their learning platform system. Six weeks later, Mike is struggling with a chemistry problem and makes a call to Uber-U. Five minutes later, a tutor from Nicosia, Cyprus, connects via FaceTime and spends an hour and a half with Mike. He completes the rich simulation assessment online, passes, and secures 0.25 credits towards his chemistry course, which is again automatically accepted by ABC. He uses Uber-U for a total of 42 credits towards his 120 credit degree.