"I had a career," she told me, her eyes welling with tears. "I took care of my kids and myself, and I didn’t need anyone’s help … and now, I’m here," she said, referring to Oregon State University’s Human Services Resource Center, a facility for low-income students which I directed until last year. As she spoke, the floodgates opened, and I handed her a box of tissues. She told me she had not eaten and was worried about being evicted. She said she could not get a job to support her family without a degree.
We live in a world filled with physical, emotional, psychological, and spiritual violence. This violence has, unfortunately, toxic consequences for us. It is definitely not a question of what doesn’t kill you makes you strong; it is a question of what doesn’t kill you leaves you scarred. This short article, directed at parents and teachers, highlights the emotional and psychological violence children experience at school. As the article suggests, this violence is ubiquitous and damaging.
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.
Queen’s University will strengthen its international reputation by emphasizing what has built its enviable national reputation, namely the transformative student learning experience it delivers within a research-intensive environment. The overarching goal of the university’s Strategic Framework (2014-2019) is to support Queen’s vision as Canada’s quintessential balanced academy.2
Internationalization is one of the four strategic drivers of the Strategic Framework, which builds upon the university’s Academic Plan and Strategic Research Plan.
The number of postdoctoral researchers that burn out at an early stage of their career seems to be increasing, and
mental health has been a hot topic at universities and institutes across the world. The scientist in me always wonders why it is this group that is particularly at risk? Funding struggles, job insecurity and pressure to perform are obvious contributors but do they explain the whole picture? In this post, I dare to suggest that dangerous habits of thinking commonly found amongst the scientific community may also play a role. Do any of the following seem familiar
MANY an ephemeral emphasis has come and gone in education. Teachers still activ can remember when they were first challenged by the Palmer method of handwriting, the additive method of subtraction, homogeneous grouping, or the Dalton Plan for individualized instruction. For some years after World War I, Teachers College gave
courses in how to Americanize the flood of recent immigrants. During depression years some states began to require that their schools give instruction in the Cooperative Movement. Viewing the upsurge, in the past dozen years, of educational articles, pamphlets, films, talks, and workshops on intergroup relations, one might first ask whether this, too, will swiftly run its course as another educational fad— inspired, of course, by the highest motives.
It’s easier than ever for students to buy assignments. Until universities have better measures for rooting out this kind of cheating, professors are focusing on prevention.
How do you deal with cheating if you can’t be sure it’s happening? For universities across the country, it’s an important question as online services and message boards have made it increasingly easy for students to buy whole, made-to-order essays and pass them off as their own. It’s very difficult for professors to catch, and no one is sure just how big an issue it is.
It's been more than seven months since Justin Trudeau pledged to develop an Indigenous Languages Act, and a Sudbury professor is hoping that the government eventually develops a preservation plan with "teeth."
Mary Anne Corbiere of the University of Sudbury said that some languages are on the brink of being lost.
"If they are not preserved, they will die when the last speaker dies," Corbiere told CBC's Morning North. "Some languages in Canada now just have fewer than 10 speakers who grew up with the language. Most of those speakers are elderly."
According to the 2011 National Household Survey (NHS), immigrants accounted for 21% of Canada’s overall population, and among those who immigrated to Canada between 2001 and 2011, 41% held a bachelor’s degree or higher. Yet immigrants are less likely than the Canadian-born to be employed, and those who are employed are more likely to be overqualified relative to their occupation. They are also less likely to be working in an occupation that matches their field of study. The degree to which immigrants experience these disadvantages varies according to how long they have been living in Canada, with more established immigrants (those who have lived in Canada 10 years or more) showing higher employment rates and education-to-occupation match rates than immigrants who have not been in Canada as long.
Abstract
In 2001–2002, the authors of this article interviewed 31 ethno-culturally diverse doctoral students about their experiences in a sociology of education program at a Canadian university. Approximately 10 years later, in a second
qualitative study, we had the chance to conduct semi-structured interviews with 13 of the former students to find out what had happened to them in the intervening years. Two of the 13 had become tenured academics, three were
on the tenure track after years in temporary positions, and most of the others worked in the contingent sector of the academic labour market. Bourdieu’s concepts of “habitus” and “field” are particularly useful for our analysis, and
we explore the tensions between these concepts for our participants.
Résumé
En 2001–2002, les auteurs de cet article ont interviewé 31 doctorants d’origines et de cultures diverses au sujet de leurs expériences d’études en sociologie de l’éducation dans une université canadienne. Environ 10 ans plus tard, dans une deuxième étude qualitative, ces mêmes auteurs ont eu la possibilité de diriger des entrevues semi-structurées avec 13 des étudiants de la première cohorte d’entrevues (aujourd’hui diplômés) afin de découvrir ce qui s’était passé sur le plan professionnel entre les deux entrevues. Deux d’entre eux étaient devenus des titulaires universitaires permanents, trois autres étaient en voie d’obtenir une permanence après des années dans des postes temporaires, tandis que la plupart des autres travaillaient dans le secteur indéterminé du marché du travail universitaire. Les concepts de Bourdieu ont été particulièrement utiles pour la présente analyse. En effet, pour les participants de l’étude, les auteurs explorent les tensions entre « habitus » et « champ ».
Faculty everywhere are flipping their classes, but can we flip faculty development? That’s the question I asked myself when I flipped the pre-conference workshop at the 2016 Teaching Professor Technology Conference. What I discovered is that we can “practice what we teach” and design faculty-centered learning experiences much the same way we design studentcentered
learning experiences.
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?
To build an effective network that can lead to referrals, starting early is best.
Networking can happen anywhere; both formally (at an official networking event) and informally (meeting a friend of a friend who works at a company that interests you), as well as online, and in person. However, the very thought of actively meeting new people and conversing can make students shudder (especially us awkward folk), but the process of creating and managing your network connections doesn’t have to be so daunting. While it is work, it can also be incredibly rewarding!
A study released Monday suggests that hundreds of thousands of students a year may have SAT scores that predict they will receive either better or worse grades than they are actually likely to receive. While the SAT may predict accurately for many others, the scholars who have produced the new study say it raises questions about the fairness and reliability of the SAT (including the new version about to be unveiled), which remains a key part of the admissions process at many colleges and universities.
Six months after the Ontario government announced a new funding model for the province’s universities, questions are being raised about whether the framework is flexible enough to respond to the challenges facing both Ontario’s more remote regions as well as its booming Greater Toronto Area.
Currently, universities and colleges receive funds tied to their enrolment. Under the new plan, institutions will have to keep enrolment within several percentage points of a target that is now being negotiated between each school and the provincial government. Funding will not be available for enrolment growth beyond that target.
This paper presents an empirical analysis of the Ontario-led strategic man-date agreement (SMA) planning exercise. Focusing on the self-generated stra-tegic mandates of five universities (McMaster, Ottawa, Queen’s, Toronto, and Western), we asked how universities responded to this exercise of strategic visioning? The answer to this question is important because the SMA process is unique in Ontario, and universities’ responses revealed aspects of their self-understanding. We adopted an organizational theory approach to understand the structure and nature of universities as organizations and explored how they might confront pressures for change. Analysis of the universities’ own proposed strategic mandates found elements of both conformity and striking differentiation, even within this sample of five research-intensive university SMAs. Directions for further work on this planning exercise and on higher education reform more generally are discussed.
In this commentary, I reflect on the value of qualitative research methodology classes. As I show in my discussion of the classes I teach, what students learn from the class is not solely a methodological approach to inquiry, but a different (and for many, a new) way to ask questions, and as I suggest, to see the world anew.
Canada seems perpetually fixated on the "knowledge economy," no matter the political stripes of the government in power. Budget 2017 will roll out the Innovation Agenda, where significant funds will be dedicated to supporting "super clusters" around the likes of aerospace, cyber security, or nanotechnology.
Policy-makers wish to prepare job markets for disruptions that will stem from automation, artificial intelligence, 3D printing, and the industrial internet. The skills for the future? If you believe the pundits, they are coding, sales talent, and everything digital. Is Canada's economy of the future a place where the skilled trades will survive, let alone thrive?
Along with the massification of higher education and increasing costs, the pressure on institutions to retain all students to degree completion has been mounting (Crosling, Thomas, and Heagney, 2008). On an international level, for the first time in
the nation’s history, the Unites States is falling behind other nations in terms of the percentage of the population who is educated (National Science Board, 2008). Nationally, obtaining a higher education degree has been linked to economic growth (Baum and Ma, 2007), which may be particularly poignant during the current recession. At an institutional level, the costs of not retaining students are substantial, both financially and in terms of prestige (Crosling, Thomas, and Heagney, 2008).
This section contains policy, procedures and guidance used by Immigration, Refugees and Citizenship Canada staff. It is posted on the Department’s website as a courtesy to stakeholders.