Even among the business savvy, it’s not at all uncommon for these marketing terms to be thrown around almost interchangeably, when they actually mean very different things and play very different roles in business development and promotion. So we thought it was high time to clear it up and help you know and understand the difference so you can be better informed buyers and users of marketing, design and branding services.
All of us have had major classroom disruptions that try our patience and push our limits. These incidents can threaten our sense of control and generate fear of looking weak to other students. We fear that other students might do the same thing if we don't take a strong stance. Couple these feelings with the possibility of taking the disruption personally, and we have a recipe for disaster. It's important that we divide our response into two parts:
1. Immediate stabilization
2. Intervention to resolve these issues
Confederation College president Jim Madder delivers his state of the college address on Wednesday; May 24; 2017
(Leith Dunick; tbnewswatch.com)
Thunder Bay school might be celebrating its 50th anniversary, but it's certainly not standing pat says, President Jim
Madder.
Nearly every college and university in America has refocused its attention on “student success.” Like many institutions, Cleveland State University, where I work, has erected an entire enterprise devoted to this endeavor. We have reorganized ourselves administratively, invested in new staff, updated technology and taken a deep dive into institutional data to ensure we are best positioned to make sure all our students have a high potential to graduate.We have improved as a result.
There is a huge difference between a boss and a leader. I’d much rather be working for a leader any day.
I’ve been fortunate enough to have worked with both, and it’s amazing what working with someone that you respect and more importantly, respects you, does to boost employee engagement.
Let’s go through each of these one by one and discuss how bosses can become leaders:
Purpose of Research: In this analysis and synthesis of our recent qualitative and ethnographic studies, we specifically describe the dimensions of local understanding that foster citizenship in the literate community for individuals commonly acted upon as hopelessly aliterate, subliterate, or illiterate due to assumptions surrounding their degree of disability. We contrast these descriptions of local understanding with U.S. education policy that mandates what we believe to be a singular, narrow, and rigid approach to early or initial written language instruction.
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.
Two institutions with major diversity initiatives have their work cut out for them in terms of improving campus climate for minority graduate students. Studies released by a student group at Yale University and by a graduate school at the University of Michigan suggest ongoing concerns that could have implications for retention as they work toward diversifying the Ph.D. pool. And since many minority undergraduates are pushing colleges and universities to find and hire more minority Ph.D.s as faculty members, these findings could have an impact at all the places that might do so.
The clearest and most consistent message received by the Steering Committee through its working group reports and submissions from the wider community is that, as the University of Toronto seeks to respond fully and faithfully to the challenges issued by the Truth and Reconciliation Commission of Canada (“TRC”), our focus must be on concrete action. The Steering Committee (the “Committee”) is of the same mind. Therefore, this report will be framed around a series of ‘calls to action,’ mirroring the work of the TRC itself.
Stephen Lake, co-founder and CEO of Thalmic Labs, and Sarah Prevette, founder and CEO of Future Design School, are directors of Communitech
Ira Needles had an appointment that he wasn’t going to miss 60 years ago. Something was on his mind, something grand and disruptive. His test audience was a meeting of the Kitchener-Waterloo Rotary Club on August 27, 1956.
Needles, the president of B.F. Goodrich Canada Ltd., issued a challenge to Canadian universities and industries: if Canada was to meet its ambitions to the end of the century, it needed to find another 150,000 engineers and technicians.
He spelled out the solution – the tight integration of classroom learning with on-the-job experience – in the Waterloo Plan, which became the blueprint for co-operative education at the founding of the University of Waterloo in 1957.
This paper explores how community service-learning (CSL) participants negotiate competing institutional logics in Canadian higher education. Drawing theoretically from new institutionalism and work on institutional logics, we consider how CSL has developed in Canadian universities and how participants discuss CSL in relation to other dominant institutional logics in higher education. Our analysis suggests participants’ responses to competing community, professional, and market logics vary depending on their positions within the field. We see actors’ use of hybrid logics to validate communityengaged learning as the strategy most likely to effect change in the field.
This paper briefly tells the story, through four critical stages, of the developing complexity of our theories-in-action (SchOn, 1991) as teacher-researchers over a period of 18 months. These theories-in-action are related to the ways in which teacher and student purposes (Brown and Coles, 1996) act as organisingfoci through which intuitive ways of knowing (Bruner 1974, Fischbein 1982, Gattegno 1987) are accessed. The parallels between our learning, as teacher-educator and teacher, and the learning of our students are marked. We share this journey to illustrate a way of working which we value for our own learning but ask the question 'what is it that the readers of such research accounts learn? '
Occasionally I’m asked about quitting, particularly “quitting” a PhD program. This happened several times last week,
when I was in Vancouver.
Contrary to what you may hear or what your own internal critics tell you, there’s no shame in moving on. I remember a long post on a Versatile PhD forum from “PJ,” an ABD thinking about leaving instead of spending another two years (minimum) to finish their PhD. In response, one commenter wrote, “But the real question is, do you want to be a quitter? Now, not everyone will view that question the same, and I’m sure many will say that equating quitting a PhD program to being a quitter is not valid, but in reality, it is.” No! Thankfully, most other commenters on the thread offered more nuanced and helpful reflections and advice. “Finishing is not just about the destination,” one former tenure-track professor pointed out. “If that’s the only thing you want, then it’s a tough few years ahead.” Indeed.
It feels like a truism to say that law has advanced the vital mission of public schooling. Even a cursory examination of the major legal developments that have occurred over the past 60 years highlights the indelible imprint of law on education. Brown v. the Board of Education (1954) began healing the festering wounds caused by the unconscionable separate but equal doctrine enshrined by Plessy v. Ferguson (1896). Lau v. Nichols (1974) ruled that a school had not provided non-English speaking Chinese students with an equal educational opportunity to learn English. Congress subsequently enacted section (f) of the Bilingual Education Act (1974) that created a responsibility to remove language barriers. State regulations on cyberbullying often surpass existing federal protections and help vulnerable students who can be endlessly tormented beyond the supervised safety of the schoolyard. These are only a few highlights from a much broader array of precedents demonstrating law’s ameliorative effects on education. Despite these imperfect attempts at using legal means to better instructional experiences across schools, there are still a number of areas where protection through law has not guaranteed an equal level of educational opportunity for students.
The MOOCs frenzy that was sparked by a few elite US institutions in 2012 alerted universities worldwide to the opportunities and threats of online learning (Daniel, 2012). As higher education faces up to this new reality, 'blended learning' has become the most common term for institutional strategies to address it. 'Blended' is a conveniently flexible word that can be applied any mixture of classroom activity and online instruction, although 'blended teaching' would be a more accurate descriptor of the evolving institutional approaches to course delivery. How students really learn is more mysterious (Israelite, 2015).
Almost 40 per cent of the most highly rated private career colleges in Ontario appear to be failing to prepare students for the labour market, with a third of graduates at 58 out of 159 campuses unable to find any work six months after graduation.
The numbers, released by the provincial government this spring and analyzed by The Globe and Mail, raise renewed questions about whether public money should be used to help students attend the private institutions. Data were made public only for the schools the province has approved as eligible for financial aid.
OUSA’s policy on system growth is a broad based look at the future structure and function of Ontario’s post-secondary system. Throughout the past decade, Ontario has seen unprecedented growth in undergraduate enrolment across universities and colleges, successfully achieving the highest provincial post-secondary attainment in Canada. OUSA is supportive of the
Ontario government’s work towards the goal of a more prosperous society and workforce.
However, these commitments have come at a price to students within the postsecondary system. While per-student operating grants have kept pace with increasing enrolment, provincial funding into postsecondary still falls dramatically behind all other provinces, both in terms of real dollars and percentage of GDP. Meanwhile, universities are experiencing unsustainable rising costs, particularly salaries and pensions, which threaten universities’ and students’ collective futures.
In the national conversation about career opportunities for Ph.D. candidates, we hear a lot of dialogue about faculty
resistance and solutions for how faculty members can become more supportive of students considering wider career options. What we don’t hear as much about is student resistance to career exploration. I recently met with a student who told me he had no intention of considering anything but faculty jobs. He told me it was a waste of his time to take on any work during his program that was not teaching or research, since he was going to be a professor.
How to resolve the top enrolment barriers that decrease student satisfaction and negatively impact enrolment efforts.
This article examines regional differences in the math and reading skills of immigrant children aged 15 based on data from the Programme for International Student Assessment (PISA). It also examines regional differences in high-school and university completion rates among young immigrants who came to Canada before the age of 15 using National Household Survey (NHS) data. Throughout the article, comparisons are made with the children of the Canadian-born (third- or higher-generation Canadians).