TORONTO — Two Ontario colleges have opened campuses in Saudi Arabia that don’t accept female
students in their classes.
Niagara College offers tourism, hospitality and business courses at its campus in Taif, while Algonquin
College offers 10 programs, including business, accounting and electrical engineering technician, at a
campus in the city of Jazan.
Independent college students, once considered “nontraditional,” now constitute the majority of students in the United States. As of 2012, just over half of all U.S. college students were independent (51 percent)—meaning they had at least one defining characteristic outlined in the Free Application for Federal Student Aid (FAFSA), including being at least 24 years old; married; a graduate or professional student; a veteran; an orphan, in foster care, or ward of the court; a member of the armed forces; an emancipated minor; someone who is homeless or at risk of becoming homeless; or having legal dependents other than a spouse (Federal Student Aid n.d.; IWPR 2016a).
The advent of online learning has created the medium for cyber-bullying in the virtual classroom and also by e-mail. Bullying is usually expected in the workplace and between students in the classroom. Most recently, however, faculty members have
become surprising targets of online bullying. For many, there are no established policies nor is training provided on how to react. The current research defines the problem, reviews the findings of a cyber-bullying survey, and explores recommendations for addressing cyber-bullying through policies, training, and professional development.
For Black and Brown children in the United States, a major part of their schooling experience is associated with White female teachers who have no understanding of their culture. That was certainly my experience. My K-12 schooling was filled with White teachers who, at their core, were good people but unknowingly were murdering my spirit with their lack of knowledge, care, and love of my culture.
FREUD commented on the insults heaped on man since the Renaissance. He suggested that all the discoveries made by man in recent centuries have automatically, as it were, become techniques of debunking. And he saw psychoanalysis in this light too, as meeting resistance bewcause of its wound to human pride.
Wilkins presents interesting concepts in Education in the Balance: Mapping the Global Dynamics of School
Leadership regarding principles of school leadership. Wilkins notes that innovation and greater ownership are needed in leadership. In the introduction, he identifies that Education in the Balance connects several
related but different fieldseducational policy, globalization, philosophy, the future purpose of schooling,
leadership publications, school effectiveness, comparative education, and academic disciplinary writing
centered around educational geography.
SUMMARY—The term ‘‘learning styles’’ refers to the concept that individuals differ in regard to what mode of instruction
or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals’ learning style and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what sort of information presentation they prefer (e.g., words versus pictures versus speech) and/or what kind of mental activity they find most engaging or congenial (e.g., analysis versus listening), although assessment instruments are extremely diverse. The most common—but not the only—hypothesis about the instructional relevance of learning styles is the
meshing hypothesis, according to which instruction is best provided in a format that matches the preferences of the
learner (e.g., for a ‘‘visual learner,’’ emphasizing visual presentation of information).
The Shrinking Ph.D. Job Market
As number of new Ph.D.s rises, the percentage of people earning a doctorate without a job waiting for them is up.
While all disciplines face the problem, some have particularly high debt levels.
Student mobility refers not to just the physical ability of a student to move from one institution to another, but the more comprehensive understanding of a student as an independent agent who - as their own needs and desires change - requires the ability to move from one institution to another to achieve their educational goal, be it a college certificate, diploma, or undergraduate degree. The policy has been broken into three key pillars, which cover the mobility parency, Consistency, and
Student Support.
The purpose of this study was to examine the relationship between each of the five personality factors in the Big Five Inventory (BFI) and online faculty student evaluations. Faculty members from the School of Criminal Justice (CJ) and the School of Information Technology (IT) from an online university were asked to complete the BFI (44 item personality inventory). There were 179 valid BFI surveys returned with matched student evaluation data. There were small correlations between some of the five factors and student evaluations for all subjects. However, when separated by school, there were no statistically significant correlations for faculty inIT but there were significant correlations with moderate effect sizes for faculty in CJ.Keywords: Big Five Inventory, Student Evaluations, Online Instructors Relationship Between Personality Characteristics of Online Instructors and Student Evaluations
There's been an increase in university students doing "contract cheating" — hiring out ghostwriters or someone to
take tests, warns a University of Calgary professor.
Both services are widely available on the internet, says Sarah Eaton, who is the acting associate dean of teaching
and learning at the Werklund School of Education.
On Wednesday, the second International Day of Action against Contract Cheating called for increased awareness
against firms that aggressively market contract cheating services to students on campus.
When she began her doctorate in social psychology at the University of British Columbia, Ashley Whillans knew that she wanted to study workplace happiness – or, more specifically, the benefits of time off versus more money in
relation to job satisfaction. She also wanted her work to have a real-world impact. To that end she began to wonder: what if, rather than seeking out the usual crowd of undergraduates as research subjects, she could collect data from
actual workplaces and in exchange she’d offer them her findings?
With a mandate to prepare students for the labour market, ‘communication’ figures prominently among the essential employability skills that Ontario’s colleges are expected to develop in students prior to graduation. As a result, many colleges have instituted measures to help shore up the skills of students who are admitted to college yet who do not possess the expected ‘college-level English’ proficiency. Several have addressed this challenge by admitting these students into developmental communication classes, which are designed to build their skills to the expected college level.
I often wonder if we are not living the reality of the boiling frog metaphor. Drop the frog into a pot of boiling water, and the smart fellow instantly jumps out to save himself. But throw the unsuspecting frog into cool water, he will contently swim, unaware that the water is being slowly heated over a long period. The frog eventually cooks because he is inattentive to the small, incremental changes in temperature and thus goes numb to the realities of the water he’s swimming in until it’s too late.
Life is filled with opportunities that either come along or are created. Regardless of how an opportunity is presented, it is important to make the best of the situation. I have the great fortune to serve in my second year as the president of Lone Star College-North Harris. LSC-North Harris is located in Houston, Texas, one of the six colleges that make up Lone Star College. I believe that serving as president of the college is a great opportunity, coupled with tremendous responsibilities. The college has a great history and was the original college of Lone Star College. Prior to his current role, Lone Star College’s chancellor, Dr. Stephen C. Head, was the president of LSC-North Harris.
Teaching with digital and social technologies often produces stress and tension for teachers and students alike, but I suspect much of that comes from an unclear explanation of why a particular tool is being used and comfort, or lack thereof, with its use. Digital and social technologies are attractive in many ways and we can get excited about working with them, especially in this era where students are dubbed "digital natives." But these tools require we think about their purpose, method, and audience just as carefully as when we design an essay prompt, a problem set, or any other assessment exercise.
In our second annual student survey, Maclean’s reached more than 17,000 students at almost every university campus across the country. They told us how often they’ve cheated as well as how much time they spend studying, partying, working and on extracurricular activities. It is one of the largest surveys of its kind and provides a wideranging snapshot of student life on university campuses across the country in real time.
Respondents also told us whether they feel their school has prepared them for the workplace, offering insight into which universities—and which programs—are doing the best job preparing students for the real world. St. Francis Xavier came out on top for this one measure, with 53% of students strongly agreeing they had the skills and knowledge needed for employment. For some programs, the results were even better, with 71% of St. FX nursing students saying they’d been well prepared. We also asked whether the schools helped with writing ability, with St. Thomas ranking first on that front. In addition, we surveyed professors to see whether incoming university students had the academic skills needed for success.
Are Women More Emotional Than Men? This idea that men and women think, talk, and understand things differently has existed for decades—inspiring books, college courses, research studies, and countless sitcoms. The truth is much more complicated and nuanced, of course.
In my educational leadership work, I’ve talked with administrators and faculty from across the country who are interested in creating safer and more supportive, engaging, and inspiring school
environments.
But we are confronted with the challenge of disengagement in America’s schools. Simply put, schools are places here too many kids do not want to be. And when this happens, they vote with their feet to leave, or stay and truggle, dissociate, or worse. A Gallup study showed that 24 percent of fifth graders were disengaged. That percentage grew to 39 percent for middle school students and 56 percent of students in high school. (And that 56 percent doesn’t include all those disengaged youths who had already dropped out.)
The student pulled her test tube out of the ice bucket for the 10th time, and then slumped in despair at the sight of the clear liquid.
She shoved the sample back into the ice and put her head in her hands. Nestled in the ice next to her own, her classmates’ test tubes were full of fluffy white crystals, the result of a four-hour lab on recrystallization. Clearly, at some point in the afternoon, this student had done something different from her peers, and now not a speck was visible in her test tube.
The recrystallization lab is like most of the experiments we do in my "Chemistry 3A" section: There is a single desired outcome, intended to teach a chemical concept or a laboratory technique. But of course experiments can go awry in myriad ways, as anyone who has spent any time in a laboratory knows.