New school. New city. New structure.
It can all feel so daunting. Especially if you're 18 years old, not really sure what program you should be in and unprepared for the demands of what your new post-secondary education reality truly is.
Many students lack the right knowledge, tools and resources to make an informed decision when choosing their higher ed path. Universities see about 14% of first year students drop out, in comparison to an even higher 20% at college, simply because it's just not the right fit.
Despite efforts to decrease attrition in North America, a PSE attrition rate of 30-40% has persisted for over 30 years. That means post-secondary institutions are suffering financial losses as first year students continue to drop out. But why aren't students finding the right fit?
Is a valid strategy to improve a college's retention rate to encourage students at risk of dropping out to do so in the first few weeks, so they won't be counted in the total numbers reported to the U.S. Education Department and others?
That is a question raised by emails leaked to the student newspaper at Mount St. Mary's University, in Maryland. The emails suggest that the president had such a plan in motion -- despite opposition from some faculty members and other administrators. The board chair at Mount St. Mary's released an open letter in which he did not dispute the emails, but said they were taken out of context. The board chair's letter did not detail what was allegedly out of context. Primarily, his statement blasted the student journalists for publishing the contents of confidential emails.
Numerous studies have found that men in the sciences publish at higher rates than women. But the designs of some of those studies make it difficult to isolate the possible origins of that gap. Women are less likely than men to attend prestigious doctoral programs, complicating any study of gendered publication rates among researchers with different educational backgrounds, for example, as journals favor prestige.
It is naïve to think that a finished teaching product can be created in four semesters of any teacher preparation program. These programs instead provide the knowledge and skills for preservice teachers to begin their journey toward being and becoming skillful professionals and eventually, expert teachers. Toward this end, there are two necessary elements: developing knowledge and engaging in reflective analyses.
Student Success Program background The three pillars SSP assumptions SSP evaluation SSP year one SSP year two Lessons learned Conclusion
Colleges and Institutes Canada (CICan) welcomes the opportunity to provide the Standing Committee on Finance with its recommendations for Budget 2018. This budget is an important opportunity to build on Budget 2017’s measures aimed at increasing access to skills upgrading and post-secondary education and strengthening innovation in Canada.
Canada’s colleges, institutes, cégeps and polytechnics stimulate innovation, drive productivity, and strengthen the middle class. They offer a vast array of post-secondary programs designed to meet the needs of the labour market, equip graduates with skills that make them resilient in periods of economic uncertainty and disruption, and provide retraining for adults facing job dislocation and unemployment. As the main providers of post-secondary education and skills development for Indigenous peoples, colleges and institutes also play an important role in fostering reconciliation.
Teens have eagerly embraced written communication with their peers as they share messages on their social network pages, in emails and instant messages online, and through fast-paced thumb choreography on their cell phones. (Lenhart, Arafeh, Smith, & Macgill, 2008)
As a PhD, you can think of research as one of your many useful skills, but it is not necessarily your primary identity.
One of the brow-furrowing moments for me when I read articles on doctoral education or participate in panels is when the idea that “PhDs are researchers” comes up. It’s common for commenters to refer to PhDs in this way.
This is often an intentional move, one that pushes the conversation forward from the limiting notion as PhD as protoprofessors.
In that way, it’s a welcome intervention. The idea is to help doctoral graduates see how their skills and experiences have broader relevance and value. In the U.K. and Europe, “early-career researcher” and “early-stage researcher,” respectively, are used to refer to individuals currently undergoing doctoral studies and/or within the first few years of obtaining the degree. If you think of a PhD as a “research degree” this of course makes perfect sense.
If thinking of yourself as a researcher frees up your imagination and helps you move toward a fulfilling career, then by all means embrace the term. But if it leaves you as cold as it does me, I’m giving you permission to jettison it.
As we continue our ongoing series focused on the flipped classroom in higher education, it’s time to tackle another frequently asked question: “How can I flip a large class?”
I like this question because it’s not asking whether you can flip a large class, but rather what’s the best way to do it.
Faculty who teach large classes are challenged not only by the sheer number of students but also by the physical space in the classroom. Having 100, 200, or 400+ students in class means teaching in large lecture halls with stadium seating and seats that are bolted to the floor. It’s not exactly the ideal space for collaboration and group discussions, so the types of flipped and active learning strategies you can use are more limited.
The booming business of publishing books on educational administration is largely due to the rapid, but essentially undisciplined, expansion of college programs to prepare administrators. Increasingly rare is the institution of any sort of higher education which does not also offer courses for administrators. There is, however, a dearth of instructors properly qualified to teach educational administration on the intellectual level of professional courses in law or engineering. Many who probably could do well as instructors are not available because college salaries are dismally low when compared to those of practicing administrators. The differential between public school administration and college teaching of the subject is much greater than for other positions in the public education
enterprise. The deplorable result of such circumstances is that large numbers of courses in educational administration are textbook-bound. Basically, the demand
Achieving tenure and promotion are significant milestones in the career of a university faculty member. However, research indicates that racialized and female faculty do not achieve tenure and promotion at the same rate as their non-racialized and male counterparts. Using new survey data on faculty in eight Canadian universities, this article examines differences in being tenured and promoted between racialized and non-racialized faculty and between female and non-female faculty. It also investigates the extent to which explanations of human capital theory and cultural or identity taxation account for these disparities. Logistic regression confirms that controlling for human capital and cultural or identity taxation washes away the differences between being tenured and promoted for female faculty. Differences for racialized faculty remain, offering evidence of racial discrimination in the academic system.
L’obtention de la permanence et la promotion sont des jalons importants de la carrière d’un professeur d’université. Cependant, des recherches scientifiques indiquent que les professeurs racialisés et les femmes n’obtiennent pas de permanence et de promotion au même rythme que leurs homologues non racialisés et de sexe masculin. En utilisant de nouvelles données provenant d’une enquête menée auprès de professeurs dans huit universités canadiennes, cet article scrute les différences entre les taux de permanence et de promotion des professeurs racialisés et non racialisés, ainsi qu’entre femmes et non femmes, afin d’analyser dans quelle mesure la théorie du capital humain ou celle de l’imposition culturelle ou identitaire explique
ces disparités. La régression logistique confirme qu’en contrôlant le capital humain ou l’imposition culturelle ou identitaire, les différences de permanence ou de promotion parmi les femmes disparaissent. Cependant, même avec ce contrôle, les différences demeurent pour les professeurs racialisés, ce qui fournit une preuve que la discrimination raciale existe dans le système universitaire.
“Look to your left and look to your right. The odds are one of you is not going to graduate.”
Many of us who attended college in years past will recall receiving some such an admonition from a professor or adviser. The message was simple: our job is to give you an opportunity; your job is to take advantage of it. If you don’t, oh, well.
Starting in the fall of 2018, most international PhD students at the University of Toronto will pay tuition fees equivalent to those of domestic students.
“This is very positive news for the University,” said Joshua Barker, dean of the School of Graduate Studies (SGS) and vice-provost of graduate research and education. “We strive to remove any barriers, financial or otherwise, that graduate students might face as they look to attend our university.”
How international university students think about home significantly influences their migration plans upon graduation, according to a new study from the University of British Columbia.
“A lot of research focuses on where international students go to study, but few focus on where they go after graduation,” said study author Cary Wu, a PhD candidate in UBC’s department of sociology and an international student from China. “Our study shows that migration plans for international students are far more complex than this binary of stay or return.”
A total of 1,518 on-line interviews were conducted for the study between December 10th and 14th, 2012. The margin of error for a representative sample of this size is 2.5 percentage points within a 95% confidence interval. The margin of error is greater when looking at sub-segments of the population.
Public education must serve the public and so it’s important to understand public perceptions of their education systems. This is CEA’s fourth such report and is based on a survey of over 2,400 Canadians between January and May 2007.
Imagine if a college, using learning analytics, has determined that students of a specific ethnic background who live in a handful of zip codes and score a certain way on standardized tests are highly likely to earn a low grade in an important course -- potentially jeopardizing their chances of graduating on time. Should the college actively prevent those students from enrolling in the course?
That is an example of the type of dilemma researchers from more than a dozen colleges and universities debated earlier this month as they made progress toward developing a set of shared standards for ethical use of student data, including how the data should be used to improve higher education.
Over the past twenty years the recruitment of international students has become a key priority for many Canadian PSE institutions. Major schools have produced multi-year plans to help make themselves more international, and these plans often give priority to increasing the proportion of international students studying on their campuses. Major figures in higher ed have also warned that the recruitment of international students and the charging of higher tuition fees to this cohort can result in ethical concerns, and have called for enhanced federal guidelines to govern the enrolment of non-Canadian students in Canadian institutions.
There’s a widely circulated YouTube video you may have seen called “A Conference Call in Real Life.” To spoof the strange, stilted dynamics of conference calls, it replicates them in a face-to-face setting. Participants stiffly announce their names at the door of a meeting room, are suddenly interrupted by bizarre background noises, and find themselves inexplicably locked out of a room they were just in.
If you haven’t watched it, do. You’ll recognize the familiar awkwardness of virtual meetings, where the rhythm of conversational interaction is thrown wildly askew by technological hiccups and the absence of visual cues.
The push-back was strong when we sought to increase the diversity of teachers through a modified admissions policy in our education degree program.
The makeup of the Canadian population is changing rapidly. The percentage of the population who identify as Indigenous is increasing; the percentage of new immigrants who are from racial, ethnic or linguistic minority groups is growing; those who identify as LGBTQ are feeling increasingly safe to be open about their identities; and individuals with disabilities are making dynamic contributions to Canadian society. Although our communities are becoming increasingly diverse, the makeup of the teaching profession remains relatively stagnant, with white, female teachers making up more than 80 percent of the teaching force. While our communities are becoming richer with diversity, the teaching profession is not.