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."
The purpose of the lecture was to pose the question whether education is possible today. The author begins by contrasting two prevalent responses to the question: (1) that it is obviously possible since we can see all around us teachers and students working in classrooms, and (2) that it is obviously not possible because the educational system has been subverted to serve the ends of a global economic order. The author argues that while there is evidence to support both responses, they dismiss, in effect, the question of education’s possibility and thus undermine its authentic enactment. The article describes an approach to keeping the question open and in public view.
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.
Many academic institutions are struggling to put their data to work. According to KPMG’s recent Higher Education Industry Outlook Survey, 39 percent of the respondents said adopting new analytical techniques is a top data challenge, and just 29 percent report using data to inform strategic decisions. Still, 36 percent say that while they have good data, they lack the resources to conduct analyses.
Workshops on how to encourage class participation are a staple of teaching and learning centres across the
country. However, little of that advice is geared to the needs on an oft-neglected subset of introverted university
students: the ones who aren’t shy.
Even though Susan Cain’s book, Quiet: The Power of Introverts in a World That Can’t Stop Talking, was a
bestseller, and her TED Talk has been viewed more than 10 million times, I’m not sure that our postsecondary
teaching and learning community has fully appreciated its implications.
If we want to encourage all of our students to participate in class, we have to accept that shy students are not
necessarily introverted. And introverts are not necessarily shy.
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.
Most teachers enter the profession with strong ideals regarding the work they are about to undertake, and the impact
this work will have on the students they teach. A good number of those who apply to faculties of education will report
that teaching is something they have dreamed of doing since they were, themselves, young children. Others will tell
stories of teachers encountered throughout their own schooling – teachers who, through effective teaching strategies,
personal encouragement and modeling, influenced their decision to pursue a teaching career. Conversations
with teacher candidates entering their first years of professional life are, in many cases, full of hope, passion and the
expectation that, through their work as teachers, they will be able to inspire, excite, and make a similar impact on the
lives of the young people with whom they work.
In fall 2016, overall postsecondary enrollments decreased 1.4 percent from the previous fall. Figure 1 shows the 12-month
percentage change (fall-to-fall and spring-to-spring) for each term over the last three years. Enrollments decreased among four-year for-profit institutions (-14.5 percent), two-year public institutions (-2.6 percent), and four-year private nonprofit institutions
(-0.6 percent). Enrollments increased slightly among four-year public institutions (+0.2 percent). Taken as a whole, public
sector enrollment (2-year and 4-year combined) declined by 1.0 percent this fall.
Current Term Enrollment Estimates, published every December and May by the National Student Clearinghouse Research
Center, include national enrollment estimates by institutional sector, state, enrollment intensity, age group, and gender.
Enrollment estimates are adjusted for Clearinghouse data coverage rates by institutional sector, state, and year. As of fall
2016, postsecondary institutions actively submitting enrollment data to the Clearinghouse account for over 96 percent of
enrollments at U.S. Title IV, degree-granting institutions. Most institutions submit enrollment data to the Clearinghouse several
times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data at the student level, it is
possible to report an unduplicated headcount, which avoids double-counting students who are simultaneously enrolled at
multiple institutions.
College completion is on the agenda — from the White House to the statehouse to the family house. Improving college completion is essential, but increased degree and certificate completion, in and of itself, is not a sufficient measure of improvement. Genuine progress depends on making sure that degree completion is a proxy for real learning — for developing thinking and reasoning abilities, content knowledge, and the high-level skills needed for 21st-century jobs and citizenship.
Twenty-one-year old Christian McCrave feels like he did his part.
He got good grades in high school and completed a four-year degree at the University of Guelph in southwestern Ontario. He studied mechanical engineering, in part because he thought it would land him a job.
It hasn't.
"I actually thought that coming out of school that I would be a commodity and someone would want me," McCrave said. "But instead, I got hit with a wall of being not wanted whatsoever in the industry."
McCrave says he believed in the unwritten promise of a post-secondary education: work hard at school, and you'll end up with a good and stable job.
Now, he's not so sure.
Research on role congruity theory and descriptive and prescriptive stereotypes has established that when men and women violate gender stereotypes by crossing spheres, with women pursuing career success and men contributing to domestic labor, they face back- lash and economic penalties. Less is known, however, about the types of individuals who are most likely to engage in these forms of discrimination and the types of situations in which this is most likely to occur. We propose that psychological research will benefit from supplementing existing research approaches with an individual differences model of sup- port for separate spheres for men and women. This model allows psychologists to examine individual differences in support for separate spheres as they interact with situational and contextual forces. The separate spheres ideology (SSI) has existed as a cultural idea for many years but has not been operationalized or modeled in social psychology. The Sepa- rate Spheres Model presents the SSI as a new psychological construct characterized by individual differences and a motivated system-justifying function, operationalizes the ideology with a new scale measure, and models the ideology as a predictor of some important gendered outcomes in society. As a first step toward developing the Separate Spheres Model, we develop a new
measure of individuals’ endorsement of the SSI and demonstrate its reliability, convergent validity, and incremental predictive validity. We provide support for the novel hypotheses that the SSI predicts attitudes regarding workplace flexibility accom- modations, income distribution within families between male and female partners, distribu- tion of labor between work and family spheres, and discriminatory workplace behaviors. Finally, we provide experimental support for the hypothesis that the SSI is a motivated, system-justifying ideology.
Toronto, ON – With the end of Labour Day marking the unofficial end of summer, post-secondary students are setting their focus on school and their future after it. But according to an Ipsos poll conducted on behalf of RBC, many students are trying to please their parents through the process, and many parents under-estimate the degree to which this is happening.
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.
Hilda Neatby, the author of So Little for the Mind, which stirred up a national debate about education in the 1950s, finds an unlikely ally in Michel Foucault. Both believe that progressive education, grounded in scientific pedagogy, is a means of domination rather than liberation. Both trace its roots to the 18th-century Age of Reason, which, according to Foucault, gave birth to the “disciplinary society” and, in Neatby’s view, destabilized the balance between faith and reason. Although they are philosophically far apart (Foucault, a Nietzschean; Neatby, a Christian), they have a startlingly similar appraisal of the progressive school.
Ceasing need-blind admissions is a politically tenuous move for colleges and universities -- need-blind policies,
associated with meritocracy and equal opportunity, cut to the heart of institutional values that many students, staff and faculty hold dear.
But sometimes those values have run up against cold, hard finances. Admitting students without considering their need for financial aid can make it difficult to control budgets from year to year. That’s particularly true when the policy is paired with promises to meet the full demonstrated financial need of applicants. And it is that combination of policies that truly makes it possible to tell a student without money that he or she is on equal footing with a trust-fund teen during admissions decisions.
This quantitative study examined the relationship between the Big 5 personality traits and how they relate to online teacher effectiveness. The primary method of data collection for this study was through the use of surveys primarily building upon the Personality Style Inventory (PSI)(Lounsbury & Gibson, 2010), a work-based personality measure, was the instrument used to assess personality measures. In addition an evaluation instrument was developed by the researchers to evaluate classroom performance across a 10-point scale. In total 115 instructors from a large predominantly online university were surveyed through Qualtrics for personality traits and then had their courses evaluated for effectiveness and quality utilizing measures based on the Quality Matters program. Using a Pearson product moment correlation coefficient, it was found that 9 personality traits were significantly correlated with online teaching performance. While the results of this study can only be seen at this point as preliminary, it does open the door to further studies to determine if online teacher training or professional development interventions should take a different approach. Ultimately, the findings of this study demonstrated that personality does play a significant role in the effectiveness of online teaching performance.
The flipped classroom model—or any active, student-centered learning model—relies heavily on students being
prepared and ready to engage in the learning activities. If students are unprepared, then it limits what they can do, how deeply they can engage with the material, and how meaningfully they can connect with other students. It also challenges you to determine how to proceed. Do you give a quick lecture to recap the pre-class content so everyone is on the same page? Do you give the unprepared students an alternative assignment? Do you kick them out of class? Do they earn an F in the course?
Technology has changed just about every facet of our economy and society — from how we travel to how we bank to how we communicate with each other. But perhaps no part of the economy has been as fundamentally transformed as our nation’s workforce.
Doctoral supervisors are often said to “go the extra mile” for their students, but few academics will do this literally.
Sarahjane Jones, research fellow at Birmingham City University’s Centre for Health and Social Care Research, is, however, one academic who can actually make that claim.
While most scholars confine one-on-one tutorials to their office, Jones prefers to take her PhD charges on a walk along Birmingham’s canal towpaths to discuss their research, covering three to four miles in a typical “walking supervision”.