In this case the Union alleges that the College has violated the collective agreement by failing to staff teaching positions for English courses in its School of Business in Continuing Education, with full time teachers rather part time ones. The Union alleges that this constitutes a violation of Article 2 of the collective agreement between the parties.
Abstract
First-year seminars (FYS) have become increasingly prevalent in North American postsecondary institutions. The popularity of such initiatives owes much to the belief that providing unprepared students general life and academic skills can bolster engagement and thereby improve retention. In this paper we argue that, despite their good intentions, many FYS actually perpetuate the kind of disengagement they were designed to alleviate due to their reliance on a narrow, instrumental view of education. To demonstrate, we briefly outline the history and curricula of the FYS movement to draw attention to its dependence on marketplace ideals, rationales, and strategies. We demonstrate some of the ways this vision of education impoverishes the university experience and suggest that, in order to be robust, FYS must focus first and foremost on cultivating rich understandings of the broader purposes of higher education and its relation to the good life, both for and beyond one’s own fulfillment.
Résumé
Les séminaires de première année sont devenus de plus en plus répandus dans les énstitutions d post-secondaires en Amérique du Nord. La popularité de telles initiatives doit beaucoup à l’idée que le fait de fournir des aptitudes
générales et académiques aux étudiants non préparés peut renforcer leur engagement et ainsi améliorer leur taux de rétention. Dans cet article, nous soutenons que, malgré leurs bonnes intentions, beaucoup de sention. Dans cet aère année perpétuent le même genre de désengagement qu’ils essaient d’atténuer en raison de leur dépendance envers une vision instrumentale
mais étroite de l’éducation. Pour le démontrer, nous décrivons brièvement l’histoire et les programmes de ce mouvement qui vise à attirer l’attention sur sa dépendance à l’égard des idéaux de marché, des justifications et des stratégies. Nous démontrons quelques-unes des façons par lesquelles cette vision de l’éducation appauvrit l’expérience universitaire et nous suggérons que pour être robustes, les séminaires de première année doivent d’abord se concentrer à cultiver la richesse de compréhension des objectifs plus larges de l’enseignement supérieur et de sa relation au bien-vivre, pour la r ur n-viv
personnelle des étudiants et au-delà.
The ways in which university quality assessments are developed reveal a great deal about value constructs surrounding higher education. Measures devel- oped and consumed by external stakeholders, in particular, indicate which elements of academia are broadly perceived to be most reflective of quality. This paper examines the historical context of library quality assessment and
reviews the literature related to how library value is framed in three forms of external evaluation: accreditation, university rankings, and student surveys. The review finds that the library’s contribution to university quality, when it is considered at all, continues to be measured in terms of collections, spaces, and expenditures, despite significant expansion of library services into non- traditional arenas, including teaching and research, scholarly communica- tions, and data management and visualization. These findings are contrasted with the frequently invoked notion of the library as the heart of the university.
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.
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.
This document contains the appendices to CAAT baccalaureates{ What has been their impact on students and colleges?
To some people, “reconciliation” is the re-establishment of a conciliatory state. However, this is a state that many Aboriginal people assert has never existed between Aboriginal and non-Aboriginal people. To others, “reconciliation,” in the context of Indian residential schools, is similar to dealing with a situation of family violence. It is about coming to terms with events of the past in a manner that over-comes conflict and establishes a respectful and healthy relationship among people going forward. It is in the latter context that the Truth and Reconciliation Commission of Canada (trc) has approached the question of reconciliation.
To the Commission, “reconciliation” is about establishing and maintaining a mutu-ally respectful relationship between Aboriginal and non-Aboriginal peoples in this country. For that to happen, there has to be awareness of the past, acknowledgement of the harm that has been inflicted, atonement for the causes, and action to change behaviour.
With the rise in online and hybrid courses at the post-secondary level, many institutions are offering various online learning readiness assessments to students who are considering these instructional formats. Following a discussion of the characteristics often attributed to successful online learners, as well as a review of a sample of the publicly available online readiness surveys, an application of one representative tool is described. Specifically, the Distance Education Aptitude and Readiness Scale was administered in both hybrid and face-to-face sections of beginning post-secondary French across a two-year span. Differences in scores between groups, as well as the relationship between scores and grades are examined.
Canada is one of the most highly-educated countries in the world.
Fifty one per cent of 25- to 64-year-olds have a tertiary (university or college) qualification, up from 41 per cent in 2001 -- the highest proportion among developed countries. That translates to almost 4 million people with a college diploma and five million with a university degree. The number holding doctorates has especially soared, doubling to more than 160,000 over the past ten years. Immigrants hold half of these degrees.
Educational research shows that close student-faculty interaction is a key factor in college student learning and success. Most literature on undergraduate mentoring, however, focuses on planned programs of mentoring for targeted groups of students by non-faculty professionals or student peers. Based on the research literature and student and faculty testimony from a residential liberal arts college, this article shows that unplanned “natural” mentoring can be crucial to student learning and development and illustrates some best practices. It advances understanding of faculty mentoring by differentiating it from teaching, characterizing several functional types of mentoring, and identifying the phases through which a mentoring relationship develops. Arguing that benefits to students, faculty, and institutions outweigh the risks and costs of mentoring, it is written for faculty who want to be better mentors and provides evidence that administrators should value and reward mentoring.
Colleges and Institutes Canada’s (CICan) priorities for the Federal Election and Budget 2016 on behalf of publicly-funded
colleges and institutes are as follows:
Increase funding for college and institute applied research
Key to improving productivity and innovation for companies and communities
Invest in college and institute infrastructure and equipment
Strategic investments to meet the needs of employers and communities
Increase access to post-secondary education and upskilling for Aboriginal peoples
Essential to support reconciliation and improve education and employment outcomes
Invest in improved labour market information, apprenticeship completion and employability of youth
Key to expanding employment opportunities for Canadians
In our over-stressed world, many health care providers, social workers and caregivers are suffering from slow yet painful burnout. Many of the rest of us, working long hours and raising families, seem to be approaching burnout, too. Sometimes we may feel that we’re too exhausted to keep giving to others, even though giving is a primary source of happiness in our lives.
Putting Students In Charge of Their Learning
Through inquiry, Wildwood works to ignite passion, inspire relevance, and develop ownership in their students. Using student inquiries and questions as guidance, teachers develop lessons that engage and excite, teaching their students to be active thinkers rather than passive learners.
Abstract
Various studies acknowledge the uncertainty many doctoral graduates face when beginning their search for full-time employment within the academic sector. Recent graduates face a job market where the likelihood of obtaining full-time permanent positions in academia is perceived to be declining, and the mobility of graduates within the sector is unclear. Drawing on Statistics Canada’s 2013 National Graduates Survey, this paper assesses whether graduates who pursued a doctoral degree to become a full-time professor achieved their goal within three years of graduation. The results suggest that although a large portion of doctoral graduates pursued their degrees to become full-time professors, relatively few reported obtaining such positions within three years of graduation, regardless of field of study.
Résumé
Plusieurs études attestent de l’incertitude que doivent affronter les titulaires d’un doctorat quand ils entament leurs recherches pour un poste à temps plein dans le secteur universitaire. En effet, les récents diplômés font face à un marché de l’emploi où on plein dans le secteur académique s’amenuisent, et où la mobilité professionnelle des titulaires d’un doctorat de ce secteur demeure floue. À partir des données de l’Enquête nationale auprès des diplômés 2013 de Statistique Canada, cet article examine la propension des titulaires d’un doctorat souhaitant devenir professeurs à temps plein à réaliser leur objectif sur une période de trois ans après leur collation des grades. Indépendamment du domaine d’étude, les résultats démontrent que, bien qu’une grande proportion de titulaires d’un doctorat aspire à devenir professeurs à temps plein, peu d’entre eux rapportent avoir obtenu de tels postes trois ans après leur remise de diplôme. perçoit que les chances d’obtenir un poste permanent à temps
As spring semester winds down on college and university campuses across the country, faculty thoughts often turn to what we’re doing over the summer — research, course redesign, family vacations, recharging, perhaps teaching a course or two. But then academic reality rears its head and our thoughts are forced from their Summer Happy Place to somewhere far more mundane: The Assessment Mire.
If where you teach is anything like my university, in addition to the assessment work we do for our own courses (grading piles of student essays, projects, and tests) there is often a layer of institutional assessment on top of that. We use various assignments to assess the outcomes in our institution’s core curriculum, for example, and then we aggregate the data to see how students across the university are doing with the core’s various dimensions.
A widely held belief in Canada, as in many countries, is that expanding access to tertiary education is integral to improving national productivity. It also plays into the Canadian sense of
equality of opportunity and the just society.
In addition, Canada is not alone in beginning to experience a decreasing labour force participation rate as the baby boomer generation enters retirement. Even the country’s large immigration flows are not sufficient to compensate for the labour force shrinkage. This puts additional pressure on productivity; across the 20 largest members of the Organisation for Economic Cooperation and Development, this would need to increase at an average of 0.4 per cent
per year to offset the loss of gross domestic product per capita.
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.
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.
In fall 2015, overall postsecondary enrollments decreased 1.7 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 fouryear for-profit institutions (-13.7 percent), two-year public institutions (-2.4 percent), and four-year private nonprofit institutions (-0.3 percent). Enrollments increased slightly among four-year public institutions (+0.4 percent). Taken as a whole, public sector enrollment (2-year and 4-year combined) declined by 2.3 percent this fall.
Inside Higher Ed’s fifth annual survey of college and university provosts and chief academic officers (CAOs) aims to understand how these leaders perceive and address the challenges facing higher education institutions in the U.S.