This article examines the differences in the location of study of immigrant adults aged 25 to 64 with a university education (i.e., with at least a bachelor’s degree). It provides results by period of immigration (pre-1990, the 1990s, and the 2000s) and provides a more in-depth analysis of factors that are linked to the location of study for the most recent cohort of immigrants (i.e., those who immigrated in 2000 or later).
Education Pays 2013: The Benefits of Higher Education for Individuals and Society documents differences in the earnings and employment patterns of U.S. adults with different levels of education. It also compares health-related behaviors, reliance on
public assistance programs, civic participation, and indicators of the well-being of the next generation. Financial benefits are easier to document than nonpecuniary benefits, but the latter may be as important to students themselves, as well as to the society in which they participate. Our goal is to call attention to ways in which both individuals and society as a whole benefit
from increased levels of education.
With tuition prices continuing to climb and middle-class America’s earnings stagnant for more than a decade, colleges and universities continue to face pressure from government, governing boards, students and their families to provide proof of the value of a bachelor’s degree. Students historically have had little more to go on than anecdotal information when it came to the jobs and earnings they could expect upon graduation from a specific college or university.
This paper defines and operationalizes definitions of good teaching, scholarly teaching and the scholarship of
teaching and learning in order to measure characteristics of these definitions amongst undergraduate instructors at McMaster University. A total of 2496 instructors, including all part-time instructors, were surveyed in 2007. A total of 339 surveys were returned. Indices of good teaching, scholarly teaching and scholarship of teaching and learning were developed. The data
illustrated a strong correlation between good teaching and scholarly teaching and between scholarly teaching and scholarship of teaching and learning. The perceived value placed upon teaching varied across the different Faculties. New instructors and those engaged in sch larly teaching and scholarship of teaching and learning perceived teaching to be more valued than their
peers.
Most of the time, instructors use activities as a way for students to demonstrate their mastery. But activities can be used differently — to spark curiosity and get students thinking, before they know much of anything about a particular topic. That was the premise of “The Power of the ‘Naïve Task,’” one of the most interesting sessions I attended at the Designing Effective
Teaching conference in Bethesda, Md., last week.
However talented, no one is a natural-born teacher. Honing the craft takes significant care and effort, not just by the individual, but also by the school at large. Though experience does matter, it matters only to the extent that a teacher -- regardless of how long he or she has been in the classroom -- commits to continued professional development to refresh his or her status as a transformational teacher. Along those lines, even after a decade in the classroom, I don't claim to be beyond criticism -- not in the least. Still, I wish to offer some advice on constantly striving toward perfection, however elusive that goal will always remain.
As longtime practitioners in our disciplines, we develop implicit skills that can be the source of some of the deepest learning for our students. In his book Experience and Education, John Dewey describes habit as “the formation of attitudes, attitudes that are emotional and intellectual…our basic sensitivities and ways of responding to all the conditions we meet in living” (35). Experiencing implies the sensing body, embodied learning, and Dewey does not shy away from the emotional dimensions of learning—both of which are often where the deepest learning happens, where students’ passion for a discipline ignites, and where experts’ best ideas originate. These often-overlooked dimensions of learning are also where empathy lives, and so it is there that knowledge might blossom not only into expertise but into wisdom
In this ongoing series focused on flipped and active-learning classrooms, we’re taking a deeper look into how to create successful learning experiences for students. We’ve examined how to encourage students to complete preclass work, how to hold students accountable for pre-class work, and how to connect pre-class work to in-class activities. Now let’s focus on the challenge of managing the in-person learning environment
To build an effective network that can lead to referrals, starting early is best.
Networking can happen anywhere; both formally (at an official networking event) and informally (meeting a friend of a friend who works at a company that interests you), as well as online, and in person. However, the very thought of actively meeting new people and conversing can make students shudder (especially us awkward folk), but the process of creating and managing your network connections doesn’t have to be so daunting. While it is work, it can also be incredibly rewarding!
Engagement in a continuous, systematic, and well-documented student learning assessment process has been gaining importance throughout higher education. Indeed, implementation of such a process is typically a requirement for obtaining and maintaining accreditation. Because faculty need to embrace learning assessment in order for it to be successful, any misconceptions about the nature of assessment need to be dispelled. One way to accomplish that is to “rebrand” (i.e., change perceptions) the entire process.
Lori Ernsperger's Recognize, Respond, Report: Preventing and Addressing Bullying of Students with Special relevant. The book addresses research-based strategies for combating bullying as it applies to students with N deiesdasb iilsi ttiiems ewlyh oa nadre roaftthene ro dviesrtliollos ktehde ianv tahilea bwlied elirt erreasteuarrec hin oton ab uclolyhiensgi vaen dst rparteevgeyn tsihoanp.e Tdh bey a huethr oorw dno eexs pneorti epnucrep oarntd t oe xipnterrotdisuec aes n ae w30 s-tyreaatre gvieetse rbaunt of public schools and academia.
In Quebec, a new law calls for universities to adopt a code of conduct covering faculty-student relationships.
On December 8, the Quebec government passed Bill 151, an act aimed at preventing and combatting sexual violence on the province’s university and college campuses. Among other things, the new law mandates that universities and CEGEPs (Quebec’s colleges) develop standalone sexual violence policies. British Columbia, Manitoba and Ontario all passed similar legislation that came into effect during the past year.
However, Quebec’s new law has generated much discussion because it has a provision requiring postsecondary institutions to adopt policies governing intimate relationships between students and university personnel, including professors and lecturers. Quebec’s minister responsible for higher education and the status of women, Hélène David, said during public hearings on the bill that the government can’t ban such relationships. But, she said universities and CEGEPs would have the authority to do so.
Competition between providers in any market incentivises them to raise their game, offering consumers a greater
choice of more innovative and better quality products and services at lower cost. Higher education is no exception.
What annoys me about the teaching profession, more than anything else, is the constant grousing about students. A certain slice of the faculty seems to enjoy complaining about how bad their students are — especially, of course, today’s students, who are clearly worse than any other generation in history. I’ve been hearing the same gripe for my entire 33 years of college teaching.
Mobile learning (mlearning) is an emerging trend in schools, utilizing mobile technologies that offer the greatest amount of flexibility in teaching and learning. Researchers have found that one of the main barriers to effective mlearning in schools is the lack of teacher professional development. Results from a needsassessment survey and a post-workshop evaluation survey describe the professional development needs of teachers, technology coaches and administrators implementing an mlearning initiative in K–12 schools across 21 US states. Generally, needs shifted from a focus on technology integration and pedagogical coaching to a focus on the needs for ongoing support and time, reflecting a growing confidence in teachers to develop and implement mlearning lessons.
Additionally, results from the needs assessment indicated that teachers and staff feel less confident about external areas such as support policies and community involvement – these areas may also offer areas for future growth in mlearning professional development.
Keywords: mobile learning; professional development; Essential Conditions
Understanding sexual assault.
While an academic goes about her public online activities, someone calls her a stupid c*nt, tells her they hope she is raped and wishes her a gruesome death. Or maybe they just tell her she is dumb and should get back in the kitchen. Or that she should smile or exercise more. Perhaps they do this in response to an opinion she expressed, or a research paper she published, or perhaps it is simply because of her gender, race or sexuality.
Work-integrated learning (WIL) has been identified as a key strategy for supporting Canada’s postsecondary education (PSE) system in responding to an increasingly dynamic, globalized, knowledge-based economy. Ontario in particular has been described as a “hot bed” of co-operative education (Ipsos Reid, 2010). However, while there is a common belief that WIL improves employment outcomes (see Gault, Redington & Schlager, 2000; Kramer & Usher, 2010), research on this topic has generally been specific to certain programs and types of WIL (Sattler, 2011).
It happens nearly every semester: I get a paper so bad I don't know how to grade it. I'm not talking about a late paper, or one that's been plagiarized, or is too short or off topic. No, I’m referring to a species of essay that checks all of the superficial boxes but is so poorly written, so shoddily done, that it seems to demand a special response.
It’s actually hard for students to get a bad grade on a piece of writing in my courses. I do in-class workshops on topic choice, thesis construction, rough drafts, and revision. Students have many opportunities to find out that their essay is on the wrong track, and fix the problem. It’s almost impossible for them to leave the writing to the last minute. But there's always one ...
Executive Summary
The upcoming (Fall 2014) undergraduate student referendum on the desirability of a Fall Break and recent adoption of a Fall Break on a three-year trial period by Wilfrid Laurier University have independently re-ignited the discussion at the University of Waterloo. Fourteen Ontario universities currently have a Fall Break, varying from 2-5 days in length. UW is among a small
number of institutions within Ontario who do not currently have one.
The primary challenge to arranging a Fall Break is finding sufficient space to schedule: 60 teaching days, a minimum of 2 pre-exam study days, and a minimum of 12 exam days while finishing by December 22. This challenge seems relatively easy to accomplish most years but is complicated by the occasional late Labour Day holiday.