Young Canadians in a wired world
Canada’s universities are committed to working with all parliamentarians to build a more prosperous, innovative and competitive nation. We do this through research that drives economic growth and addresses pressing social problems, and education that provides students with the advanced skills needed to thrive in a dynamic, global job market.
Budget 2014 included important investments in research and innovation, as well as support for internships. The Finance Committee is to be commended for its role in promoting them.
The university community’s recommendations for Budget 2015 focus in three areas: enhanced funding for research and innovation; an opportunities strategy for young Canadians; and initiatives to attract more Aboriginal Canadians to postsecondary education. Together, these recommendations contribute to three themes outlined in the Committee’s request for submissions.
A fraternity member from the University of Oklahoma is otaped chanting a racist sont. At the University of Missouri, a slow response to racial slurs and graffiti fueld protests and led to the resignation of top administrators.
Engagement can prevent struggling students from dropping out, and re-engagement in learning can help struggling students who have dropped out return to school and graduate. This chapter presents a case study about a struggling student who dropped
out and then came to Eagle Rock School and Professional Development Center, became engaged in her learning, and graduated. The authors provide policy and practice recommendations as well as a discussion of factors that affect engagement.
The Every Student Succeeds Act (ESSA) is now the law of the land.
Replacing No Child Left Behind (NCLB), the reauthorization of the Elementary and Secondary Education Act (ESEA) does more than realign the federal government’s role in education. It also elevates technology’s use in education in unprecedented ways. These changes require new thinking from leaders at the school, district and state level.
We’re releasing this handbook as states prepare their initial plans for state accountability requirements and other provisions of the new law. At the time of this writing, many states appear to be gravitating toward familiar models, albeit with considerable improvements in data, targeted interventions and instructional strategies that reflect the law’s emphasis on flexibility and local control. But there are opportunities for more dramatic transitions in what accountability means and how it is measured in schools, as well as in new models of teaching and learning. Technology plays a vital role in these areas, and ESSA provides new ways to help states and districts make these visions a reality.
n 2014, StudentsNS welcomed its first non-university member: the Student Association of the Nova Scotia Community College Kingstec Campus in Kentville. This report explores fees, funding and accountability structures at the College, as well as student financial assistance to college students. We seek to identify opportunities to improve or expand access, affordability, student voice and quality of education, with an emphasis on the first three values in particular. We find that the Nova Scotia Community College has prioritized access and affordability and delivered important outcomes, attracting more students from communities that are traditionally underrepresented in post-secondary education, and notably mature learners. The College also has relatively low cost programs because of their shorter length and lower fees. However, College students’ debt levels remain higher than the national average, are leading to elevated default rates and have been neglected by the Province as compared with university students’ debt. In terms of student voice and accountability, the College and the Province need to work harder to ensure transparency to the public and meaningful student participation in decision-making. We identify a number of modest policy changes that the College and the Province could pursue to address these challenges and help the College better serve Nova Scotians and deliver on its mandate.
We often hear that peer review is an excellent opportunity for reciprocal student learning. In theory, this makes sense. Since an instructor can only dedicate a certain amount of attention to each student, peer review allows students to receive more feedback and engage more frequently in the content they are learning. Research shows this benefits both the students who receive and provide feedback.
With all of the recent writing on globalization, it is a welcome addition to find a book that deals comprehensively with the relationship between globalization and education at all levels and comparatively in different countries, both developed and developing. This book is a collection of articles that arose from presentations at the 1997 western regional conference of the Comparative and International Education Society and were later augmented. Given that history, it is unusual for such a book to be a cohesive whole, and yet it manages to be that. The quality of the various contributions is quite consistent and authors
acknowledge different contributions and perspectives that appear in other sections of the book.
Successfully leading and guiding student discussions requires a range of fairly sophisticated communication skills.
At the same time teachers are monitoring what’s being said about the content, they must keep track of the
discussion itself. Is it on topic? How many students want to speak? Who’s already spoken and wants to speak
again? How many aren’t listening? Is it time to move to a different topic? What’s the thinking behind that student
question? How might the discussion be wrapped up?
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.
The Government of Ontario’s Reaching Higher plan was a visionary document that provided needed funding to Ontario’s postsecondary system. However, it was not sufficient to overcome the long history of university under-funding in our province. Its impact was also eroded by unanticipated increases in enrolment and the current economic downturn.
Discussed below are seven classroom strategies that are frequently encouraged by teacher trainers and/or administrators and are assumed to be useful. However, when examined more closely what one sees is that they are actually highly ineffective and tend to encourage negative effects on the classroom climate, students’ psychology and level of function and order in the class. We need to therefore stop suggesting teachers use them, and if they have been suggested to you, you might politely decline and instead consider implementing better alternative practices that will get you long-term positive results such as those described below.
More than six months after the Harvey Weinstein scandal catapulted sexual harassment to the top of the cultural agenda, academia is among the industries still grappling with the extent of the problem that it faces, and what to do about it.
Since the mid-1990s, there has been an alarming trend on college campuses nationwide: an increase in the number of students seeking help for serious mental health problems at campus counseling centers. In the past decade this shift has not only solidified, but it also has reached increasingly higher levels.
Women are much less likely to be reappointed as faculty deans than men, says a new study of hiring at Canadian
universities.
While recruitment of new deans at Canadian universities largely reflects the overall gender balance of its academic sector, a University of Toronto researcher has found that women were far less likely to be reappointed once their five-year office had concluded.
Analysing almost 300 appointment and reappointment announcements from the Canadian publication University Affairs between 2011 and 2016, Eric Lavigne, a PhD student at the Ontario Institute for Studies in Education, found that 58 per cent of appointments for dean positions went to men and 42 per cent were awarded to women.
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).
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).
In order to address this limited understanding of the impact of WIL on participants, employers and institutions, in 2009 the Higher Education Quality Council of Ontario (HEQCO) launched a multi-year project titled “Work-Integrated Learning in Ontario’s Postsecondary Education Sector.” This multi-stage study involved gathering qualitative and quantitative insights from faculty, employers and students on the perceived value and benefits of work and voluntary activities undertaken during a postsecondary program of study, both WIL and non-WIL, and examines the impact of these activities on learning, skills acquisition and labour market outcomes.
The ability of postsecondary students to write and communicate proficiently is an expectation identified by many, including not only organizations such as the OECD but also other public and employer groups. There is concern, however, that students and thus employees often fail to meet expectations in these areas. To address this concern, it is necessary to understand more about the writing skills that students learn during their postsecondary education. This research project was designed to examine whether and how students are taught to write at university.
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Universities have a major role to play in closing Canada’s Indigenous educa tion gap and supporting the reconciliation process. The Indigenous community in Canada is young, full of potential and growing fast – but still underrepresented at universities across the country. Our shared challenge is to ensure that all First Nations, Métis and Inuit students can achieve their potential through education, which will bring meaningful change to their communities and to Canada as a whole.
Canada’s universities recently adopted a set of principles to improve Indigenous student success and strengthen Indigenous leadership throughout the university community.