This paper presents preliminary findings from a pilot study whose purpose was to explore how we, a tenure-track faculty member and a doctoral student, understood and developed our teaching practice when engaged in a formal faculty–student relationship. Using a hybrid of collaborative inquiry and collaborative self-study—which included verbal and written dialogue, interrogation, as well as observation—we sought to understand how that formal faculty–student relationship promoted the development of strong teaching pedagogy. The motivation for this study was a commitment to fostering highquality teaching in undergraduate courses in our faculty of education. Driving this study was the research question: How are we investigating and improving upon our practices as teachers in post-secondary education?
Definition of Leadership
Characteristics of a Quality Leader
Various Leadership Style
Contingency Approach to Leadership
The Path - Goal Approach to Leadership Effectiveness.
II. Social Responsibility
Social Responsibilities of Managing
Arguments for and against Social Involvement of Business
Social Responsibility & Social Responsiveness
Ethics in Business Management
Ethical Theories and a Model for Business Orientation
Institutionalizing Ethics
Code of Ethics and its Implementation
Factors that Raise Business Setting
“Wanted: former academic. Must have PhD in the humanities and at least two years of must be conversant in Chicago Manual ofStyle. Familiarity with plagiarism policies and competence in Blackboard a plus.”
Student pathways increasingly rely on transfer between postsecondary institutions as greater numbers of students move between institutions, pursue multiple credentials, or return to postsecondary education. In a 2011 survey of Ontario college students, 41% reported having some post-secondary experience; the same survey also found that 19% of respondents said their main goal in applying for their current program was to “prepare for further university or college study.” Transfer of credit for prior learning is clearly an increasingly mainstream educational activity, and institutions are under increasing pressure to improve the processes by which this occurs.
Our students live in an online world. They’re emotionally and physically attached to their devices and many of their relationships exist within technology. As educators, there are many ways that we have had to adapt to this changing landscape of communication within our teaching, and when I look around my institution, I think we’re doing a remarkable job at keeping up with the rapid pace of change.
Yes, cellphones and laptops do affect students' grades, and no, students can't multitask as well as they say they can.
Arnold Glass, a psychology professor at Rutgers University at New Brunswick, and Mengxue Kang, a graduate student, recently published a study in Educational Psychology that they say reveals a causal link between cellphone and laptop use during class and poorer exam scores.
The Wounded Leader: How Real Leadership Emerges in Times of Crisis (2002), a recently published book by Richard Ackerman and Pat Maslin-Ostrowski, asks educational leaders to reflect on personal and profound questions - ones they are not likely to have been asked in a formal interview or performance evaluation. Ackerman, co-director of the International Network of Principals’ Centers and Associate Professor of education at the University of Massachusetts Lowell Graduate School of Education, and Maslin- Ostrowski, an Associate Professor of educational
leadership at Florida Atlantic University, have spent the past seven years asking school leaders about “wounding” or “crisis” experiences in their leadership practice, and how they make sense of this wounding in terms of
their personal and professional lives.
WE mus take a proactive approach to preventing sexual violence in higher education
It happened in early January, when all my historian friends were at the annual meeting of the AHA, the
leading organization in our field.
I was sitting at home, revising my manuscript introduction and feeling jealous of my friends, when I got an email telling me my last (and best) hope for a tenure-track job this year had evaporated. I’d promised myself that this would be my last year on the market. Of course, I’d promised myself that last year, too, and then decided to try again. But this time, I knew it was over.
Since the 2015 election, the Liberal government has made two major adjustments to federal programs targeted at children and youth. First, the uniform payment to every family with children was replaced by the new Canada Child Benefit, a benefit worth more to lower income families and withheld from the wealthy. In a similar vein, the government announced it would phase out some of the existing tax credits for post-secondary education (PSE), which were available to all families with taxable income, so it could use the savings to increase the value of grants for students from low-income families.
Since the 1990s, globalization has become a central phenomenon for all of society, including graduate education and particularly doctoral education. Globalization takes place in a context where doctoral education and research capacity are unevenly distributed and where a few research universities, mainly in wealthy countries, have become powerful social institutions. But all graduate education systems are increasingly part of an international context in which policy-makers — at every level — are aware of and responding to developments in higher education outside their national borders. For the first time, conditions exist for the emergence of a truly international system of doctoral education; this openness to innovation and expansion holds enormous potential for advancing a more effective future-oriented PhD.
Who are you when you teach? When asked this question, most of us immediately respond by describing our teaching approaches. We might say “I’m more of a facilitator now.” Or we might respond with something like “I am a learner-centered teacher” or “I’m more of a lab teacher than lecturer.” But consider this question in another way: What “teaching presence” or persona underlies what you do as a teacher?
“FBI Insider: Clinton Emails Linked to Political Pedophile Sex Ring,” declared a blog post just days before the U.S. presidential election.
And earlier this year [2017], an online headline blasted: “BOMBSHELL: Trump and Putin Spotted at Swiss Resort Prior to Election.”
There was only one problem. Neither was true at all. Even the sources were suspect.
The headlines, it turned out, were part of the onslaught of fake news that has proliferated. But for Texas A&M senior Ishanee Chanda, the task of discerning between fool’s gold and gold was a no brainer.
"Critical thinking has allowed me to look at the most recent election and the phenomenon of `fake news' with a careful eye," says Ishanee Chanda
A partnership between the Mastercard Foundation, Rideau Hall Foundation, Vancouver Island University and Yukon College has ambitious aims.
Tasha Brooks likes to have an open-door policy. As one of Vancouver Island University’s four new “education navigators,” her job is to help First Nations students to transition into university and complete their education. “I’m very open about my own struggles through university,” says Ms. Brooks, who earned two degrees in business administration at VIU. “They can look at my past and say, she was also like me, very close to dropping out at some point. … I’m there to not only support them but I can empathize with them.”
Ontario is taking a historic step in recognizing the unique role Indigenous Institutes have in the province's postsecondary education system with the introduction of new legislation that, if passed, would transfer key functions and oversight to Indigenous people.
Deb Matthews, Minister of Advanced Education and Skills Development, and David Zimmer, Minister of Indigenous Relations and Reconciliation, were joined by the Aboriginal Institutes Consortium, chiefs, leaders of Indigenous Institutes and students from across the province in Toronto today to mark this important step on the path to reconciliation with Indigenous peoples.
StudentsNS prioritizes the accessibility of post-secondary education (PSE) as one of its four foundational values because we believe that education is critical to the growth and development of individual Nova Scotians, their families, their communities, and the Province as a whole. This position paper will identify and describe the major barriers that exist in Nova Scotia and attempt to understand their impact on the post-secondary participation of historically marginalized populations. Existing public policy and programs aimed at preparing Nova Scotians for post-secondary education (primarily the K-12 public school system) are critically examined as well as other policies, programs, and community initiatives that make up Nova Scotia’s system of economic and social supports. Unfortunately, many Nova Scotians face significant economic, social, or other personal barriers in the pursuit of PSE and the many benefits that flow from it. Depending on individual circumstances, facing just one of these barriers could be enough to make PSE an unattainable goal. The sad reality is that many Nova Scotians face multiple barriers at the same time, which perpetuates cycles of multi-generational disadvantage. Based on our analysis, we make a total of 17 recommendations that would allow us to better understand the social barriers to post-secondary access, prepare adolescents for success at the post-secondary level, and make post-secondary institutions more welcoming, inclusive environments for students from historically underrepresented communities.
A healthy university system is essential for Ontarians. University education leads to the best long-term career prospects for individuals and benefits the province as a whole by generating a more civically engaged population with the skills and tools needed to succeed in the knowledge economy of today.
To prepare for the future needs of the economy, the province has committed to foster a highly skilled workforce. To this end, the Premier’s office has assembled an expert panel to address this issue, and broad ranging consultations have already begun. In January 2016, the Ontario Talent and Skills Summit brought together leaders from the corporate sector, the public sector, the non-profit sector, and the post-secondary education sector to have meaningful discussions about developing future leaders and innovators; OUSA was proud to be a part of this initiative.
On October 17 1990, the members of the Canadian Federation of Students presented the first edition of its alternative funding model for post-secondary education. The proposal, entitled Strategy for Change, articulated students’ concerns about public funding for post-secondary education, as well as problems with federal student financial assistance programs.
In the intervening seventeen years since the first version of this document was published, federal funding and student aid policies have changed substantially, as have many provincial approaches to post-secondary education. Perhaps the single over arching trend is the federal government’s retreat from a leadership role in broad higher education policy.
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.
Whether Mr. John S. Montalbano, Chair of the Board of Governors, and/or individuals in the School of Business identified by the Faculty Association, conducted themselves in the events following Professor Jennifer Berdahl’s publication of her blog on August 8, 2015 in a manner that violated any provision of the Collective Agreement, the UBC Statement on Respectful Environment, or any applicable University policies including whether her academic freedom is or was interfered with in any way.