Life is filled with opportunities that either come along or are created. Regardless of how an opportunity is presented, it is important to make the best of the situation. I have the great fortune to serve in my second year as the president of Lone Star College-North Harris. LSC-North Harris is located in Houston, Texas, one of the six colleges that make up Lone Star College. I believe that serving as president of the college is a great opportunity, coupled with tremendous responsibilities. The college has a great history and was the original college of Lone Star College. Prior to his current role, Lone Star College’s chancellor, Dr. Stephen C. Head, was the president of LSC-North Harris.
Academe’s Me Too movement has thus far focused on professors harassing students, or senior professors harassing junior professors. And that makes sense, given the obvious power differential between those groups: in many cases, students depend on faculty members for not only grades but mentorship, recommendations and professional opportunities. Much the same can be said for the dynamic between junior and senior faculty members. Yet a recent case
highlights the fact that professors, too, may be vulnerable to abuse by students.
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.
The philosophical halls are ringing lately with an argument over the virtue of graduate-student publication. J. David Velleman, a professor of philosophy at New York University, started the clamor in July when he posted "The publication Emergency" on a philosophers’ blog, "The Daily
Nous."
Velleman makes a simple but radical two-part proposal:
First, philosophy journals "should adopt a policy of refusing to publish work by graduate students."
Second, to give teeth to the ban, Velleman suggests that philosophy departments "adopt a policy of
discounting graduate-student work in tenure-and-promotion reviews."
Canada’s universities are learning communities where students develop the critical thinking, communication and analytical skills our knowledge-driven economy demands. Through innovation in teaching and hands-on research opportunities, universities are producing Canada’s next generation of scientists, entrepreneurs, professionals, educators, innovators and community leaders.
Women who start college in one of the natural or physical sciences leave in greater proportions
than their male peers. The reasons for this difference are complex, and one possible contributing factor is the
social environment women experience in the classroom. Using social network analysis, we explore how gender influences the confidence that college-level biology students have in each other’s mastery of biology. Results reveal that males are more likely than females to be named by peers as being knowledgeable about the course content. This effect increases as the term progresses, and persists even after controlling for class performance and outspokenness. The bias in nominations is specifically due to males over-nominating their male peers relative to
their performance. The over-nomination of male peers is commensurate with an overestimation of male grades by 0.57 points on a 4 point grade scale, indicating a strong male bias among males when assessing their classmates. Females, in contrast, nominated equitably based on student performance rather than gender, suggesting they lacked gender biases in filling out these surveys. These trends persist across eleven surveys taken in three different iterations of the same Biology course. In every class, the most renowned students are always male. This favoring of males by peers could influence student self-confidence, and thus persistence in this STEM discipline.
The Ontario provincial government is spending $4 million on a marketing program aiming to draw students from southern Ontario to colleges in the north.
Sault College president Ron Common says the goal of the program, called Study North, is to attract youth who wouldn't otherwise consider Ontario's six northern colleges as a primary destination.
The Northern Ontario Heritage Fund Corporation funds the program.
International students are being warned they may be the target of scammers who run elaborate virtual kidnapping schemes. (Darryl Dyck/Canadian Press) International students in Calgary are at risk of falling victim to an elaborate "virtual kidnapping"
scam that forced one man into hiding and terrified his family in China, police say.
There have been two such cases reported by Chinese students in the city since the start of May, following reports of the scam elsewhere in the country, the Calgary Police Service said.
Purpose: The purpose of this study is to determine the effects of peer-level tardiness on individual-level socio-emotional outcomes utilizing nationally representative, longitudinal data.
Not long ago, a colleague and I were talking about Mount Royal’s plan to become a new, undergraduate, instructionally-focused university. While supportive, he wondered if students would be better served by, and get more value, from a university with an
established reputation, rather than from the new Mount Royal University. He suggested without malice that university reputation was important to students, and thus a degree from a larger research-intensive university would hold more value.
Last week’s release of the annual Maclean’s magazine university rankings (June 19, 2006) suggests that he may have missed the mark. While Canada’s research focused universities are indeed outstanding institutions from which anyone would be proud to have a degree, Canadian universities are experiencing what could be called a reputation-quality paradox: the widening gap between a university’s reputation — based primarily on research-related measures — and the quality of students’ undergraduate experience.
Canada’s average or, in some cases, below-average performance in the OECD’s latest survey of adult skills (known as the Programme for the International Assessment of Adult Competencies (PIAAC)) sparked some observers to call the quality of Canada’s education systems into question. The reason: the results appeared to contradict the prevailing notion that our education systems are among the best in the world.
This study aimed to better understand campus mental health culture and student mental health coping strategies, and to identify the mental health needs of students as well as gaps in mental health services within postsecondary education. A videovoice method was used to identify and document health-related issues and advocate for change. Forty-one interviews were conducted with campus stakeholders at five universities. Five themes involving mental
health emerged from the campus interviews: the stigma of mental illness; campus culture related to mental health; mental health services available and barriers to mental health services on campus; accommodations for students’ mental health needs; and student mental health coping strategies. A documentary was developed to advocate for better mental health.
We conclude that although Canadian campuses are raising awareness about mental health issues, there is not enough mental health infrastructure support on campuses; in particular, accessibility to campus mental health resources needs improvement.
Schools are also looking to encourage domestic students to benefit from international students’ presence.
As the blip-blip-bloop of the classic Skype ringtone connects me with Zack (Guanglong) Pang at Wilfrid Laurier University, it occurs to me that a little box like this on a computer screen may be the only window through which this international student has seen his family for the past few years – they live half a world away in his hometown of Shenyang, an industrial city in the northeastern part of China. Mr. Pang, who at the time of this interview was finishing his bachelor of science degree at Laurier and preparing for a master’s in geography at York University starting this fall, cheerfully returns my wave at the screen.
WE mus take a proactive approach to preventing sexual violence in higher education
Hindered by video screens, fluctuating schedules, and health regulations, teachers are up
against the odds this school year when it comes to getting to know their students.
Given their unique pedagogical mandate and structure, Canadian public col- leges play a central role in serving groups traditionally under-represented in the post-secondary system. Yet as enrolment from these groups continues to rise, it is unclear to what extent the diversity of student bodies is reflected among faculty. In fact, while issues of faculty diversity and
employment eq- uity have gained increasing attention within Canadian universities, they have been largely overlooked within colleges. In an effort to address this gap, we have reviewed the employment equity related policies of Ontario’s five larg- est publicly funded colleges (otherwise known as Ontario Colleges of Applied Arts and Technology, or OCAATs). With a focus on personnel data collection and recruitment—two policy areas we will argue are particularly underdevel- oped in the sector—this paper provides recommendations for future research and priorities for organizational policy development.
The need for online and blended programs within higher education continues to grow as the student population in the United States becomes increasingly non-traditional. As administrators strategically offer and expand online and blended programs, faculty recruitment and retention will be key. This case study highlights how a public comprehensive university utilized the results of a 2012 institutional study to design faculty development initiatives, an online course development process, and an online course review process to support faculty participation and retention in online and blended programs. Recommendations based on this case study include replicable strategies on how to increase faculty participation and retention in online and blended programs using collaboration, support, and ongoing assessment. This case study is a compendium to the 2012 Armstrong institutional study highlighted in the article "Factors Influencing Faculty Participation & Retention In Online &Blended Education."
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.
In this essay I discuss the effects of globalization on Canadian community colleges. I apply contemporary social theories culled from the fields of feminism, geography and political science to understand one hidden manifestation of globalization in community colleges: involvement in global civil society via participation in international development projects. I begin by discussing the history of community colleges, highlighting their flexible missions, as a way of understanding how they have changed within the current socio-economic climate. I then present evidence of community colleges participating in international development projects, and provide an analysis of what participation might signify on the broader social level. I end with a call to understand more about these somewhat overlooked activities in order to ensure that they are carried out effectively whilst keeping in mind the needs of both ‘local’ communities.
What is your learning style? Identifying your learning style serves you and helps you use it to your advantage to learn new skills efficiently. Your learning style is your approach to learning based on your preferences, as well as your strengths and weaknesses. Learners can be grouped into main categories:
Those who learn through reading and writing prefer to read and write rather than listen. In fact, they enjoy reading books and can follow written directions with ease. Visual learners learn best through maps and diagrams as opposed to verbal directions. While auditory learners prefer verbal directions and enjoy working in groups and discussing information. They remember best
through listening and may find it difficult to work quietly. These type of learners often read with whispering lip movements.