I'll be the first to admit that I haven't been teaching at my best this semester. Oh, there have been some good classes. And I think I'm finally getting a handle on the one group of students who don't want to speak up in class. But in general it feels like I'm going through the motions a little bit, not fully reaching as many students as I have in the past, talking too much from the front of the room. I have a theory as to why this is happening.
This is my fourth semester at the University of Iowa teaching rhetoric to mostly first-year students. After years of adjuncting, it's great to be able to teach the same course again and again. I'm able to learn from my mistakes and improve semester to semester. Even better, prepping for class takes less and less time each semester. I keep an archive of class activities from previous semesters in Scrivener, and I can quickly arrange a few of them to make up a whole class period. It's great.
TORONTO — Many of this year's new post-secondary graduates have left the academic world carrying tens of thousands of dollars in debt. Meantime, those heading to college and university this fall will soon contend with steep tuition rates that often result in a similar burden.
While schools attempt to lessen the load by offering financial aid, average student debt appears to be climbing. So some institutions are also responding by beefing up their mental health services to help students cope with life in the red.
Abstract Religious colleges and universities make up a substantial segment of the higher education landscape in North America, but the incidence of sexual violence on these campuses remains understudied. This study estimates the incidence of sexual violence on independent Christian campuses using a sample of part-time and full-time undergraduate students (N = 668) from eight private Christian colleges in Ontario, Canada. Using two widely used measures of sexual violence enabled comparisons with studies of self-reported incidents at secular and public colleges and universities. The findings show that 18% of women at religious colleges reported experiencing unwanted sexual contact within the past year, compared to studies of self-reported rates on secular campuses ranging from 21.4% to 31.4%. Exploratory investigation of factors related to victimization suggests that religious colleges may provide a “moral community” that could reduce the risk of sexual violence.
Résumé Quoique les universités religieuses contribuent considérablement à l’ensemble de l’enseignement supérieur en Amérique du Nord, la fréquence des agressions sexuelles sur leurs campus demeure peu étudiée. La présente étude estime le nombre d’agressions sexuelles sur des campus chrétiens indépendants à l’aide d’un échantillon d’étudiant(e)s de premier cycle à temps partiel et à temps plein (N = 688) provenant de huit universités chrétiennes privées en Ontario (Canada). L’utilisation de deux échelles d’agressions sexuelles fréquemment utilisées a permis de comparer notre étude à d’autres études qui traitent de la fréquence d’agressions sexuelles déclarées par les victimes dans les universités laïques et publiques. Nos résultats démontrent que dans les universités religieuses, 18 % des femmes ont rapporté des contacts sexuels non désirés au cours de l’année dernière, comparativement à de 21,4 à 31,4 % des femmes des universités laïques ayant rapporté des agressions sexuelles. Des facteurs liés à la victimisation suggèrent la possibilité que les universités religieuses puissent offrir une « communauté morale » qui diminue les risques d’agression sexuelle.
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.
The decade since 2004 has brought profound reexamination of the role and results of developmental programs in community and technical colleges around the country. Pushed by the emerging student success and completion agenda, colleges have dealt with intense scrutiny and a demand for the redesign of these programs.
Independent college students, once considered “nontraditional,” now constitute the majority of students in the United States. As of 2012, just over half of all U.S. college students were independent (51 percent)—meaning they had at least one defining characteristic outlined in the Free Application for Federal Student Aid (FAFSA), including being at least 24 years old; married; a graduate or professional student; a veteran; an orphan, in foster care, or ward of the court; a member of the armed forces; an emancipated minor; someone who is homeless or at risk of becoming homeless; or having legal dependents other than a spouse (Federal Student Aid n.d.; IWPR 2016a).
Scholars who study educational equity and inequality in education, academic achievement gaps, and educational opportunity offer a variety myriad of explanations as to how or whether race has any role or impact on educational experiences, access, or opportunity. Indeed, race has been an abiding question in the social sciences and education for several decades.
Despite the debates within both fields regarding the meaning of race, the current popular sentiment among the lay public and many educational practitioners is that on November 4, 2008, America reached a post-racial moment with the election of Barack Obama as the 44th President of the United States. In other words, according to the post-racial discourse, race no longer matters, especially as it relates to people of color. The editors and contributors of this volume challenge this rhetoric and examine how and whether race operates in understanding how issues of access to productive opportunities and quality resources converge and impact experiences and outcomes in education. Hence, the purpose of this NSSE Yearbook is to explain how and why race is a “dynamic system of historically derived and institutionalized ideas and practices” shaped by myriad forces (e.g., power, gender, language, class, and privilege), which determine the quality of educational opportunities, experiences, and resources for people of color in the United States.
Readers of Faculty Focus are probably already familiar with backward design. Most readily connected with such
researchers as Grant Wiggins, Jay McTighe, and Dee Fink, this approach to course construction asks faculty to initially ignore the specific content of a class. Rather, the designer begins the process by identifying desired learning goals, and then devising optimal instruments to measure and assess them. Only thereafter does course-specific content come into play—and even then, it is brought in not for the sake of “covering” it, but as a means to achieve the previously identified learning objectives. Courses designed this way put learning first, often transcend the traditional skillset boundaries of their discipline, and usually aim to achieve more ambitious cognitive development than do classes that begin—and often end—with content mastery as the primary focus. Although the advantages of backward design are manifest, it’s probably still the exception to, rather than the rule of, course planning.
he elevated attention paid to sexual and interpersonal violence, coupled with new legislative requirements, is eading colleges and universities to improve the ways that victims and survivors can report incidents of such iolence. Providing additional resources and educating students about reporting options can lead to a significant ncrease in those reports. That is a positive step forward. However, surges in reporting can, in turn, stress nstitutional resources and delay or stop colleges and universities from shifting their focus to actually preventing sexual violence and bringing reporting numbers back down.
Partnerships between public and private colleges, which have brought thousands of new international students to Ontario, carried unacceptable risks to the students, the province and the quality of education, says a report for the provincial government that led to a moratorium on the programs.
Initiatives intended to support and advance the scholarship of teaching have become common in Canada as well as internationally. Nonetheless, the notion of a scholarship of teaching remains contested and has been described as
under-theorized. In this conceptual study, I contribute to the ongoing “theory debate” in the scholarship of teaching, applying a philosophical lens. I propose that Alasdair MacIntyre’s account of “practices,” including concepts of virtue, standards of excellence, internal goods, and transformation, offers a useful theoretical framework by which to identify the nature and defend the purposes and desired outcomes of this domain of scholarship. I argue that the moral virtues of justice, courage, and truthfulness, identified by MacIntyre as fundamental to all social practices, are essential also for meaningful engagement
in the practice of the scholarship of teaching, but that two additional and overarching virtues are needed: authenticity and phronesis.
Les initiatives ayant pour but d’encourager et de développer la scholarship of teaching sont devenues courantes au Canada ainsi qu’ailleurs dans le monde. Toutefois, la notion même de scholarship of teaching demeure contestée et on a même dit qu’elle manquait de fondement théorique. Dans le présent article conceptuel, je contribue au « débat théorique » actuel en lien avec la scholarship of teaching en adoptant une perspective philosophique. Je suggère que les travaux d’Alasdair MacIntyre sur les « pratiques » – y compris sur les notions de vertu, de normes d’excellence, de biens internes, et de transformation – nous offrent un cadre théorique pouvant servir à identifier la nature de ce type de science ainsi qu’à défendre ses objectifs et
résultats attendus. Je soutiens que les vertus morales de justice, de courage et d’honnêteté, identifiées par MacIntyre comme étant fondamentales à toutes pratiques sociales, sont également essentielles pour un engagement profond envers la pratique de la scholarship of teaching, mais que deux autres vertus plus générales sont aussi nécessaires, à savoir l’authenticité et la phronesis.
performance throughout the course, especially for those students who do poorly on the first test. Faculty and institutions provide an array of supports for these students, including review sessions, time with tutors, more practice problems, and extra office hours, but it always seems it’s the students who are doing well who take advantage of these extra learning opportunities. How to help the students who need the help is a challenging proposition.
Students at the University of Waterloo know Chase Graham took his own life.
They may never have met him. They may not know he was a brilliant student or that he had a sharp sense of humour under a shy, quiet exterior.
But they know he died by suicide at school on March 20.
Technology has changed just about every facet of our economy and society — from how we travel to how we bank to how we communicate with each other. But perhaps no part of the economy has been as fundamentally transformed as our nation’s workforce.
Over the past months, since the Brexit vote and the election of Donald Trump as president of the United States – in particular after the transition – many articles have been published about the negative impact of these two events on the internationalisation of higher education in the United States and the United Kingdom and beyond.
The increasing wave of nationalist, populist, anti-immigration and anti-globalisation trends in the United States, Europe and countries like Turkey and the Philippines make us wonder if the end of internationalisation is near.
This article proposes a methodology for measuring institutional diversity and applies it to Ontario’s university sector. This study first used hierarchical cluster analysis, which suggested there has been very little change in diver- sity between 1994 and 2010 as universities were clustered in three groups for both years. However, by adapting Birnbaum’s (1983) diversity matrix
meth- odology to Ontario’s university sector, the author appears to have found a decrease in systemic diversity (differences in the type of institution and size of institution; Birnbaum, 1983) and climate diversity (differences in campus environment and culture; Birnbaum, 1983) between 1994 and 2010. Policy implications resulting from this study are also considered.
Question (from "Luanne"): I’m in a bullpen oﬃce with half a dozen adjuncts, some of us sharing desks, all of us crowded, overworked, and demoralized. But that’s not what I’m writing about.
"Dana" manages to make it so much worse with his chronic complaining. Every day there’s a new crisis — noisy plumbing, bad drivers, barking dogs. He hates the weather in our part of the country, and despises the local politics. His students, he rails, are all morons. And we, his colleagues, will never measure up to the world-class professors he knew at his Ivy League grad school.
He’s known as "Dana the Complainer" and making fun of him behind his back is a common pastime. I’m not happy with that. (I’m probably called "Luanne the Pollyanna.") I can’t get any work done, with his fuming and stomping around.
Holidays are the worst, when he scolds the staﬀ members about Christmas stuﬀ on their desks. (They’re mostly single moms from the small Appalachian towns near us, and they have to be polite, no matter the provocation). I agree that religion doesn’t belong in the university. But I also believe in tact, which is a foreign concept to Dana. He loathes "mindless politeness" and values "people who speak their mind, no matter what."
How can I deal with him? Our college pays so little that I can’t even hope he’ll be ﬁred. There’s no line of people wanting his job.
OTTAWA — Federal officials believe the largest federal program aimed at helping aboriginal students pay for postsecondary
education faces numerous issues, including a financing cap which limits the fund's ability to keep up with rising tuition costs.
A federal review from summer 2015 suggests the support program needs more money, because a two-per-cent annual escalator is not in step with the increasing cost of tuition.