In 2008, the OECD launched the AHELO feasibility study, an initiative with the objective to assess whether it is possible to develop international measures of learning outcomes in higher education.
Learning outcomes are indeed key to a meaningful education, and focusing on learning outcomes is essential to inform diagnosis and improve teaching processes and student learning. While there is a long tradition of learning outcomes’ assessment within institutions’ courses and programmes, emphasis on learning outcomes has become more important in
recent years. Interest in developing comparative measures of learning outcomes has increased in response to a range of higher education trends, challenges and paradigm shifts.
AHELO aims to complement institution-based assessments by providing a direct evaluation of student learning outcomes at the global level and to enable institutions to benchmark the performance of their students against their peers as part of their improvement efforts. Given AHELO’s global scope, it is essential that measures of learning outcomes are valid across
diverse cultures and languages as well as different types of higher education institutions (HEIs).
Insight into Impressive Practices in Career Services: A Reference Guide is the second of two reports summarizing the findings of a CERIC-funded study that sought to establish the importance publicly funded universities and colleges place on the provision of career development services and to highlight particularly impressive models of career service provision across the country.
Specifically, CERIC’s interest in conducting this study was two-fold:
1. To understand the landscape of career service models across Canada
2. To examine the level of institutional commitment to the provision of career services
The issue of the “boy gap” or “boy crisis” in education has been the subject ofincreasing attention across a number of OECD countries. The issue has also captured the attention of the Canadian media. As the Globe and Mail recently emphasized in their six-part series on ‘failing boys’:
“data suggests that boys, as a group, rank behind girls by nearly every measure of scholastic achievement. They earn lower grades overall in elementary school and high school. They trail in reading and writing, and 30 per cent of them land in the bottom quarter of standardized tests, compared with 19 per cent of girls. Boys are also more likely to be picked out for behavioural problems, more likely to repeat a grade and to drop out of school altogether”. (Globe and Mail, October 15, 2010)
Given the importance of this issue and the need to better understand the situation in boys' education, this report draws on material and data from a review of websites, research reports and relevant data sources, as well as informal consultations with some official and expert sources, to scope out four main questions:
1. What is the situation regarding education and training participation and
results for boys and men throughout the OECD, including post-secondary
education and trades?
2. Are there policies and practices in place to attenuate unfavourable trends?
3. What are Canadian jurisdictions doing?
4. What do we know about the success and failure of various models OECDwide
with a focus on Germany, the United States, Australia and the United
Kingdom?
It should be noted that there is a substantial disconnect between public policy commentary on issues in the “developed” and “non-developed” worlds. In the latter, priority attention continues to be centred on the barriers and obstacles faced by females in education and the labour market. Access to education in all its forms is still significantly more available to males in such countries. The UN Girls’ Education Initiative (UNGEI) is focused on ensuring that a gender equity
and equality perspective is brought to bear within the broad context of the UN’s Education for All (EFA) initiative, and is reflected in the Global Monitoring Reports issued by the EFA.
In is also the case that attention within OECD countries continues to be paid to the traditional barriers faced by women in many areas of education and
employment. A “question scan” done by CCL for the British Columbia Ministry of
Advanced Education only a few years ago identified a number of studies and
reports on the issue of gender in PSE access; all of them focused on the
question of female participation and access, none on the “boy crisis”.
It is also the case that attention in several OECD jurisdictions has shifted in some circles in the past number of years to the phenomenon of a substantial shortfall of the percentage of males, compared to females, who complete secondary schooling, and who are enrolled in and graduate from PSE. The implications of this “boy gap” are increasingly being pondered in such countries as Canada, the U.S., the U.K. and Australia. The statistical picture in terms of this gender gap, as
shown in literacy rates, school achievement in literacy, and participation and success in university studies, has been quite clear in such jurisdictions for two decades and more; the implications of this gap, however, are not at all a matter of consensus. Nor are the public policy and program responses either clear or consistent.
Question 1: What is the situation for boys and men throughout the OECD,
including PSE and the trades?
The purpose of this section is to present general statistics on performance and participation in education and training for both boys/young men and girls/young women across OECD countries. The data have been selected to provide a preliminary overview that can be used to direct further research and analysis.
Given the parameters of this project, it is not possible to complete a comprehensive survey of data. For the purposes of this paper, the focus is on Australia, Canada, Germany, the United Kingdom and the United States, using a limited number of variables.
This first section focuses entirely on statistics and trends. It becomes obvious early in any consideration of this issue that its complexity and multifaceted nature present challenges. For clarity, the findings below are presented by educational sector.
1. Overview—general trends over time The relationship between education and skill development has been a well explored topic over the last decade, with many countries concluding that highly skilled and educated citizens are essential to meet the challenges of globalization and the knowledge economy. In an effort to help understand the complex network and inter-relationship of factors that influence individuals to participate and succeed in education and training, researchers have undertaken detailed research on educational outcomes and the influences on motivation, participation and completion of education.
Over the last couple of decades there has been increasing emphasis on maximizing the participation of under-represented groups such as immigrants, women and other minorities in education. Along the way, an interesting trend has emerged that is now clearly illustrated by the statistics—the statistics indicate that, overall, girls and women tend to do better in school environments, outperforming males. This is evident in both the secondary- and higher-education sectors. Research shows that girls/young women and boys/young men have distinctly different experiences in the various educational sectors.
2. K–12
For many years, gender-related research in the K–12 sector was focused on dropout rates in secondary schools. These rates were usually significantly higher for boys than girls, a trend which held across OECD countries.
PISA
The OECD PISA (Programme for International Student Assessment), designed to explore “the educational performance and attitudes of adolescent males and females”, provides data to answer questions related to why female and male students perform differently. Ironically, one of the main rationales for PISA was to determine why females appeared disinterested in, and tended to be less successful in, mathematics and the physical sciences. However, PISA findings that demonstrated that boys had difficulty in the area of reading spurred further research into literacy among boys and, eventually, the design of specific
interventions to address related issues.
Statistical evidence about gender differences among young boys and girls is quite detailed. The OECD report, “Equally Prepared for Life?”, provides a summary of gender issues from early childhood based on results from PISA,
PIRLS (Progress in International Reading Literacy Study), TIMSS (Trends in International Mathematics and Science Study) and other statistics that are gathered regularly.
Some of the main findings across OECD countries include1:
• Gender differences appear at early stages of education but they are small.
Females show better performance in reading in primary schools.
• Females showed significantly higher reading achievement than males in all (except two) countries by Grade 4. (2004 data)
• At Grade 4, the results for mathematics and science were mixed. Males had significantly higher scores for math in 12 countries while females had significantly higher scores in eight countries. In science, the scores for males and females were somewhat similar in more than half the countries
(2007).
• By Grade 8, on average, females had higher achievement than males in mathematics, although there were country variations. (2007) The same was true for science.
• Although PISA 2006 showed no significant differences between males and females in the overall performance in science, females were better identifying scientific issues while males were better at explaining phenomena scientifically.
- In the PISA 2009 reading assessment, girls outperform boys in every participating country by an average, among OECD countries, of 39 PISA score points—equivalent to more than half a proficiency level or one year
of schooling.
- On average across OECD countries, boys outperform girls in mathematics by 12 score points while gender differences in science performance tend to be small, both in absolute terms and when compared with the large 1 OECD, “Equally Prepared for Life?” 2009, pp. 3; 10–12;16–19; 2–24 and 27.
Years ago, the process of faculty evaluation carried few or none of the sudden-death implications that characterize contemporary evaluation practices. But now, as the few to be chosen for promotion and tenure become fewer and faculty
mobility decreases, the decision to promote or grant tenure can have an enormous impact on a professor’s career. At the same time, academic administrators are under growing pressure to render sound decisions in the face of higher operating costs, funding shortfalls, and the mounting threat posed by giant corporations that have moved into higher education. Worsening economic conditions have focused sharper attention on evaluation of faculty performance, with the result that faculty members are assessed through formalized, systematic methods.
The field of student attrition has grown tremen dously over the past two decades. The demographic characteristics of the population have induced us to consider how our institutions can more effectively serve their students and hopefully retain more of them until degree completion. As a result, studies of dropout and policy-oriented workshops concerned with prevention of attrition have become commonplace.
Over the past few decades, Canada’s labour requirements have changed drastically—from a need for physical labourers to a need for knowledge workers—as a result of changes in economic and social conditions that have included advances in information and communication technologies, globalization of economic activity and shifting demographics. Consequently, employers and firms are increasingly seeking skilled workers with a more sophisticated array of capabilities. Of recent concern, the current global recession has led to the deterioration of labour-market conditions in Canada and worldwide, profoundly affecting—through increased vulnerability to unemployment—the economic and social well-being of families and communities across Canada. Canada’s economic strength, as in other countries, depends on its ability to develop a skilled and flexible workforce, capable of adapting to continuous change. While Canada’s formal education is of a high standard, it alone cannot provide the conditions needed to secure the development of Canada’s talent—its human infrastructure*—which is a necessary element of our country’s future prosperity. Against this backdrop, Securing Prosperity through Canada’s Human Infrastructure, CCL’s second†report on the state of adult learning and workplace training in Canada, demonstrates that investments in human infrastructure—both in times of economic uncertainty and relative prosperity—are critical to securing a strong economy and greater social equity.
Approaches to higher education have been evolving at an increasingly rapid pace over the past decade, and graduate education is a critical part of that evolution. In Ontario alone, the number of new programs offered at our institutions has increased dramatically since 2004, and between 1999 and 2009, the number of PhD students enrolled in Ontario universities has nearly doubled (Maldonado, Wiggers, & Arnold, 2013). Students are coming to graduate school at different stages of their lives (Wiggers, Lennon, & Frank, 2011) and, in today’s economy, many are leaving graduate schools with increased uncertainty and anxiety about their career prospects (Maldonado et al., 2013; Patton, 2012).
Whereas in the past it was considered the norm for graduate students to move on to careers in academia, recent studies have confirmed what is apparent to most casual observers: the standard path is no longer into academia. For example, a 2010 study estimated that about 50 per cent of US PhD graduates now take positions outside of academia (Wendler, Bridgeman, Cline, Millett, Rock, Bell, & McAllister, 2010), and those who end up in academia are less likely to hold full-time tenure-stream positions. From 1975 to 2009, the proportion of full-time tenured and tenure-track faculty positions decreased as a proportion of the total number of instructional staff at US universities from approximately 45 to 24 per cent (AAUC), with part-time faculty positions comprising the majority of instructional positions (41%) by 2009. Within the Canadian context, current estimates suggest that less than 25 per cent of PhD students will end up in full-time tenure-stream research and teaching positions (Charbonneau, 2011; Tamburri, 2010).
What is the evolutionary process of leadership theories?
Pofessional development should be an ongoing endeavor for all faculty members because their growth as instructors has a profound impact on their students. There are always opportunities for improvement, new teaching techniques to learn and master, and experiences to share with colleagues.
This is why we have created this special report. Whether your institution has extensive, well-funded faculty development initiatives or you operate on a shoestring, I’m sure you will find some useful information in this special report to help with your faculty develop-ment efforts.
The articles, compiled from The Teaching Professor and Academic Leader, offer inspira-tion and practical (and often inexpensive) ways to accomplish the goal of improved teaching and learning.
The Canadian labour market suffered a severe blow during the last recession, with more than 430,000 persons losing their jobs and the unemployment rate reaching levels unseen since the latter half of the 1990s.
Subsequently, the labour market has shown great resilience, and there are now 900,000 more Canadians employed since the beginning of the recovery. Important weaknesses remain, however: long-term and youth unemploymentstill stand at obstinately high levels – despite a recent growth in job vacancies.
This E-Brief argues the best way to further support the Canadian labour market would be through policies that enhance labour mobility and emphasize skills training to help ensure unemployed Canadians have the right skill sets to
integrate into the workforce.
Residential schooling in Canada’s North deserves its own consideration for a number of reasons.
First, its history is more recent than that of residential schooling in the rest of the country. As late as 1900 there were only two residential schools north of the sixtieth parallel. By 1950 there were only six residential schools and one hostel in the North. This slow growth reflects the fact that while the overall goals of the Canadian govern-ment’s Aboriginal policy were to assimilate, civilize, and Christianize, this policy was not applied in a uniform manner. Where there was no pressing demand for Aboriginal lands, the federal government delayed taking on the obligations that Treaties created. This was particularly true in the North. As long as there was no prospect of economic development or of the arrival of large numbers of non-Aboriginal settlers, the federal government was not prepared to negotiate with northern Aboriginal peoples. Nor was it interested in establishing reserves or residential schools—or any sort of school, for that matter. Were it not for the work of Roman Catholic and Anglican missionaries, residential schooling would have no history north of the sixtieth parallel before 1950.
A second distinct feature of the situation in the North was the fact that, in the years after 1950, the Canadian government did not simply extend the existing southern res-idential school system into northern Canada. Instead the federal government created a system of day schools and hostels under the direction of Northern Affairs rather than Indian Affairs. This system was intended from the start to be integrated into, not separate from, the public school system of the day. Unlike the southern schools, the northern schools made no attempt to restrict admission to First Nations students, so Métis and Inuit, along with a number of non-Aboriginal students, also attended them. At the end of the 1960s, these schools were transferred from the federal government to the governments of the Northwest Territories and the Yukon.
As online education moves from the fringes to the mainstream, one question still persists: “How do I know what my online students have learned?” There are no simple answers, just as there aren’t in face-to-face courses, but with a little creativity and flexibility, you soon discover that the online learning environment opens up a host of new student assessment possibilities. And, just as with traditional courses, the trick is finding the right combination that works best for your particular course.
This special report features 12 articles from Online Classroom that will cause you to examine your current methods of online assessment, and perhaps add something new to your assessment toolbox. It even talks about some of the common assessment mistakes you’ll want to avoid.
Take a look at some of the articles you will find in Assessing Online Learning: Strategies, Challenges and Opportunities:
• Authentic Experiences, Assessment Develop Online Students’ Marketable Skills
• Four Typical Online Learning Assessment Mistakes
• Assessing Whether Online Learners Can DO: Aligning Learning Objectives with
Real-world Applications
• Strategies for Creating Better Multiple-Choice Tests
• Assessing Student Learning Online: It’s More Than Multiple Choice
• Using Self-Check Exercises to Assess Online Learning
• Measuring the Effectiveness of an Online Learning Community
• Ongoing Student Evaluation Essential to Course Improvement
Online courses enable a strong student-centered approach to learning and, as a result, assessment. We hope this report helps you design and develop online assessment strategies that take full advantage of the many formal and informal assessment tools now at your fingertips.
MyLivePD is a completely new model of
PD that focuses on delivering timely,
relevant and actionable coaching for math teachers through live online sessions with no appointments needed. For the first time, math teachers can connect with an experienced coach to ask a specific question about their teaching on their own schedule from any Internet-enabled computer. The service was created to be
completely driven by the teacher. It is also meant to be a continuous process where teachers get help throughout the school year. This level of personalization and privacy does not exist in any other PD model.
MyLivePD was implemented in three
districts and several Teach for America
regions in the fall of 2011. All districts and teachers have been granted access to the service through December 2012. This paper will provide further details on how MyLivePD works, the initial results from the pilot program to date and conclusions on how MyLivePD can be used by schools as part of their PD
programs.
Most, if not all, faculty and graduate students will agree with Dr. Joli Jensen’s statement that “academic writing is a perplexing burden, a source of constant anxiety, self-doubt, and confusion” (p. 4). When we and our colleagues discuss our own writing struggles or those of our graduate students, we recognize that there are many potential issues underlying writing problems: research design issues, lack of knowledge of other scholarly literature, underdeveloped academic writing skills, an
emerging identity as an academic writer, and ineffective writing processes and practices. Jensen, the author of Write No Matter What: Advice for Academics, claims that her book focuses solely on “offering academic colleagues process-oriented strategies for overcoming writing obstacles” (p. 88). In fact, we find that Jensen offers more than just process strategies in that she also details the affective and psychological barriers to writing; the things that happen in writers’ heads when they have carved out time for writing but still struggle.
About Ontario Centres of Excellence Inc.
The Ontario Centres of Excellence (OCE) not-for-profit program was formally established in 1987 with seven independent centres that evolved and amalgamated into Ontario Centres of Excellence Inc. in 2004.
Twenty-five years ago, the traditional economic foundation for the province, and for Canada, was shifting from a north american focused and commodities-based economy to one that is globally oriented and knowledge-based.
Prior to the creation of OCE, there was limited connection between universities, colleges, research hospitals and industry. Consensus was that these academic and research institutions were producing quality research that was not being utilized to its full potential by industry.
OCE was designed to bridge that gap and create productive working partnerships between university and college
research departments, research hospitals and Ontario industry.
In a traditional face-to-face class, students have many opportunities to interact with their instructor and fellow students. Whether it’s an informal chat before or after class, or participating in the classroom discussion, interaction can be an important factor in student success.
Creating similar opportunities for participation and collaboration in an online course is one of the biggest challenges of teaching online. Yet, opportunities for meaningful interaction online are plentiful, provided you design and facilitate your course in the correct manner and with the proper tools. Asynchronous and synchronous learning tools, such as threaded discussions, instant
messaging, and blogs play an important role in humanizing online courses by replicating the classroom experience of information exchange and community building, not just between students and teacher but among the students as well.
This Faculty Focus special report features 15 articles from Online Classroom newsletter, and will provide you with specific strategies on how to use synchronous and asynchronous learning tools to engage your online students.
Here are just some of the articles you will find in this report:
• A Plan for Effective Discussion Boards
• Using Video Clips to Stimulate Discussion
• Using Individual and Group Instant Messaging to Engage Students
• Nine Strategies for Using IM in Your Online Course
• Four Ways to Improve Discussion Forums
Synchronous and Asynchronous Learning Tools: 15 Strategies for Engaging Online Students
Using Real-time Chat, Threaded Discussions and Blogs is loaded with practical advice from
educators who’ve found effective ways to promote learning and build community in their
online courses.
Rob Kelly
Editor
Online Classroom
In the past few decades, those of us working in institutions of higher education have seen an instructional paradigm shift. Given the growth in research on learning, our views of how people learn best have developed over the last few decades; from behaviorist perspectives of learning, we have also come to understand learning from cognitive and social perspectives. (For a more in-depth discussion of these issues, see Barkley, Major, and Cross, 2014, as well as articles in this special issue). This development has caused higher education instructors to modify their instructional practices as a result. Many instructors have moved away from a sole diet of traditional lecture, with the occasional short-answer question to the class in which students listen, repeat, and occasionally apply, toward a modified menu of pedagogical platforms in which, much of the time, students are active participants in the learning process. Higher education faculty, then, have gone about this task of engaging students actively in learning in a number of important ways by adopting a range of instructional approaches.
The condition of the U.S. science, technology, engineering, and mathematics (STEM) workforce figures prominently in discussions of national competitiveness, education policy, innovation, and even immigration. But the relevant analyses and conversations are hindered by differing understandings of the composition and character of the STEM workforce and the varied, dynamic career pathways enabled by STEM knowledge and skills.
While much of the world is understandably focused on the current recession, there is a looming demographic and labour market
crisis which has the potential to shake the very foundations of our society and economy. Our population is aging; as the baby boomer generation advances into the age of normal retirement, there will be a significant decline in the proportion of our opulation in the prime working years (15 to 64). Using Ontario Ministry of Finance data, the projected shortfall in the availability of workers is shown to rise to at least 200,000, and to as high as 1.8 million by 2031,depending on our levels of population growth.
Even in the midst of a recession, we have to understand that a labour shortage looms. Unfortunately, this is only half of the bad news. At the same time as our population is aging, the requirements of the labour market are changing. With the emergence of our knowledge economy, the proportion of the labour force requiring some form of education or training beyond high school will increase dramatically.
Using a variety of Canadian and U. S. estimates,it is concluded that by 2031 we will need 77% of our workforce to have post-secondary credentials (apprenticeship, university, college, industry, professional). Overall, we now stand at about 60%, with our younger population (25 to 34 years of age) at just over 66%. So, we will need both a larger workforce and increased skills. For potential solutions, increasing the size of the population (immigration) with more skilled workers could help, but it will not solve the problem. Increasing the participation rates of those currently under-represented in the labour force is another option that needs to be explored, as do ways of accelerating graduations, increasing employer-provided training, improving literacy rates, and creating a more unified educational system. But what is most clearly needed is a change in our society’s attitude towards post-secondary education.
We have to accept attainment of post-secondary education or training as the expectation for all but a small minority of Ontarians. Without effective action, we face a future with large numbers of unskilled workers looking for jobs that require skills they do not possess, and a large number of jobs that will go unfilled. The time for action is now. It will take planning, hard work, cooperation, and difficult decisions to secure our future. An alternative outcome is simply unacceptable.
Rick Miner Report
When teachers think the best, most important way to improve their teaching is by developing their content knowledge, they end up with sophisticated levels of knowledge, but they have only simplistic instructional methods to convey that material. To imagine that content matters more than process is to imagine that the car is more important than the road. Both are essential. What we teach and how we teach it are inextricably linked and very much dependent on one another.
This special report features 11 articles pulled from the pages of The Teaching Professor to help you discover new ways to build connections between what you teach and how you teach it. The report offers tips on how to engage students, give feedback, create a climate for learning, and more. It also provides fresh perspectives on how faculty should approach
their development as teachers.
It’s been said that few things can enhance student learning more than an instructor’s commitment to ongoing professional development. Here’s a sample of the articles you will find in Effective Strategies for Improving College Teaching and Learning:
• Faculty Self-Disclosures in the College Classroom
• A Tree Falling in the Forest: Helping Students ‘Hear’ and Use Your Comments
• Understanding What You See Happening in Class
• Can Training Make You a Better Teacher?
• Striving for Academic Excellence
Although there is no single best teaching method, approach, or style, this special report
will give you a variety of strategies to try. Those that work effectively with your students
you should make your own.
Maryellen Weimer
Editor
The Teaching Professor