The ACHA-NCHA II supports the health of the campus community by fulfilling the academic mission, supporting short- and long term healthy behaviours, and gaining a current profile of health trends within the campus community. Canadian Reference Group Data
Student Debt and the Class of 2013 is our ninth annual report on the cumulative student loan debt of recent graduates from four-year colleges. Our analysis of available data finds debt levels continue to rise, with considerable variation among states as well as colleges.
About seven in 10 (69%) college seniors who graduated from public and private nonprofit colleges in 2013 had student loan debt. These borrowers owed an average of $28,400, up two percent compared to $27,850 for public and nonprofit graduates in 2012. About one-fifth (19%) of the Class of 2013’s debt was comprised of private loans, which are typically more costly and provide fewer consumer protections and repayment options than safer federal loans.
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.
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.
There is national and international recognition of the importance of innovation, technology transfer, and entrepreneurship for sustained economic revival. With the decline of industrial research laboratories in the United States, research universities are being asked to play a central role in our knowledge-centered economy by the technology transfer of their discoveries, innovations, and inventions. In response to this challenge, innovation ecologies at and around universities are starting to change. However, the change has been slow and limited. The authors believe this can be attributed partially to a lack of change in incentives for the central stakeholder, the faculty member. The authors have taken the position that universities should
expand their criteria to treat patents, licensing, and commercialization activity by faculty as an important consideration for merit, tenure, and career advancement, along with publishing, teaching, and service.This position is placed in a historical context with a look at the history of tenure in the United States, patents, and licensing at universities, the current status of university tenure and career advancement processes, and models for the future.
While discussions on the value of education often focus on economic gains, the social returns to education are vast and can be reaped at both the individual level (e.g., better health) and societal level (e.g., lower crime rates).
Based on a combination of new and existing analyses, this paper explores the individual benefits and disadvantages associated with education, focusing on civic engagement; health/happiness; crime; and welfare/unemployment. The findings clearly suggest that investing in education has both individual and social benefits. While no causal link can be made between level of education and the returns examined, it is evident that those with some form of postsecondary education (PSE) often fare better than those with no more than a high school education.
For example, in terms of civic engagement, university graduates are more likely than high school graduates to volunteer and donate money. Higher levels of education also increase the likelihood of voting and other forms of political participation. In terms of health and happiness, university graduates tend to rate their physical and mental health higher than those with fewer years of education and are also less likely to smoke. Finally, happiness and life satisfaction also tend to increase with education.
Educated individuals are less likely to be incarcerated, most notably when comparing high school graduates with those who did not graduate. With that said, certain types of crime are more prevalent among certain populations and individuals with higher levels of education are more likely to commit white collar crimes. Finally, those with more education have lower unemployment rates and fared better during the most recent economic recession. They were less likely to require social assistance and had shorter welfare spells, especially for women.
Based on its 50 years of experience serving developing countries through education, capacity-building, training and mentoring in a range of fields, CBIE respectfully offers the following input and recommendations.
The mission of America’s community colleges is focused on three areas of commitment: access, responsiveness to community need, and equity. The commitment to access is exemplified by the open admissions policies of community colleges and the multiple ways colleges remove financial, physical, and academic barriers to entry. That access has resulted in entry into higher education by first generation, low-income, minorities, dropouts, working adults, and others who lacked the financial, academic, time, or location means to participate in traditional higher education systems. Looking at multiple college mission statements as well as scholarly definitions, the essential core of agreement is that community colleges provide access to the education necessary for both a productive life for individuals and healthy and successful communities they serve. Access to higher education is essential to a democratic society and a strong middle class.
The third stream agenda is a critical strategy in the pursuit of enriched learning, enhancing student employability and much needed revenues. Voices of support of the third stream agenda resonate across political parties, the business community and universities. Academic journals have also reflected a scenario in which the academic community of practice have transformed its rational into ‘can do’ mission statements and strategic policies with a clear focus to source, convert and embed third stream activities. In return, universities seek quarries such as more marketable programmes of studies, committed and commercially
aware academics, improved business interchange and in light of the economic recession and subsequent austere measures, the replenishment of new revenue streams.
When building an online program, there are certain big questions that need to be answered. Among them are: What kind of program you want it to be – high tech or low tech? Professor intensive or adjunct driven? Blended learning or fully online? What kind of technology will be used to deliver course content? What about opportunities for collaboration? Indeed, even though distance learning is no longer in its infancy, and there are a whole discipline- full of best practices learned by those who blazed the trail before you, it’s easy to get overwhelmed by the questions and the possibilities of what you want your program to look
like today and five years from now.
We created this special report to suggest some responses to the big questions about distance education: About pedagogy, technology, philosophy and administration of distance learning programs. In this report, you will find concise, informative articles on distance education administration and policy that have appeared in Distance Education Report. Titles include:
• Seeing Where the Distance Education Opportunities Lie
• Dumb is Smart: Learning from Our Worst Practices
• Building a Distance Education Program: Key Questions to Answer
• Eight Steps to On-Campus/Online Parity
• Creating a Business Continuity Plan for Your Distance Education Program
• Integrating Distance Education Programs into the Institution
• Solving the Problems of Faculty Ownership with Online Courses
The mass of program and policy issues confronting distance education administrators grows
every day. We hope this special report will help you conceptualize, manage and grow the
distance education program at your school.
Christopher Hill
Editor
Distance Education Report
While Scott Jeffrey, PhD, was getting his doctorate at the University of Chicago, he investigated which rewards would be the most effective in getting University staff members to improve speed and accuracyiii in the University’s incentive lab. In a controlled study he tested hard cold cash against a variety of non-monetary rewards, such as massages and tangible rewards. He used only a verbal “thank you” for the control group.
In the emerging knowledge-based economy, employers are requiring new levels of skill from labour market entrants. As employers’ expectations of postsecondary graduates increase, Ontario’s publicly funded colleges and universities are working to provide students with much of the knowledge, skills, and training needed for success in the community and in the changing workplace. As a result, there has been a movement within the postsecondary education (PSE) sector to provide a closer integration of learning and work as a strategy for workforce skills development (Fisher, Rubenson, Jones, & Shanahan, 2009).
In particular, work-integrated learning (WIL) programs such as co-operative education, internship, and apprenticeship are frequently endorsed as educational modes of delivery to support such integration.
Offering work-integrated learning experiences for students requires a significant investment of human and financial resources to be effective. Faculty in particular play an important role in designing, supporting, and implementing WIL opportunities for students. Despite a growing recognition of the essential role played by faculty, very little is known about their perceptions of and experiences with WIL. To shed light on this issue, this report provides the results of the WIL Faculty Survey conducted by the Higher Education Quality Council of Ontario (HEQCO) in partnership with 13 Ontario postsecondary institutions.
The report is part of a broader multi-phase project being undertaken by HEQCO on WIL in Ontario’s PSE
sector.
The WIL Faculty Survey was designed to better understand faculty experiences with and perceptions of WIL as an element of postsecondary curriculum. Guided by a Working Group comprised of representatives from the 13 participating postsecondary institutions, the study sought to address four primary research questions:
1) How do faculty perceive the value and benefits of WIL to students, faculty members, and
postsecondary institutions?
2) Do faculty views about WIL differ by employment status, program, gender, years of teaching, previous employment experience, or their own past WIL experience?
3) How do faculty integrate students’ work experiences into the classroom?
4) What concerns do faculty have about introducing or expanding WIL opportunities in postsecondary institutions?
The survey instrument was developed in consultation with the Working Group and was pre-tested with 25 faculty members. The survey was administered online from March to May, 2011, with e-mail invitations to participate sent to 18,232 faculty from the 13 partner institutions (6,257 college faculty and 11,975 university faculty). In total, 1,707 college faculty and 1,917 university faculty completed the survey to an acceptable cut-off point, for an overall response rate of 19.9%.
Close to two-thirds of college faculty and roughly half of university faculty respondents reported having experience teaching in a program in which students participate in a co-op or apprenticeship. Fewer faculty had experience personally teaching a course with a WIL component, with 47.5% of college faculty and 28.9% of university faculty currently or previously having taught a course involving WIL. Among those who had taught a course with a WIL component, field placements were the most common type of WIL among college faculty, followed by mandatory professional practice (student placements required for licensure or professional designation). For university respondents, mandatory professional practice was the most common type of WIL taught, followed by applied research projects.
Established in 2004, the Industry Training Authority (ITA) is the provincial Crown agency that governs and manages the industry training system. Working in close collaboration with industry, it keeps occupational standards current and relevant, assesses skills, manages the apprenticeship training pathway, and works to align the profile and number of newly credentialed workers with labour market needs. It provides career development opportunities for individuals and a skilled workforce for
industry.
An annual Government’s Letter of Expectation (GLE) is ITA’s primary source of guidance in setting its strategic direction. In 2008 – consistent with the relevant GLE’s emphasis on expanding access to training for groups that are traditionally under-represented or face barriers to labour force participation – ITA began to establish a distinct suite of Aboriginal Initiatives. The overarching objective was to increase the representation of Aboriginal participants in the trades.
How many Ontario high school students applied to the province’s colleges and universities during the last decade? How many enrolled? How many graduated? Find the answers to these and other good
questions in Quick Facts, a compendium of current and authoritative data on Ontario’s postsecondary
system.
This report outlines a series of recommendations for the post-secondary sector arising from a research study carried out by researchers from Queen’s University and St. Lawrence College. Funding for this 30-month project, which began in January 2013, was provided by the Ontario Ministry of Training, Colleges and Universities under the Mental Health Innovation Fund. In the fall of 2012, each post-secondary institution in Ontario was invited to submit proposals for funding and this project was one of ten successful applications.
The Association of Registrars of the Universities and Colleges of Canada (ARUCC) and the Pan-Canadian Consortium on Admissions and Transfer (PCCAT) have collaborated to lead an extensive study to understand current transcript and transfer credit nomenclature practices in Canada. These findings will ultimately inform a comprehensive update and expansion of the 2003 ARUCC National Transcript Guide and potentially result in a searchable database of transcript practices and Canadian transfer credit nomenclature. The ultimate goal is to enhance the clarity, consistency and transparency of the academic transcript and transfer credit resources that support student mobility. The specific deliverable for this phase was to identify and summarize Canadian transcript and transfer credit nomenclature practices, review four international jurisdictions as a means to highlight promising practices related to these two areas and, finally, to provide both an overview of systems and an initial examination of emergent perspectives and themes. The report purposefully avoids suggesting prescriptive solutions or outcomes; however, the findings from this study will provide a solid foundation from which to move forward the standards and terminology discourse in Canada. This report collates the findings from the supporting research conducted from January through to April 2014.
Getting students to take their reading assignments seriously is a constant battle. Even syllabus language just short of death threats, firmly stated admonitions regularly delivered in class, and the unannounced pop quiz slapped on desks when nobody answers questions about the reading don’t necessarily change student behaviors or attitudes. Despite the correlation between reading and course success, many students remain committed to trying to get by without doing the reading, or only doing it very superficially, or only doing it just prior to exam dates. In return, some exasperated instructors fall into the trap of using
valuable class time to summarize key points of the readings. It’s not a new problem, and clearly we can’t simply bemoan the fact that students don’t read. Furthermore, doing what we’ve been doing — the threats, the endless quizzes, the chapter summaries — has failed to solve the problem. The better solution involves designing courses so that students can’t do well without reading, and creating assignments that require students to do more than just passively read.
Featuring 11 articles from The Teaching Professor, this special report was created to give faculty new ways of attacking an age-old problem. Articles in the report include:
• Enhancing Students’ Readiness to Learn
• What Textbook Reading Teaches Students
• Helping Students Use Their Textbooks More Effectively
• Text Highlighting: Helping Students Understand What They Read
• When Students Don’t Do the Reading
• Pre-Reading Strategies: Connecting Expert Understanding and Novice Learning
Whether your students struggle with the material or simply lack the motivation to read what’s
assigned, this report will help ensure your students read and understand their assignments.
Maryellen Weimer
Editor
The Teaching Professor
College prices have increased by 45 percemt on average over the past decade, while household income has declinded by 7 percent in the same period.
Every developed country is racing to keep up with profound and fundamental changes in the 21st century The new knowledge economy is creating unprecedented demands for higher levels of expertise and skills, while, at the same time, changing demographics will significantly reduce the numbers of qualified people available in the economy The cumulative impact presents great opportunities and great challenges to Ontario The province has an opportunity to implement meaningful and transformational changes that exploit the potential for growth in the new economy and drive Ontario’s prosperity to
unprecedented levels
But the threats to Ontario’s future are just as great Failing to move forward now with significant
measures could leave Ontario unprepared for the challenges ahead, and strand thousands of
people as permanently unemployable
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.