Many CPAs are curious about whether teaching at a university will be a rewarding and fulfilling part of a professional career. In this article, the co-authors relate their experiences at the front of the classroom. They detail the benefits of teaching for individuals as well as the institutions that employ professional faculty.
In spring 2018, overall postsecondary enrollments decreased1.3 percent from the previous spring. Figure1 shows the
12-month percentage change (fall-to-fall and spring-to-spring) for each term over the last three years. Enrollments decreased
among four-year for-profit institutions (-6.8 percent), two-year public institutions (-2.0 percent), four-year private nonprofit
institutions (-0.4 percent), and four-year public institutions (-0.2 percent). Taken as a whole, public sector enrollments (twoyear
and four-year combined) declined by 0.9 percent this spring.
Current Term Enrollment Estimates, published every December and May by the National Student Clearinghouse Research
Center, include national enrollment estimates by institutional sector, state, enrollment intensity, age group, and gender.
Enrollment estimates are adjusted for Clearinghouse data coverage rates by institutional sector, state, and year. As of
spring 2018, postsecondary institutions actively submitting enrollment data to the Clearinghouse account for 97 percent of
enrollments at U.S. Title IV, degree-granting institutions. Most institutions submit enrollment data to the Clearinghouse several
times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data at the student level, it is
possible to report an unduplicated headcount, which avoids double-counting students who are simultaneously enrolled at
multiple institutions
Teacher evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study documents a fundamental challenge to using teacher evaluation to improve teaching and learning.
Good boards ask good questions, and great boards ask great questions. The ability to ask meaningful questions is an important skill in the boardroom and fundamental to effective governance. Said the chairman of Bain & Company, Orit Gadiesh, in a 2009 Harvard Business Review interview, “The most distinguished board is useless and does a real disservice to the organization, in my view, if the people on it don’t ask the right questions. If you’re not asking questions, you’re not doing your job.”
A study presented Friday at the American Educational Research Association's annual meeting shines some light on the way women are hired for top higher education leadership positions in searches involving third-party executive search firms.
For the study, Harvard Ph.D. student Jeraul C. Mackey obtained access to proprietary data from a search firm that remained anonymous. The data covered almost 500 searches over an eight-year period starting in 2009. Mackey ultimately analyzed a subset of the data covering 250 searches for two- and four-year public and private nonprofit institutions.
He was able to look at how women candidates fared at each stage of the recruitment process for upper-level positions, finding that women fared better as searches progressed. He was also able to examine recruiters’ preferences about women candidates, finding that the gender makeup of a recruitment team had no discernible effect on whether a search ultimately resulted in a woman being hired.
So let’s start with the big picture. What is the purpose of schools in our society? Why do societies invest so many resources into educating their young? Yes, we teach so that students will learn, but to what end? What is the point? Of what benefit and to whom is a well-educated public? These kind questions have to do with the philosophy of education. (A philosophy is a set of principles based on one’s values and beliefs that are used to guide one's behavior.) These kinds of questions greatly affect how we educate students yet, they do not get asked nearly enough. Below is a list of possible reasons for educating young humans. You will most likely find that it is hard to select just one; instead, there seems to be a variety of reasons or purposes.
It’s easy to think of the Millennial generation, those born roughly between 1982 and 2002, as tech-savvy digital natives ��� and in many ways they are. Immersed in consumer technology since birth, today’s youth has mastered the art of the swipe, the
selfie and social media. So it may come as a surprise that Millennials often lack essential digital skills needed to succeed in the workplace — be it a conventional office setting, an auto mechanic’s shop, or in a tractor on a farm.
Context: The past decade has witnessed a sustained emphasis on information and communication technologies (ICT) in education, coupled with the rise of online social media and increasing pervasiveness of personal media devices.
Research Question: Our research question asked: How has this changing context affected the educational experiences of American high school students?
Setting: The exploratory, qualitative study took place at two high schools in a large metropolitan district in the southeastern United States. One high school was in a downtown area, and the other was in a suburban setting.
Research Design: The researchers used various qualitative research approaches, including interviews, on-site observations, and document analysis. Our interview participants included classroom teachers and support staff as well as students drawn from across each school’s grade levels. We also shadowed 10 of the student interview participants through their entire school days.
In our over-stressed world, many health care providers, social workers and caregivers are suffering from slow yet painful burnout. Many of the rest of us, working long hours and raising families, seem to be approaching burnout, too. Sometimes we may feel that we’re too exhausted to keep giving to others, even though giving is a primary source of happiness in our lives.
I am a proud curmudgeon. Whatever hip new thing you’re promoting, I’m probably uninterested. Whatever buzzword
you might be enamored of, I probably hate it. And whatever bureaucratic activity you want me to engage in, I almost
certainly think it’s pointless.
Despite my complete lack of buy-in for whatever you’re into, I’m also willing to work hard for my department and students, even if that means jumping through your hoops. I have worked successfully to move policy proposals through the governance system, I’ve overseen a curriculum overhaul in my department, I’ve coordinated class schedules, and I have spearheaded a successful effort to expand the number of majors in my department. In those efforts I’ve cleared numerous bureaucratic hurdles, generated enough paperwork to chop down the Amazon rain forest, and even worked a few buzzwords into some of the paperwork.
The Liberal government is moving to make it easier for international students to become permanent residents once they have graduated from Canadian postsecondary institutions.
Immigration Minister John McCallum said he intends to launch federal-provincial talks to reform the current Express Entry program, a computerized system that serves as a matchmaking service between employers and foreign skilled workers. Thousands of international students have been rejected for permanent residency because the program favours prospective skilled workers from abroad.
One of the core principles of the Ontario Undergraduate Student Alliance (OUSA) is that all willing and qualified students should be able to attend post-secondary regardless of their ability to pay. However, students in Ontario face the highest tuition fees in the country and the cost and perceived costs of post-secondary education are consistently identified as barriers to post-secondary education. These barriers are contributing factors to the persistently high attainment gaps for various vulnerable groups
in pursuing an undergraduate degree.
The concept of “disability” should be interpreted in broad terms including both present and past conditions as well as subjective components based on perceptions of disability. These subjective components determine disability in relation to individuals’ interactions with their environment: in the ways buildings are constructed, in the performance standards used to assess individuals, and in the ways individuals are expected to engage in daily activities. This interpretation of disability
is referred to as a “social model.” This model places responsibility for overcoming accessibility barriers onto entire communities. This OUSA policy paper uses a social model of disability to offer recommendations that ensure all willing and qualified students in Ontario are able to access and excel within the post-secondary education system.
This section contains policy, procedures and guidance used by Immigration, Refugees andCitizenship Canada staff. It is posted on the Department’s website as a courtesy to stakeholders.
I’ve been especially appreciative of my colleagues this week and there are lots of reasons why.
My colleagues teach me.
My colleagues let me teach them.
My colleagues disagree with me.
Ontario’s colleges share the provincial government’s belief that apprenticeship must play a greater role in addressing skills shortages and contributing to innovative, high-performance workplaces that enhance Ontario’s competitiveness.
What if traditional high school transcripts -- lists of courses taken, grades earned and so forth -- didn't exist? That's the ambition of a new education reform movement, which wants to rebuild how high schools record the abilities of students -- and in turn to change the way colleges evaluate applicants. Sounds like quite a task. But the idea is from a group with considerable clout and money: more than 100 private schools around the country, including such elite institutions as the Dalton School and the Spence School in New York City, plus such big guns as the Cranbrook Schools in Michigan, the Phillips Academy in Massachusetts and Miss Porter's School in Connecticut.
The organizers of the effort believe all kinds of high schools and colleges are ready for change, but they argue that it will take the establishment to lead this particular revolution. Organizers believe that if more than 100 such elite private schools embrace a new transcript, they will attract supporters in higher ed who will embrace the approach for fear of losing top applicants (both in terms of their academics and ability to pay). And then the plan could spread -- over perhaps a decade -- to public high schools as well. Along the way, the group hopes to use the ideas of competency-based education -- in which demonstration of mastery matters and seat time does not -- to change the way high schoolers are taught.
To what degree does gender impact one's career trajectory in the 10 years after earning a Ph.D.? While the majority of recent studies on the issue have found that women have a harder time earning tenure-track professorships and tenure than do their male counterparts, some studies also suggest that women are now playing on a level field with men -- or even possess some advantage.
A paper presented Sunday at the annual meeting of the American Educational Research Association examining the career paths of recent Ph.D.s finds there’s no strong, comprehensive evidence of gendered paths to tenure during the first decade after degree completion. Scholarly publications and activities, such as research, and a postdoctoral appointment in the years following degree completion were the most important factors in getting an tenure-track job for both men and women.
At the same time, the paper suggests that women do earn lower salaries than men and take longer to complete their doctoral degrees. It also says that important gender-based differences in men’s and women’s career trajectories may still exist in the second decade after degree completion, and that this period merits further study.
The goal of attracting more international students is an increasingly common theme in discussions on the future of post-secondary education in Canada. The goal of making Canada a premiere destination for post-secondary students from around the world has been repeated throughout the past decade by provincial and federal levels of government and leaders in the post-secondary sector from coast-to-coast. “International students in Canada,” the Advisory Panel on Canada’s International Education Strategy noted, “provide immediate and significant economic benefits to Canadians in every region of the country.”1 The panel advocates for a doubling of the number of international students studying in Canada over the span of a decade, from just under 240,000 in 2011 to over 450,000 in 2022.
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.