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.
When colleges talk about diverse hiring, much of the focus — and the funding — goes to recruiting and retaining faculty members from underrepresented minority groups. But a program in the works at the University of California at Berkeley is looking at new ways to elevate an overlooked cohort: minority staff in nonacademic areas, like student-affairs administrators and office managers.
Training sessions will be tailored to the experiences of midcareer staff members from minorities. The sessions are aimed at helping participants understand topics like strategic networking, how the university works, and how to negotiate.
Have your students ever told you that your tests are too hard? Tricky? Unfair? Many of us have heard these or similar comments. The conundrum is that, in some circumstances, those students may be right.
Assessing student learning is a big responsibility. The reason we report scores and assign grades is to communicate information about the extent of student learning. We use these indicators to judge whether students are prepared for more difficult work or ready to matriculate into majors or sit for certification exams. Ideally, scores and grades reflect a student’s learning of a particular body of content, content we intended them to learn. Assessments (e.g., tests, quizzes, projects, and presentations) that are haphazardly constructed, even if unintentionally, can result in scores and grades that misrepresent the true extent of students’ knowledge and leave students confused about what they should have been learning. Fortunately, in three easy steps, test
blueprinting can better ensure that we are testing what we’re teaching.
All transitions are difficult. But there is no doubt that following a long-serving leader brings particular challenges. We tend to focus on the brief administrations that so many leaders in higher education are serving right now. We’ve all witnessed such short tenures -- leaders moving on to other opportunities or unfortunately encountering difficulties that result in other people making that decision for them. But among the key transition issues discussed less often are the challenges that occur at the retirement of long-serving leaders -- in many cases, the “founding” deans or directors of key organizations or departments.
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.
Abstract
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.
Résumé
Cette étude vise à mieux comprendre la culture de la santé mentale au sein de différents campus ainsi que les stratégies d’adaptation adoptées par les étudiants, puis à relever les besoins des étudiants et les lacunes quant à l’offre de services en santé mentale des institutions postsecondaires. Nous avons eu recours à la méthode « videovoice » dans le but d’identifier et de documenter les problèmes de santé mentale, puis de plaider en faveur d’un changement. Quarante-etune entrevues ont été réalisées auprès d’intervenants sur les campus de cinq
différentes universités. De ces entrevues, cinq thèmes liés à la santé mentale ont émergé, soit la stigmatisation liée à la santé mentale, la culture des campus, la disponibilité des services en santé mentale et les obstacles de l’offre de tels services, les accommodements offerts par les campus, et les stratégies d’adaptation des étudiants. Nous avons élaboré un documentaire qui plaide en faveur de la santé mentale. Nous concluons que, bien que les campus canadiens sensibilisent leurs étudiants à ce sujet, il y a absence de soutien en termes d’infrastructure pour la
santé mentale sur les campus. En effet, l’accès des ressources en santé mentale doit particulièrement être amélioré sur les campus.
My father once told me that the genius of Social Security is that it’s inclusive: Every working American — regardless of socioeconomic class or skin color — pays into the system and is entitled to financial benefits. That’s why it’s popular. I didn’t know it then, but my father was describing “interest convergence,” a theory put forward by Derrick Bell, who said that white people support minority rights only when it’s in their self-interest. Bell’s theory might also explain why affirmative-action and campus-diversity programs that seem to focus narrowly on minority groups might stigmatize those groups further and breed resentment among whites who believe others are getting special treatment. But a provocative NPR piece by David Shih, an associate professor of English at the University of Wisconsin at Eau Claire, suggests that we’ve been looking at those diversity initiatives all wrong. He asks, What if those programs actually help white people?
“Ideological diversity” and “intellectual diversity” are the buzzwords on everyone’s lips these days. Recently, when a student at a town hall asked Facebook's Mark Zuckerberg how he makes his company a “free and safe environment” for self-expression, he said, “We have a board member who is an adviser to the Trump administration, Peter Thiel. I personally believe that if you want to have a company that is committed to diversity, you need to be committed to all kinds of diversity, including ideological diversity,” an article on The Ringer reports. Meanwhile, since students shouted down the controversial sociologist Charles A. Murray at Middlebury College this month, many conservatives and some liberals have been quick to chide liberal students and academics for their intolerance and push for ideological and intellectual diversity on campuses, notes Kate Knibbs, a staff writer for the sports and popculture website.
As a new semester approaches, and we put the finishing touches on our syllabi, the issue of how to motivate students is very much on faculty minds. Behind every assignment, reading, and in-class activity lurks the same question: Will they want to do this?
London, ON, February 23, 2018: When Canadians have the opportunity to go to school or access training while better balancing family responsibilities, they are better placed to find and keep good jobs. Making post-secondary education more affordable for Canadians is how we will continue to grow our middle class and strengthen our economy.
As our nation strives to have all students graduate from high school ready for college and other postsecondary learning opportunities, we have to confront the reality that we are far from achieving this goal. The problem is most severe with
economically disadvantaged students. For example, in states where all eleventh graders take the ACT® college readiness assessment, only 45% of low-income students in 2012 met the ACT College Readiness Benchmarks in English, 30% in reading,
21% in mathematics, and 13% in science.
Graduates themselves are often unsure of where to look for opportunities outside academe.
Valerie Walker admits it wasn’t so long ago that she was “that grad student” wondering what the heck she was going
to do if she didn’t stay in academia. After graduating in 2009 with a PhD in physiology from McGill University, she
said she was “open to options.” She just didn’t know what those options were.
Mukhopadhyay, Henze, and Moses’ How Real is Race? A Sourcebook on Race, Culture, and Biology is a refreshing read on the significance of understanding race not as biology, but as a sociocultural construct that operates as power. The word “refreshing” is apropos because it achieves what has been challenging for many of us educators: the writers painstakingly explain and show how race has been and continues to be constructed through culture. And they do it in clear language—a true feat considering the complexity of the topic and the fact that this is the first book to take up the project of a “biocultural approach” to explaining the racial construct. With respect to the biocultural approach, the authors argue, “Race is very much culturally and socially real, and has had and continues to have real consequences, both social and biological” (p. xvi). While offering a perspective on race that connects biology and cultural anthropology, they debunk in great detail the enduring myth of race as biological by presenting key research studies in an accessible manner.
This policy paper examines the various avenues in which entirely-online post-secondary learning, specifically entirely-online courses and programs, could develop in Ontario over the coming years.
Online education has the potential to make higher education more accessible, and it has the ability to overcome the financial, social and geographic barriers faced by some students via their pursuit of a post- secondary education. It also has the potential to enhance student learning, both inside the classroom and within distance education context. However, if implemented in the wrong way, it has the potential to be disengaging, impersonal, and costly. Broken down into sections based on OUSA’s mandate of seeking accessible, affordable, accountable, and quality post-secondary education for all willing students, this paper addresses some of the major concerns that surround fully-online learning, and provides possible solutions for these issues. There is currently a lot of potential for growth in this area, but a lot of questions remain as well. The following summary presents some of the topics discussed in this paper:
1) Strengthening our Canadian fabric
• How many newcomers should we welcome to Canada in 2017 and beyond?
• How can we best support newcomers to ensure they become successful members of our communities?
• Do we have the balance right among the immigration programs or streams? If not, what priorities should form the foundation of Canada's immigration planning?
Background/Context: In many countries, there are multiple studies intended to improve initial teacher education. These have generally focused on pieces of teacher education rather than wholes, and have used an underlying linear logic. It may be, however, that what is needed are new research questions and theoretical frameworks that account for wholes, not just parts, and take complex, rather than reductionist perspectives.
What will you be expected to publish from your dissertation?
We live in a world filled with physical, emotional, psychological, and spiritual violence. This violence has, unfortunately, toxic consequences for us. It is definitely not a question of what doesn’t kill you makes you strong; it is a question of what doesn’t kill you leaves you scarred. This short article, directed at parents and teachers, highlights the emotional and psychological violence children experience at school. As the article suggests, this violence is ubiquitous and damaging.
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.
This study provided a comprehensive examination of the full range of transformational, transactional, and laissez-faire leadership. Results (based on 626 correlations from 87 sources) revealed an overall validity of .44 for transformational leadership, and this validity generalized over longitudinal and multisource designs. Contingent reward (.39) and laissez-faire (-.37) leadership had the next highest overall relations; management by exception (active and passive) was inconsistently related to the criteria. Surprisingly, there were several criteria for which contingent reward leadership had stronger relations than did transformational leadership.
Furthermore, transformational leadership was strongly correlated with contingent reward (.80) and laissez-faire (-.65) leadership. Transformational and contingent reward leadership generally predicted criteria controlling for the other leadership dimensions, although trans-formational leadership failed to predict leader job performance.