In this paper we use co-constructed autoethnographic methods to explore the tensions that animate the meaning of “disclosure” in university and college environments. Drawing insight from our embodied experiences as graduate students and university/college course instructors, our collaborative counter-narratives examine the ordinary ways that disclosure is made meaningful and material as a relationship and a form of embodied labour. Our dialogue illustrates the layered nature of disclosure—for example, self-disclosing as a disabled student in order to access academic spaces but not self-disclosing to teach as an instructor. Katie uses phenomenological disability studies to analyze disclosure at the intersection of disability
and pregnancy as body-mediated moments (Draper, 2002). Nancy uses Hochschild’s (1983) notion of “emotional labour” to explore how socio-spatial processes of disclosure can be an embodied form of “extra work” (e.g., managing perceptions of stigmatized identities).
OTTAWA — Federal officials, as part of the government’s latest efforts to crack down on bad debts, are trying to figure out why graduates from private career colleges are more likely to have problems repaying their student loans.
Roughly nine per cent of the almost half-million students who receive federal assistance each year through the Canada Student Loans program go to private schools, including career colleges
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.
PANEL MANDATE, SCOPE
OF REVIEW, AND PRINCIPLES
ABSTRACT
Canadian accomplishments in science and scholarly inquiry have long been a source of national pride. However, by various measures, Canada’s research competitiveness has eroded in recent years when compared with international peers. The change coincided with a period of flat-lining of federal spending through the four core funding agencies that support researchers in universities, colleges, institutes, and research hospitals. In those years funds were also directed preferentially to priority-driven and partnership oriented research, reducing available support for independent, investigator-led research by frontline scientists and scholars.
The proportion of federally derived funding for research has also declined. Canada ranks well globally n higher education expenditures on research and development as a percentage of GDP, but is an outlier in that funding from federal government sources accounts for less than 25 per cent of that total, while institutions now underwrite 50 per cent of these costs with adverse effects on both research and education.
The history of rankings stretches back to the late 19th century, but it is the intensification of globalisation that has been the most powerful force and explanation for their emergence and success since the turn of the millennium.
Today, as the distribution of economic activity and scientific collaboration has become increasingly international, higher education has been transformed from a local institution into a global actor. It sits at the fulcrum of the geopolitical struggle for a greater share of the global market and the new world-order, facilitating increasing concentrations of wealth and resources and greater hierarchical differentiation and social stratification
Improving student outcomes is a primary goal of all postsecondary institutions. This report includes the first set of results for a research project that aims to understand the effectiveness of an intervention designed to improve postsecondary student success.
Student orientation and transition programs constitute an important part of Mohawk College’s Student Success Plan. The college endeavours to facilitate the development of an individualized “Future Ready Plan” for students to ensure they are prepared for their college experience by organizing goal-setting workshops during orientation and initial transition activities. Recent evidence suggests that an online, guided, writing-intensive approach to goal setting and self-authorship may have significant effects on student outcomes, such as retention and academic performance (Morisan et al., 2010; Schippers, Scheepers & Peterson, 2015).
While more information than ever is available about autism, there are still prevalent stereotypes: The “Rain Man” stereotype of the severely impacted person with savant skills, and the less severely impacted “Bill Gates” stereotype, a scientifically or mathematically brilliant person with limited social skills.
Stereotypes, by definition, are oversimplifications, which means that many layers and nuances are frequently missed.
Generally, data mining (sometimes called data or knowledge discovery) is the process of analyzing data from different perspectives and summarizing it into useful information - information that can be used to increase revenue, cuts costs, or both. Data mining software is one of a number of analytical tools for analyzing data. It allows users to analyze data from many different dimensions or angles, categorize it, and summarize the relationships identified. Technically, data mining is the process of finding correlations or patterns among dozens of fields in large relational databases.
Presidential terminations and resignations are nothing new, even in the staid world of academia. Yet, rarely have they played out in so public a manner as the abrupt departure of president Arvind Gupta at the University of British Columbia in the summer of 2015 or the messy dismissal of Ilene Busch-Vishniac as president of the University of Saskatchewan a year earlier. Quebec had its own drama in May 2015, with the resignation of Nadia Ghazzali, rector at Université du Québec à Trois-Rivières, following a critical report by Quebec’s auditor general. All three leaders left before completing their first mandates.
Amidst the turmoil, Peter Stoicheff was named the 11th president of U of S, a position he took up in late October 2015. A former English professor and a classical guitar composer with two recordings to his name, Dr. Stoicheff had served as dean of the college of arts and science at U of S for four years and knew the internal workings of the institution and its culture well. But there was a lot he didn’t know, he readily admits, and that weighed on him.
Ten years ago, I taught a literature unit on the Vietnam era. We read T.C. Boyle’s Drop City and Tim O’Brien’s The Things They Carried, and I invited my colleague Bob to speak to my class. He brought his guitar and sang a song he’d written about serving in the Army. Then he looked at my students and said, "I’ve been asked to talk about my experiences in Vietnam maybe six times in my life. You’re the seventh." And he held us spellbound for an hour.
Faculty everywhere are flipping their classes, but can we flip faculty development? That’s the question I asked myself when I flipped the pre-conference workshop at the 2016 Teaching Professor Technology Conference. What I discovered is that we can “practice what we teach” and design faculty-centered learning experiences much the same way we design student-centered learning experiences.
In this article, I provide a few recommendations for flipping a faculty development workshop. For further inspiration, the article concludes with a showcase of the work created by the participants in my workshop last fall.
A requirement for quality assurance is becoming more prevalent in higher education today as institutions are being asked to demonstrate that they are providing robust, meaningful learning experiences for students. Many institutions are adopting curriculum review frameworks as part of their overall quality assurance strategy. Three leaders at various levels who were engaged in a year-long curriculum review process share reflections about their experiences and challenges while conducting an undergraduate program review. Their theoretical framework for an effective curriculum review process is shared in
this paper. The leaders offer institutional, faculty, and course level insights, and make five recommendations for a collaborative curriculum review process: (1) setting clear expectations; (2) maintaining open, consistent communication; (3) incorporating multiple levels of leadership; (4) engaging various groups of stakeholders; and (5) implementing through actionable items.
For university of British Columbia English professor Miranda Burgess, the advantages of interdisciplinary studies
might be summed up in the career path of just one of her Arts One program students. After completing a double
major degree in English literature and engineering, she said, "he went on into the startup world, helping design an
app that optimizes user experience while walking through a city. The possibilities are really wonderful."
Prospective university students not yet sure which profession, vocation, or field of study is right for them, could
consider interdisciplinary studies programs.
There's been an increase in university students doing "contract cheating" — hiring out ghostwriters or someone to
take tests, warns a University of Calgary professor.
Both services are widely available on the internet, says Sarah Eaton, who is the acting associate dean of teaching
and learning at the Werklund School of Education.
On Wednesday, the second International Day of Action against Contract Cheating called for increased awareness
against firms that aggressively market contract cheating services to students on campus.
"Plan for the students you actually have, not those you wish you had, or think you used to have, or think you used to be like."
So John N. Gardner, the creator of the term "first-year experience," advised college officials charged with making sure that the experience is a good one. In other words, be realistic; don’t expect too much of students.
That mind-set contrasts with the one evoked by the New Yorker writer David Denby in his new book, Lit Up: One Reporter. Three Schools. Twenty-Four Books That Can Change Lives. The New York Times last week noted, "Lit Up is a refreshing lesson in what motivates students and why not to dumb down reading lists." Denby opens a window into the classrooms of several gifted high-school English teachers who assign Faulkner, Orwell, Frankl, Dostoevsky, Hemingway, Shakespeare, Poe, and Twain — and whose love of reading is contagious to their teen students.
Year after year, school boards receive reports echoing what many before them have concluded — that First Nations, Inuit, and Métis students don’t achieve as highly, or graduate as often as the average Alberta student.
Educators often call it the “achievement gap” — a large, measurable difference in how Indigenous students fare in school compared to students overall.
How do you teach the same concepts and skills to students with diverse abilities and interests? Different learning profiles? And how do you do that in real classrooms, with limited time to plan?
UBC’s “Moments that Matter” course mines departmental expertise to transform a second-year history course into a team performance.
The dull roar of plastic computer keys clicking in the lecture hall at the University of British Columbia stills for a moment as Canadian history professor Bradley Miller flashes a picture onto the screen behind him.
It’s former prime minister Pierre Elliott Trudeau, flamboyantly decked out in a cape, white jacket with a rose pinned to the lapel and a 19th-century dandy’s hat – an incongruous sight at that most high-testosterone of events, the Canadian Football League’s Grey Cup championship of 1970.
For academics, November through March are perhaps the most emotionally taxing months of the year. Not only are we dealing with holiday stress while preparing for the end of one semester and the start of another, we also have an omnipresent and oppressive awareness of the faculty job market.
Somehow higher education has chosen the winter months — when seasonal affective disorders are most pronounced — as the perfect moment to decide the professional fate of thousands of Ph.D.s.
Over the past century, the role of creativity in teaching and learning has been interpreted in many ways, leading to often
conflicting discipline-specific definitions, measurements and pedagogical applications.