At least one university has explicitly restricted students’ use of editors for their assignments.
Over the last several years, staff members at the Centre for Academic Communication at the University of Victoria
reported to administrators some curious conversations taking place around editing. The centre offers free services
to students to assist them with reading comprehension and writing, but staff members are instructed not to correct
students’ work, only pose questions. Students, however, had different expectations and complained when centre
staff wouldn’t “fix up” their papers.
Professors, too, misunderstood the role of the centre; some sent students there because they wanted staff to
improve their students’ work. What’s more, the centre received calls from parents asking how much editing they
could do on their children’s papers without it being considered cheating.
Ontario's colleges of applied arts and technology (CAATs) were granted authority to offer degrees in 2000, and the first degree programs were offered in 2002. The rationale for granting colleges permission to offer degrees was threefold: first it was to meet the needs of a higher skilled workforce in a changing economic, social and political environment: second, it was to widen access to degrees for Ontarians overall, but particularly for students from disadvantaged backgrounds who are more likely to attend a college than a university; and third, it was anticipated that college degrees would be less expensive than university degrees for students and governments (Skolnik 2016b)
Canadian Students Abroad 2016
Canada’s Performance and Potential in International Education
This document describes the development of analytic rubrics for competency assessment project. The purpose of this report is to describe the process of developing a set of general analytic rubrics to assess competencies in design, communication and teamwork, and a set of outcomes and indicators to assess problem analysis and investigation.
The work to develop the rubrics was structured into three main phases. In the first or planning phase, a review of the literature was carried out to create a comprehensive list of learning outcomes in the five competency areas under investigation. A list of more specific, measureable learning outcomes, called indicators, was also compiled. The resulting comprehensive list of learning outcomes and indicators was distilled by removing redundancy between the systems, filling content gaps, and grouping indicators into common learning outcome categories.
The Early Childhood Education Report 2017 is the third assessment of provincial and territorial frameworks for early childhood education in Canada. Nineteen benchmarks, organized into five equally weighted categories, evaluate governance structures, funding levels, access, quality in early learning environments and the rigour of accountability mechanisms.
Results are populated from detailed provincial and territorial profiles developed by the researchers and reviewed by provincial and territorial officials. Researchers and officials co-determine the benchmarks assigned. We are pleased to welcome Nunavut and Yukon as new participants in this edition. ECEReport.ca includes the profiles for each jurisdiction, including the federal government, plus the methodology that shapes the report, references, charts and figures and materials from past reports.
When Harvard University announced Lawrence S. Bacow as its president-in-waiting on Sunday, the institution focused heavily on his illustrious academic history, past presidential experience at Tufts University and family story as the son of immigrants.
Less discussed was Bacow’s age. He’s 66, about four years older than the average college president. If he stays at Harvard for 10 years -- the tenure he has previously said is about right for a president -- he will be stepping down in his mid-70s.
If we believe in the active-learning classroom — that the only way to bring about real learning is to engage students in ways that help them revise and broaden their thinking — then student participation is a non-negotiable part of the equation. Learning does not happen without the student actively taking part.
Oddly, however, given its importance, our own definition of “student participation” is often quite limited. In the scholarship on teaching and learning, that term is almost always defined narrowly as the degree to which students take part in class discussions. And while discussion is obviously an important component of an active-learning classroom, it’s not the only component. There are many other ways in which students participate in class: writing, researching, and contributing to small group activities are just a few. If we want to accurately assess and reward participation in our courses, we need to expand our definition to include more than just the amount of times that students raise their hands.
Purpose of Study: Our aim was to better understand how students think, feel, and cope—their emotional adaptation—when making mistakes in the pursuit of classroom learning and how this might impact their relationships with peers. We explored the possibility of individual and contextual differences in students’ emotional adaptation dynamics and considered how they might uniquely coregulate students’ coping with making mistakes in classrooms.
Last semester I reinvented English composition as a community-service learning course. My students did the usual work of any composition course — developing basic writing skills, crafting narrative essays and arguments, conducting research — but it was in the service of creating print and web content for a local homeless shelter.
In their end-of-semester evaluations, students praised the experiment, and I will probably repeat it. But I don’t want to make too much of that particular reinvention, because I have reinvented first-year composition at least a half-dozen times in my 20 years of teaching it, and will no doubt do so again. The same goes for most people I know who teach composition.
Most mental health experts agree that keeping tabs on student suicides could help colleges and universities plan their responses and prevent future deaths.
But, as an Associated Press investigation recently found, most of the country’s largest institutions don’t track the data. And universities that do, experts said in interviews with Inside Higher Ed, gather it unevenly and need to address the topic carefully with their students and the public to avoid glorifying suicide.
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.
Regardless of our subject area, we’ve all had moments where some students appear to hang on every word,
gobbling up our messages, images, graphs, and visuals with robust engagement. Within those very same classes,
however, there will be a degree of confusion, perplexed looks, or at worst, the blank stare! In my field of anatomical
education, like many other STEMM* disciplines, the almost ubiquitous use of multimedia and other increasingly
complex computer visualizations is an important piece of our pedagogic tool kit for the classroom, small group, or
even the one-on-one graduate-level chalk talk. Although a picture indeed does say a thousand words, the words that
each person hears, or more importantly, comprehends, will vary widely.
Is there a tipping point at which students who take a blend of online and in-person coursework are doing too much online? That question goes to the heart of something called the online paradox.
The online paradox has inspired much debate, and it describes two seemingly contradictory things. The first is
that community-college student who take an online course are more likely to fail than are those who take it face-to-face. The second is that community-college students who take some online classes are more likely to complete their
degrees than are those who don’t take any.
Academe’s Me Too movement has thus far focused on professors harassing students, or senior professors harassing junior professors. And that makes sense, given the obvious power differential between those groups: in many cases, students depend on faculty members for not only grades but mentorship, recommendations and professional opportunities. Much the same can be said for the dynamic between junior and senior faculty members. Yet a recent case
highlights the fact that professors, too, may be vulnerable to abuse by students.
This is the first article in a series designed to help you create an Individual Development Plan (IDP) using myIDP, a new Web-based career-planning tool created to help graduate students and postdocs in the sciences define and pursue their career goals. To learn more about myIDP and begin the career-planning process, please visit: http://myidp.sciencecareers.org.
If we are serious about accessible online learning, we must talk openly about disability as if it is right here, right now – because it is.
The Strada-Gallup 2017 College Student Survey declares that “college students do not feel prepared for the workforce.”
Brandon Busteed who directs Gallup’s higher education research tells Inside Higher Ed, “Students are not nearly as prepared as they could or should be, and they actually know it while they’re in college.”
The student pulled her test tube out of the ice bucket for the 10th time, and then slumped in despair at the sight of the clear liquid.
She shoved the sample back into the ice and put her head in her hands. Nestled in the ice next to her own, her classmates’ test tubes were full of fluffy white crystals, the result of a four-hour lab on recrystallization. Clearly, at some point in the afternoon, this student had done something different from her peers, and now not a speck was visible in her test tube.
The recrystallization lab is like most of the experiments we do in my "Chemistry 3A" section: There is a single desired outcome, intended to teach a chemical concept or a laboratory technique. But of course experiments can go awry in myriad ways, as anyone who has spent any time in a laboratory knows.
Chloe’s boyfriend hit her so hard she suffered a concussion, permanent hearing loss and, according to her psychologist, post-traumatic stress disorder. She says what Concordia University in Montreal did to her was worse.
Chloe, who asked that her real name not be used, was a first-year student at Concordia in September 2014 when her boyfriend, whom she’d been dating for a little over six months, punched her repeatedly in the head.
Her neighbours called the police; he was arrested and charged with assault. Chloe says the man, also a Concordia student, assaulted her twice more on campus: the first time choking her and the second hitting her in the buttocks so hard it left a bruise. After the second incident, he was arrested again and charged with violating court-imposed conditions restricting his ability to contact her.
The letter is typical of those liberal arts colleges send to high school students who have done well on the PSAT.
"Which of the following would you expect to find at one of the best liberal colleges?" asks the letter, from Macalester College. It goes on to list qualities of which the college can boast: "academic challenge," "a global perspective," "1,257 miles of hiking trails," "active, politically aware students," "small classes and 10:1 student-faculty ratio." Mixed into the list are some qualities at Macalester than you won't find everywhere else. For example, bagpipes makes the
list, as the college's Scottish heritage is evident in the tradition of using the instrument to announce that a professor has earned tenure.