When a person goes to the doctor, it is good to be examined by a professional who can creatively approach diagnosing and developing solutions to physical ailments. When a jetliner is facing a challenging ﬂight situation, it is comforting to know your plane is being piloted by a creative team that will ﬁnd a way to guide you gently and safely to the ground.
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.
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.
The Ontario government has indicated its intention to negotiate individual mandate statements with each of Ontario’s public postsecondary institutions and to amend funding formulas to focus resources on what each institution does best. These actions signal the government’s desire to pursue a policy of greater institutional differentiation within the Ontario public postsecondary system. The purpose of this paper is to inform and assist the development of a differentiation framework for the university sector by describing the diversity of Ontario universities on variables that other jurisdictions have used to differentiate their university systems. These variables are important to consider first because they are globally accepted, and therefore influence the way the rest of the world will judge the Ontario system and its quality.
Hindered by video screens, fluctuating schedules, and health regulations, teachers are up
against the odds this school year when it comes to getting to know their students.
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.
Commencement was over, and we had awarded diplomas to the more than 800 graduates in a timely way. I had made remarks, as I always do, connecting the education they had received with events in the world at large, especially the combination of corruption and inertia in Washington. While marching across the stage, a few dozen graduates managed to express their disappointment that the administration in general and the president (me) in particular weren’t as progressive as they would like on issues such as sexual assault, divestment from fossil fuel and support for underrepresented groups.
We examined the level and prevalence of mental health functioning (MHF) in intercollegiate student-athletes from 30 Canadian universities, and the impact of time of year, gender, alcohol use, living situation, year of study, and type of sport on MHF. An online survey completed in November 2015 (N = 388) and March 2016 (n = 110) revealed that overall, MHF levels were moderate to
high, and more student-athletes were flourishing than languishing. MHF levels did not significantly differ across time based on gender, alcohol use, living situation, year of study, and type of sport. Eighteen percent reported a previous mental illness diagnosis and yet maintained moderate MHF across time. These findings support Keyes’ (2002) dual-continua model, suggesting that the presence of mental illness does not automatically imply low levels of wellbeing and languishing. Nonetheless, those without a previous diagnosis were 3.18 times more likely to be flourishing at Time 1 (November 2015).
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.
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?
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 would happen if you were to arrive to your classroom, unplug the devices, turn off the projector, and step away from the PowerPoint slides … just for the day?
What would you and your students do in class?
This was the challenge I presented to 100 faculty members who attended my session at the Teaching Professor Conference in St. Louis this past June. The title of the session was, “Using ‘Unplugged’ Flipped Learning Activities to Engage Students.” Our mission was to get “back to the basics” and share strategies to engage students without using technology.
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.
Canadian universities have traditionally enjoyed high levels of autonomy from governments, relative to their counterparts in other parts of the world. As recently as the 1990s, a couple of studies (Richardson and Fielden, 1997; Anderson and Johnson, 1998) concluded that the level of government intervention in Canadian universities was lowest or amongst the lowest of the
many countries studied.
One thing about student evaluations that troubles me is how they give students the impression that it’s the teacher who makes or breaks the course. A few instruments query students about their own efforts, but I’m not sure those kinds of questions make it clear that what happens in any course is the combined result of teacher and student actions. Early in my teaching career, I heard a wise colleague tell students, “It’s not my class. It’s not your class. It’s our class, and together we will make it a good or not-so-good learning experience.”
In the past fifteen years, there has been a shift in the way researchers have conceptualized identity, moving from the “identity-as-thing” to an under-standing of “identity-in-practice” (Leander, 2002, 198–199). This is not necessarily a new concept, as earlier researchers recognized sociocultural influences on perception (Bartlett, 1932/1995; Vygotsky, 1978) and on the performative nature of identity (Butler, 1990; Goffman, 1959). New Literacy Studies theorists (Barton, 1994, 2001; Gee, 1996, 2000; Street 1995, 1999) began to examine identity-in-practice in relation to literacy. In addition, ethnographic accounts (Heath, 1983; Purcell-Gates, 1997; Taylor, 1983; Taylor & Dorsey-Gaines, 1988) began to document ways that literacies and identities were interconnected. There was an epistemolog-ical shift, underscoring the individual and community practices that help to shape one’s identity. Literacies included all activities inside and out-side school, highlighting the relationship between people’s literacy prac-tices and their situated actions, behaviors, beliefs, and values, or their Discourses (Gee, 1999, 2008, 2011).
Faculty at colleges and universities across Ontario today are busy. They spend their days juggling lectures, student and faculty meetings,grading, and research in an attempt to provide students with the most broad and up-to-date education possible while at the same time furthering the research in their chosen field.
Will it always be this way?
What will a professor at a college or university be doing in 2020 and how might we understand the changed nature of their work as an opportunity?
When he was an undergraduate at Denison University in the 1980s, Fred Porcheddu would have told you that his professors were mentoring him. They saw him as a strong student who could follow in their footsteps, and they groomed him to join the professoriate.
Today, Mr. Porcheddu, who is an associate professor of English and chair of the department at his alma mater, sees mentorship differently. It’s something that should be available to all students, not just those at the top of the class. And its goal should be helping students along whatever path they choose, not nudging them into academe.
Nine months ago I was annoyingly posting weekly countdowns on Facebook because I was so excited at the
prospect of taking my first sabbatical. Now that it’s (sadly) nearing its end, I’m feeling good about what I’ve
accomplished but there are a few things I wish I’d known that would’ve helped me better plan my “early sabbatical.”
Before I share my lessons learned, I want to define and describe “early sabbatical” — sometimes called a “pretenure
leave” or “pretenure sabbatical.” It’s a semester-long leave granted to assistant professors after a successful thirdyear
review. Not all institutions offer pretenure sabbaticals so if yours does, be thankful. Early sabbaticals have
multiple goals. Most notably, they are an opportunity to ensure you are on track to submit a successful tenure file in
two to three years. To do so, an early sabbatical should meet the following four goals.
As we move forward into a new millennium and the landscape of higher education continues to change rapidly, there is a growing interest in using technology to improve the student learning experience. With the developing awareness of the science behind learning, an increasing number of higher education faculty and course instructors are looking for means to use their time with students more effectively, and see technology as a potential part of the solution.
The inverted (or flipped) classroom is a teaching approach in which students are introduced to the fundamental ideas of a course through pre-class activities that often involve the viewing of a short video. This enables the in-class time to be used for learning activities that go beyond traditional lecturing. In many ways, this is akin to the practice of requiring readings before
class and using class time for debate and discussion that is common in many humanities and social science courses and seminars. In some sense, the inverted classroom approach is an adaptation of this long-standing instructional method to courses, in such fields as engineering and science, for which readings before class are not typically required or completed. This approach has great potential to create a more student-centred environment that is more conducive to effective
learning. It can be used to support a number of fundamental principles of the science of learning that have been well established over the past 100 years. It enables students to engage in more active learning experiences, process the new material in meaningful ways and incorporate these new ideas into their own existing knowledge framework. It allows for enhanced student-faculty interactions and opportunities for prompt formative feedback throughout the learning process. As
well, it supports the instructor to scaffold the material appropriately, as there is a greater awareness of how much the students understand prior to and during the in-class experiences. Despite the strong theoretical reasons for use of the inverted classroom approach and growing interest in the approach, empirical studies that systematically investigate the effects of the approach on students’ behaviours, perceptions and learning outcomes are not often seen. Therefore, more empirical evidence is needed to support effective implementation of the approach.