Our lives outside the academy never stop. Yet given the increasing demands on our time, particularly for scholars of color and others who are marginalized, how can we deal with stressful life events and not feel overwhelmed or overburdened?
The mental health of Canadian university students is fairly well researched, but there is relatively little evidence concerning the mental health of Canadian university student-athletes. Recent research in the United States and Canada has suggested that mental health (e.g., anxiety and depression) differs between student-athletes and student non-athletes. However, the results are
ambivalent as to whether student-athletes experience more or less psychological distress than their non-athlete peers. To address this gap, the purpose of the current study was to measure the levels of psychological distress in a national sample of 284 university student-athletes. Each athlete completed the Kessler Psychological Distress Scale (K6; Kessler et al., 2002) via a secure online platform. The average score on the K6 for student-athletes was 8.2 out of 24; 19.8% of the sample surpassed the cut-off for assessing the prevalence of severe mental illness. A regression analysis found that gender, starting status,
and scholarship status significantly predicted levels of psychological distress. Females, non-starters, and student-athletes without a scholarship were associated with increases in K6 scores.
Internationalization continues to be a priority within many Canadian universities. While it is imperative to attend to the ethical dilemmas that accompany the intensification of internationalization, different ethical frameworks operate according to different orientating assumptions. In this paper, we seek to pluralize and deepen conversations about the ethics of internationalization
by illustrating how three global ethics approaches address questions of international student mobility, study and service abroad, and internationalizing the curriculum. We conclude by emphasizing the need for both scholars and practitioners to engage in multi-voiced, critically-informed analyses, and dissensual conversations about complex ethical dilemmas related to internationalization.
As professors are consistently reminded, in a student's world of class rank, graduate school admissions and a highly competitive job market, grades rule. Given that, fairness and accuracy in the testing by which we measure student performance and assign grades is one of the foremost commandments of the professoriate.
Each new semester as I walk down the hallway to my classroom, I am a little nervous, even after 27 years of teaching experience…and I’m okay with this. I think when I get to the point where I don’t feel this anxiety, I won’t be as effective a teacher. After all, I will be walking into that classroom for the next four months and it’s important to make a good first impression.
Below are 10 tips to help you get off to a great start.
Faced with a growing demand for adequate policies and programs that meaningfully address sexual violence on campus, the provinces of British Columbia, Ontario and Manitoba have introduced legislation requiring all post-secondary institutions to institute a sexual assault policy. The remaining provinces and territories do not have similar legislation. In absence of such legislation, using the case study of Alberta, we examined how equipped post-secondary institutions in this province are to assist students in need. Utilizing publicly available data we examined: 1) whether Alberta’s post-secondary institutions
have a sexual violence policy which is readily and easily accessible to the student; and 2) the ease with which students can access university resources and support services for sexual violence. The results indicate that most institutions do not have accessible policy and support services for students in need. We are hopeful that this study can inform those designing and advocating for sexual violence policies on campus to institute measures to clarify institutions’ sexual violence policies, increase accessibility to those policies, create policies where they are missing, and work on clarifying the availability of resources for
students on and off campus.
The prevailing statistics on cheating are disheartening. Some put the rate at 75%. That means three out of every four students admit to some kind of academic dishonesty at some point during their higher education.
We all know that this is not a new phenomenon. Cheating is as old as higher education itself. Older, really, if you look outside the classroom. Classicists tell us that cheating scandals occurred even during the ancient Olympic Games.
So is there really a way to solve a problem with such ancient roots?
I’m sitting in the university cafe, playing with my phone, when my graduate-student advisee appears. My heart begins pounding wildly as she weaves through the tables. She’s going to want my advice on something. Is this the moment when I’ll be revealed as a know-nothing?
Imposter syndrome is, by now, a well-known term used to describe that feeling many scholars get that we are frauds in our particular field and about to be exposed at any moment. This "syndrome" has been known to affect researchers of all ages and ranks, from graduate students to department chairs. At its mildest, impostor syndrome can entail persistent and discomforting
feelings of self-doubt. At its worst, it can cripple careers.
We professors like to, well, profess. We aren’t always great at listening. Yet when we move into administration, practically every hiring profile calls for a “great listener.” And, accordingly, almost anyone who seeks a leadership post in higher education lists “strong listening skills” as one of their signature attributes.
After reading and hearing about the physical and mental benefits of meditation, I decided to take up the practice several years ago. This led to some discussions with colleagues at work, which eventually morphed into the idea of using mindfulness in the classroom. Mindfulness is a way to pause and reflect on the here and now. To be fully present in what is happening in the
present, without worry about the future or past. The idea is that teaching this philosophy and using activities and practices in the classroom should allow students to release tension and anxiety so they can focus on the material in the classroom. Rather than coming to my biology class lamenting over the test they just took in another class, worrying about the homework, or
making a check-list of “to dos”, the student can release that tension become present with my biology course.
The university reward structure has traditionally placed greater value on individual research excellence for tenure and promotion, influencing faculty’s allocation of time and definition of worthwhile labour. We find gender differences in Canadian natural sciences and engineering faculty’s opinions of the traditional criteria for measuring academic success that are consistent with an implicit gender bias devaluing service and teamwork. Most women recommend significant changes to the traditional model and its foundation, while a substantial minority of men support the status quo. However, this comparative qualitative analysis finds more cross-gender similarities than differences, as most men also want a more modern definition of success, perceiving the traditional model to be disproportionately supportive of one type of narrow research scholarship that does not align with the realities of most faculty’s efforts.
Thus, this study suggests a discrepancy between traditional success criteria
and faculty’s understanding of worthwhile labour.
Student Evaluations of Teaching (SET) have been the most consistently administered tool, and they are still extensively used in higher education institutions to assess teaching effectiveness. The purpose of this study was to explore how SET are used by administrators in the teaching evaluation process at a large, research-intensive Canadian university. A basic qualitative
research design was used in this project, and semi-structured interviews were used to obtain administrators’ experiences. The research question that guided this study was: How are SET (and other tools) used in the evaluation of teaching at this university? Findings showed that although participants mostly utilized a couple of SET statements as indicators of effective teaching,
they were certainly aware of the intrinsic issues concerning these tools, and that they are continually seeking to obtain more evidence if SET results are below their benchmarks.
For me, as for many others at Cardiff University, the recent news coverage of Malcolm Anderson’s suicide has been a real blow. I did not know the accounting lecturer personally. The thing that was so shocking about reading the articles was just how familiar many of the details felt. I have heard numerous stories from colleagues who feel like they are barely holding on. People are struggling with unmanageable workloads and feel as though they are constantly failing.