Colleges Ontario achieved a number of successes in 2011 to help more students get access to a college education. Highlights of the year included new advertising campaigns promoting the value of college education, and a hugely successful annual conference.
Motivating students to be enthusiastically receptive is one of the most important aspects of mathematics instruction and a critical aspect of any curriculum. Effective teachers focus attention on the less interested students as well as the motivated ones. Here are nine techniques—based on intrinsic and extrinsic motivation—that can be used to
motivate secondary school students in mathematics.
For Canada to succeed, all Canadians must have the opportunity to develop and use their skills and knowledge to the fullest. So said the government of Prime Minister Paul Martin in the Speech from the Throne that opened the 37th Parliament of Canada in February 2004: “Investing in people will be Canada’s most important economic investment.”
Such an investment is critical. The new economy demands an increasingly educated and skilled workforce. To remain globally competitive, Canada needs to invest in raising the overall level of education and skills across the country. As well, Canada faces a shortage of skilled workers over the next 10 years, due to both retirement and the country’s low population
growth rate. To replace our aging workforce, Canada needs to look beyond traditional sources for future employees. It needs to invest in increasing the education and skill levels of:
• Aboriginal Canadians;
• Canadians with disabilities;
• Immigrants to Canada;
• Youth and adults with low literacy or foundation skills; and
• Canadians living in rural or remote areas of the country.
Academic dishonesty is a persistent problem in institutions of higher education, with numerous short- and long-term implications. This study examines undergraduate students’ self-reported engagement in acts of academic dishonesty using data from a sample of 321 participants attending a public university in a western Canadian city during the fall of 2007. Various factors were assessed for their influence on students’ extent of academic dishonesty. More than one-half of respondents engaged in at least one of three types of dishonest behaviours surveyed during their tenure in university. Faculty of enrolment, strategies for learning, perceptions of peers’ cheating and their requests for help, and perceptions and evaluations of academic dishonesty made unique contributions to the prediction of academic dishonesty. High self-efficacy acted as a protective factor that interacted with instrumental motives to study to reduce students’ propensity to engage in dishonest academic behaviours. Implications of these findings for institutional interventions are briefly discussed.
RÉSUMÉ
Le comportement académique malhonnête persiste dans les institutions d’enseignement supérieur, et ses implications à court et à long terme sont nombreuses. La présente étude examine l’adoption d’un comportement académique malhonnête par des étudiants de premier cycle, grâce aux données d’un échantillon de 321 participants qui fréquentaient une université publique dans une ville de l’ouest canadien à l’automne 2007. Différents facteurs ont été évalués en fonction de leur influence sur l’étendue du comportement académique malhonnête des étudiants. Plus de la moitié des étudiants échantillonnés ont adopté au moins l’un des trois types de comportements malhonnêtes au cours de leur passage à l’université. La faculté à s’inscrire, les stratégies d’apprentissage, la perception quant au comportement tricheur des pairs et quant à leurs demandes d’aide, et les perceptions et évaluations de la malhonnêteté académique constituent des indices uniques pour ce qui est de prédire le comportement académique malhonnête. Un degré élevé d’auto-efficacité, de même que certains motifs essentiels, avaient un effet protecteur dans la réduction de la propension des étudiants à s’engager dans des comportements académiques malhonnêtes. L’article aborde brièvement les conséquences de ces résultats au cours d’interventions en institution d’enseignement.
There has been substantial discussion, research, and debate about the role of academic freedom within higher education, primarily centered on the university model. Not as well documented or understood is the issue of academic freedom within colleges and institutes in Canada. In this paper, we exam- ine the current state of academic freedom in colleges and institutes using a historical analysis of two Canadian provinces, British Columbia and Ontario. Beginning with an overview of academic freedom within universities, we then examine the development and evolution of colleges and institutes and discuss how or if academic freedom applies to them. We consider issues of collegial- ity, faculty engagement, and governance as they impact the concept and practice of academic freedom within these institutions. We also discuss the different origins, intents, roles, and governance models of universities in contrast to colleges and institutes, which are generally representative of the broader Canadian higher education landscape.
The Accord on the Internationalization of Education emerges from the Association of Canadian Deans of Education (ACDE), a network of deans, directors, and chairs of faculties, colleges, schools, and departments of education from across Canada. ACDE members are committed to “national, public discourse on the importance of public education in developing and sustaining a civil society (ACDE General Accord, 2006a, p.1). This Accord is the product of a shared commitment across members of the ACDE network, and is intended to speak to a diversity of stakeholders and audiences, within and external to the university communities from which it emerged. In particular, the Accord seeks to stimulate discussion of critical issues and institutional responsibilities in the internationalization of education, and to give careful consideration to representations of marginalized individuals, groups, and communities.
In March 2004, a sweeping agenda was unveiled by the Federal government to stimulate the development of “a Canada of success.” The underlying strategy has two fundamental components:
• Support learning by providing young Canadians with tools to success, while encouraging lifelong learning for all; and
• Support innovative Canadian industries and enhance productivity.
For most educators, writing a philosophy of teaching statement is a daunting task. Sure they can motivate the most lackadaisical of students, juggle a seemingly endless list of responsibilities, make theory and applications of gas chromatography come alive for students, all the while finding time to offer a few words of encouragement to a homesick
freshman. But articulating their teaching philosophy? It’s enough to give even English professors
a case of writer's block.
Traditionally part of the teaching portfolio in the tenure review process, an increasing number of higher education institutions are now requiring a philosophy of teaching statement from job applicants as well. For beginning instructors, putting their philosophy into words is particularly challenging. For one thing they aren’t even sure they have a philosophy yet. Then there's the added pressure of writing one that’s good enough to help them land their first teaching job.
This Faculty Focus special report is designed to take the mystery out of writing teaching philosophy statements, and includes both examples and how-to articles written by educators from various disciplines and at various stages of their professional careers.
Some of the articles you will find in the report include:
• How to Write a Philosophy of Teaching and Learning Statement
• A Teaching Philosophy Built on Knowledge, Critical Thinking and Curiosity
• My Teaching Philosophy: A Dynamic Interaction Between Pedagogy and Personality
• Writing the “Syllabus Version†of Your Philosophy of Teaching
• My Philosophy of Teaching: Make Learning Fun
As contributor Adam Chapnick writes, “There is no style that suits everyone, but there is almost certainly one that will make you more comfortable. And while there is no measurable
way to know when you have got it ‘right,’ in my experience, you will know it when you see it!â€
Seamless Pathways: A Symposium on Improving
Transitions from High School to College gathered prominent Ontario educators, policy-makers and government leaders in Toronto on June 6, 2006. The purpose of the symposium was to bring together an expert group of education leaders to:
learn about other jurisdictions approaches to building meaningful pathways that contribute to higher success rates in secondary school and higher participation in post-secondary education discuss what has been learned from current research; the School/College/Work Initiative projects; and the unique role of colleges and apprenticeship pathways in student success
• identify systemic issues and develop policy advice for creating better school-college linkages in order to raise both participation and success rates for post-secondary students.
There was a clear need for a high-level strategic discussion on the future of transitions in order to: follow up on the recommendations in Ontario: A Leader in Learning (the Rae report on postsecondary education) respond to the Ontario government's Learning to 18 and Student Success strategies, such as dual credits and high-skills majors.
In the traditional college classroom today, faculty and students arrive with a certain set of expectations, shaped largely by past experiences. And although students may need the occasional (or perhaps frequent) reminder of what’s required of them, there’s usually something very familiar about the experience for both faculty and students alike. In the online classroom, an entirely new set of variables enters the equation. It’s a little like trying to drive in a foreign country. You know how to drive, just like you know how to teach,but it sure is hard to get the hang of driving on the left side of the road, you’re not quite sure how far a kilometer is, and darn it if those road signs aren’t all in Japanese. This special report explains the “rules of the road” for online teaching and learning and features a series of columns that first appeared in the Distance Education Report’s “Between
the Clicks,” a popular column by Dr. Lawrence C. Ragan, Director of Instructional Design and Development for Penn State’s World Campus.
The articles contained in the report will help you establish online instructor best practices and expectations, and include the following principles of effective online teaching:
• Show Up and Teach
• Practice Proactive Course Management Strategies
• Establish Patterns of Course Activities
• Plan for the Unplanned
• Response Requested and Expected
• Think Before You Write
• Help Maintain Forward Progress
• Safe and Secure
• Quality Counts
• (Double) Click a Mile on My Connection
These principles, developed at Penn State’s World Campus, outline the core behaviours of the successful online instructor, and help to define parameters around the investment of time on part of the instructor. In his articles, Ragan identifies potential barriers and limitations to online learning, and specific strategies to assist instructors in achieving the performance expectations.
In 2011, CASE founded the Center for Community College Advancement to provide training and resources to help community colleges build and sustain effective fundraising, alumni relations and communications and marketing programs. A goal for the center is to collect data on best practices in community colleges. This white paper summarizes the results of a groundbreaking survey on alumni relations programs at community colleges across the United States and Canada. The purpose of the survey was to help community college staff benchmark their experiences and programs in alumni relations with peers.
Writing assignments, particularly for first- and second-year college students, are probably one of those items in the syllabus that some professors dread almost as much as their students do. Yet despite the fact that essays, research papers, and other types of writing assignments are time consuming and, at times, frustrating to grade, they also are vital to furthering student learning. Of course part of the frustration comes when professors believe that students should arrive on campus knowing how to write research papers. Many do not. With as much content as professors have to cover, many feel they simply can’t take time to teach the research skills required to write a quality, college-level term paper. But as teaching professors who support the writing across the curriculum movement would tell you, improving students’ writing skills is everyone’s business, and carries with it many short- and long-term benefits for teachers and students alike. Further, many instructors are finding ways to add relevance to writing assignments by aligning them with the type of writing required in a specific profession as an alternative to the traditional, semester-long research paper. This special report was created to provide instructors with fresh perspectives and proven strategies for designing more effective writing assignments. It features 11 articles from The Teaching Professor, including:
. Revising the Freshman Research Assignment
. Writing an Analytical Paper in Chunks
. Designing Assignments to Minimize Cyber-Cheating
. Chapter Essays as a Teaching Tool
. Writing (Even a Little Bit) Facilitates Learning
. How to Conduct a ‘Paper Slam’
As more students choose online or hybrid models of learning, challenges are rising as well. Too many
instructors remain untrained in the use of online pedagogy. Administrators similarly lack training in the unique complexities of managing online
courses, programs and institutions.
Public policy sometimes works against successful online learning, such as government seat-time restrictions that limit reimbursement to the hours a student sits in a classroom rather than what a student learns. Entrenched bureaucracies, regulations and attitudes all stand in the way of needed reform.
This Special Report examines the
new blended and virtual learning
frontier, taking an in-depth look at
its challenges and its promise.
The time for meaningful transformation in Ontario’s postsecondary system is now. To meet the needs of the emerging economy, reform must focus on innovation and applied learning that vaults our province ahead of its competition in creating the best-educated, best-prepared workforce in the world. Composed of distinct but equally valued and complementary partners, Ontario’s transformed postsecondary system will ensure that all students can reach their full potential through a broad array of theoretical and applied learning opportunities. Colleges will continue to be student focused, specializing in applied learning that leads to good jobs for graduates, addresses labour market needs and affords access to the broadest possible population. Colleges and universities will offer a range of credentials within their systems and collaborate on a multitude of programs that offer students the best of both. Expanded pathways will give students the opportunity to customize their post-secondary experience to match their interests. Online and blended learning, married to leading-edge technology, will enable students to learn anywhere, anytime, and in ways best suited to their learning styles. Students will be better prepared than ever before to meet the demands of the economy, and they will achieve their goals faster and at less cost.
Writing assignments, particularly for first- and second-year college students, are probably one of those items in the syllabus that some professors dread almost as much as their students do. Yet despite the fact that essays, research papers, and other types of writing assignments are time consuming and, at times, frustrating to grade, they also are vital to furthering student learning.
Of course part of the frustration comes when professors believe that students should arrive on campus knowing how to write research papers. Many do not. With as much content as professors have to cover, many feel they simply can’t take time to teach the research skills required to write a quality, college-level term paper. But as teaching professors who support the writing across the curriculum movement would tell you, improving students’ writing skills is everyone’s business, and carries with
it many short- and long-term benefits for teachers and students alike. Further, many instructors are finding ways to add relevance to writing assignments by aligning them with the type of writing required in a specific profession as an alternative to the traditional, semester-long research paper.
This special report was created to provide instructors with fresh perspectives and proven strategies for designing more effective writing assignments. It features 11 articles from The Teaching Professor, including:
• Revising the Freshman Research Assignment
• Writing an Analytical Paper in Chunks
• Designing Assignments to Minimize Cyber-Cheating
• Chapter Essays as a Teaching Tool
• Writing (Even a Little Bit) Facilitates Learning
• How to Conduct a ‘Paper Slam’
While not every approach discussed in this special report will work for every course, every
time, I invite you to identify a few that look appropriate for your courses, and implement
them next semester. You just might be surprised by the results.
Maryellen Weimer
Editor
The Teaching Professor
Social Media Usage Trends Among Higher Education Faculty
The numbers surrounding social media are simply mind boggling.
750 million. The number of active Facebook users, which means if Facebook was a country it would be the third-largest in the world.
90. Pieces of content created each month by the average Facebook user.
175 million. The Twitter accounts opened during Twitter's history.
140 million. The average number of Tweets people sent per day in February 2011.
460,000. Average number of new Twitter accounts created each day during February 2011.
120 million. LinkedIn members as of August 4, 2011.
More than two per second. The average rate at which professionals are signing up to join LinkedIn as of June 30, 2011.
All of these stats, which come from the respective companies’ own websites, serve as proof points to what we already knew: social media is growing at breakneck speed. Yet the story of social media is still being written as organizations and individuals alike continue to evaluate the benefits and drawbacks of social media in the workplace. When that workplace is a college or university, there’s a cacophony of opinions in terms of the most effective uses, if any.
For the past two years, Faculty Focus conducted a survey on Twitter usage in higher education, this year we expanded the survey to include Facebook and LinkedIn, while changing a number of the questions as well. Twitter, Facebook, and LinkedIn are considered "the big three" in social media, and we thank those who recommended we take a
broader look at the landscape.
All three platforms have their strengths and weaknesses, and are better used for some things than others. But how are the three being used in higher education today? It’s our hope that these survey results provide at least some of the answers while lending new data to the discussion.
Students enter college hoping it will be a major step up from what they were doing before, writes Roger Martin, but
they are often disappointed.
Despite Canada having one of the world’s best-educated populations, numerous rationales have been presented to support the continued expansion and broadening of participation in post-secondary education (PSE). Not only do recent federal and provincial occupational projections suggest that future jobs will overwhelmingly require candidates with some form of PSE, the evidence on earnings premiums and private rates of return to PSE provide some indications that the labour market can still absorb large quantities of PSE graduates. Provinces have made higher PSE attainment a priority — for example, in the most recent Ontario budget, the government set as one of its goals to increase the PSE attainment rate from 62 per cent to
70 per cent (Ontario Ministry of Finance, 2010).
Yet, demographic trends suggest that maintaining, let alone increasing, the number of postsecondary graduates in coming years will prove challenging. Though there are currently supplyside constraints in some regions (principally urban Ontario), within 20 years, the pool of postsecondary- aged Canadians will be substantially shallower than it is today. To keep the supply of skilled workers at current levels, participation rates will have to keep climbing. As participation rates are already quite high among economically advantaged segments of the population, there is growing consensus that the best opportunity for growth in participation rates may be among groups that are currently under-represented in PSE, such as students from low-income families, students with no history of post-secondary education in their families and Aboriginal students. A strong case can be made as well that governments and PSE institutions should strive to close the gap in participation rates between under-represented groups and the rest of the population on the grounds that all Canadians should be provided with the same chances and opportunities to engage in PSE studies, independently of their socio-economic background. In short, increasing the participation rates of disadvantaged populations is an objective worth pursuing from both an efficiency and equity perspective.
Among faculty, student evaluations of teaching (SET) are a source of pride and satisfaction—and frustration and anxiety. High-stakes decisions including tenure and promotions rely on SET. Yet it is widely believed that they are primarily a popularity contest; that it’s easy to “game” ratings; that good teachers get bad ratings and vice versa; and that rating anxiety stifles pedagogical innovation and encourages faculty to water down course content. What’s the truth?
The iconic image of the Baby Boom generation is a 1960s-era snapshot of an exuberant, long-haired, rebellious young adult. That portrait wasn’t entirely accurate even then, but it’s hopelessly out of date now. This famously huge cohort of Americans finds itself in a funk as it approaches old age. On January 1, 2011, the oldest Baby Boomers will turn 65. Every day for the next 19 years, about 10,000 more will cross that threshold. By 2030, when all Baby Boomers will have turned 65, fully 18% of the nation’s population will be at least that age, according to Pew Research Center population projections. Today, just 13% of Americans are ages 65 and older.
Perched on the front stoop of old age, Baby Boomers are more downbeat than other age groups about the trajectory of their own lives and about the direction of the nation as a whole.
Some of this pessimism is related to life cycle – for most people, middle age is the most demanding and stressful time of life. 1 Some of the gloominess, however, appears to be particular to Boomers, who bounded onto the national stage in the 1960s with high hopes for remaking society, but who’ve spent most of their adulthood trailing other age cohorts in overall life satisfaction.
At the moment, the Baby Boomers are pretty glum. Fully 80% say they are dissatisfied with the way things are going in the country today, compared with 60% of those ages 18 to 29 (Millennials); 69% of those ages 30 to 45 (Generation Xers) and 76% of those 65 and older (the Silent and Greatest Generations), according to a Pew Research Center survey taken earlier this month.