The members of the Principal’s Commission on Mental Health are pleased to submit their final report to Principal Daniel Woolf.
This report is the result of a year-long process embedded in comprehensive input from the Queen’s and broader communities. Commissioners Lynann Clapham, Roy Jahchan, Jennifer Medves, Ann Tierney and David Walker (Chair) heard from students, faculty, staff, parents, alumni, mental health professionals and community members, all of whom generously gave their time to provide valuable insight and expertise.
Following the release of a discussion paper in June 2012 extensive feedback was received, for which commission members were most grateful. This input has been integrated into this final report.
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 Colleges of Applied Arts and Technology of Ontario (CAATs) are engaged in a wide range of international activities which have not previously been the subject of any in-depth study. This thesis provides the first comprehensive examination of the international student recruitment and educational export activities of the CAATs. This study, relying on literature reviews, a survey of the colleges and interviews with college administrators, explores the historical evolution of recruitment and export activities, the motivation behind participation in these activities and the financial implications of export and recruitment. The study also reviews some of the linkages between international student recruitment and export and internationalization and globalization.
Every higher education institution today faces the complex challenges of serving increased enrollment levels within tight budgets. Adding to the complexity are new student expectations for the when, where and how of learning — where passive listening and doing classwork in isolation are no longer acceptable.
These challenges are prompting many colleges and universities to explore new approaches, especially blended learning, for delivering courses. Blended learning delivers higher levels of learning interactivity and collaboration and
— more importantly for student and institutional success
— higher levels of student engagement.
Community college systems were established across North America from the early 1960s through the early 1970s. The new systems had two principal models: in one model, the college combined lower-division, university-level general education with technical education programs; in the other, most or all of the colleges were intended to concentrate on technical education. Ontario was the largest of the provinces and states in North America that opted for the second model. Many of the issues that planners confronted when designing these college systems have either persisted or re-emerged in recent years. This
article re-examines the debate on the design of Ontarioâ€™s colleges that took place when they were founded and considers its implications for the present.
Depuis le dÃ©but des annÃ©es 1960 et jusquâ€™au dÃ©but des annÃ©es 1970, lorsquâ€™on crÃ©ait des rÃ©seaux de collÃ¨ges communautaires partout en AmÃ©rique du Nord, deux modÃ¨les majeurs Ã©taient proposÃ©s pour ces nouveaux rÃ©seaux. Dans un des modÃ¨les, le collÃ¨ge combinait lâ€™enseignement gÃ©nÃ©ral universitaire de division infÃ©rieure avec les programmes dâ€™enseignement technique ; dans lâ€™autre, la plupart des collÃ¨ges, sinon tous, se concentraient sur lâ€™enseignement technique. Lâ€™Ontario Ã©tait la plus importante parmi les provinces et les Ã‰tats en AmÃ©rique du Nord qui ait optÃ© pour le deuxiÃ¨me modÃ¨le. Beaucoup des dÃ©fis auxquels les planifi cateurs ont Ã©tÃ© confrontÃ©s lorsquâ€™ils ont conÃ§u le rÃ©seau des collÃ¨ges sont encore prÃ©sents ou sont rÃ©apparus au cours des derniÃ¨res annÃ©es. Cet article rÃ©examine lâ€™ancien dÃ©bat sur la conception des collÃ¨ges de lâ€™Ontario et considÃ¨re ses implications actuelles.
The postsecondary undergraduate educational experience takes place in an environment rife with expectation. Those â€œbright college years,â€ destined to be memorialized and celebrated, attract a cluster of sociocultural images and resonances, some realistic and some fanciful. Students see these years as a unique time of opportunity and unprecedented autonomy, a psycho-social moratorium where possibilities open up and they can grow into their own adult skins. And while matriculating students look forward to what awaits them, the other group intensely involved in the educational process â€” the faculty â€” looks back, projecting their own experience-derived expectations upon undergraduates who, in fact, may be
experiencing a generationally-different world. What should new students expect to find when they begin â€” and settle into â€” this new, but temporary, university life? And how will those expectations change as they are met, surpassed, or frustrated? What should faculty expect of students, and will they or should they measure up to faculty models? To what extent can faculty expectations serve as a control or calibrating influence on the subjective expectations and experiences of students?
These are questions that are of vital interest to those attempting to understand the link between student engagement and student success and, in this paper, these questions are explored through three surveysâ€”the National Survey of Student Engagement (NSSE), the Beginning College Survey of Student Engagement (BCSSE), and the Faculty Survey of Student Engagement (FSSE).
Increasingly, students are seeking transfer from college to university educational programs. This challenges universities to assess the effectiveness of transfer policies and also challenges colleges to prepare students for continued education. This paper reviews the various transfer procedures used by Canadian universities, barriers experienced by students seeking
transfer, and strategies for improving the transfer process. The authors propose the use of learning outcomes, which identify student knowledge and skills following an educational experience, to develop block transfer strategies that ease student transfer between educational programs.
Les étudiants cherchent de plus en plus à transférer leurs projets d’études collégiales vers un programme universitaire. Les universités doivent donc relever le défi d’évaluer l’efficacité de leurs politiques de transfert, tandis que les collèges doivent réfléchir sur la façon de mieux préparer leurs étudiants aux programmes de formation continue. Le présent article passe en revue les diverses procédures utilisées par les universités canadiennes, les obstacles que doivent surmonter les étudiants cherchant à effectuer un transfert et les stratégies d’amélioration du processus de transfert. Les auteurs proposent l’utilisation de résultats d’apprentissage, qui identifient les connaissances et les compétences acquises par les étudiants d’un
programme donné, afin d’élaborer des stratégies générales qui faciliteront le transfert d’étudiants entre programmes éducatifs.
Despite Canada having one of the worldâ€™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 â€” 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.
When teachers think the best, most important way to improve their teaching is by developing their content knowledge, they end up with sophisticated levels of knowledge, but they have only simplistic instructional methods to convey that material. To imagine that content matters more than process is to imagine that the car is more important than the road. Both are essential. What we teach and how we teach it are inextricably linked and very much dependent on one another.
This special report features 11 articles pulled from the pages of The Teaching Professor to help you discover new ways to build connections between what you teach and how you teach it. The report offers tips on how to engage students, give feedback, create a climate for learning, and more. It also provides fresh perspectives on how faculty should approach
their development as teachers.
It’s been said that few things can enhance student learning more than an instructor’s commitment to ongoing professional development. Here’s a sample of the articles you will find in Effective Strategies for Improving College Teaching and Learning:
• Faculty Self-Disclosures in the College Classroom
• A Tree Falling in the Forest: Helping Students ‘Hear’ and Use Your Comments
• Understanding What You See Happening in Class
• Can Training Make You a Better Teacher?
• Striving for Academic Excellence
Although there is no single best teaching method, approach, or style, this special report
will give you a variety of strategies to try. Those that work effectively with your students
you should make your own.
The Teaching Professor
The internationally recognized series of Horizon Reports is part of the New Media Consortiumâ€™s Horizon Project, a comprehensive research venture established in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years on a variety of sectorsaround the globe. This volume, the 2011 Horizon Report, examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry. It is the eighth in the annual series of reports focused on emerging technology in the higher education environment.
Ensuring access to postsecondary education (PSE) for all qualified individuals is key to Ontario’s future competitiveness and equally critical from an equity perspective. This paper provides an empirical analysis of access to PSE among a number of under-represented (and minority) groups in Ontario, including comparisons to other regions. Having parents that did
not attend PSE is the most important factor across the country, and the effects are even greater in Ontario than in some other regions. Being from a low-income household is considerably less important than parental education, and the income effects are even smaller in Ontario than in certain other regions. Aboriginal and disabled youth are also strongly under-represented groups in PSE in Ontario, driven entirely by their lower university participation rates, offset to different degrees by higher college participation rates . Rural students are also significantly under-represented (though to a lesser degree) in university, but again go to college at somewhat higher rates. Furthermore, for these latter groups, Ontario does not compare favourably to other regions. The children of immigrants are much more likely to go to university but somewhat less likely to attend college almost everywhere.
Being from a single parent family has little independent effect on access to PSE, as is also the case for being a Francophone outside of Quebec, the latter effect in some cases actually being positive. Intriguingly, although females generally have significantly higher PSE (especially university) attendance rates than males, females in under-represented groups are generally more disadvantaged than males. This research was funded by the Higher Education Quality Council of Ontario (HEQCO), which also provided useful feedback throughout the project. This work is based on earlier research carried out for the Canada Millennium Scholarship Foundation through the MESA project, including a series of papers involving Richard Mueller. The authors gratefully acknowledge the ongoing support provided for the MESA project by the University of Ottawa.
Recognise your social and digital media efforts as part of the research process
We are aware that social media can often feel like an additional burden to academics’ already busy workload. To avoid social media burnout, find out where these tools might fit more systematically in the wider network of interactions informing and communicating your research. Research has always been a social process and there are bound to be many opportunities for you to explore these social aspects further. Our book aims to provide a framework to help you explore different ways of employing social media throughout the research lifecycle.
New research at the University of Warwick demonstrates two shortcomings with the current benchmarking of internationalisation: they are based purely on structural measures and they use a simple bi-polar distinction between home and international students. There are several dangers in relying on these measures: Structural internationalisation ≠ Student satisfaction: Latest research shows that in the UK, the lower the proportion of UK students, the less satisfied students of all backgrounds are. This does not mean that structural internationalisation should be avoided; on the contrary, students appreciate the value of an 'internationalisation' experience, so what we need is an agenda for integration.
Ask most people who don’t teach online about the likelihood of academic dishonesty in an online class and you will likely hear concerns about the many ways that students could misrepresent themselves online. In fact, this concern about student representation is so prevalent it made its way into the Higher Education Opportunities Act (HEOA).
Passed into law in 2008, the act brought a few big changes to online education, including
a new requirement to “ensure that the student enrolled in an online class is the student doing the coursework.” Although there’s some disagreement as to whether distance education is more susceptible to academic dishonesty than other forms of instruction, what isn’t up for debate is the fact that for as long as there’s been exams, there’s been cheating on exams. The online environment simply opens up a different set of challenges that aren’t typically seen in traditional face-to-face courses.
Promoting Academic Integrity in Online Education was developed to help you understand the latest tools and techniques for mitigating cheating and other unethical behaviors in your online courses. The report features nine articles from Distance Education Report, including:
• Combating Online Dishonesty with Communities of Integrity
• 91 Ways to Maintain Academic Integrity in Online Courses
• The New News about Cheating for Distance Educators
• A Problem of Core Values: Academic Integrity in Distance Learning
• Practical Tips for Preventing Cheating on Online Exams
Online education didn’t invent cheating, but it does present unique challenges. This report
provides proactive ways for meeting these challenges head on.
Distance Education Report
Getting students to take their reading assignments seriously is a constant battle. Even syllabus language just short of death threats, firmly stated admonitions regularly delivered in class, and the unannounced pop quiz slapped on desks when nobody answers questions about the reading don’t necessarily change student behaviors or attitudes.
The disappearance and murder of Saint Mary’s University student Loretta Saunders in February 2014 captured national media attention. Ms. Saunders’ murder highlighted the tragedy of missing and murdered Aboriginal women in Canada. As a student, Ms. Saunders’ experience also highlighted significant gaps in the programs and services available to Aboriginal students at Saint Mary’s University. The murder of Loretta Saunders served as a catalyst for students, staff, faculty and administration to begin the process of building a better university experience for Aboriginal students.
At the Loretta Saunders Memorial Service, the President of Saint Mary’s, Dr. J. Colin Dodds, committed to establishing a Task Force to provide guidance on how the Saint Mary’s university community could enhance learning opportunities and the education experience for Aboriginal students. The Task Force completed its work during the Spring and Summer of 2014.
Study shows faculty members remain skeptical of digital course materials and generally unfamiliar with open educational resources.
The Ontario university sector is already somewhat differentiated. A policy decision to increase the differentiation of the postsecondary system brings the following benefits:
• Higher quality teaching and research programs
• More student choice with easier inter‐institution transfer and mobility
• Greater institutional accountability
• A more globally competitive system
• A more financially sustainable system
Ontario’s postsecondary system can transition seamlessly and incrementally to greater differentiation with the judicious and strategic use of funding strategies already familiar to government. This transition to a more differentiated university sector is guided by principles including:
• Equal value on the teaching and research functions of universities
• Forging a contemporary relationship between Ontario’s colleges and universities
• Linking the differentiation policy to funding decisions
• More effective use of multi‐year accountability agreements and performance
indicators to evaluate whether universities are meeting expected goals and targets.
Student participation in applied research as a form of experiential learning in community colleges is relatively new. Ontario Colleges today participate at different levels with different numbers of projects and faculty involved. A few colleges in Ontario are more established in doing applied research including having basic infrastructure for research and having defined in which disciplines they will conduct research. This study took place in a college with a more established applied research program with the study goal of hearing and listening from the students and their teacher/research leaders as to their perceived benefit from the research program. The findings showed that the students found the program very beneficial and that student learning in areas considered important for the workplace was occurring that would not have been possible in the regular classroom.
In June 2008, the Higher Education Quality Council of Ontario (HEQCO) released a Request for Proposals (RFP-006) offering funding for Ontario universities and colleges to evaluate existing programs or services intended to promote access, retention and educational quality among postsecondary students. Brock University was successful in their proposal to evaluate two services offered through the Student Development Centre’s Learning Skills Services:
1. the Online Writing Skills Workshop (OWSW) (later known as Essay-Zone (EZ), an online writing course designed and operated by Learning Skills Services; and 2. the learning skills workshops and one-on-one/drop-in services offered by Learning Skills Services. The evaluation of the Online Writing Skills Workshop was completed in fall 2010 with the assistance of Higher Education Strategy Associates (HESA), formerly Education Policy Institute (EPI) Canada. This report, published separately by the HEQCO, is based on the evaluation of other learning skills services, including workshops on critical thinking, math, science and essay writing skills (see Appendix A), as well as the individualized assistance provided through the one-on-one/drop-in service. In evaluating these services, we have sought to answer two broad questions. First, are the services offered being delivered effectively and what improvements can be made? Second, what effect do the identified learning skills services have on academic outcomes? The responses to these questions will be presented in two parts: first, a formative evaluation of program delivery and second, a summative evaluation focusing on student outcomes.
The formative evaluation will examine the delivery and image of the learning skills services. Using student survey and focus group data, we will evaluate the perceived efficacy of the services among participants, participants’ satisfaction with aspects of the services and the success of overall communication about the services, as well as recommending changes. The evaluation of communications will examine how students learn about services offered and why students decide not to enroll in the services.
The summative evaluation focuses primarily on the impact of the learning skills services provided. Two measures of academic success will be examined: academic performance (i.e., marks) and student retention. The administrative data concerning three cohorts of students will be used to determine whether participants in learning skills workshops and other learning skills services experience greater academic performance and higher levels of retention compared to other students. In addition, we will examine whether certain categories of services are more effective and whether frequency of service use affects outcomes. As the learning skills workshops and other services are very limited interventions requiring little time of students,strong results were not expected; however, even minor improvements would be impressive given the relatively small time investment required of students.