ABSTRACT
As Canadian universities seek to attract more international students, there is a need to recognize and respond to the diversity within this group and to question the binary categories of domestic students and international students.
Relying primarily on 116 qualitative interviews with international undergraduates at the University of British Columbia, we utilize American students as a case study from which to explore the complex and blurred boundaries between these two categories. Americans resemble domestic students in some respects and international students in others, yet they are often less prepared to meet adaptational challenges because they have low expectations of cultural and institutional differences. We compare the experiences of Americans and international students from other countries, as well as other groups of students who fall between the cracks of the domestic and international student classifications. We argue that, by targeting services on the basis of these broad administrative categories, categories that were created for financial purposes, the university reduces the take-up of the very services students need.
RÉSUMÉ
À une époque où les universités canadiennes cherchent à attirer de plus en plus d’étudiants internationaux, il est nécessaire de reconnaître la diversité de ce groupe et d’agir en fonction de celle-ci. Cela demande de s’interroger sur la division binaire des étudiants entre les catégories « canadien » et « international ». En nous appuyant sur 116 entrevues qualitatives avec des étudiants internationaux en études de premier cycle à l’Université de la
Colombie-Britannique, nous entreprenons une étude de cas des étudiants américains, afin d’explorer la complexité et l’imprécision des frontières entre ces deux catégories. Sur certains points, le profil des étudiants américains est semblable à celui des étudiants canadiens, mais sur d’autres, il s’apparente plutôt à celui des étudiants internationaux. Pourtant, ces étudiants américains sont souvent moins prêts à faire face à des difficultés d’adaptation, car ils ne s’attendent pas à être confrontés à des différences culturelles et institutionnelles. Nous comparons les expériences des étudiants américains avec celles d’étudiants internationaux provenant d’autres pays, ainsi qu’avec celles d’autres groupes d’étudiants dont la situation ne correspond pas aux classifications « canadien » ou « international ». Nous soutenons que, quand les services d’aide ciblent les étudiants sur la base de vastes catégories administratives conçues pour des raisons financières, l’université contribue à limiter l’utilisation des services dont les étudiants ont précisément besoin.
There are a number of studies that classify governing boards into different types. Some classifications are based on management form. Some are based on the form in which authority is exercised. Some are based on the form of institution that the board serves. Most of these classifications include "working boards" but few offer a clear definition of them. Even those that do attempt to define this type of board acknowledge that little is known about how they actually function. This study examines a small public not-for-profit institution with a "working board" to determine how that type of board functions, where it succeeds and where it fails, and how it is different from other types of boards.
Daniel Lang
The connection between classroom learning and practical experience in the workplace has been recognized as a significant aspect of student development in postsecondary institutions (Kuh, 2008). Internships have been associated with many benefits for each party involved, including the student, postsecondary institution and industry professional. Internships provide opportunities for students to transfer theoretical knowledge to a practical setting; they serve as recruitment avenues for postsecondary institutions and provide industry professionals with access to high-quality students with current academic knowledge. Despite the perceived importance of internships for student development, researchers and practitioners have a limited understanding of what constitutes an “internship” and of how to deliver these experiences effectively. Therefore, the purpose of this research was to examine the internship opportunities currently offered by direct-entry programmes (e.g., undergraduate degree or diploma) in Ontario postsecondary institutions.
ALGONQUIN COLLEGE KEY AREAS OF DIFFERENTIATION
Algonquin College delivers a comprehensive range of applied education and training experiences to
serve the diverse learner choices and the breadth of employer labour demands across Eastern Ontario
and the province.
Algonquin College works with industry partners to:
• Develop labour-market informed programs and services;
• Provide opportunities for work-integrated learning, and experience inside and outside the
classroom; and
• Engage in applied research and commercialization activities that support student success,
employee growth, and social and economic development in the region and beyond.
Algonquin College employees are engaged in the strategic direction of the College to:
• Lead the transformation of Ontario’s postsecondary system;
• Deliver high-quality teaching methods and modalities that leverage technology to enhance the
educational experience; and
• Improve student learning outcomes for career and life success.
Algonquin College broadens learner access to applied postsecondary education and training in
Ontario, demonstrating leadership through:
• Alternative learning modalities and options to suit multiple learning styles and learner
preferences;
• New, targeted approaches to programs and services that improve pathways for learners of diverse
demographic characteristics; and
• Smart investments in technology that enhance the Algonquin learner experience.
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.
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.
The 2009–2010 State of Learning in Canada provides the most current information on the Canadian learning
landscape, contributing to a comprehensive understanding of how Canadians are faring as lifelong learners.
As in previous State of Learning reports, this update reflects CCL’s vision of learning as a lifelong process. Our research affirms time and again that the skills and knowledge that citizens bring to their families, their workplaces and their communities help determine a country’s economic success and overall quality of life.
It is this core value that continues to guide our research and our commitment to fostering a learning society, in which all members can develop their full potential as active, engaged learners and contributing members of their community.
This update takes a life course approach, beginning with learning in the early childhood learning and school-based education through to the formal and informal learning of adults. Highlights from the recently released report on the State of Aboriginal Learning in Canada: A Holistic Approach to Measuring Success (2009), which introduced the first application of a comprehensive approach to measuring Aboriginal Learning in Canada, are also included.
PROLOGUE
What sources and resources do college students utilize to assist them in the transfer process? What factors influence students’ transfer decisions? What information do students possess about transfer and of what quality is the transfer information students receive? This investigation interviews students of two-year College of Applied Arts and Technology (CAAT) and Institute of Technology and Advanced Learning (ITAL) programs in the province of Ontario, Canada who identify intentions to transfer to university within their first semester in college. Grounding all analysis in Spence (1973), Akerlof (1970) and Stiglitz’s (1990) work on asymmetric information, adverse selection and signaling, this study examines students' knowledge of transfer and their attainment of that knowledge. Policy recommendations for the further development of transfer assistance mechanisms and timing of implementation are provided.
Keywords: transfer credit; seamless education; asymmetric information; signalling.
PROLOGUE
Quelles sources et ressources les étudiants de collège utilisent-ils pour faciliter leur transfert ? Quels sont les facteurs qui influencent leur décision d’être transférés? Quelles informations possèdent-ils sur les transferts, et quelle est la qualité de ces informations ? Cette enquête interroge des étudiants de deuxième année du Collège d’arts appliqués et de technologie (CAAT) et de l’Institut de technologie et d’enseignement supérieur (ITAL) ; ces collèges offrent des programmes de deux ans dans la province de l’Ontario, au Canada pour identifier les décisions des étudiants d’être transférés dans une université durant leur premier semestre au collège. Fondée sur l’analyse de Spence (1973), d’Akerlof (1970) et de Stiglitz (1990) sur l’information asymétrique et les sélections erronées, elle signale les connaissances que les étudiants ont du transfert et comment ils les ont acquises. Le texte fournit des recommandations sur la politique à suivre pour développer davantage les mécanismes d’aide au transfert et le choix du moment de l’effectuer. Mots clés: crédit de transfert, éducation continue, information asymétrique, signaler
This report compares eligibility for student financial aid by examining the amount of funds (both repayable and non-repayable) that a student would be eligible to receive in each province, based on their income group (low-, middle- and high-income). Provincial administration of part (or all) of financial aid has resulted in great variability in the type, quantity, and availability of resources offered to students. Individual provinces have demonstrated priorities such as debt reduction strategies, universal grants, and student independence from parental support, to name a few.
Key findings include that:
• The combination of federal, provincial and joint administered student financial aid programs are inherently complex, lack transparency, and thus, remain removed from public scrutiny and discussion.
• Appalling inequities exist in the amount of resources offered to students, based on their province of residence.
• Enormous differences in tuition between provinces are the greatest factor in determining the cost of education and therefore have a great impact on the amount of debt a student may accumulate.
• Provincial grant programs, whether needs-based or universal, are the largest contributor to debt reduction.
Higher education leaders have many opportunities today to make changes that can profoundly alter the learning
environments they provide students. The digital revolution and rise in the use of both wireless networks and mobile
computing devices promise a new paradigm in education, one in which students and faculty need anywhere, anytime access to the network; where learning can be more personalized and customized; where students are more engaged; where remote learning opportunities are optimized; and where collaboration between all stakeholders becomes much easier to achieve.
Institutions of higher learning, including public and private universities, community colleges and technical schools, are increasingly turning to digital learning approaches. Higher education students expect a more socially engaging and collaborative learning experience and new technology is enabling these opportunities that were once difficult to imagine. The Center for Digital Education’s 2011 Digital Community Colleges Survey found that 92 percent of respondents have expanded distance learning offerings for online, hybrid and Web-assisted courses over the past year. A survey of adult students also found that 33 percent cited blended courses (courses that are part online and part in the classroom) as their preferred learning format. However, layered on top of these digital opportunities are significant budget pressures and rising enrollment rates. Traditional funding sources — like grants and donations — are under tremendous strain, forcing administrators to consider tuition hikes and reduced course offerings, along with other undesirable cost-cutting measures. Along with these budget pressures, colleges and universities are experiencing an increased demand on IT resources,
including registrations systems, financial aid delivery, help desk support, mobility management, and online/selfservice applications.
The challenge that the higher education community faces is how to reduce complexity and costs within their infrastructure and maximize existing resources at a time when funding is in short supply. Colleges and universities need to reduce costs while ensuring they are providing staff and students with technology that enhances learning and leads to improved student success.
Some campuses are solving this problem by streamlining and simplifying their existing IT infrastructure. Improving what’s already in place not only saves money, but also makes it easier to enhance student learning and achievement using today’s technological tools. Here’s a look at how this is possible.
Each year, Universum runs the largest global survey on millennial career preferences. In each of our 30+ survey markets,
we partner with top universities to survey the most desirable future talent and find out who they want to work for and
why. The more votes a company receives, the higher they rank on the Ideal Employer list.
The 2014 Canadian student survey was conducted online, between mid-October 2013 and late-February 2014, under
Universum’s student brand, Wetfeet. The results in this report reflect the aggregated perceptions of nearly 30,000
undergraduate students from 107 universities and colleges.*
At Dalhousie we must accept responsibility for creating the conditions for everyone to flourish and to belong.
A culture of belonging requires ongoing commitment to greater inclusivity with focus on creating a welcoming home for Dalhousie’s diverse faculty, staff, students, and alumni alongside the broader community.
The reasons why students need to be involved and engaged when they attend college are well established. Engagement can be the difference between completing a degree and dropping out. Research has sought to identify what makes student involvement more likely. Factors like student-faculty interaction, active and collaborative learning experiences, involvement in extracurricular activities, and living on campus have all been shown to make a difference. Not surprisingly, faculty play a critical role in student engagement … from the obvious: facilitating discussions in the classroom; to the often overlooked: maximizing those brief encounters we have with students outside of class. This special report features 15 articles that provide perspectives and advice for keeping students actively engaged in learning activities while fostering more meaningful interactions between students and faculty members, and among the students themselves.
For example, in “Student Engagement: Trade-offs and Payoffs” author E Shelley Reid, associate professor at George Mason University, talks about how to craft engagement-focused questions rather than knowledge questions, and explains her willingness to take chances in ceding some control over students’ learning.
In “The Truly Participatory Seminar” authors Sarah M. Leupen and Edward H. Burtt, Jr., of Ohio Wesleyan University, outline their solution for ensuring all students in their upper division seminar course participate in discussion at some level.
In “Reminders for Improving Classroom Discussion” Roben Torosyan, associate director of the Center for Academic Excellence at Fairfield University, offers very specific advice on balancing student voices, reframing discussions, and probing below the surface of group discussions.
And finally, in “Living for the Light Bulb” authors Aaron J. Nurick and David H. Carhart of Bentley College provide tips on setting the stage for that delightful time in class “when the student’s entire body says ‘Aha! Now I see it!’” Who wouldn’t like to see more light bulbs going on more often? One of the most challenging tasks instructors face is keeping students engaged. Building Student Engagement: 15 Strategies for the College Classroom will help you meet that challenge while ensuring your classroom is a positive and productive learning environment.
Post-Secondary Education in Ontario: Managing Challenges in an Age of Austerity January 2013
Headlines surrounding the consideration of race and ethnicity in college admissions are often incomplete and ill-informed, promoting polarization and deflecting attention from practices that promote racial, ethnic, and socioeconomic diversity in higher education. As colleges and universities seek o educate an increasingly diverse American citizenry and achieve the associated educational aims, it is imperative that post- secondary leaders, policymakers, researchers, and members of the media better understand the work and challenges facing institutions in this current legal climate.
Executive Summary
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.
There is currently a powerful push-pull factor in schooling. The push factor is that school is increasingly boring for students and alienating for teachers. The pull fac-tor is that the exploding and alluring digital world is irresistible, but not necessarily productive in its raw form. The push-pull dynamic makes it inevitable that disruptive changes will occur. I have been part of a group that has been developing innova-tive responses to the current challenges. This response consists of integrating three components: deep learning goals, new pedagogies, and technology. The result will be more radical change in the next five years than has occurred in the past 50 years.
As the threat of MOOCs and for-profit education fades, so too does the sense of urgency that drives innovation.
Yet anyone who thinks that a decade from now higher education will look much as it does today is
sadly mistaken.
Higher education starts earlier than ever as students earn more early college/dual degree and AP credits. Students increasingly accumulate credits from multiple institutions. Undergraduate introductory survey courses lose enrollment, and, as they do, the cross-subsidies that helped support upper division courses decline. In the humanities, the loss of introductory course enrollment.
contributes to a decline in the number of majors.
Abstract
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.
Résumé
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.
SYNTHESIS: WHAT THIS REPORT TELLS US
The 2009–2010 State of Learning in Canada provides the most current information on the Canadian learning landscape, contributing to a comprehensive understanding of how Canadians are faring as lifelong learners. As in previous State of Learning reports, this update reflects CCL’s vision of learning as a lifelong process. Our research affirms time and again that the skills and knowledge that citizens bring to their families, their workplaces and their communities help determine a country’s economic success and overall quality of life. It is this core value that continues to guide our research and our commitment to fostering a learning society, in which all members can develop their full potential as active, engaged learners and contributing members of their community.
This update takes a life course approach, beginning with learning in the early childhood learning and school-based education through to the formal and informal learning of adults. Highlights from the recently released report on the State of Aboriginal Learning in Canada: A Holistic Approach to Measuring Success (2009), which introduced the first application of a comprehensive approach to measuring Aboriginal Learning in Canada, are also included.