To provide a detailed account of the nature and scope of recommendations for promoting faculty grant proposal success in academic medical settings.
Why do we study student technology choices and preferences? With the first student study launched in 2004 we had an instinctive sense of why the exercise was valuable. Several campuses had been collecting data on student technology use - some of them for quite a while - but this included little broad and generalizable data about how students in higher education were adapting to and using technology.
This collection of essays reflects that classic sense of exploration, questioning, and discovery. The ten essays contained here, sponsored by the Alliance for Community College Excellence In Practice, were prompted by a challenge prior to the Alliance’s first symposium, held in Traverse City, Michigan, in the summer of 2013. The symposium topic: The Future of Community Colleges. Before the July “Futures” discussion brought 50 people together, the participants – community college leaders, visionaries, teachers, and learners – were invited to explore topics related to present and future opportunities facing higher education. They were asked to consider implications. Raise questions. And posit thoughtful commentary.
OUSA’s LGBTQ+ Student Experience Survey was a mixed methods research project conducted in Novem-ber 2014 designed to gain understanding of the opinions and experiences of Ontario university students who identify as Lesbian, Gay, Bisexual, Trans, Queer, Questioning, or other orientations or identities that do not conform to cisgender and heterosexual paradigms (LGBTQ+). The purpose of the survey was to identify any gaps that might exist in university services, programming, and supports that can diminish or negatively impact university experiences for these students.
What is a mobile education environment?
Education today doesn’t need to take place within the confines of a school building, thanks to the Internet, wireless communication and mobile computing devices. Students and teachers are no longer required to be “stuck inside these four walls” for learning to take place. Teens whose body clocks don’t mesh with 7:15 a.m. class starts can sleep in — then do the work when they are at their mental peak (9 p.m., perhaps). Teachers, too, can gain increased flexibility in organizing their time. Lessons can be more easily tailored for students with whom they can work one-on-one with using interactive online programs. This is the promise of mobile learning, currently in place in some schools across the country. However, most K-12 schools are just starting to scratch the surface of what mobility can mean for education. Those that adapt to mobile technology will find it easier to reach students; research shows this sort of learning at the K-12 level improves student engagement, enthusiasm and test scores.
Reading instruction has been reformed successfully in the primary grades, but with no consequent improvement in adolescent literacy. This commentary asks the question: What changes can the states and federal government make to education policy that will boost adolescent reading achievement?
This paper exploits longitudinal tax-filer data to provide new empirical evidence for Ontario on i) overall PSE
participation rates on an annual basis over the last decade, ii) how access is related to a number of important
individual and family characteristics, including sex, family income, area size of residence and family type, and iii) how these relationships have changed over time. This is done for Ontario as a whole, in comparison to the rest of Canada, and then broken down by region within Ontario. The findings are informative, in some cases surprising, and highly relevant to public policy regarding access to postsecondary education.
This study examined aspects of approval processes for baccalaureate degree programs in colleges in the following 11 jurisdictions: Alberta, British Columbia, Austria, Denmark, Finland, Flanders, Florida, Germany, Ireland, the Netherlands, and New Zealand. More detailed profiles are provided for seven of the jurisdictions. In order to make the data more relevant for the Ontario reader, some comparisons with characteristics of the baccalaureate degree approval process in Ontario are noted.
Cyberbullying Dealing with Online Meaness, Cruelty and Threats
Top performance in today’s sales environment requires a highly collaborative approach. Reps who have either grown up using tools like email, social networking platforms, and mobile devices (“digital natives”) or who are heavily engaged with such tools are in a much better position to become top performers and win more deals, faster. Accordingly, a collaborative team environment enabled by “social learning” capabilities represents revenue opportunities for forward-thinking sales leaders who want to train, manage, mentor, and coach winning teams.
In order to close the growing achievement gap, higher education institutions need to focus on innovation, scale and
diffusion, according to Bridget Burns, executive director for the University Innovation Alliance, a coalition of 11 public research universities committed to improving graduation rates and sharing best practices. And most important, institutions need to communicate about what works and what doesn't. "Otherwise we are sentencing other universities to repeat our mistakes and our failures — and students deserve better," she exhorted.
This paper reviews and critiques the existing literature on accompanying partners of international students (APIS), who are often an ignored population in programs and services for the internationalization of Canadian higher education. Particularly, we identify three issues. First, we argue that current research on this group overwhelmingly focuses on their social and cultural adaptation difficulties while ignoring their agency in dealing with life challenges in the host society. Second, we note that research on this population should go beyond an overemphasis on gender, to include a comprehensive analysis of how gender intersects with other unequal social relations, such as race and class, in contributing to the complexity and multiplicity of their lived experiences. Finally, we suggest that rather than conflating APIS with trailing partners of expatriates or immigrants and treating them as a homogenous group, researchers should do more to address their heterogeneity from an anti-essentialist approach.
The Association of Registrars of the Universities and Colleges of Canada (ARUCC) and the Pan-Canadian Consortium on Admissions and Transfer (PCCAT) have collaborated to lead an extensive study to understand current transcript and transfer credit nomenclature practices in Canada. These findings will ultimately inform a comprehensive update and expansion of the 2003 ARUCC National Transcript Guide and potentially result in a searchable database of transcript practices and Canadian transfer credit nomenclature. The ultimate goal is to enhance the clarity, consistency and transparency of the academic transcript and transfer credit resources that support student mobility. The specific deliverable for this phase was to identify and summarize Canadian transcript and transfer credit nomenclature practices, review four international jurisdictions as a means to highlight promising practices related to these two areas and, finally, to provide both an overview of systems and an initial examination of emergent perspectives and themes. The report purposefully avoids suggesting prescriptive solutions or outcomes; however, the findings from this study will provide a solid foundation from which to move forward the standards and terminology discourse in Canada. This report collates the findings from the supporting research conducted from January through to April 2014.
Robert R. Blake and Anne Adams McCanse1 refined the Leadership Grid® which identified various types of man- agerial leadership based on concern for production cou- pled with concern for people. While they consider the “team management” style of leadership to be ideal, they recognize that it may be difficult to implement in some work situations. Effective managers have great concern for both people and production. They work to motivate employees to reach their highest levels of accomplish- ment. They are flexible and responsive to change, and they understand the need to change.
This research report represents the first phase of a multi-year collaborative research initiative of the Association of Colleges of Applied Arts and Technology of Ontario.1 The initiative is designed to develop a cohesive picture of the pathways from secondary school to college. The major purpose of this phase of the research was to identify secondary school students’ perceptions of Ontario colleges and of college as a possible post-secondary educational destination for them, and to determine the factors that have shaped these perceptions. A second purpose was to identify secondary school student achievement patterns, graduation rates and course enrolments in order to consider their influence on current and future college enrolments.
This report documents the central role of the college-educated workforce in improving labour productivity across the economy and supporting an innovation culture in the workplace. It describes critical “enabling occupations” that play a key role in allowing companies to build a culture of innovation in the workplace which they need if they are to continually restructure for success. It develops a “Prosperity Cycle” model and demonstrates the importance of college graduates in building a culture of innovation in a dozen key Ontario industries.
Ontarians work hard and build for the future, hoping that rising prosperity will improve the quality of life for their families. A higher standard of living seems hard to achieve these days – especially for young people leaving school. Government, businesses, researchers and others believe that Ontario’s prosperity depends on rising productivity that improves the competitiveness of industry. But how is this achieved and how do young people share in the benefits?
The community college field is evolving dramatically. It has been 10 years since the Center for Community College Student Engagement presented results from the first national administration of its flagship survey. Over the past decade, institutions enrolling more than 80% of U.S. community college students have used Center surveys to assess their students’ engagement so they can improve institutional practice and student outcomes. This focus on engagement is one of many changes in the ways community colleges are using data to understand and improve the educational experiences of their students.
Now, as colleges increasingly understand the importance of intentionally engaging students, the field must turn to the game-changing challenge: bringing high-impact practices to scale as part of a concerted effort to increase college completion rates. In an era of growing demand, shrinking budgets, and greater accountability, meeting this challenge requires singular focus. Colleges must make decisions—about every hour spent, every dollar allocated, every policy set, and every practice implemented—based on whether those decisions will make engagement inescapable for large numbers of their students.
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.
In a project funded by the Higher Education Quality Council of Ontario (HEQCO), a team of researchers completed three related studies exploring and assessing innovative practicum models included in a pre- service concurrent teacher education program across two campuses of an Ontario university.
These models are integrated into the field experience component of the Bachelor of Education degree and are intended to provide collaborative and diverse learning opportunities for teacher candidates in various practicum settings. Traditionally, teacher candidates in faculties of education complete their practicum in a school classroom for determined periods of time. In recognizing the need for teacher candidates to become contributing members of varied learning communities (Feiman-Nemser,
2001), the innovative practices studied in this project extend beyond the norm of placing a single teacher candidate with an associate teacher in a publicly funded school to include such models as peer mentorship, alternative service learning and international practicum placements.
This eBook describes the ten most popular contemporary leadership theories and models. You can use thse as inspiration and a potential toolkit from which you can develop your own leadership style based on your own personality, the task at hand and the team that you are leading.