The structure of education on reserve
Unlike in our provincial education systems, there are no minimum legislated education standards for on-reserve First Nations students. Canadian taxpay-ers are funding an education system in First Nations communities that has no legislated mandate for a core curriculum meeting provincial standards, no requirement that educators in First Nations schools have provincial certifi-cation, and no requirement for First Nations schools to award a recognized provincial diploma. This has resulted in “situations where First Nation youth graduate from education institutions on reserve but cannot demonstrate a recognizable diploma to a workplace or post secondary institution” (Canada, AANDC, 2014c). This system is clearly failing First Nations children.
The Sexual Assault Prevention and Response Working Group (SAPRWG) was established in the summer of 2013, as one of several interrelated working groups reporting through the Health and Wellness Steering Committee, to advance a more strategic approach to addressing sexual assault prevent and response at Queen‘s. The Working Group was focused on student experiences of
sexual assault on campus.
The workshops explored questions like: What are the attributes of a choice employer? What are Generation Y’s values and expectations when it comes to work and the workplace? What is the impact of these values in an organizational setting? How has
the conception of work evolved? How can employers attract and retain young workers?
Vision:
• We create vibrant, engaged and sustainable communities of learning, teaching and research committed to free enquiry and expression.
• We encourage the dynamic interplay of research, teaching and learning, which enhance and energize each other in the classroom and beyond.
• We strive to make valued and socially responsible contributions to our local communities, to Canada, and to the world.
• We support a diversity of faculty, staff and students who share a commitment to the learning experience and are responsive to its challenges.
• We foster an environment where Indigenous knowledge are respected and recognized as a valid means by which to understand the world.
• We offer an enriched learning environment that encourages a passion for all knowledge, the exploration of the creative links between fields of study and a critical engagement with the world.
• We create opportunities for students, staff and faculty to flourish and develop as individuals and as global citizens.
• We affirm our commitment to excellence, to innovation and to leadership in research, academic programmes and community partnerships.
• We commit to building an inclusive intellectual and social community that values the collaboration of all of its individual members
This study analyzes the three different types of institutions—public schools, independent schools, and home schooling—that provided education to stu-dents in Canada over the 2000/01 to 2012/13 period. Specifically, this study quantifies enrolment numbers by type of education institution in order to better understand how Canadian students are being educated.
It is important to understand enrolment numbers within the context of a declining school-aged population. The number of Canadians aged 5 to 17 declined by 6.4 percent between 2000 and 2013. Every province except Alberta recorded a decline in their school-aged population over this period, affecting enrolment rates.
Background: A growing empirical base suggests that there is a positive relationship between teacher social interaction
and student achievement. However, much of this research is based on standardized summative assessments, which,
while important, may have limited applicability to timely instructional decision making. As such, in this work, we examine
the relationship between teacher social interaction and interim benchmark formative assessments, which have been
argued to play a more useful role in instructional decision making.
The condition of the U.S. science, technology, engineering, and mathematics (STEM) workforce figures prominently in discussions of national competitiveness, education policy, innovation, and even immigration. But the relevant analyses and conversations are hindered by differing understandings of the composition and character of the STEM workforce and the varied, dynamic career pathways enabled by STEM knowledge and skills.
OUSA asked students to answer questions about their experience with high-impact learning, active and participatory learning, work-integrated learning, and online courses. Students were also asked to provide their impressions about what resources
should be prioritized within their university, as well as how they viewed the balance between teaching and learning at their institution.
We’ve found that, for the most part, students are accessing high-impact and work-integrated learning at greater rates than ever, and are having a broad selection of pedagogical experiences, We’ve also found that more than half of students have
experienced and online course. Generally, students are either neutral or positive about the impact these experiences have had on their education.
Students prioritize instructor training to a notable margin over increasing research opportunities and reducing class sizes, and feel that universities generally prioritize research over teaching when balancing the two missions.
This is the final evaluation report for the Blended Synchronicity (BlendSync) Project as required by the project reporting requirements of the Office for Learning and Teaching.
The evaluation addresses the broad evaluation question: “To what extent was the BlendSync project successful at meeting its stated outcomes and producing its deliverables?”
In Canadian universities and colleges, the registrar role appears to be evolving. It absolutely remains a position focused on the diligent care and oversight of student academic records and related student services. However, those holding these roles are more often being called upon to create interesting and unique partnerships; actively support or steer enrolment management; oversee significant pan-institutional responsibilities and related accountabilities; and develop policies, procedures, and integrated systems that serve as the backbone for the institution and support overall student success. Registrars are exercising their duties in an increasingly virtual world where institutional boundaries are becoming less rigid and new approaches are becoming the norm. Examples include different course delivery models, online course and program offerings, new forms of inter-institutional collaboration, cross-boundary sharing of data, targeted access programs, increasingly mobile students, etc. The evolving role of the Canadian registrar suggests a close examination of current reporting line practices and responsibilities is timely.
For over a centur the central goals of Canada’s Aboriginal policy were to eliminate Aboriginal governments and Aboriginal rights; terminate the Treaties; and, through a process of assimilation, cause Aboriginal people to cease to exist as distinct legal, social, cultural, religious, and racial entities in Canada. The establishment and operation of residential schools were a central element of this policy, which can best be described as “cultural genocide.”
Physical genocide is the mass killing of the members of a targeted group, and biological genocide is the destruction of the group’s reproductive capacity. Cultural genocide is the destruction of those structures and practices that allow the group to continue as a group. States that engage in cultural genocide set out to destroy the political and social institutions of the
targeted group. Land is seized, and populations are forcibly transferred and their movement is restricted. Languages are banned. Spiritual leaders are persecuted, spiritual practices are forbidden, and objects of spiritual value are confiscated and destroyed. And, most significantly to the issue at hand, families are disrupted to prevent the transmission of cultural values and identity from one generation to the next.
The earliest studies of undergraduate retention in the United States occurred in the 1930s and focused on what was referred to at the time as student mortality: the failure of students to graduate (Berger & Lyon, 2005). Historically higher education research has had an eye toward pathology with a focus on repairing students’ problems (Shushok & Hulme, 2006). To this end, much research exists on why students fail to persist as opposed to why they succeed. Strength-based approaches to the study of undergraduate retention involve studying successful students. Studying what is right with students may illuminate new aspects of successful student experiences which can in turn be applied to supporting all students. This paper will provide a brief historical overview of undergraduate retention followed by factors commonly related to undergraduate retention. Finally, an overview of the recent application of motivational theories to understand undergraduate retention including attribution theory, expectancy theory, goal setting theory, self-efficacy beliefs, academic self-concept, motivational orientations and optimism will be provided. Considerations for the future of motivational theories in undergraduate retention will be discussed with particular emphasis on the value of strength-based approaches to study and practice.
During the spring and summer of 2013, 41 Canadian universities conducted a survey of their baccalaureate graduates six or seven years following graduation (i.e. 2006 and 2007 graduates). Over 21,000 graduates provided information about their current employment situation, educational activity following their bachelor's program and their current social and civic involvement; and they assessed various elements of their academic program and university experience overall and the impacts these have in their lives today.
June 2014
The Canadian University Baccalaureate Graduate Outcomes Project
This report is the first in a series that will report the key findings of the survey. Future reports will cover other survey topics, including the relationship between current occupation and academic program, educational activity following baccalaureate graduation, graduates' assessments of the strengths,weaknesses and impacts of their academic program, and discipline-specific analyses (e.g. for the STEM disciplines, Humanities and Liberal Arts, etc.).
Selon les estimations du Conference Board du Canada, la pénurie de compétences entraîne un manque à gagner annuel de 4,7 G$ pour le PIB de la Colombie Britannique et de 616 M$ pour les recettes fiscales provinciales.
• Le Conference Board a mené une enquête auprès de 854 employeurs de Colombie Britannique – ce qui couvre plus de 130 000 employés, soit 9 % des employés de la province – afin de connaître les compétences, les professions et les diplômes qui
leur sont nécessaires pour répondre à leurs besoins actuels et futurs.
• Il existe beaucoup de choses que les employeurs, les éducateurs, les gouvernementset les particuliers, notamment les étudiants, peuvent faire pour résoudre la pénurie ou l’inadéquation des compétences et préparer la Colombie Britannique à saisir les nouveaux débouchés qui lui permettront d’exploiter pleinement son potentiel économique.
This quantitative study examined the relationship between the Big 5 personality traits and how they relate to online teacher effectiveness. The primary method of data collection for this study was through the use of surveys primarily building upon the Personality Style Inventory (PSI) (Lounsbury & Gibson, 2010), a work-based personality measure, was the instrument used to assess personality measures. In addition an evaluation instrument was developed by the researchers to evaluate classroom
performance across a 10-point scale. In total 115 instructors from a large predominantly online university were surveyed
through Qualtrics for personality traits and then had their courses evaluated for effectiveness and quality utilizing measures based on the Quality Matters program. Using a Pearson product moment correlation coefficient, it was found that 9 personality traits were significantly correlated with online teaching performance. While the results of this study can only be seen at this point as preliminary, it does open the door to further studies to determine if online teacher training or professional development interventions should take a different approach. Ultimately, the findings of this study demonstrated that personality does play a significant role in the effectiveness of online teaching performance.
Vision
• Unlocking potential.
Mission
• We provide pathways to success, an exceptional learning experience, and a global outlook to meet the needs of students and employers.
Why We Need to Act
One in five women is sexually assaulted in college. Most often, it’s by someone she knows – and also most often, she does not report what happened. Many survivors are left feeling isolated, ashamed or to blame. Although it happens less often, men, too, are victims of these crimes.
The President created the Task Force to Protect Students From Sexual Assault to turn this tide. As the name of our new website – Not Alone.gov – indicates, we are here to tell sexual assault survivors that they are not alone. And we’re also here to help schools live up to their obligation to protect students from sexual violence.
The 2011 Meeting of the OECD Council at Ministerial level is the first milestone in the Gender Initiative, which was launched by the OECD to help governments promote gender equality in Education, Employment and Entrepreneurship (the “three Es”). Reducing persistent gender inequalities is necessary not only for reasons of fairness and equity but also out of economic
necessity. Greater economic opportunities for women will help to increase labour productivity, and higher female employment will widen the base of taxpayers and contributors to social protection systems which will come under increasing pressure due to population ageing. More gender diversity would help promote innovation and competitiveness in business. Greater economic empowerment of women and greater gender equality in leadership are key components of the OECD’s wider agenda to
develop policies for stronger, better and fairer growth.
There is a growing body of research demonstrating that there have been major changes in the work and working conditions of university teachers in many countries over the last few decades. In some cases this has led to the increasing employment of non-full-time university instructors, and questions have been raised, especially in the United States, concerning the working conditions of part-time faculty and the implications of these changes on educational quality. The number of full-time faculty at Ontario universities has not increased at the same pace as the massive growth in student enrolment, raising questions about whether universities have employed non-full-time faculty in larger numbers and whether the balance between full-time and non-full-time instructors is changing. However, very little empirical research has been conducted on non-full-time instructors in Ontario. This study offers a preliminary exploration of the issue by addressing four key questions:
a) What categories of non-full-time instructors are employed by Ontario universities?
b) What are the conditions of employment for non-full-time instructors?
c) Has the number of non-full-time instructors employed by Ontario universities changed over time?
d) Has the ratio of full-time to non-full-time instructors employed by Ontario universities changed over time?
The research method focused on the collection and analysis of publicly available information through a detailed review of collective agreements and related documentation, and the analysis of institutional data on employment. Most institutions do not report data on non-full-time instructor appointments.
Success in college and university is more than what you learn in a classroom. It's about navigating the system, asking for help when you need it, finding places were you belong and preparing for your future career and life.
Our goal is to introduce you to the areas called Student Affairs, Student Services, Student Success, Student Life and Campus Life. Whatever it's called, this group of people , programs and services will assist you in registering for classes, staring a student club, working on a difficult class assignment, talking to you when you're stressed or need to see a doctor, and much more.