During 2008/09 – 2012/13, transfer students constituted about one-third of the student population at the institutions that are members of the Research Universities’ Council of British Columbia, as in 2003/04 – 2007/08. The majority of transfer students moved between Lower Mainland institutions. Three quarters of transfer students brought at least enough credits to transfer to the second year. Among those, 22% of students brought 60-64 credits, which means that they were eligible to transfer to third year.
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.
This paper presents the findings from a research study on the implementation of an alternative evaluation strategy into a third-year class, which changed the learning environment by allowing students to choose how they would be evaluated. The specific objective of the study was to determine if the implementation of this evaluation strategy would improve student engagement, the quality of the learning experience and address challenges associated with increased diversity in student
capabilities.
During the Winter 2012 and Winter 2013 semesters, PSY3523: Psychologie de la famille (Psychology of the Family) was taught at the University of Ottawa as a course offered to a maximum of 100 students per semester. The course incorporates various teaching methods, including traditional lectures, the use of documentaries and group discussions, as well as student-led mini-classes. The course implemented an evaluation strategy that combined traditional examinations (midterm and final exams)
with the option of completing a term project. If students elected to complete a term project, they could choose from two different options (i.e., to prepare a mini-class or to participate in the Community Service Learning program at the University of Ottawa). Additionally, teaching assistant (TA)-led tutorials were scheduled throughout the semester to help students succeed in both the
traditional examinations and the term project. Finally, material presented in the tutorials, as well as weekly quizzes, were made available online for students to consult as needed throughout the semester to support their engagement and success in the course.
Canada is the steward of a diverse forest landscape unlike any other region of the world. Our forest management practices are watched carefully by Canadians and the rest of the world. This level of public interest demands robust engagement and stringent oversight from private and public sectors. The challenge moving forward sustainably is to continuously improve existing management systems, while avoiding the creation of additional bureaucracy. To enable the forestry sector to develop deeper and more authentic public confidence, a concerted effort is needed among stakeholders to establish a common understanding, respect, and trust.
When Stanford’s Artificial Intelligence MOOC made headline news in 2011, one of the early predictions was that quality education at mass scale and at low cost was around the corner. Given our research center’s interest in the productivity of educational interventions, we have been watching for evidence that MOOCs are cost-effective in producing desirable educational outcomes compared to face-to-face experiences or other online interventions. While the MOOC phenomenon is not mature enough to afford conclusions on the question of long-term cost-effectiveness, this study serves as an exploration of the goals of institutions creating or adopting MOOCs and how these institutions define effectiveness of their MOOC initiatives. We assess the current evidence regarding whether and how these goals are being achieved and at what cost, and we review expectations regarding the role of MOOCs in education over the next five years.
The federal government is the single largest source of funding for public financial aid for post-secondary students in Canada. Financial aid policy has a major impact on the areas of accessibility and afford- ability of post-secondary education (PSE) in Canada. This paper aims to examine the impacts of those programs, such as student loans, student grants, tax credits and scholarships on the areas of access and affordability.
Vision
Rooted in our communities, we will be a globally recognized college delivering innovative learning opportunities and preparing career-ready graduates to be leaders in their fields.
Mission/Mandate
• We are dedicated to student success, academic excellence, and leadership in our communities.
• We meet the learning needs of postsecondary students in Eastern Ontario and support, through
education and training, the economic, social, and cultural needs of the communities we serve. As the primary provider of quality and accessible education in our region, we are our communities’ pathway to educational opportunities. We are committed to our strategic directions:
- Student Experience – Provide outstanding campus communities, support services, and engagement opportunities that enhance the success of our students.
- Contemporary Learners – Foster digital and foundational literacies in our students through academic grounding and real world experience.
- Sustainability – Be accountable for our decisions and actions to ensure our long- term viability, reduce our environmental impact, and foster a healthy and dynamic college.
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?
Before you even print off the application forms to request funding for your research project, take some time to review these tips.
The purpose of this qualitative phenomenological study was to explore faculty and administrators’ perceptions of multicultural initiatives in higher education. A demographic survey was used to select the study participants, which consisted of 10 faculty members and 10 administrators with at least two to five years of experience working with diverse student populations in Maricopa County, Arizona. Data was obtained through the use of focus group sessions and coding was done by utilizing Liamputtong and Ezzy’s (2005) three column format and NVivo10. The four major themes that emerged were: 1) Leadership support is needed to facilitate diversity policies and programs, 2) Curriculum and programming need to be adapted to
engage students and enhance learning beyond the classroom, 3) Incorporating multicultural education created a welcoming environment in which students felt respected and safe to express themselves, and 4) No special instruction needed because incorporating culture does not necessarily enhance learning or the retention of knowledge. Findings indicated that faculty,
administrators, and those in key leadership positions are at odds when deciding how best to meet the needs of diverse students. As the diversity of students increases on college campuses, it will be important for academic affairs professionals to be prepared to meet the needs of these diverse student populations by constructing learning environments in which a diversity of perspectives are represented (Bolman & Gallos, 2011; Kuk & Banning, 2010). Study results suggest that important steps institutional leaders can take to achieve this goal are to: (1) carefully draft definitions and policies of what constitutes a multicultural program, (2) ensure that these definitions and policies are clearly communicated, understood, and implemented by all members
of the academic community, and (3) provide ongoing education to students and staff about the
benefits of multicultural initiatives within the campus and the community at large.
While the benefits of strong literacy skills are well established, there is growing concern that Canadians’ literacy skills, including those of students attending postsecondary institutions in Ontario, are not meeting expectations. The timing is especially problematic given that strong literacy skills are critical to students as they graduate into a highly competitive and increasingly globalized labour market.
A review of literacy data from Statistics Canada and the Organisation for Economic Co-operation and Development (OECD), including results from the International Adult Literacy Survey (IALS), the Adult Literacy and Life Skills Survey (ALL) and the Programme for the International Assessment of Adult Competencies (PIAAC), point to some troubling trends in literacy achievement and a lack of consistency in expectations for high school students who go on to postsecondary education.
Enrolments in graduate programs in Ontario and across Canada have grown substantially over the past 15 years. This growth has been supported and encouraged by strategic investments from provincial and federal governments. Although it has been argued that an increase in the number of Canadians with master’s- or PhD-level education is needed to support increased innovation and economic advancement, there is a growing view that many recent master’s and doctoral graduates are unemployed or underemployed. The current lack of evidence regarding the employment outcomes of master’s and doctoral graduates makes it difficult to evaluate the extent to which this might actually be the case. Several reports have highlighted the need for universities to document and report on the employment outcomes of master’s and doctoral graduates.
The purpose of this project was to pilot test the feasibility and process of obtaining information about the career outcomes of doctoral graduates and alumni of Western University. The process included two surveys, a Graduate Studies Exit Survey and a Graduate Studies Alumni Survey. The surveys were designed with the intent that they would form the basis of ongoing collection of outcome data from graduating students and alumni. Invitations to complete the exit survey were sent to graduate students completing the final requirements of their degree, and invitations to complete the alumni survey were sent to alumni who completed a graduate degree at Western between 2008 and 2013. Although master’s program graduates and alumni were invited to complete the surveys, only responses from graduates and alumni of doctoral programsare included in this report.
Leadership means different things to different people at different times, depending on the situation. But at its core, leadership really is just one single thing.
Leadership, Style, Theory, Quotes
Background: Low community college completion rates are an area of concern for policymakers and practitioners. Although many students require developmental education upon entry, research suggests that even students who are deemed “college-ready” by virtue of their placement test scores or completion of developmental coursework may not earn a credential, suggesting that college readiness encompasses more than academic skill.
Over the last decade the global economy has become more competitive, and the jobs needed in that new economy have grown more technologically complex. As a result, educators, education researchers, and national and state policymakers have emphasized that students must graduate from high school “ready for college and career.” While college and career readiness has become the goal for all individuals, opinions have recently begun to differ about what college and—especially—career readiness actually means and how best to assess it.
A different kind of learning occurs when there is no exam to study for, no essay to write – just the opportunity to apply the knowledge and skills that have been learned to a real life project. From medicine to engineering and fine arts, experiential learning is where curiosity gets tested in the real world.
Applied, or work-integrated, learning is one of the fastest-growing areas for universities in Ontario, a testament to its tremendous value to students and employers. It began with practicums for students in health sciences, expanded later to those studying business and engineering, and today, spans all disciplines and faculties with hundreds of programs on university campuses. Through internships, co-op programs, community service learning and placements, students are working in businesses, sports franchises, community organizations and international development agencies. Students can also acquire experiential learning through programs on campus that encourage them to take on roles such as investment managers, campaign planners and entrepreneurs.
Historic High in the History of the Learning Technology Industry
The investments made to learning technology companies in the first half of 2015 were the highest for a half year period in the history of the learning technology industry and exceeds the total amount for the entire year of 2014. In the six month period between January and June 2015, $2.51 billion was invested in learning technology companies across the globe. This is astonishing considering that the total global investments made to learning technology companies for the entire year of 2014 was $2.42 billion, which set a record in the industry.
The Ontario Undergraduate Student Alliance is pleased to be presenting our first issue of “Habitats,” a series of case studies researched and written by Ontario university students. Municipal affairs are an important part of the student experience, affecting everything from how students live during their time at school, to how they get to class, to how they interact with their broader community environment. Such topics are always of great interest to students, and OUSA’s members have been eager to explore them in-depth. However, their very nature as local issues can make them difficult to examine in a broader context.
A great deal of research has been conducted and published on the topic of hybrid or “blended” learning in university settings, but relatively little has been conducted within the college environment. The purpose of this multi-method study was to identify the impact of hybrid course delivery methods on student success and course withdrawal rates, and to evaluate faculty and
student experience of hybrid instruction from within the Canadian college environment.
Quantitative findings suggest that students achieved slightly lower final marks in hybrid courses as compared to the face-to-face control courses offered in the previous year, though the magnitude of this effect was very small, in the order of -1%. Further analysis revealed that students with high academic standing were successful regardless of course mode, while students with low GPAs performed slightly worse in hybrid classes. Course mode did not have an effect on withdrawal from the course, suggesting that the format does not impact course completion.
The New Technologies: New Pedagogies project endeavoured to take an innovative approach not only in the creation of new, authentic pedagogies for mobile devices but also in the action learning approach adopted for the professional development of participants. The project involved 19 people including teachers, IT and PD personnel. It was a large and ambitious project that resulted not only in a range of innovative pedagogies, but in the creation of more knowledgable and confident users of mobile technologies among teachers and students in the faculty of Education at the University of Wollongong.