This study breaks new ground by examining data from Canada's last three censuses — 1996, 2001 and 2006 — to measure the income gap between Aboriginal peoples and the rest of Canadians.
Not only has the legacy of colonialism left Aboriginal peoples disproportionately ranked among the poorest of Canadians, this study reveals disturbing levels of in- come inequality persist as well.
In 2006, the median income for Aboriginal peoples was $18,962 — 30% lower than the $27,097 median income for the rest of Canadians. The difference of $8,135 that existed in 2006, however, was marginally smaller than the difference of $9,045 in 2001 or $9,428 in 1996.
While income disparity between Aboriginal peoples and the rest of Canadians narrowed slightly between 1996 and 2006, at this rate it would take 63 years for the gap to be erased.
Ironically, if and when parity with other Canadians is reached, Aboriginal peoples will achieve the same level of income inequality as the rest of the country, which is getting worse, not better.
The study reveals income inequality persists no matter where Aboriginal peoples live in Canada. The income gap in urban settings is $7,083 higher in urban settings and $4,492 higher in rural settings. Non-Aboriginal people working on urban re- serves earn 34% more than First Nation workers. On rural reserves, non-Aboriginal Canadians make 88% more than their First Nation
colleagues.
The study also reveals income inequality persists despite rapid increases in educational
attainment for Aboriginal people over the past 10 years, with one exception.
Recognition of the importance of a high-quality system of postsecondary education (PSE) in meeting the demands of Canada’s knowledge-based economy has focused recent media and policy attention on the role of Ontario’s colleges and universities in facilitating the successful transition of postsecondary graduates to the labour market. In particular, there is growing interest in the expansion of postsecondary work-integrated learning (WIL) programs – which include co-op, clinical placements, internships, and more – as a means of improving students’ employment prospects and labour market outcomes.
These programs are also believed to benefit students in other ways, for example, by enhancing the quality of the postsecondary experience and improving learning outcomes. Yet despite assumptions about the benefits of postsecondary WIL programs, relatively little empirical research has been conducted to assess students’ perspectives on the value of WIL and the learning outcomes associated with WIL participation.
Too many university supervisors and administrators criticize the absence of lesson closure, a dubious assessment practice likely caused by the improper use of Madeline Hunter’s lesson plan model (PDF) as a de facto checklist of eight mandatory teaching practices -- anticipatory set, objective and purpose, input, modeling, checking for understanding, guided practice, independent practice, and closure -- a custom that Hunter decried in 1985 (PDF). Although it offers multiple benefits, please don't view closure as a professional must-do.
The University community has an interest in improving the happiness and well-being of graduate students for a straightforward reason: to enable graduate students to do their best work. Balanced, happy people are more productive, more creative, more collaborative, better at pursuing long-term goals, more likely to find employment, and more physically and psychologically resilient, among other things. Positive emotion is associated with curiosity, interest and synthetic thinking. In contrast, depression is associated with loss of interest, helplessness, difficulty concentrating and remembering details, and worse. For more on this, see Part VI, “The Objective Benefits of Subjective Well-Being,” from the World Happiness Report.
This paper reviews the use of online learning in higher education in Canada and internationally. The paper focuses on the following questions:
• What are the cost implications of a shift to online learning? Specifically, does a greater use of online instruction save institutions or systems money and, if so, under what circumstances?
• What do we know about the relationship between online learning and important variables
that are often considered when discussing the “quality” of an institution or of a system?
The methodology combines a review of published literature and an environmental scan of recent developments, recognizing the rapidly evolving nature of the subject matter.
The evidence reviewed suggests that, for a range of students and learning outcomes, fully online instruction produces learning that is on par with face-to-face instruction. The students most likely to benefit are those who are academically well prepared and highly motivated to learn independently.
Students who are not well prepared to learn at the postsecondary level or do not devote the necessary time to learning are less likely to benefit from online learning and may in fact do better in a face-to-face setting.
Overview
How we, at Sheridan:
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got the discussion started
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facilitated College-wide involvement
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began to gain buy-in
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developed and implemented phase one initiatives
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are planning forward
Higher education institutions are hubs of research and intellectual activity, employing experienced scholars and
schooling the future workforce. As such, they are also often the instigators of positive changes or shifts in the outside world around them. As climate change and pollution have become a reality and a threat to our nation’s future prosperity, higher education institutions have been proponents of green initiatives, often leading the way in environmental construction, practice and purchases.
In addition to protecting the environment, green practices can go a long way in helping schools operate more efficiently and cost-effectively — measures that are desperately needed during tight fiscal times. This paper will look at some of the green trends happening in higher education today as well as the practices — including strategically purchasing technology
— that colleges and universities can employ to lower costs, become more sustainable and help the environment.
Being Green in Hard Times
The recession and its attendant effects on the budgets of higher education institutions has understandably deterred
initiatives and projects proposed during flush economic times. However, green initiatives continue to be important in higher education — spurred on by backing from the federal government. President Obama has made clear his priorities of addressing climate change — in part by reducing greenhouse gases — and lowering energy consumption.
Colleges and universities are stepping up to the plate. The higher education sector is now the largest purchaser of wind energy in the U.S. and 500 schools have institution-wide sustainability or environmental committees. In addition, 300 campuses have conducted campus sustainability assessments, with hundreds more working to implement assessments.
Higher education leaders are demonstrating their dedication to environmentally sound practices and serving as an example to the private sector and the general public. The American College & University Presidents’ Climate Commitment (ACUPCC) is a network of over 650 college leaders who are working to eliminate net greenhouse gas emissions from specified campus operations and to promote research and education efforts of higher education to equip society to re-stabilize the Earth’s climate.
Community colleges are also working to be more sustainable despite difficult financial times. Results from the Center
for Digital Education’s 2010 Digital Community Colleges Survey showed that higher education institutions are continuing myriad efforts to put sustainable practices in place.
According to the survey:
• 54 percent of responding colleges have instruments to
measure energy efficiencies;
• 60 percent use e-waste recycling efforts and Earth-friendly
disposal; and
• 27 percent of responding community colleges are pursuing transparency about their carbon footprint — a 16 percent increase since last year.
“Collaborative learning” is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Usually, students are working in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating a product. Collaborative learning activities vary widely, but most center on students’ exploration or application of the course material, not simply the teacher’s presentation or explication of it.
In this paper, four qualitative case studies capture the complex interplay between the social and structural relations that shape community - academic partnerships. Collaborations begin as relationships among people. They are sustained by institutional structures that recognize and support these relationships.
Productive collaborations centralize reciprocity, flexibility, and relationship building between individuals and institutions. Our findings also indicate a synergistic interaction between collaborative processes and outcomes:
an equitable process supports the development of mutually beneficial outcomes, and the ability to sustain a collaborative process requires substantive progress towards shared change goals.
The integration of information and communications technologies (ICT) in higher education, especially in North America and Europe, has reached a tipping point, where one is hard-pressed to find a classroom utterly devoid of any digital
technology. in the developing world, distance education models are increasingly being implemented in postsecondary schools, particularly to promote the development of professional skills. This special issue reviews some distance education models and sheds light on how the exponential growth of on- line social interactions via increased adoption of web 2.0 technologies such as blogs, wikis, and purposeful games has impacted student learning and instructional strategies in post-secondary schools from an international perspective. we critique the most common theoretical underpinnings for distance education and report some empirical evidence of how web 2.0 technologies are being em- ployed to improve performance in higher education
classrooms in Canada and abroad.
The hidden truth about literacy in Canada
Many people find it difficult to believe that Canada—one of the leaders among the G8 industrialized nations—has a literacy problem. However, statistics show that nearly half of all adults in Canada lack the kind of prose literacy skills that are required to cope in a modern society. The Canadian Council on Learning (CCL) first drew attention to this situation more than three years ago in the pages of its State of Learning in Canada: No Time for Complacency report. That report revealed that more than 48% of all Canadian adults (those over the age of 16) had low prose literacy skills, meaning that they have difficulty reading, understanding and functioning effectively with written material, according to the OECD’s International Adult Literacy and Skills Survey (IALSS).
In 2008 CCL went further, challenging the common belief that adult literacy rates in Canada were improving. Its
landmark report, Reading the Future: Planning to meet Canada’s future literacy needs, explained that as a result of a number of demographic trends (population growth, aging population and immigration rates) Canada will likely witness little to no overall progress in adult literacy rates over the next two decades.
According to the report’s projections, by 2031 about 47% of adults will have low prose literacy skills (below IALSS
Level 3) meaning that the face of low adult literacy in Canada will remain virtually unchanged for years to come.
The report also provided regional literacy projections as part of its interactive PALMM1 tool, a free online program that gives users the ability to calculate and compare future literacy rates for 10 provinces and three territories.
Since NACAC’s founding in 1937, the number of men and women in the admission profession at colleges and universities has increased dramatically, particularly as evidenced by the increase in association membership.
Fifteen institutions were represented at the meeting that founded the association, and 47 individuals attended the first annual conference in 1947.
Today, NACAC has more than 13,000 members representing both secondary and postsecondary institutions, as well as independent counselors and community-based organizations.
As higher education has changed in scope, structure and mission, the admission profession has been called to perform new functions, take on new responsibilities, and, in some instances, bear the burden for the institution’s very survival. As the Chronicle of Higher Education noted, just a few decades ago, admission officers counseled students instead of crunching
numbers. The job was more academic than marketing-oriented, and enrollment management barely existed in anyone’s vocabulary. Today, the Chronicle observed, the admission (or enrollment management) office is a drastically different operation, and its success or failure “often determines a college’s financial health and prestige.”
Student wellness is an essential component of academic success in higher education and subsequent opportunities in the labor market. The Ohio State University Office of Student Life’s Student Wellness Center uses a model that includes nine key dimensions of wellness: career, creative, emotional, environmental, financial, intellectual, physical, social and spiritual.
The crisis — and there is no other word for it — in public schooling is a function of the interaction of an enormous push-pull dynamic. The push factor is that students find schooling increasingly boring as they proceed across the grades. Studies from many countries show that among high school students less than 40% of upper secondary students are intellectually
engaged (Jenkins, 2013; Willms et al., 2009). And, not unrelated, signs of teacher frustration are growing. For example, in the U.S the percentage of teachers who are satisfied with teaching has plummeted from 65% to 38% from 2008 to 2012. Teachers and students are psychologically if not literally being pushed out of school. Meanwhile prodigious technology is alluring all, kids and
adults alike, to the digital world, not necessarily productively. Within this allure we are seeing exciting new learning modes emerging from the interaction of pedagogy and technology. Education under these terms needs to be radically rethought — partly to stop the boredom, but mostly to blow the lid off learning, whereby students and teachers as partners become captivated by education day in and day out.
This study investigates the relationship between approaches to studying and course completion in two online preparatory university courses in mathematics and computer programming. The students participating in the two courses are alike in age, gender, and approaches to learning. Four hundred and ninety-three students participating in these courses answered the short
version of the Approaches and Study Skills Inventory for Students (ASSIST). Results show that students demonstrating a deep approach to learning in either course are more likely to complete. In the mathematics course, a combination of deep and strategic approaches correlates positively with course completion. In the programming course, students who demonstrate a surface approach are less likely to complete. These results are in line with the intentions of the course designers, but they also suggest ways to improve these courses. Furthermore, the study demonstrates that ASSIST can be used to evaluate course design.
As Canada confronts growing competition throughout the world, the human resources supporting our business enterprises are becoming ever more important.
Canadian businesses began to report serious problems finding the workers they needed as the Canadian economy slowly grew out of the recession.
The evidence is clear. The demographic shift resulting in retirements, a deepening shortfall of skilled workers and the growing mismatch between the skills needed and those available has evolved into a skills crisis. The Canadian economy faces a deep structural problem.
2012 has been the tipping point for many Canadian businesses confronting skills and labour shortages. A critical issue that had been hidden by the recession is now fully apparent.
RBC Economics Research depicts the overall gap that will develop as the number of workers available is outpaced by those needed over the next 20 years.
The ACCC 2009-2010 survey of Aboriginal programs and services demonstrated that most colleges and institutes across the country offer targeted programs and services for Aboriginal learners. Many are expanding their reach and working with Aboriginal communities to deliver tailored post-secondary programs.
The following case studies, collected in 2011-2012, show that colleges and institutes are creating partnerships for future generations by reaching out to Aboriginal youth through innovative recruitment activities and by supporting adults’ access to learning and employment opportunities. Based on a commitment to improving outcomes for Aboriginal learners, colleges and institutes operate as institutions of inclusion, and provide the support services needed for student success. Programs
delivered in partnership with Aboriginal institutions ensure the specific needs of Aboriginal communities are met. The promotion of Aboriginal culture, art and knowledge is achieved through awareness activities on campuses and specialized programs that teach and celebrate Aboriginal worldviews. Programs in Aboriginal governance prepare the leaders of tomorrow.
Four frogs are sitting on a log, and one decides to jump off. How many frogs are left? Th answer is
four, not three, because deciding is not the same as doing.
This paper is about how an entire system from bottom to top can engage in systematic, deeper reform on a continuous basis — from school and community, through district and regions, to system or national levels. It’s about getting the agenda right comprehensive, coherent, deep focus on teaching and learning) and doing it in a way that results in continuous improvement in actuall practice.
While discussions on the value of education often focus on economic gains, the social returns to education are vast and can be reaped at both the individual level (e.g., better health) and societal level (e.g., lower crime rates).
Based on a combination of new and existing analyses, this paper explores the individual benefits and disadvantages associated with education, focusing on civic engagement; health/happiness; crime; and welfare/unemployment. The findings clearly suggest that investing in education has both individual and social benefits. While no causal link can be made between level of education and the returns examined, it is evident that those with some form of postsecondary education (PSE) often fare better than those with no more than a high school education.
Many higher education institutions use student satisfaction surveys given at the end of a course to measure course and instructor quality. But is that really a true measure of quality?
All things being equal, an instructor who teaches a rigorous course will likely score much lower than an instructor whose course is a little less demanding. Then there’s the whole timing of the satisfaction surveys. For the most part, students are simply glad the course is over (even if they liked it) and put little thought or time into completing the survey. Unless of course they know they failed, in which case you will get a detailed assessment of how you are boring, inflexible, out of touch, or otherwise unfit to teach.
No wonder surveys get such a bad rap. If end-of-course evaluations are the only surveys you use, there’s a lot more you can, and should, be doing. Done correctly, surveys can delivertremendous insight into what’s working, what’s not, and why. This special report features 10 articles from Online Classroom, including a three-part and a five-part series that provides stepby-
step guidance on how to use surveys and evaluations to improve online courses, programs, and instruction. You’ll learn when to use surveys, how to design effective survey questions, why it’s important to ensure anonymity, and the advantages and disadvantages of Web-based surveys.
Articles in Online Course Quality Assurance: Using Evaluations and Surveys to Improve Online Teaching and Learning include:
• Online Teaching Fundamentals: What to Evaluate, parts 1-3
• Course and Instructor Evaluation: If It’s So Good, Why Does It Feel So Bad?
• Getting Evaluation Data through Surveys: What to Consider before Getting Started
• Using Surveys to Improve Courses, Programs, and Instruction, parts 1-5
If you’re dedicated to continuous improvement, this special report is loaded with practical advice that will help you create more effective surveys before, during, and after your courseends.