When it comes to gender parity in the corner office, Canadian colleges are in front of their university counterparts. In fact, almost a third of college presidents are female, while just one in five top university executives are women. “We are very proud of our numbers,” says Denise Amyot, president of Colleges and Institutes Canada (CICan)—the first female to hold this position in the association’s 40-plus years. “We have quite a few women. It’s just amazing.”
Thirty-eight of the 127 member colleges of CICan have a female in charge, compared to just 19 of Universities Canada’s 97 member institutes (30 per cent vs. 20, respectively).
This article represents a conceptual history of the concept of school development and its relationship to related concepts of school effectiveness, school improvement, implementation, organizational development, learning theories, system reform and so on.
It is not an empirical review or a detailed chronological account. Rather, it is a ‘thought piece’ on the philosophy and practice of education reform in terms of where we have come from and where we are today. I have drawn heavily on my own work in which I have chronicled and contributed to this broad education improvement field since 1975.
The field of student attrition has grown tremen dously over the past two decades. The demographic characteristics of the population have induced us to consider how our institutions can more effectively serve their students and hopefully retain more of them until degree completion. As a result, studies of dropout and policy-oriented workshops concerned with prevention of attrition have become commonplace.
Though research on student attrition is plentiful and debate over theories of student persistence vigorous, less attention has been paid to the development of a model of institutional action that provides institutions guidelines for effective action to increase student persistence and in turn student success. This report describes a model of action for institutions that is intended to increase student persistence. The report does so by reviewing not only the growing body of research on effective institutional practices, but also studies of effective state and federal policy. In doing so, it seeks, for the first time, to situate institutional action within the broader context of federal and, in particular, state policy.
Aboriginal learners who have followed their passion and found their voice at Ontario universities are spreading the word to their peers in a series of testimonials about the transformative power of a university education in hopes of inspiring other Aboriginal youth to see the benefit of higher education.
In this chapter, Kelly Foley and David Green challenge the conventional wisdom that increasing the level of education is the perfect antidote to rising income inequality. They investigate two key questions. First, how has rising educational attainment shaped the structure of wages and earnings in Canada over time? Second, what role has education and more broadly “human capital” policy played in either exacerbating or reducing inequality?
The authors warn against relying on human capital policy — at least in its current form — as a stabilizer for inequality. They find that changes in the returns to education and the educational composition of the workforce fail to explain the increases in earnings inequality observed in recent decades. The forces driving changes in the Canadian wage structure will not be offset by
simply increasing the education level of the workforce, they argue. In particular, directing more resources toward university education would benefit children from middle- and upper-income households the most and could in fact increase inequality. Increasing spending on college and apprenticeship programs appears to be no better as a solution, unless core issues such as low female participation and the low completion rates of participants are effectively addressed. In contrast, targeting expenditures on early childhood development and secondary school toward low-income households has greater potential to reduce inequality both in the long term and across generations. But even in these cases, the ultimate impact on wage differences between middle- and high-earners is unclear. Education and training policy is not a silver bullet for solving inequality.
On may 16th. 2011, IBM, Baycrest and the Public Policy Forum convened Innovation and the Human Brain. This conference was convened, in part, at the request of the Minister of Research and Innovation in an effort to bring together business, academia and government to tackle one of the main issues which will define Ontario's innovation agenda over the coming decade - brain research.
In an effort to improve writing skills, the Writing Centre at Wilfrid Laurier University developed a series of free online resources and tools for students. However, a recent study by the Higher Education Quality Council of Ontario (HEQCO) found that even when integrated into the classroom experience, only a small number of students actually used the tool as they felt it was not relevant to them, and those who did saw no impact on their grades. The authors feel further research is needed into how to best
integrate the service into the classroom, including potentially assigning grades for its use.
“What is mentoring all about”? Being Telemachus’ guide and resource person Mentor’s prime role was to “help” the young and unskilled son of Odysseus to become a proficient and self-regulated learner, able to cope with the demands of life. This ‘helping” process (Cox, Bachkirova, & Clutterbuck, 2010) was accomplished through conversation. Mentoring’s typical
characteristic is talk, i.e., the communicative interactive exchange between persons. This exchange is considered to be the vehicle of learning and professional development. Therefore, to tentatively answer our opening question, mentoring is about learning in conversations. For mentoring to be of any help its process (i.e., conversation) and its result (i.e., learning to become a professional) need to be carefully appreciated and scrutinized by mentors – i.e., “reflected upon” – in order to
warrant a mentor’s role and position as a “helping” agent.
Although research on Canadian higher education has advanced considerably over the past few decades, the opportunities for university level study of higher education in Canada are still quite limited . Only four universities offer higher education programs; only one has a higher education department; and only a handful of other institutions offer even a course in higher education. The number of students enrolled in higher education programs in Canada is about 200, compared to about 6,000 in the United States; the number of faculty about 15 compared to 700 in the U.S.
Purpose – This paper reports on a census of high-level sustainability initiatives at all accredited post-secondary institutions in Canada by documenting the institutions that have undertaken sustainability assessments, have signed one or more sustainability declarations, have sustainability offices or officers, or have sustainability policies. Our aim was to better understand the broad-scale patterns of commitments by post-secondary institutions to these sustainability initiatives by exploring the interrelationships among them, and with geographic and institutional characteristics.
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.
In the United States, slightly more than half of all students (51 percent) who begin university study complete their degree in their initial institution within six years. Though some students eventually earn their degrees via transfer to another university or college, it remains a fact that for many institutions in the United States dropout is often as frequent as graduation. Of course, universities and colleges vary considerably. Some elite private universities such as Harvard and Princeton graduate over 90% of their students and several very selective public universities such as the University of California at Los Angeles, the University of Virginia, and the University of Michigan, graduate over 80% of their students. On the other hand, many open-enrollment universities, especially those in the large cities, graduate less than 30% of their students.
Strategies, Challenges and Opportunities
As online education moves from the fringes to the mainstream, one question still persists:
“How do I know what my online students have learned?” There are no simple answers, just as there aren’t in face-to-face courses, but with a little creativity and flexibility, you soon discover that the online learning environment opens up a host of new student assessment possibilities. And, just as with traditional courses, the trick is finding the right combination that works best for your particular course.
This special report features 12 articles from Online Classroom that will cause you to examine your current methods of online assessment, and perhaps add something new to your assessment toolbox. It even talks about some of the common assessment mistakes you’ll want to avoid.
Take a look at some of the articles you will find in Assessing Online Learning: Strategies,
Challenges and Opportunities:
• Authentic Experiences, Assessment Develop Online Students’ Marketable Skills
• Four Typical Online Learning Assessment Mistakes
• Assessing Whether Online Learners Can DO: Aligning Learning Objectives with
• Strategies for Creating Better Multiple-Choice Tests
• Assessing Student Learning Online: It’s More Than Multiple Choice
• Using Self-Check Exercises to Assess Online Learning
• Measuring the Effectiveness of an Online Learning Community
• Ongoing Student Evaluation Essential to Course Improvement
Online courses enable a strong student-centered approach to learning and, as a result,
assessment. We hope this report helps you design and develop online assessment strategies
that take full advantage of the many formal and informal assessment tools now at
Background/Context: Literacy has been traditionally posited as a primary educational goal. The concept is now understood in the literature as extending way beyond the mere technicalities of proficiency in reading and writing, encompassing a broad range of skills and practices related to comprehension, communication, and the ability to use texts in multiple settings. Cultural literacy and critical literacy are two conceptual models frequently used to understand the essence of literacy and why it is a worthy educational goal. Each model prescribes different curricular goals and preferred teaching practice in educational settings spanning all disciplines and age groups. In this article, we suggest a third conceptual model, identity literacy, based in developmental psychology’s concept of identity. We define identity literacy as readers’ proficiency and willingness to engage the meaning systems embedded within texts and to consider adopting them as part of their own personal meaning system—that system within which they define themselves and their relation to the world. Setting identity literacy as a goal of teaching
frames the practice of teaching texts differently than the other models.
Tenure for professors has been under pressure, and even the subject of outright attacks, for a long time. But the pace of the assault has accelerated lately, and there is no more significant canary in the coal mine than events in Wisconsin over the past two years.
Tenure protections have been systematically eviscerated by the Republican-dominated government in Wisconsin — the former home of progressivism and still home to one of the nation’s most distinguished research universities in Madison and to many popular branch campuses throughout the state. Tenure protections were removed from state law, watered-down protections became part of system policy subject to regents’ control, and administrators gained greater power over posttenure reviews.
Dr. Auld welcomed the participants to our forum on college/university partnerships in Ontario.
Dr Auld suggested that in the future, historians of education will look at the current period as a watershed in the emergence of a new structure of higher education in Ontario. From the 1960s to the early 1990s, colleges and universities advanced their own agendas within a general framework of very significant growth. The community colleges had not been structured as an alternative route to university study; but even so, colleges began to develop linkages as students looked to extend their educational opportunities. Some of these linkages were formal, some not. Initially some colleges created links with American universities but by the mid 1990s sufficient interest developed between colleges and universities in Ontario toward credit transfer that the Government agreed to provide funding for the College-University Consortium Council. The mandate of CUCC is to conduct research on credit transfer both in Ontario and elsewhere, to develop and maintain a transfer guide and encourage the development of articulation. The environment continues to change as applied degrees for colleges have recently been approved and there is speculation that in the near future polytechnic institutions may appear.
A theory is a way of organizing ideas that makes sense of the world. A theory of action is a way of understanding the world in a way that identifies insights and ideas for effectively improving it.
This chapter is about a theory of action for whole system improvement in education. There are three conditions that such a theory must meet for the task at hand. First, it must meet the systemness criterion. Do the ideas stand a chance of addressing the whole system, not just a few hundred schools here and there? Second, our theory must make a compelling case that using the ideas will result in positive movement. We are talking about improvement after all — going from one state to another state. Third, such a theory must demonstrably tap into and stimulate people’s motivation. I ask the reader to keep these three criteria in mind in assessing the theory I am about to offer, and in comparing it with other competing theories of action. Thus, to what extent do other theories or mine measure up to the systemness, movement, and motivation criteria.
Social Media Usage Trends Among Higher Education Faculty
The numbers surrounding social media are simply mind boggling.
750 million. The number of active Facebook users, which means if Facebook was a country it would be the third-largest in the world.
90. Pieces of content created each month by the average Facebook user.
175 million. The Twitter accounts opened during Twitter's history.
140 million. The average number of Tweets people sent per day in February 2011.
460,000. Average number of new Twitter accounts created each day during February 2011.
120 million. LinkedIn members as of August 4, 2011.
More than two per second. The average rate at which professionals are signing up to join
LinkedIn as of June 30, 2011.
All of these stats, which come from the respective companies’ own websites, serve as proof points to what we already knew: social media is growing at breakneck speed. Yet the story of social media is still being written as organizations and individuals alike continue to evaluate the benefits and drawbacks of social media in the workplace. When that workplace is a college or university, there’s a cacophony of opinions in terms of the most effective uses, if any.
For the past two years, Faculty Focus conducted a survey on Twitter usage in higher education, this year we expanded the survey to include Facebook and LinkedIn, while changing a number of the questions as well. Twitter, Facebook, and LinkedIn are considered "the big three" in social media, and we thank those who recommended we take a broader look at the landscape.
All three platforms have their strengths and weaknesses, and are better used for some things than others. But how are the three being used in higher education today? It’s our hope that these survey results provide at least some of the answers while lending new data to the discussion.
The Student Mental Health Strategy is a framework to provide direction for the Division of Student Affairs and the broader university community to comprehensively and proactively review resources and opportunities for mental health promotion,
planning, and responsiveness in support of our student community. It is intended as a framework for the development and implementation of action plans to support positive student mental health and well-being in order to enhance all students’
potential for success.