In response to stronger demand for access to degree programs and changing expectations from employers due to labour market needs, the Ministry made a number of decisions about how to increase access to a broader range of degree opportunities in April 2000. One of those decisions was to allow Colleges of Applied Arts and Technology (CAATs) to offer degrees in applied areas of study. These degrees differ from research-focused degrees because they have a strong focus on preparation for entry to practice occupations. The first degree programs began development in 2001. As of the evaluation period, thirteen of the twenty four colleges in Ontario were offering college degree programs.
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.
Vision
Prosperous communities and transformed lives.
Mission
Creating new realities by opening endless opportunities.
Ontario needs to expand nursing education options to improve access to the nursing profession,
create better pathways amongst all nursing occupations, and build Ontario’s capacity to meet the
province’s long-term nursing needs
The opportunity
Ontario’s colleges are capable of playing a larger role within a long-term provincial strategy for
sustaining and renewing the nursing workforce Colleges have the ability to reach out to
prospective students from diverse backgrounds who have the potential to be successful in nursing
degree programs Many colleges are geographically located where there is a need for expanded access
to nursing education
Ontario’s vision for meeting the future need for baccalaureate-prepared nurses should include a
range of options, such as stand-alone university programs, stand-alone college programs, and
collaborative college-university programs This means a regulatory change is needed to authorize
colleges to grant the Bachelor of Science in Nursing degree Any college wishing to grant this
degree would be required to meet national accreditation standards established by the Canadian
Association of Schools of Nursing (CASN), as well as the requirements of the Postsecondary
Education Quality Assessment Board (PEQAB)
Vision
The post-secondary destination of choice for internationally acclaimed, career-focused education
that is essential to an inclusive, prosperous and globally competitive Ontario.
Mission
Colleges will lead educational innovations and advance public policy reforms to build the
advanced workforce required to support new economic investments, rewarding careers and strong
communities throughout Ontario.
COLLEGES ONTARIO
Fuelling Prosperity: Colleges Ontario’s strategic plan 2015-18
Our Values
■ Student success: We promote inclusive college programs and services that will enable all
qualified students to graduate to meaningful careers.
■ Learning and teaching excellence: We drive an innovative learning environment that focuses on
best practices and delivers the high-quality, relevant education required by students and the
labour market.
■ Responsiveness: We are responsive to our communities and to the needs of the labour market.
■ Collaboration: We act as one voice on critical issues in higher education while recognizing and
respecting each other’s unique differences.
■ Strong stewardship: We are committed to excellent stewardship of public resources.
Public colleges are the only academic institutions in Canada that deliver a robust range of career-focused programs and training to all segments of the population.
The colleges’ labour-market programs, such as Second Career, employment counselling, academic upgrading and apprenticeship training serve more than 160,000 students each year.
Ontario’s public college programs are affordable and reach students in all socioeconomic groups – from people who need upgrading in order to qualify for full-time college programs, to university graduates seeking marketable skills.
Graduates of Ontario’s 24 public colleges earn credentials that have met the province’s rigorous standards for post-secondary education and are valued by employers.
College graduates continue to be in high demand.
The following exercise will ask you 50 questions about your leadership style, and then give you an idea of your typical styles.
If you are still a student you might like to answer the questions as you would if you were a manager in an rganisation, rather than the way you would if, for example, you were president of a student society where the leadership style is more casual than that in most work environments.
If you read my previous work, Journey of Joy: Teaching Tips for Reflection, Rejuvenation, and Renewal, you may recall that I suggested using an acronym for the word joy— Just Offer Yourself. In short, when confused about where to locate joy, we can
remember to give of ourselves in basic ways in order to receive the benefits that derive from each simple act. But what about those times when we feel as if we have little to offer? Let’s take a look at some contributing factors and possible solutions.
Reporting mandates, new leeway in using federal aid, and the chance to make it a school-quality indicator all raise the issue’s profile.
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 reported in June 2016, UNHCR estimates that 65.3 million persons were forcibly displaced displaced, 21 million of whom were refugees. Such staggering numbers are unprecedented. Here, we explore the response of Canadian universities and colleges to the crisis in ways that are fulfilling their role as actors for social public good. In addition to offering courses and conducting research that delve into global forced displacement issues across a variety of disciplines, the response of Canadian higher education institutions can be organized broadly into three types of activities. One, they have intensified involvement with refugee sponsorship and scholarships. Two, they have provided advocacy and legal assistance for sponsors and refugees. Three, institutions have organized and participated in forums to share and discuss ideas and engage with other actors to identify needs, effective practices and innovative interventions.
Leigh-Ellen Keating, who directs international services for Brock University, in Ontario, just attended a student recruiting fair in Mexico. “The table was flooded with people, which is not historically what I have seen with the Mexican market,” she said. “They just want to go to Canada, and historically I think a lot of them would go to the States.”
“It didn’t hurt,” Keating continued, that the recruitment fair coincided with an anti-Trump rally in front of the hotel where the fair was held. She suspects some of the rally participants might have popped over to check out college options in Canada. President Trump is highly unpopular in Mexico. He kicked off his campaign by depicting some Mexican immigrants as criminals and rapists and has pledged to deport millions of immigrants who are in the country
illegally and build a border wall.
This paper presents the findings of a research study on a complete course re-design of a large first-year class, which changed the learning environment and reduced boundaries to allow for more meaningful student engagement and improved student learning. The specific purpose of this study was to determine if a blended course design can increase student engagement and influence students’ approach to learning in a large first- year course.
During the fall semester of 2010, GPHY 101: Human Geography was taught at Queen’s University as a traditional large lecture course of 438 students, with three lectures of 50 minutes per week (Model 1) for 12 weeks. In the following winter semester of 2011, the students in GPHY 101 were offered an intensive blended course (Model 2). In this new offering to 157 students, the lectures that were captured during the fall semester were made available for students to view online. Instead of attending actual large lectures, students were required to view the three weekly lectures on their own time prior to attending an interactive class of approximately 50 students for 90 minutes, once per week. In this weekly class with the professor, students were actively engaged in small-group problem solving, discussion, debate and other forms of cooperative learning activities.
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.
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.
Getting students to take their reading assignments seriously is a constant battle. Even syllabus language just short of death threats, firmly stated admonitions regularly delivered in class, and the unannounced pop quiz slapped on desks when nobody answers questions about the reading don’t necessarily change student behaviours or attitudes. Despite the correlation between reading and course success, many students remain committed to trying to get by without doing the reading, or only doing it very superficially, or only doing it just prior to exam dates. In return, some exasperated instructors fall into the trap of using valuable class time to summarize key points of the readings. It’s not a new problem, and clearly we can’t simply bemoan the fact that students don't read. Furthermore, doing what we’ve been doing — the threats, the endless quizzes, the chapter summaries — has failed to solve the problem. The better solution involves designing courses so that students can’t do well without reading, and creating assignments that require students to do more than just passively read.
Featuring 11 articles from The Teaching Professor, this special report was created to give faculty new ways of attacking an age-old problem. Articles in the report include:
. Enhancing Students’ Readiness to Learn
. What Textbook Reading Teaches Students
. Helping Students Use Their Textbooks More Effectively
. Text Highlighting: Helping Students Understand What They Read
. When Students Don’t Do the Reading
. Pre-Reading Strategies: Connecting Expert Understanding and Novice Learning
Whether your students struggle with the material or simply lack the motivation to read what’s assigned, this report will help ensure your students read and understand their assignments.
Sexual violence is more than just a crime against individuals. It threatens our families, it threatens our communities; ultimately, it threatens the entire country. It tears apart the fabric of our communities. And that’s why we’re here today -- because we have the power to do something about it as a government, as a nation. We have the capacity to stop sexual assault, support those who have survived it, and bring perpetrators to justice.
Objectives:
- Understand the concept of 'the skinny'
- Learn about the high yield factos that me a difference to the change process
- Gain key insights that support fast, quality change
- Be inspired to apply the ideas in your own workplace
Similar to the baby boom generation, members of generations X & Y have financial priorities that include home ownership, funding post-secondary education and saving and investing for retirement. Achieving these goals requires a different approach to developing and implementing a financial plan that resonates with generations X & Y.
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.