Vision
Students succeeding through personalized learning. Innovation and achievement powered by people.
Mission
Fleming champions personal and career success through applied learning. We contribute to community
success and sustainability through programs, services, and applied research.
Just as early childhood experiences can have an important impact on health throughout a person's life,I teens' experiences are also linked to health status many years later. Improving the Health of Young Canadians explores links between
adolescents' social environments (families, schools, peers and communities) and their health. Our focus is on the health of
Canadian youth aged 12 to 19 years.
The purpose of this study was to identify how entrepreneurship education is delivered in Ontario colleges and universities. In Ontario, as in the rest of Canada, the increase in the number of entrepreneurship courses at universities and colleges, and the concurrent popularization and maturation of entrepreneurship programming, contribute to fostering entrepreneurial skills and mindsets, and the creation of businesses. The overall aim of this report is to inform debate and decision-making on entrepreneurship education through a mapping and assessment of existing programs in the province.
There is no formal mandate for or tradition of inter-sectoral collaboration between community colleges and universities in Ontario. Following a regulatory change introduced by the College of Nurses of Ontario in 1998, all Registered Nurse educational
preparation was restructured to the baccalaureate degree level through province-wide adoption of a college-university collaborative nursing program model. Despite complex sectoral differences in organizational culture, mandates, and governance structures, this program model was promoted by nursing educators and policy-makers as an innovative approach to utilizing the post-secondary system’s existing nursing education infrastructure and resources. This paper provides an overview of the introduction of Ontario’s collaborative baccalaureate nursing programs and discusses some of challenges associated with implementing and maintaining such programs.
This qualitative research study investigates a model of delivering assistive technology training to adult students with a variety of disabilities who are enrolled in academic upgrading classes at a Canadian college. The purpose was to examine whether an academic subject context for assistive technology training delivered by Academic Strategists impacted students’ engagement in
classes, independence, completion of learning outcomes, and adoption of assistive technology. The model of assistive technology training used in this study utilized subject area Academic Strategists to deliver assistive technology training in the context of their regularly scheduled academic strategies sessions.
ABSTRACT
This article examines whether rising tuition fees for post-secondary education are a contributing factor in students’ labour market decisions. When labour market decisions for total number of working hours and for participation were measured, the results suggested that concerns about increased tuition fees leading to more work and compromising academic studies were unwarranted. The tuition fee effect was highly seasonal in nature. When tuition fees increased, students devoted more hours and participated more in labour market activities, but they did so only during the summer period, a time when most students are typically not involved in study activities.
RÉSUMÉ
Dans cet article, les auteurs examinent comment les facteurs d’augmenter ou de maintenir les frais de scolarité, au niveau des études post-secondaires, peuvent infl uencer les étudiants et leurs décisions en ce qui concerne le marché du travail. Elles ont mesuré les décisions des étudiants en considérant toutes les heures travaillées ainsi que le taux de participation. Les résultats indiquent qu’une augmentation de frais de scolarité ne mène ni à plus d’heures travaillées ni à plus d’études académiques compromises. L’effet des frais de scolarité est très saisonnier. Lorsqu’il y a une augmentation de frais de scolarité, les étudiants travaillent plus d’heures et participent plus dans le marché du travail, mais ceci uniquement pendant la période d’été lorsqu’ils ne sont pas impliqués aux études.
This paper reports the results of an analysis of persistence in post-secondary education (PSE) for college students in Ontario based on the extremely rich YITS-B dataset that has been used for other recent studies at the national level. We calculate hazard or transition rates (and cumulative transition rates) with respect to those who i) graduate, ii) switch programs, and
iii) leave PSE (perhaps to return later). We also look at the reasons for switching and leaving, subsequent re-entry rates among leavers, and graduation and persistence rates once switchers and re-entrants are taken into account. These patterns are then probed in more detail using hazard (regression) models where switching and leaving are related to a variety of individual
characteristics, family background, high school outcomes, and early pse experiences. Student pathways are seen to be varied. Perhaps the single most important finding is that the proportion of students who either obtain a degree or continue to be enrolled somewhere in the PSE system in the years after entering a first program remains close to the 80 percent mark for the five years following entry. Seventy-one percent of students graduate within five years of starting, while another 6 percent are still in the PSE system.
CAMBRIAN COLLEGE VISION/MANDATE
Vision
Cambrian believes in the strength of community and proudly stands behind its role as an accessible college serving the needs of its constituents. As a community builder, Cambrian attains excellence by infusing creativity, cultural diversity, collaboration, and an understanding of our learners’ needs in all that we do. Cambrian cares.
Mission
• We lead with our commitment to diverse learners.
• We teach and learn through quality education that responds to the needs of the community.
• We balance hands-on experience with the knowledge and skills essential for personal and
professional success.
Vision
Durham College is the premier postsecondary destination for students who succeed in a dynamic and supportive learning environment. Our graduates develop the professional and personal skills required to realize meaningful careers and make a difference in the world.
Mission
The student experience comes first at Durham College.
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.
Between June 2013 and June 2014, 11 graduates from the School of Education at Laurentian University, most teaching in smaller communities scattered across northern Ontario, were interviewed about their recent experiences. The purpose of these interviews was to determine how well the concurrent education program had prepared these graduates for the realities of teaching in First Nation, Métis and Inuit (FNMI) remote and rural communities in the province. Five of the graduates’
administrators or school principals were also interviewed to determine how thoroughly teacher training had prepared the graduates to work in the north and how the program could be improved.
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
•Transforming lives and communities through learning.
Mission
•To educate students for career success.
With growing concern for postsecondary degree attainment sweeping public discourse in state and national circles, the traditional emphasis on access and enrollment headcounts is expanding to include a keen interest in student progress
and completion.
In many cases, though, conversations among policy experts are well ahead of conversations on college campuses. Too often, many still think it is enough to provide opportunity to students: What they do with that opportunity is up to them.
Institutions that don’t make the shift — from focusing on access alone to focusing on access and success — aren’t likely to fare well in the new environment of performance-based funding and increasingly hard-edged accountability. More important, neither will their students. In this economy, “some college” won’t get young adults very far; we need to help more of them get the degrees that will.
While a wide variety of publications have suggested that the development of student creativity should be an important objective for contemporary universities, information about how best to achieve this goal across a range of disciplinary contexts is nonetheless scant. The present study aimed to begin to fill this gap by gathering data (via an electronic survey instrument) about how the teaching and learning of creativity are perceived and enacted by instructors in different disciplines at Ontario universities. Results indicated points of both convergence and divergence between respondents from different fields in terms of their understandings of the place of creativity within courses and programs, and in terms of strategies they reported using to enable creativity in their students. We discuss the implications of these findings, including the ways in which the data speak to ongoing debates about the role of disciplines within teaching, learning, and creativity more broadly.
A series of video clip for Higher Education practioners.
For the last 16 years, I have struggled with depression. That means I have had 16 years of highs and lows. Sixteen
years of ups and of downs. And 16 years of therapy — for 16 years I have been chasing a cure. It also means I have had 16 years to “hear things,” i.e. to be the recipient of well-meaning, but misinformed, comments. To hear good- intentioned, but unsolicited, advice. To receive encouraging yet completely misguided remarks. Remarks about my “problem.” Remarks about the state, and
severity, of my illness. Remarks about why I cannot have depression, because I do not look depressed. Because I have too much to be thankful for. Because I am too strong.
Epitomized by the OECDs Programme for International Student Assessment (PISA) and the US governments Race to the Top,
accountability is becoming a pervasive normalizing discourse, legitimizing historic shifts from viewing education as a social and cultural to an economic project engendering usable skills and competences. The purpose of this special issue is to provide context and perspective on these momentous shifts. The papers point to historic antecedents, highlight core ideas, and identify changes in the balance of power between domestic and global policy makers.
First Nations in Canada: Vital
Statistics for Atlantic and Western Canada, 2001/2002
The current Canadian landscape of graduate education has pockets of presence of Indigenous faculty, students, and staff. The reality is that all too of- ten, Aboriginal graduate students are either among the few, or is the sole Ab- original person in an entire faculty. They usually do not have mentorship or guidance from an Indigenous faculty member or ally, that is, someone who is
supportive of Indigenous knowledges and Indigenity. While many institutions are working to recruit and retain Aboriginal graduate students, more attention needs to be paid to culturally relevant strategies, policies, and approaches. This paper critically examines the role of a culturally relevant peer and faculty mentoring initiative—SAGE (Supporting Aboriginal Graduate
Enhancement)—which works to better guide institutional change for Indigenous graduate student success. The key findings show that the relationships in SAGE create a sense of belonging and networking opportunities, and it also fosters self-accountability to academic studies for many students because they no longer feel alone in their graduate journey. The paper concludes with a discussion on the implications of a culturally relevant peer-support program for mentoring,
recruiting, and retaining Aboriginal graduate students. It also puts forth a challenge to institutions to better support Aboriginal graduate student recruitment and retention through their policies, programs, and services within the institution.