Today's students increasingly expect ubiquitous lecture capture so they can review lectures to improve their understanding
of the material or catch up on a class they missed. "Lecture capture in general is becoming very quickly an
expectation of students," said Chris Edwards, assistant vice president at the University of Cincinnati in Ohio.
As with higher-education institutions around the world, British Columbia (BC) and Ontario are increasingly faced with demographic and market pressures that erode the traditional difference between the university and nonuniversity
sectors (i.e., colleges and institutes). Key components that ensure these provinces’ institutions preserve their unique roles and differentiations in a changing context, partially driven by their governments, include research mandates, transparency in institutional governance, and strategic documents that resist the academic drift created by institutional isomorphism. Both governments are actively reshaping their post-secondary systems to align with national or regional economic needs, increasing access, streamlining degree completion, and responding to community pressure to have a university or a degree-granting institution. An analysis of the enabling legislation, government policy directives, and institutional documents of both provinces shows that there is a blurring in the distinction between colleges and universities, and the costs associated with this.
In January, President Barack Obama convened a gathering for a summit on college access. To be invited, attendees were obliged to make formal commitments to improve access for low-income and underrepresented students. For proponents of community colleges, the focus of this summit likely has a familiar ring. Historically, the defining traits of these two-year institutions have been accessibility with low tuition, open admissions, diverse programming with convenient scheduling, and relatively small class sizes.
In 2011, HEQCO issued a call for research projects related to technology-enhanced instruction. Part of a broader effort to identify and evaluate innovative practices in teaching and learning, HEQCO’s purpose in commissioning these projects was both to inform best practices at the classroom, institution and policy levels, as well as to encourage institutions and faculty members to assess the effectiveness of what they were doing in the classroom.
Now that the technology studies have concluded and that most have been published, this report draws some broader conclusions from their methods and findings. First, it reflects on how certain key terms related to technology-enhanced instruction, such as ‘blended’ and ‘hybrid’, have fluid and contextual definitions that can create confusion by disrupting terms of reference that are assumed to be common. Then, it identifies common pitfalls in the implementation of technology in the
classroom to consider how new tools might be introduced and integrated more effectively. Finally, it highlights methodological lessons about the challenges of blending research and practice in the classroom.
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.
Canadians invest considerable energy, resources, and personal and societal aspiration into postsecondary education. It is good public policy to assess how we are doing and what outcomes we are achieving with that investment. One of HEQCO’s core mandates is to evaluate the postsecondary sector and to report the results of that assessment. To that end, in this report, we have assembled data that assess the performance of Canada’s 10 provincial public postsecondary education systems.
Educational disparities in U.S. adult mortality are large and have widened across birth cohorts. We consider three policy relevant
scenarios and estimate the mortality attributable to: (1) individuals having less than a high school degree rather than a high school degree, (2) individuals having some college rather than a baccalaureate degree, and (3) individuals having anything less than a laureate degree rather than a baccalaureate degree, using educational disparities specific to the 1925, 1935, and 1945
cohorts.
The signatory institutions to this protocol agree to maximize their contribution to a sustainable future and are committed to their role as leaders to their internal and external communities.
In the context of this protocol, sustainability is institutionally defined and may include environmental, economic and social dimensions.
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.
Canada progress report for the UNESCO Global Report on Adult Learning and Education (GRALE) and the end of the United Nations Literacy Decade
When the Royal Bank of Canada was recently caught up in a maelstrom of bad publicity over its use of temporary foreign workers, it led politicians and pundits to scrutinize and question the growing use by Canadian firms of imported, short-term labour. The Royal Bank was accused of misusing a system designed to help employers who could not find Canadian
workers by using it, instead, to find cheaper foreign labourers to replace higher-cost Canadians. But the incident raises a bigger question than simply how one bank makes use of Canada’s Temporary Foreign Worker Program (TFWP): Whether the program is, in fact, interfering with the natural supply and demand responses of the labour market. And if we want
to make better use of available Canadian labour, the time has come for the federal government to start cutting back on the use of TFWP.
The number of admissions under the TFWP has nearly tripled in 25 years, from 65,000 to 182,000 in 2010. The primary justification for the expansion of the program has been the widespread assumption that Canada is suffering from a growing shortage of labour. Yet, it is hard to find any evidence to support this belief.
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.
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.
The expansion of public, postsecondary education and the attendant additional costs associated with that expansion are significant concerns to governments everywhere. Ontario is no exception. Innovation in the delivery of academic programs holds the potential to contain costs, improve quality, and enhance accountability. This project is intended to assist the Higher Education Quality Council of Ontario (HECQO) to better understand how a shift to competency-based education might affect the cost and quality of higher education programs, institutions and systems and to investigate how competency-based education might enhance the productivity and accountability of public higher education systems and institutions.
Drawing on a vast range of research, much of it focused on the dynamics of school life, Michael Fullan has distilled rich insights and wisdom of great value to the Irish school system in transition. In this paper he puts the spotlight on the pivotal role of the principal in the Irish education reform movement for the twenty-first century. Its tripartite format identifies how principals make a
difference, what barriers prevent them from realising their potential and what actions need to be taken ‘to create a new irreversible momentum of success’. The paper presents a concise and compelling case for constructive action, which we will ignore at our peril. As he remarks, the paper ‘has a decidedly action bias’, and he directs his specific recommendations to three agencies – the government, IPPN and individual principals. Fullan tells us that his recommendations are ‘intended to build on the strong educational traditions and practices in the Irish system’, but he is unequivocal on the need for action to secure the future well-being of the system.
The first edition of The Challenge of Change was published in 1997. It turned out that this was precisely the year when the field of educational change began a major shift toward deeper action and large-scale reform.
The occasion was Tony Blair’s first term election in England in May, 1997. He came into power with a clear and explicit education platform in which literacy and numeracy were named as the core priorities. Blair and his government committed in advance to targets of 80% proficiency in literacy and 75% in numeracy for 11-year-olds — starting at a base of 62%. This was an enormous undertaking because it involved the entire system of 20,000 schools and a timeline of essentially four years.
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.
Within the context of my Ph.D. dissertation, I am interested in (1) the impact of superiors management skills and subordinates’ working skills on the building of their (hierarchical) relationship and (2) the impact this hierarchical relationship has upon the mental health of workers (i.e. both superiors and subordinates). Research to date has revealed the potentially negative consequences that hierarchical relationships can have on mental health; thus, for
example, Brun, Biron, Martel & Ivers (2003) found that poor relations with the supervisor constitutes a significant risk factor for mental health. Leiter and Maslach (2004) report similar findings, that is to say, that the quality of social interactions at work is a major risk factor for mental health.
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)