This handbook is intended to serve as a resource for faculty, staff, academic leaders and education developers engaged in program and course design/review, and the assessment of program-level learning outcomes for program improvement. The assessment of learning outcomes at the program-level can assist in making improvements to curricula, teaching and assessments plans.
Teach on Purpose! Responsive Teaching for Student Success, written by Leslie David Burns and Stergios G. Botzakis, is an impassioned argument for the importance of using responsive teaching within today's and tomorrow’s K–12 schools. The authors and their guest teacher-authors provide a straightforward rationale that explains why teaching purposefully and responsively is not just an option, but fundamental to teaching well. They collectively do this in a way that is relevant, practical, timely, and sometimes even humorous.
Attraction and retention of apprentices and completion of apprenticeships are issues of concern to all stakeholders involved in training, economic development and workforce planning. The Canadian Apprenticeship Forum (CAF) has forecast that by 2017 there will be a need to train 316,000 workers to replace the retiring workforce in the construction industry alone (CAF, 2011a). In the automotive sector, shortages are expected to reach between 43,700 and 77,150 by 2021. However, shortages are already widespread across the sector, and CAF survey data show that almost half (48.1%) of employers reported that there was a limited number of qualified staff in 2011 (CAF, 2011a). Given this, retention of qualified individuals in apprenticeship training and supporting them through to completion is a serious issue. There is some indication that registration in apprenticeship programs has been increasing steadily over the past few years, but the number of apprentices completing their program has not kept pace (Kallio, 2013; Laporte & Mueller, 2011). Increasing the number of completions would result in a net benefit to both apprentices and
employers, minimizing joblessness and skills shortages.
This study explores faculty and student perspectives on learning management systems in the context of current institutional investments. In 2013, nearly 800 institutions participated in the EDUCAUSE Core Data Service (CDS) survey, sharing their
current information technology practices and metrics across all IT service domains. In 2014, more than 17,000 faculty from 151 institutions and more than 75,000 students from 213 institutions responded to ECAR surveys on higher education technology experiences and expectations.2 Combining the findings from these sources provides a multidimensional perspective about the status and future of the LMS in higher education.
The Ontario government has indicated its intention to negotiate individual mandate statements with each of Ontario’s public postsecondary institutions and to amend funding formulas to focus resources on what each institution does best. These actions signal the government’s desire to pursue a policy of greater institutional differentiation within the Ontario public postsecondary system. The purpose of this paper is to inform and assist the development of a differentiation framework for the university sector by describing the diversity of Ontario universities on variables that other jurisdictions have used to differentiate their university systems. These variables are important to consider first because they are globally accepted, and therefore influence the way the rest of the world will judge the Ontario system and its quality.
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 behaviors or attitudes.
The 2015 Campus Freedom Index is the fifth annual report released by the Justice Centre for Constitutional Freedoms (JCCF) to measure the state of free speech at Canada’s universities.
Starting with a survey of only 18 universities in 2011, this year’s edition has grown to include 55 publicly funded Canadian universities—the largest and most expansive Index released so far, with information relevant to the more than 750,000 students who attend these institutions. The 2015 Campus Freedom Index includes an individual report about each university and student union.
This report presents the findings of a research project undertaken at OCAD University (OCAD U) from 2013 to 2014 examining the implementation of a cross-disciplinary collaborative course design process. While there is some research that investigates collaborative course design, especially in the development of courses for online and hybrid delivery, there is little research to date that investigates cross-disciplinary collaborative course design, in which faculty members from different disciplines come together to combine their expertise to create more robust resources for student learning. The research was undertaken in the development of professional practice courses offered in the Winter 2014 term to students enrolled in the Faculty of Design. Online learning modules were developed by faculty members from across multiple disciplines for delivery on the Canvas learning management system (LMS) in studio-based courses. Collaboration between faculty members was led and facilitated by an instructional support team with expertise in hybrid and fully online learning from OCAD U’s Faculty & Curriculum Development
Centre.
n November 2005, the province of Ontario and the federal government signed two historic agreements – the Canada-Ontario Labour Market Development Agreement and the Canada-Ontario Labour Market Partnership Agreement. One year later, on Nov. 24, 2006, key labour market stakeholders, including users, delivery agents and government came together to collectively take stock of progress and to explore how partners can help governments move forward with successfully implementing the agreements.
This report aims to summarise the key findings from a research project investigating the styles of and approaches to leadership, and leadership behaviours, which are associated with effectiveness in higher education. The project consisted of two distinct tasks, the first was a systematic search of literature relating to leadership and
effectiveness in higher education studies. The second element was a series of semi-structured interviews with academics who were involved in researching leadership in higher education, or leadership more generally. The key research question directing the investigation was: ‘What styles of or approaches to leadership are associated with effective leadership in higher education?’ In addition to this publication, an extended report has also been written which includes longer sections covering the head of department and institutional level analyses, and more detail
about many of the studies reviewed.
In early 2015 the government of Ontario announced that it would be conducting a review of the processes by which it funds universities. In order to best capture the needs of those that consume, deliver and fund higher education, the government has commissioned extensive consultation with parents, students, universities, employers, agencies, and sector experts. This submission will serve as a summary of the Ontario Undergraduate Student Alliance’s contributions to those discussions, as well as a statement of our principles in the area of funding priorities that could benefit students.
Diverses expérimentations de stratégies de collaboration entre l’école, la famille et la communauté (CEFC) en milieu à risque (MR) font ressortir l’apport positif de cette collaboration sur la persévérance scolaire des élèves (Deslandes, 2006; Epstein, 2001; MELS, 2009). Trente-cinq stagiaires en enseignement ont effectué un stage en MR; vingt-cinq La collaboration entre l’école, la famille et la communauté en milieu à risque d’entre eux ont amorcé un projet de CEFC. L’analyse de ces projets à partir de la typologie d’Epstein (2011) fait ressortir principalement deux types de collaboration, à savoir la communication et le volontariat. La collaboration avec la communauté est présente dans quelques projets des stagiaires, tandis que la prise de décisions relatives à la vie scolaire par les parents, ne suscite aucune activité. La formation initiale devrait sensibiliser les
futurs enseignants à la pertinence des six types de CEFC, entre autres, la connaissance par les parents de leur rôle parental et les moyens de susciter le soutien scolaire à la maison.
Mots-clés : collaboration école-famille-communauté, formation initiale en enseignement,
milieu à risque, stagiaires en enseignement, typologie d’Epstein.
Abstract
Several experiments investigated the collaboration strategies between school, family, and community (CSFC) in underprivileged areas (UA). The results showed positive repercussions on the student’s performance and attitude towards school and learning (Deslandes, 2006; Epstein, 2001; MELS, 2009). Thirty-fi ve pre-service teachers had their practicum in schools from underprivileged areas, and 25 of them initiated a CSFC project. After analyzing the projects, based on Epstein’s typology (2011), two dominant types of collaboration emerge: communicating and volunteering. Collaborating with the community was
a part of some projects, while decision making by parents about the school was absent. We argue that the original teaching formation should guide the future teachers towards the six types of CSFC, particularly the knowledge of their parenting role by the parents and ways to get school support at home.
Keywords: Epstein’s typology, original teaching formation, pre-service teacher practicum,
school-family-community collaboration, underprivileged area.
The test of a leader lies in the reaction and response of his followers. He should not have to impose authority.
Bossiness in itself never made a leader. He must make his influence felt by example and the instilling of
confidence in his followers. The greatness of a leader is measured by the achievements of the led. This is the ultimate test of his effectiveness.
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.
Recommendations for Documentation Standards
and Guidelines for Post-Secondary Students
with Mental Health Disabilities
A project funded by the Ontario Ministry of Training, Colleges and Universities' Mental Health Innovation Fund
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.
This is the third in the series of short publications by the DfES Innovation Unit, intended to stimulate debate within and beyond the teaching profession on key issues. Previous pamphlets have touched on the importance of networks in stimulating and transferring better practice1; and on how the concept of personalisation has radical potential for transforming our education service2. This third concerns the systemic nature of modern education leadership. It is absolutely appropriate that it should
be authored by Michael Fullan, who has been a leader in the field for over three decades.
There is currently a powerful push-pull factor in schooling. The push factor is that school is increasingly boring for students and alienating for teachers. The pull fac-tor is that the exploding and alluring digital world is irresistible, but not necessarily productive in its raw form. The push-pull dynamic makes it inevitable that disruptive changes will occur. I have been part of a group that has been developing innova-tive responses to the current challenges. This response consists of integrating three components: deep learning goals, new pedagogies, and technology. The result will be more radical change in the next five years than has occurred in the past 50 years.
The search for effective public policy approaches for relating higher education to the needs of the labour market was a subject of much attention in the 1960s and early 19 70s, and the verdict was largely against centralized comprehensive manpower planning. This paper re-examines the role of manpower planning in the university sector, in light of new economic imperatives and new data production initiatives by Employment and Immigration Canada. It concludes by rejecting what is conventionally referred to as manpower planning, and offering, instead , a set of guidelines for improving the linkage between universities and the labour market within theframework of existing institutional and policy structures.
In 2007, business, education and labour leaders came together to form Ontario’s Workforce Shortage Coalition, dedicated to raising awareness of the emerging skills shortage challenge. The coalition represents more than100,000 employers and millions of employees.
A Conference Board of Canada report prepared for the coalition predicted Ontario will face a shortage of more than 360,000 employees by 2025. Employers will need more highly skilled workers as technology changes and competition for customers grows tougher. As well, baby boomers are retiring and the number of young workers is about to plummet.