Effective Practices to Enhance the Educational Quality of Structured Work Experiences Offered through Colleges and Universities
THIS GUIDE IS INTENDED TO SERVE AS A RESOURCE TO ENHANCE STUDENT LEARNING AND DEVELOPMENT IN HIGHER EDUCATION THROUGH THE STRUCTURED WORK EXPERIENCE
At the University of British Columbia, Aboriginal students congregate in a First Nations Longhouse. At the University of Manitoba, senior managers now travel to Aboriginal communities to recruit students. The University of Saskatchewan’s College of Engineering runs outreach programs to engage Aboriginal youth well before they are of university age. At Lakehead University, the Native access program assists students in making a successful transition to university.
Science is a fundamental part of Canadian culture and society, affecting nearly every aspect of individual and social life. It is a driving force in the economy, catalyzing innovation and creating new goods, services, and industries. It has led to improvements in Canadians’ physical health and well-being. It has made possible new forms of communication and learning, and changed how Canadians interact and relate to one another. It also provides opportunities for leisure and entertainment as Canadians visit science centres, pursue science-related hobbies, or tune in to such television programs as “The Nature of Things” or “Découverte”. Science is also a systematic means of discovery and exploration that enriches our individual and collective understanding of the world and universe around us.
In 2013, the Poverty and Employment Precarity in Southern Ontario (PEPSO) research group released the report It’s More than Poverty: Employment Precarity and Household Well- being. Based on 4,165 surveys collected in late 2011 and early 2012, and 83 interviews conducted in 2011 with workers in different forms of precarious employment, It’s More than Poverty examined the
characteristics of employment in the Greater Toronto-Hamilton Area (GTHA). It documented the range of employment experiences and it revealed the extent of insecurity associated with insecure employment relationships. Equally important, it showed the impact of insecure employment relationships on individual and household well-being and community participation.
Canada does not have enough nurses with doctoral degrees. Such nurses fill important roles as researchers, educators, leaders, and clinicians. While a growing number of Canadian universities offer doctorate degrees in nursing, most institutions have only traditional on-campus programs, posing barriers for nurses who reside in places geographically distant from those institutions or who require more flexibility in their education. We describe our experiences as the inaugural cohort of the doctoral program by distributed learning at the University of Victoria School of Nursing. Since 2011, we have used a variety of electronic modalities and participated in several very short on-site intensives. Our experience indicates that distributive learning modalities improve access and deliver academically rigorous programs.
Faculty and staff are the heart of an institution. Colleges and universities have hundreds and sometimes thousands of employees who each day deliver on the institution’s brand promise to students and others. But have we truly invested in understanding and articulating our institution’s employer brand, with prospective and current employees in mind?
During my dissertation research on higher education multi-campus brand coherence, I studied a peer institution of my university. The qualitative data collection included one-on-one interviews with more than 20 senior administrators (starting with the president), whose areas of responsibility were closely connected to the university’s brand. Participants often asked who
else I was meeting with and responded with surprise when I mentioned the vice president for human resources. “Oh, that’s interesting. Why would you want to meet with HR?”
The problem
The Ministry of Training, Colleges and Universities (MTCU) in consultation with the universities
has estimated that 53,000 to 86,000 more university spaces will be needed by 2021 to meet student
demand. There will be special pressures in the GTA. Universities’ enrolment plans will not be
sufficient to meet this demand.
The opportunity
With the government’s support, Ontario’s colleges could provide space for tens of thousands of
students in high-quality, career-oriented baccalaureate programs over the coming decade and beyond.
Canada is the steward of a diverse forest landscape unlike any other region of the world. Our forest management practices are watched carefully by Canadians and the rest of the world. This level of public interest demands robust engagement and stringent oversight from private and public sectors. The challenge moving forward sustainably is to continuously improve existing management systems, while avoiding the creation of additional bureaucracy. To enable the forestry sector to develop deeper and more authentic public confidence, a concerted effort is needed among stakeholders to establish a common understanding, respect, and trust.
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.
Jeannine Plamondon is a legal counsel who seeks justice for war crimes. Erin O’Brien is a United Nations worker helping to achieve food security in Africa. And Christopher Charles is a social entrepreneur and the inventor of a tool to combat anemia in Cambodia. These accomplished professionals are a few of the former participants in the Students for Development (SFD) program whose current careers and study paths have been profoundly shaped by their SFD internship experiences.
On any given day in America, roughly 1.4 million college students between the ages of 18 and 22 – or more than 1 out of every 8 American undergrads – will drink alcohol, according to new data from the federal Substance Abuse and Mental Health Services Administration
I f you want to be a chair, dean, provost, or even president, you must ace every step of the hiring process, or you will not advance to the next. Each stage has its own nuances and peculiarities.
So far in the Admin 101 series, we have covered the initial decision to seek a leadership position, the ways to prep for the job hunt, the challenges of working with search consultants, and the tricks to assembling your application.
Now we turn to a crucial intermediate step before you are a full-fledged candidate: getting your name in the pool that matters. That is, either: (a) the pool of people that an executive-search firm will present to the hiring committee or, (b) where no outside consultant is used, the pool taken seriously by the campus search committee. In both cases, your goal is to be selected for the next step — a first-round interview, often held at an airport or on Skype.
Audience response systems (ARS) are electronic applications in which a receiver captures information entered by students via keypads or hand-held devices. Students’ responses can be displayed instantly, usually in the form of a histogram. Professors typically use ARS to increase student interaction and for formative assessment (to measure students’ understanding of material during a lecture; Micheletto, 2011). In some cases, audience response systems have also been used to pose
real research questions and follow an interactive sampling approach (not to be confused with experiment data collection). For example, imagine that a research study concluded that females respond more quickly to red stimuli than do males. An interactive sampling session in the classroom would present students with coloured stimuli, and the instructor would ask students to respond, as quickly as possible and using the ARS, when they see the red stimuli. The instructor would then
display the students’ responses and compare the students’ data to results from the published research study. Barnett & Kriesel (2003) propose three criteria that classroom interactive sampling should meet if it is to stimulate discussion among students:
1. Interactive sampling should be conducted to demonstrate class concepts.
2. Students should be providing responses in a controlled setting.
3. Students’ responses should be compared to behavioural hypotheses derived from theory.
The Canadian College and University Environmental Network (CCUEN-RCCUE) is an organization established to bring together environmental educators at universities, colleges, CEGEPs, technical institutes, and similar organizations that offer educational programs in any environmental field.
Since the initial meetings of college and university educators in 2002 and 2003 the Canadian College and University Environmental Network (CCUEN) - Réseau Canadien des Collèges et des Universités en Environnement (RCCUE) has aspired to become the primary voice of Canadian college and university environmental educators. One of the core activities is the annual CCUEN1 conference. This conference brings together researchers, employers and educators, students and related associations together to explore a range of issues and challenges for environmental educators.
This paper explores the concept of accountability as it relates to the University of British Columbia. It examines the discourse surround- ing social accountability laid out in the university’s Trek 2010 vision and then juxtaposes this with the private accountability to commercial and government interests as evidenced in other documents and recent university decisions. The paper, thus, concludes that both private and public attempts at accountability are present yet the call to account to a wider social public gets muffled by the vagueness of the goals and, in particular, the appeals to excellence.
Major Trends Impacting Open & Distance Learning
When one does trend analyses on Open & Distance Learning over a
period of time, three key factors emerge:
1. Firstly, there are as many trends as there are practitioners. The art of strategic foresight is to identify trends which are not temporary, which are not just local, and which will have sustaining impact. I have identified seven.
2. Second, that many of the trends will have limited, or no bearing on your specific educational context in the short term, but may have longer term impacts, both on the competitive educational environment in which we now all function and, hence, on
institutions.
Background: To persistently engage in academic tasks and efficiently process cognitively demanding material in school, successful learners must employ various selfregulatory systems—including the regulation of emotional experiences and expressions—in response to social and taskspecific demands. Furthermore, emotional information helps students derive meaning from and assign causal attributions to events such as academic and social experiences, which influence motivation for action. Thus, it is important to understand the interplay between learners’ emotions and the school environment.
Rapid scientific and technological advancement, globalization, cross-cultural encounters and changes in the balance of economic and political power show no sign of slowing down (Association of American Colleges & Universities, 2007). Canada has also been subject to these trends, which has resulted in greater demand for individuals with higher levels of education and skill (OECD, 1996). For example, Statistics Canada found that in Canada the number of high-knowledge businesses (such as those providing services in engineering, sciences and related disciplines) increased by 78% between 1991 and 2003, while the number of low-knowledge businesses (such as accommodation, and food and beverage services) grew by just 3% (Lapointe et al., 2006).
This essay is primarily analytic and historical with respect to the conceptualizations that should guide the contextualization of assessment in education.
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.