Students today come from all walks of life. Traditional students, straight from a high school setting, now represent only a portion of the student population in colleges and universities. This is largely due to students fulfilling needs around work, family, and obligations outside of the traditional educational setting. These students bring with them wonderful personal and professional experiences that not only enhance the classroom experience, but also shape and contribute to their educational goals and aspirations. Many students feel they should be able to utilize their life experiences as part of their educational journey. This document will examine offering credit for life experiences, and how it can be mutually beneficial for students and institutions.
This draft framework has been approved by the Committee of Presidents of the 24 publicly-funded colleges. In approving this template, the presidents recognize that individual colleges may need to make changes to reflect local circumstances during the development of their stand-alone sexual violence and sexual assault policy and protocol. In doing so, the colleges have committed to retaining as much consistency with the template as possible to reflect a similar style, tone, and format that will help
students and others easily access information they need no matter which college they approach.
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.
Aboriginal peoples in Canada face multiple and systemic barriers to attaining and succeeding in post-secondary education. A long history of discrimination, including the legacy of residential schools, and chronic government underfunding of Aboriginal
education has contributed to low high school completion rates, a widening gap in post- secondary attainment, and the lowest labour market outcomes of any group in Canada.
You know, I'm a numbers guy. Yes, I'm a math guy, but no, that doesn't automatically make me a numbers guy. In fact, being a pure mathematician at the University of Waterloo, the running joke was none of us could do mental math because we hadn't seen numbers since high school.
But that never really applied to me, because I also love numbers. The Pythagoreans said that "all is number"; Plato believed that numbers were the "gateway to the divine"; Erdos and Ramanujan found "extraordinary beauty" in numbers; and a colleague recently said in a talk that "numbers transcend us, yet bind us together."
I've always found that numbers told stories.
Interaction is a critical component of successful online learning and by extension an important component inoverall online program quality. The researcher studied the impact of course design on participation in an online university course. The participants were university students’ (n= 62, male= 33, female= 29). Their responses from online discussions were analyzed using repeated measures factorial ANOVA finding a statistically significant decrease in student participation in weeks when major assignments were due. The impact of assignments was similar for female and male participants. Measures of effect size indicated that course design accounted for more variation in online participation than gender. The key finding of the study was that course design can have a significant impact on level of participation and therefore student success in the online course. Ways to prevent or mitigate the impact of the reduction in student participation are presented.
Factors that can be controlled
• Factors that can be influenced
• Factors that cannot be controlled or influenced
OUSA asked students to answer questions about their experience with high-impact learning, active and participatory learning, work-integrated learning, and online courses. Students were also asked to provide their impressions about what resources
should be prioritized within their university, as well as how they viewed the balance between teaching and learning at their institution.
We’ve found that, for the most part, students are accessing high-impact and work-integrated learning at greater rates than ever, and are having a broad selection of pedagogical experiences, We’ve also found that more than half of students have
experienced and online course. Generally, students are either neutral or positive about the impact these experiences have had on their education.
Students prioritize instructor training to a notable margin over increasing research opportunities and reducing class sizes, and feel that universities generally prioritize research over teaching when balancing the two missions.
The 60-hour, online doctor of education program will begin in August and include coursework in the following three tracks: higher education, college teaching and research.
The University of North Georgia (UNG) has been approved by the Board of Regents to offer a doctor of education degree with a major in higher education leadership and practice, the second doctoral program available at the
university.
"The program will prepare individuals who have had leadership experiences already in K-12 programs and who now seek positions in educator preparation," said Dr. Susan Brandenburg-Ayres, dean of the College of Education at UNG. "Candidates for the program might also be adjuncts with graduate degrees, student affairs professionals or educators with master's or education specialist degrees."
Pending approval from the Southern Association of Colleges and Schools Commission on Colleges, the 60-hour,
online program will begin in August with 12 to 15 candidates and include coursework in the following three tracks:
higher education, college teaching and research.
A survey of faculty participation in paid consulting arrangements in Ontario Colleges of Applied Arts and Technology reveals that 34% were involved in at least one project during a specified one-year period. There was significant variation in participation by division of academic appointment and by gender. The authors suggest that further research should be undertaken concerning the nature and role of paid consulting in community colleges. A number of basic questions are raised in an attempt to induce further study on this important topic.
Keywords Sustainable development, Higher education, Learning
Abstract It is higher education’s responsibility to continuously challenge and critique value and knowledge claims that have prescriptive tendencies. Part of this responsibility lies in engaging students in socio-scientific disputes. The ill-defined nature of sustainability manifests itself in such disputes when conflicting values, norms, interests, and reality constructions meet. This makes sustainability – its need for contextualization and the debate surrounding it – pivotal for higher education. It offers an opportunity for reflection on the mission of our universities and colleges, but also a chance to enhance the quality of the learning process. This paper explores both the overarching goals and process of higher education from an emancipatory view and with regard to sustainability.
Teacher salaries must be attractive enough to draw proficient persons into the profession that deliver positive results in classrooms. But how much do teachers in publicly funded school systems earn relative to the overall population? And do provinces that pay their teachers more achieve better student results?
This paper compares teacher salaries in Canada’s six largest provinces to wages of other similar workers. Manitoba and Ontario pay the most relative to other similar workers in the province, while British Columbia teacher wages are usually the lowest. Relative salaries in Alberta and Saskatchewan are closer to those in British Columbia than those in Ontario or Manitoba. Pension benefits are also generally most generous in Manitoba and Ontario and least generous in British Columbia.
Many readers who followed the Chronicle articles about the precipitous decline and fall of H. Fred Walker, now former president of Edinboro University of Pennsylvania, no doubt did so with a mixture of fascination and horror. They were thinking either,
"There but for the grace of God go I," or "Been there, done that, never want to do that again." There is much, in fact, that
higher-education leaders can learn from Walker’s downfall.
Here are steps to help them avoid some of the problems that led to Walker’s resignation:
Do you know what the most common electronic device that college student’s possess? According to Joshua Bolkan, a
multimedia editor for Campus Technology and The Journal, “85% of college students own laptops while smartphones
come in second at 65%”. If technology is becoming a common practice among our students, what are we doing as
professors to incorporate it into our classrooms? How can students use technology to reflect on their work? How can
instructors use technology as a supplement in reading and writing courses? How can technology be used to deepen our
student’s critical thinking skills? These are questions we should be asking ourselves in a world where technology is
paving the way to learning.
The growth of competency-based education in an online environment requires the development and measurement of
quality competency-based courses. While quality measures for online courses have been developed and standardized, they do not directly align with emerging best practices and principles in the design of quality competency-based online courses. The purpose of this paper is to provide background and research for a proposed rubric to measure quality in competency-based online courses.
Effective classroom management is much more than just administering corrective measures when a student misbehaves; it's about developing proactive ways to prevent problems from occurring in the first place while creating a positive learning environment. Establishing that climate for learning is one of the most challenging aspects of teaching, and one of the most difficult skills to master. For those new to the profession, failure to set the right tone will greatly hinder your effectiveness as a teacher. Indeed, even experienced faculty may sometimes feel frustrated by classroom management issues. Strategies that worked for years suddenly become ineffective in the face of some of the challenges today’s students bring with them to the classroom.
Brought to you by The Teaching Professor, this special report features 10 proven classroom management techniques from those on the front lines who’ve met the challenges head-on and developed creative responses that work with today's students. This report will teach you practical ways to create favourable conditions for learning, including how to:
. Get the semester off on the right foot
. Prevent cheating
. Incorporate classroom management principles into the syllabus
. Handle students who participate too much
. Establish relationships with students
. Use a contract to help get students to accept responsibility
. Employ humour to create conditions conducive to learning
The goal of 10 Effective Classroom Management Techniques Every Faculty Member Should Know is to provide actionable strategies and no-nonsense solutions for creating a positive learning environment – whether you’re a seasoned educator or someone who's just starting out.
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.
Strong culture, strong impact focuses on the role of culture in driving high-impact entrepreneurship in G20 countries. The report provides actionable recommendations for governments and a clear, time-bound path for achieving support for young entrepreneurs. Our report, released alongside this year’s G20 Young Entrepreneurs’ Alliance (YEA) Summit in Turkey, builds on our Avoiding a lost generation reports. It drills down on the one driver that is at once omnipresent, yet difficult to quantify or capture, for an entrepreneurial ecosystem:
entrepreneurial culture.
Canada is now a digital society. Decades of evolving digital technologies have changed how we interact, the amount of cultural content we create and exchange, and the methods we use to create and exchange this content. This reality has profoundly affected the established ways in which memory institutions, such as libraries, archives, museums, and galleries, have been
managing Canada’s documentary heritage for future generations. Indeed, the sheer volume of digital content necessitates new ways of locating, maintaining, and accessing digital holdings that must coexist alongside the continued need for the preservation
of non-digital content.
This article presents a case study of a technology-enhanced face-to-face health sciences course in which the principles of Universal Design for Learning (UDL) were applied. Students were offered a variety of means of representation, engagement, and expression throughout the course, and were surveyed and interviewed at the end of the term to identify how the UDL inspired course attributes influenced their perceptions of course accessibility.
Students responded very positively to the course design, and felt that the weaving of UDL throughout the course resulted in increased flexibility, social presence, reduced stress, and enhanced success. Overall, students felt more in control of their own learning process and empowered to make personal choices to best support their own learning. This course design also led to increased satisfaction from the perspective of the instructor and reduced the need for intervention by the campus disability services department.