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.
General Colin Powell Chairman (Ret), Joint Chiefs of Staff A Leadership Primer - PPT presentation
The Ohio State University Undergraduate and Master's/ Professional Graduation Surveys were first administered in the spring term of 2011 and are administered at the end of each term by the Office of Student Life. The surveys gather information about the career and education plans of potential graduates, as well as students’ satisfaction with Ohio State. In recent years, data from
the academic terms comprising the academic year (summer, autumn, and spring) have been compiled. This report presents the results from the spring 2012, autumn 2012/spring 2013, the 2013-2014, and 2014-2015 administrations. Please note that the surveys have changed over time and this report compares findings when direct comparisons are available across years.
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.
The Strategic Mandate Agreement (SMA) exercise was intended to address at least three desired
outcomes:
1. To promote the government’s stated goal1 of increasing the differentiation of the Ontario postsecondary system by asking each Ontario postsecondary institution to articulate an institutional mandate statement identifying its distinctive strengths or aspirations and to identify key objectives aligned with that aspiration.
2. To advance and inform the discussion about how the Ontario system could increase its productivity to deliver a quality education to more students within the financial constraints expected in the public sector.
3. To elicit the best thinking from institutions about innovations and reforms that would support higher quality learning and, in its most ambitious form, transform Ontario’s public postsecondary system.
To assist with the evaluation of the SMAs, the Ministry of Training, Colleges and Universities (MTCU) “…instructed the Higher Education Quality Council of Ontario (HEQCO) to establish a peer review panel to evaluate…mandate submissions … for their ability to achieve significant improvements in productivity, quality and affordability through both innovation and differentiation.” The members of the Expert Panel are listed in Appendix 1.
It's become a new annual tradition: Whenever a faculty member retires, the rest of us circle the wagons to begin the delicate process of justifying why our department still needs the position.
In meeting after meeting, we discuss the precise timing of the retirement, the budgetary implications, the effects of a phased eparture, and the odds that we can make an effective case to the administration for a replacement hire.
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.
Older workers’ (aged 50-64) job retention in the paid labour force has come to the fore because of the shortfall in availability of skilled labour now and in Canada’s future and the projection of a ‘greying population.’ Employing mixed methods, the research focused on the unique approaches and challenges experienced by older professionals in informal learning, the everyday experiences in which people learn. In addition, the research focused on the practices of documenting (methods for keeping track of learning), assessing (making judgements about learning), and supporting (methods that facilitate learning) that are helpful for older workers’ informal learning practices. The project focused on Certified Management Accountants (CMAs), knowledge workers whose continuous learning is urgent in Canada’s ‘hot economy’ and whose professional associations have made learning a priority.
Sexual violence is an ongoing concern in post-secondary educational environments. It is “any violence, physical or psychological, carried out through sexual means or targeting sexuality” and includes sexual abuse, assault, rape and harassment (Ontario Women’s Directorate, 2013, p. 3).
Canadian institutions and governmental bodies have made efforts to address sexual violence on campus. For instance, the Ontario Women’s Directorate (2013) created Developing a Response to Sexual Violence: a Resource Guide for Ontario’s Colleges and Universities and the Canadian Federation of Students-Ontario (2013) released a Campus Toolkit for Combating Sexual Violence. Student groups, universities and colleges have implemented prevention programs such as US-based
Bringing in the Bystander™ and Green Dot, as well as awareness campaigns such as Got Consent? and Draw The Line (Banyard, Plante, & Moynihan, 2005; University of New Hampshire, 2014; Senn & Forrest, 2013; University of Windsor, n.d.; Coker et al., 2011; Green Dot etc., 2010; Sexual Assault Support Centre at the University of British Columbia, n.d.; Ontario Coalition of Rape
Crisis Centres, n.d.). Grassroots and community-directed efforts such as the It’s Time to End Violence Against Women on Campus Project have also made strides toward addressing and preventing campus sexual assault (Sexual
Assault Centre of Hamilton & Area & YWCA Hamilton, 2014).
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.
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.
An early consensus in the ongoing discourse about graduate student preparation for diverse careers was that graduates lacked competencies relevant to non-academic professional settings. Lists of missing “skills” were developed that universities and agencies sought to address, most commonly by the offering of generic (transferable) skills workshops or courses. In this paper, we critique this framing of the issue and discuss the limitations of the common approaches taken to address it. We propose a more integrated approach, where students’ thesis research itself is oriented to their possible futures (a practice already occurring in many areas), and where assessment of the competencies so developed is integral to the awarding of the degree. We illustrate the concepts through the stories of two students, and discuss policy ramifications and
the substantial challenges to its realization presented by a highly competitive research
environment and established ways of assessing success in faculty and students.
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.
I am a relative newcomer to contract instructing, having moved to Ontario from Saskatchewan in 2010, for family reasons related to health care for my younger son, who is a special-needs child. We moved from Saskatchewan because we were unable to get the health care we needed for him. My wife and I had a unique position at the University of Saskatchewan. We had a job share; she was on the tenure- track in Physics, and I was the teaching sidekick. This suited me, as I came late to university level teaching, working first as a research scientist in universities and then as a scientific computer programmer in the private sector. I did not have the conventional career trajectory of an academic employed in a tenured position at a university. We
moved to Ontario without having jobs to move into, but I was fortunate to be able to find work immediately at Carleton University as a laboratory supervisor. I was then offered contract instructor positions, and moved to teaching five one-semester Introductory Physics courses during the course of the year. To put this in perspective, this is the teaching load expected of a
full-time Instructor/Lecturer position, as defined in the Carleton faculty collective agreement. It would be extremely difficult to teach more than two of these courses in parallel—the workload would then be 50-60 hours per week. With my special-needs childcare commitments, this would be impossible. Nor would it be possible for me to take on a tenure-track position. The hours of work typically required to develop, fund, and launch a research program were more than I could actually devote to it. My ambition is more modest: to obtain a full-time instructor position and be able to develop better pedagogy for the teaching
of physics at the university level.
Co-operative education was one of the University of Waterloo’s (UW) defining characteristics when it opened in 1957 and it remains a foundational pillar today. With the support of its 4,500 employer partners, UW offers alternating terms of academic and workplace experience to more than 16,500 students from more than 120 different academic programs. These figures make UW the largest postsecondary co-op program in the world.
Maintaining strong employer relationships has been a critical success factor for UW’s co-op program. Both the relevant literature and the feedback received from employers have indicated that employability skills (communication, interpersonal skills, problem solving, etc.) are essential to success in today’s workplace (Hodges & Burchell, 2003; McMurtrey, Downey, Zeltmann & Friedman, 2008; Casner-Lotto & Barrington, 2006). A number of studies also indicate that employers are not satisfied with the employability skills of new graduates (Casner-Lotto & Barrington, 2006; AC Neilsen, 2000; Hart Research Associates, 2010).
Vision
Rooted in our communities, we will be a globally recognized college delivering innovative learning opportunities and preparing career-ready graduates to be leaders in their fields.
Mission/Mandate
• We are dedicated to student success, academic excellence, and leadership in our communities.
• We meet the learning needs of postsecondary students in Eastern Ontario and support, through
education and training, the economic, social, and cultural needs of the communities we serve. As the primary provider of quality and accessible education in our region, we are our communities’ pathway to educational opportunities. We are committed to our strategic directions:
- Student Experience – Provide outstanding campus communities, support services, and engagement opportunities that enhance the success of our students.
- Contemporary Learners – Foster digital and foundational literacies in our students through academic grounding and real world experience.
- Sustainability – Be accountable for our decisions and actions to ensure our long- term viability, reduce our environmental impact, and foster a healthy and dynamic college.
Programs that allow foreign workers to occupy positions in Canada have existed since the 1960s and were formally introduced in legislation in the 1970s. While they generally focused on skilled workers, they were expanded to lower-skilled occupations in 2002.
While generally considered beneficial from an economic perspective, foreign workers have received significant public attention in recent years. This is the case especially in relation to foreign workers occupying low-skilled positions, considering that most unemployed Canadian workers would meet the minimum requirements to fill these jobs satisfactorily.
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 article represents a conceptual history of the concept of school development and its relationship to related concepts of school effectiveness, school improvement, implementation, organizational development, learning theories, system reform and so on.
It is not an empirical review or a detailed chronological account. Rather, it is a ‘thought piece’ on the philosophy and practice of education reform in terms of where we have come from and where we are today. I have drawn heavily on my own work in which I have chronicled and contributed to this broad education improvement field since 1975.
Résumé
Les compétences et les acquis d’expérience des adultes sont méconnus et peu valorisées dans la société contemporaine axée sur l’écrit, les savoirs scolaires et les diplômes. En raison de leurs conditions de vie précaires, de leur difficulté d’accès au monde de l’écrit et de la faible reconnaissance de leurs acquis d’expériences, nombreux adultes non diplômés sont exclus des
décisions publiques et de la résolution des problèmes vécus dans leur communauté. Le but de la recherche était d’identifier et de comprendre les compétences et les pratiques des adultes non diplômés durant la résolution d'un problème environnemental. On voulait répondre aux questions suivantes : Quelles sont les ressources (cognitives, affectives, sociales…) et les pratiques que les adultes non diplômés mettent à profit durant la résolution d’un problème environnemental ? et Les adultes non diplômés, malgré leur faible niveau d’alphabétisme, sont-ils capables de proposer des solutions efficaces à un problème
environnemental ?