The Survey on College Student Health Literacy was a pilot study conducted during the spring 2013 semester at the Ohio State University Columbus campus. The survey was developed from the results of a 2012 qualitative study regarding college student health literacy related to prescription medications, which was conducted in collaboration with the Wilce Student Health Center Pharmacy. The survey expanded upon the qualitative study to include health literacy and numeracy skills such as the ability to interpret tables, nutrition labels, and prescription label instructions. The survey was piloted with a stratified random sample of Ohio State students on the Columbus campus to ensure the inclusion of international students within the sample. A total of 2,000 students were invited to participate, of which 277 students responded, yielding a 14% response rate.
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 Ontario university sector is already somewhat differentiated. A policy decision to increase the differentiation of the postsecondary system brings the following benefits:
• Higher quality teaching and research programs
• More student choice with easier inter‐institution transfer and mobility
• Greater institutional accountability
• A more globally competitive system
• A more financially sustainable system
This paper examines the relationship between individuals’ personal exposure to economic conditions and their investment choices in the context of human capital. Focusing on bachelor’s degree recipients, we find that birth cohorts exposed to higher unemployment rates during typical schooling years select majors that earn higher wages, that have better employment prospects, and that more often lead to work in a related field. Much of this switching behavior can be considered a rational response to differences in particular majors’ labor market prospects during a recession. However, higher unemployment leads to other meaningful changes in the distribution of majors. Conditional on changes in lifetime expected earnings, recessions encourage women to enter male-dominated fields, and students of both genders pursue more difficult majors, such as STEM fields. These findings imply that the economic environment changes how students select majors, possibly by encouraging them
to consider a broader range of possible degree fields. Finally, in the absence of this compensating behavior, we estimate that the average estimated costs of graduating in a recession would be roughly ten percent larger.
The Instructional Skills Workshop (ISW) is an internationally recognized, peer-based, educational development program involving 24 hours of structured intensive instruction designed to strengthen instructors’ skills in planning, teaching, feedback and critical reflection through a student-focussed process. For over 30 years, the ISW has been offered at more than 100 institutions worldwide as a method of facilitating the development of student-centred, reflective instructors (Day, 2004). Although based on best pedagogical principles for teaching adult learners (Day, 2005), little empirical research has been performed to assess the impact on faculty of participating in the ISW (Macpherson, 2011). Research performed to date has typically shown that individuals who participate in this workshop report that it is transformative to their teaching in the classroom (Macpherson, 2011). The present study sought to extend these findings by conducting a pre-post analysis of ISW and non-ISW participants. The goal of this research was to investigate the influence of the ISW on developing a student-centred approach to teaching in university and college faculty.
University graduates are more likely to be working at a job related to their studies than college. University graduates' earnings are significantly higher than for any other education group, and these earning premiums start early in graduates' careers.
Student ratings of teaching have been used, studied, and debated for almost a century. This article examines student ratings of teaching from a statistical perspective. The common practice of relying on averages of student teaching evaluation scores as the primary measure of teaching effectiveness for promotion and tenure decisions should be abandoned for substantive
and statistical reasons: There is strong evidence that student responses to questions of “effectiveness” do not measure teaching effectiveness. Response rates and response variability matter. And comparing averages of categorical responses, even if the categories are represented by numbers, makes little sense. Student ratings of teaching are valuable when they ask the right questions, report response rates and score distributions, and are balanced by a variety of other sources and methods
to evaluate teaching.
Success in college and university is more than what you learn in a classroom. It's about navigating the system, asking for help when you need it, finding places were you belong and preparing for your future career and life.
Our goal is to introduce you to the areas called Student Affairs, Student Services, Student Success, Student Life and Campus Life. Whatever it's called, this group of people , programs and services will assist you in registering for classes, staring a student club, working on a difficult class assignment, talking to you when you're stressed or need to see a doctor, and much more.
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.
A look at the sexual harassment policies at Canadian universities.
The recent decision of the British Columbia Human Rights Tribunal in the case of Fariba Mahmoodi, a student who accused her professor of sexual harassment, has once again focussed attention on a controversial issue. Ms. Mahmoodi complained to the tribunal that Donald Dutton, a psychology professor at the University of British Columbia, and UBC as his employer, had sexually harassed her. The tribunal agreed, awarding her a total of $13,000 including $4,000 for injury to her dignity, feelings and self-respect, and $5,200 for counseling expenses.
This report examines data on operating expenditure per full-time equivalent student at community colleges in the United States and Ontario. Depending on the method used to equate U.S. and Canadian currency, expenditure per FTE student in Ontario sits somewhere between 74% and 92% of a comparable U.S. value. Notwithstanding this relative disadvantage, students in Ontario support, through tuition and other fees, a higher proportion of college operating expenditure than do students in the United States (30.8% vs. 23.5%).
Thirty four Canadian postsecondary institutions self-selected to participate in the Spring 2013 ACHA National College Health Assessment.
This essay is primarily analytic and historical with respect to the conceptualizations that should guide the contextualization of assessment in education.
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 ?
Few academics endorse bullying of or by their colleagues. But is bullying something about which disciplinary associations can take a stand? Can bullying even be defined in ways that don't limit strongly worded criticism that is part of academic freedom?
This article presents the results of a national study of 39 higher education institutions that collected information about their practices for faculty development for online teaching and particularly the content and training activities used during 2011-2012. An instrument of 26 items was developed based on a review of literature on faculty development for online teaching and analyzed in Meyer (2014). The study found that 72%(n=29) organizations used learning style theory as a basis for their training activities, followed by 69% that used adult learning (Merriam, 2001) and self-directed learning (Knowles, 1975), 64% that used Kolb's (1984)experiential learning model, 59% that used Knowles' (1975) andragogy theories, and 54% that used various instructional design models. Models of good practice were strongly favored (79%) over research on online learning (31%) or theories of learning (23%) in faculty training. Pedagogies of online learning were most important to 92% of the respondents, while research about online learning was most important to only 23% of those who completed the survey. Differences based on Carnegie classification were also found.
Presentation courses are becoming more prevalent at Japanese universities. This paper focuses on one small cohort of students (n=5) that took an elective presentation skills course at Nanzan University. The paper initially looks at some of the salient themes related to teaching presentation skills and then outlines the design of the course. The main focus of the paper is on the students’ reflective comments on the course and how it affected their presentation skills. Finally, some example guidelines are offered for teachers who are teaching similar courses.
A theory is a way of organizing ideas that makes sense of the world. A theory of action is a way of understanding the world in a way that identifies insights and ideas for effectively improving it.
This chapter is about a theory of action for whole system improvement in education. There are three conditions that such a theory must meet for the task at hand. First, it must meet the systemness criterion. Do the ideas stand a chance of addressing the whole system, not just a few hundred schools here and there? Second, our theory must make a compelling case that using the ideas will result in positive movement. We are talking about improvement after all — going from one state to another state. Third, such a theory must demonstrably tap into and stimulate people’s motivation. I ask the reader to keep these three criteria in mind in assessing the theory I am about to offer, and in comparing it with other competing theories of action. Thus, to what extent do other theories or mine measure up to the systemness, movement, and motivation criteria.
Vision
Enriching lives and fulfilling dreams
Mission
Providing outstanding applied education and training for a changing world
In 2011, as part of a comprehensive research agenda on learning outcomes development and measurement, the Higher Education Quality Council of Ontario (HEQCO) began supporting eight Ontario institutions to assess the generic skills acquisition of their students. This report summarizes the activities and results of the eight institutions that piloted the Council for Aid to Education’s Collegiate Learning Assessment (CLA), a written examination designed to assess the critical thinking and problem solving skills of entering and graduating students. It reviews the rationale for the project, the challenges and issues encountered with CLA test administration and implementation, and the institutions’ impressions of the value of the resulting data. While there is significant interest from institutions and programs in measuring the generic skills of students and understanding the amount of learning that can be attributed to the institution, the experiences of the institutions that participated in this project highlight certain administrative and methodological challenges that arise in the move from theory to practice in large scale assessments.