Student Success Program background The three pillars SSP assumptions SSP evaluation SSP year one SSP year two Lessons learned Conclusion
Nearly every college and university in America has refocused its attention on “student success.” Like many institutions, Cleveland State University, where I work, has erected an entire enterprise devoted to this endeavor. We have reorganized ourselves administratively, invested in new staff, updated technology and taken a deep dive into institutional data to ensure we are best positioned to make sure all our students have a high potential to graduate. We have improved as a result.
When building an online program, there are certain big questions that need to be answered. Among them are: What kind of program you want it to be – high tech or low tech? Professor intensive or adjunct driven? Blended learning or fully online? What kind of technology will be used to deliver course content? What about opportunities for collaboration?
The Survey of Earned Doctorates, the data source for this report, is an annual census of individuals who receive research doctoral degrees from accredited U.S. academic institutions. The survey is sponsored by six federal agencies: the National Aeronautics and Space Administration, National Endowment for the Humanities, National Institutes of Health, National Science Foundation (NSF), U.S. Department of Agriculture, and U.S. Department of Education. These data are reported in several publications from NSF’s National Center for Science and Engineering Statistics. The most comprehensive and widely cited publication is this report, Doctorate Recipients from U.S. Universities.
This report calls attention to important trends in doctoral education, organized into themes highlighting important questions about doctorate recipients. Online, the reader is invited to explore trends in greater depth through detailed data tables and interactive graphics (www.nsf.gov/statistics/ sed/). Technical notes and other online resources are provided to aid in
interpreting the data. The data tables are available as PDF and Excel files for easy viewing, printing, and downloading.
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.
To meet the challenges currently facing it—chief among them, to remain viable in an era when traditional sources of funding such as state funding and tuition are decreasing or reaching their market limits—higher education depends on its leaders’ capacities to deal with current challenges, envision change, and make that change happen. In March 2012, the TIAA-CREF Institute hosted a summit on leadership and governance to explore what it will take to steer higher education through this new landscape.
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.
Ontario’s colleges are eager to partner with the Government of Ontario to expand college capacity by at least 10 percent and double the number of apprentices over the next five years. Assuming that Government will continue to fund enrolment growth, colleges are fully prepared to improve access to applied education and increase enrolment levels. Ontario’s colleges are also committed to working with the Government of Ontario to improve the quality of applied education and to make postsecondary
education more affordable.
A few years ago my teaching life had reached what felt like a dead end. Daily, I would see newspaper announcements about the retirement of public school educators who had the same number of years of experience as I had. Subsequently, I found myself longing to be in those photographs or articles. A significant challenge existed in that I was not old enough to touch my retirement funds plus I lacked another viable source of income—a major financial dilemma. At the time it seemed that I was going through the motions of my teaching job, and I had definitely lost a sense of joy.
The Council of Europe (since the mid-1960s), the European Commission (since the late 1980s) and many European states and civil society organisations (in the aftermath of the Second World War) have long fostered programmes and strategies to enhance the mobility of young people.
The prevailing notion of such programmes is that the process of economic and political integration in Europe will indeed remain fragmentary and unstable without accompanying social and educational measures. Instead of a Europe with non-transparent
bureaucratic institutions, a “Europe of Citizens” was meant to develop wherein people would get to know each other,
appreciate their mutual cultural differences and, at the same time, form a European identity by saying “yes” to core European values. As such, mobility is considered important for the personal development of young people, contributing as it does to their employability and thus their social inclusion.
KSU redefined the MOOC value proposition through collaboration of university leadership and faculty. The new proposition shifts measures of success beyond just course completion to include measures that benefit students, faculty, and the institution. Students benefitted through access to open educational resources, the acquisition of professional learning units at no cost, and the potential of college credit at a greatly reduced cost. Academic units benefited through a mechanism to attract students and future revenue while the university benefited through digital impressions, branding, institutionally leveraged scalable learning environments, streamlined credit evaluation processes and expanded digital education.
Mount Royal University (MRU) has a long-standing history of student-centered leadership and learning. We are known to be an institution that cares about the success and the health of our students, and we have strong services that support mental health promotion and respond well to mental health issues and concerns. In addition to excellent service providers, MRU has many positive practices and policies in place to support students. Recent trends suggest that the prevalence of mental health issues is on the rise among young adults. More students are entering into university with pre-existing mental health conditions, more are seeking help, and often issues are complex and multifaceted. Given that rates of mental illness are on the rise, and given that our student population has reported stress levels higher than other students at post-secondary institutions in North American, a review of our student mental health practices and procedures was warranted.
Seven years after our first study, Leaders in Transition: Stepping Up, Not Off, organizations are still botching transitions—but with greater bottom-line repercussions (DDI’s Global Leadership Forecast 2013|2014 found that companies’ facilitation of transitions positively correlated with financial performance—in a significant way). Leaders, facing added uncertainty asso-ciated with moves of greater complexity (e.g., geographical relocation) and an absence of prescribed career paths, have greater (unmet) personal and practical needs. As a result, engagement, productivity, and retention suffer, impacting not only leaders and those they lead, but also entire enterprises.
So what can be done to shift the transition paradigm from a precarious pas-sage to a smooth sail? Here’s what the data have to say.
In recent years, the Higher Education Quality Council of Ontario (HEQCO) has launched several studies that analyze and conceptualize the differentiation of the Ontario postsecondary education system (Weingarten & Deller, 2010; Hicks, Weingarten, Jonker & Liu, 2013; Weingarten, Hicks, Jonker & Liu, 2013). Similarly, in the summer of 2012, the Ontario Ministry of Training, Colleges and Universities (MTCU) initiated several projects to identify ways to drive innovation and improve the productivity of the postsecondary sector.
Leadership is to this decade what standards-based reform was to the 1990s. Put another way, if you want to boost achievement scores from poor to good levels, a strong standard-based reform strategy can take you so far; but if the aim is to accomplish deeper, continuous improvement, leadership at many levels of the system is required.
There is a growing body of research demonstrating that there have been major changes in the work and working conditions of university teachers in many countries over the last few decades. In some cases this has led to the increasing employment of non-full-time university instructors, and questions have been raised, especially in the United States, concerning the working conditions of part-time faculty and the implications of these changes on educational quality. The number of full-time faculty at Ontario universities has not increased at the same pace as the massive growth in student enrolment, raising questions about whether universities have employed non-full-time faculty in larger numbers and whether the balance between full-time and non-full-time instructors is changing. However, very little empirical research has been conducted on non-full-time instructors in Ontario. This study offers a preliminary exploration of the issue by addressing four key questions
This guide contains practical steps that will help public sector agencies and departments develop a social media strategy and policy to gain maximum value from social media efforts. It also outlines some smart records retention practices—so you’ll be better prepared to respond to open records requests or other e-discovery needs when they arise.
This paper examines whether intermediary bodies are useful in advancing government goals for quality and sustainability in higher education systems. It explores the evidence about intermediary bodies through case studies of England, Israel, New Zealand and the United States. It also treats the case of Ontario, whose best-known intermediary bodies have been the Ontario Council on University Affairs and the colleges’ Council of Regents.
In recent years, there has been much discussion and a great deal written about the economic and social well‑being of young people. Are they encountering more problems today than in the past? Are some doing better than others? This article paints their socioeconomic portrait and looks at where they are in the labour market in terms of unemployment and certain work conditions.
The purpose of this study was to examine whether a set of instructional practices commonly prescribed to online faculty in the higher education setting were consistent with the expectations of a group of experienced online student participants. Online faculty performance conventions were collected from 20 institutions of higher learning located in the United States. The collective practices yielded three primary domains related to administrative faculty performance expectations in online instruction: Communication, Presence/Engagement,and Timeliness/Responsiveness. Undergraduate participants representing a cross section of colleges and universities in the United States were surveyed to determine their expectations for online faculty as compared to scaled items derived from the lists of participating institutions. The results of this investigation offer practitioners insight into how administrative instructional guidelines relate to the user demands of an informed group of undergraduate online studentsThe purpose of this study was to examine whether a set of instructional practices commonly prescribed toonline faculty in the higher education setting were consistent with the expectations of a group of experiencedonline student participants. Online faculty performance conventions were collected from 20 institutions ofhigher learning located in the United States. The collective practices yielded three primary domains related toadministrative faculty performance expectations in online instruction: Communication, Presence/Engagement,and Timeliness/Responsiveness. Undergraduate participants representing a cross section of colleges anduniversities in the United States were surveyed to determine their expectations for online faculty as comparedto scaled items derived from the lists of participating institutions. The results of this investigation offerpractitioners insight into how administrative instructional guidelines relate to the user demands of an informedgroup of undergraduate online students