In 2013-14, the number of new college graduates in the U.S. — students earning their first postsecondary credential — fell for a second straight year, while the number of students receiving their second or third undergraduate credential continued a postrecession increase (Figure 1). The number of new college graduates saw strong growth in the first two years covered by this report (increasing at annual rates of 4.9 percent in 2010-11 and 4.3 percent in 2011- 12), followed by two years of declines (-2.1 percent in 2012-13 and -1.3 percent in 2013-14). In 2013-14, U.S. Title IV degree-granting institutions awarded 1,981,534 associate and bachelor’s degrees to students with no prior postsecondary award, only 0.7 percent more than they awarded in 2010-11 (1,968,334). Cumulatively, over eight million students received their first college degree (associate or bachelor’s) during this four-year period.
Participants will learn:
▪ How collegiality is deliberately cultivated
▪ How learning is the work
▪ How to turn accountability to your advantage
▪ How to tackle complexity with confidence and humility
▪ Which leadership qualities and strategies are crucial
Both the higher education sector and the healthcare sector require people who do not identify with a formal role of leader to engage in leadership. In both sectors, leadership must be exercised on a continuous basis. Leadership development in higher education is influenced by an increase in managerial control, market competition, organisational restructuring and government scrutiny. Tensions between the need to meet requirements of industry versus academic requirements will continue as long as universities face these dual challenges in a competitive global economy. Universities are expected to be efficient and cost effective, flexible in their offerings, while being increasingly responsive to student expectations and needs. These tensions have resulted in some resentment from academic staff members who perceive that their autonomy is being reduced. This chapter presents current debates about leadership with a particular focus on higher education and leadership development of academic staff. Academic leadership is understood to incorporate the core academic functions of teaching/learning, and research and scholarship together with a broader focus on academic values and identity. The changing nature of this sector provides a background for current thinking about academic leadership. This chapter will draw on a recent case study from the healthcare sector which we argue contributes to the thinking on leadership not only
in the healthcare sector, but also in higher education context. The chapter concludes with key messages for academic staff making a case for building capacity of leaders in education at all levels.
Post-secondary education is effectively a requirement to succeed in today’s labour market. Unfortunately, while the demand for education has increased, public funding has failed to keep up. Public funding shortfalls have resulted in a significant growth of costs that have been downloaded onto individual students, namely in the form of high tuition fees. From 1990 to 2014, national average tuition fees have seen an inflation-adjusted increase of over 155%. In Ontario, tuition fees have increased over 180%.
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.
There is increasing interest, if not demand, from universities and students for faculty to teach using online technologies. However, many faculty members are reluctant to teach online. In this paper, we examine data collected from a broad range of faculty (part-time, tenure track, new and more experienced, in education,business, and liberal arts) to explore the relationship between faculty attitudes, experiences, self-perceived preparedness, and concerns about teaching online courses. In particular, we examine whether faculty who have taught online courses, feel more prepared and more motivated to teach online and have more positive attitudes about online teaching than those who have not taught online. Our findings indicate that while there are a number of concerns about teaching online among the faculty we surveyed, concerns about students are among the most important. We end with some policy and procedural implications for why faculty may or may not usenew technologies to teach.
The University of Toronto serves a large and diverse student population and is dedicated to fostering an academic community that allows its students to thrive. The University environment is one that is both stimulating and demanding at every stage, from transition to the learning and social environment, through to graduation.
Student health and well-being has become a prime consideration in post-secondary institutions. While the majority of students flourish during these years, many others experience mental health challenges that may put them at risk. The mental health continuum can range from healthy and flourishing behaviour where students are comfortable, confident and capable of performing, to situations that create anxiety and stress, to clinical disorders that persist and impair ability to function in a safe and productive manner.
The purpose of our research project was to assess the relevance and value added of using a specific technology – video screen capture (VSC) – for instructional purposes in university-level second-language writing courses. VSC technology makes it possible to "trace" all activities visible on a computer screen. Our objective was to understand how VSC, which helps visualize the process of writing on computers, can support this process and enhance students’ autonomy as second-language writers.
If we are serious about accessible online learning, we must talk openly about disability as if it is right here, right now – because it is.
There is no formal mandate for or tradition of inter-sectoral collaboration between community colleges and universities in Ontario. Following a regulatory change introduced by the College of Nurses of Ontario in 1998, all Registered Nurse educational
preparation was restructured to the baccalaureate degree level through province-wide adoption of a college-university collaborative nursing program model. Despite complex sectoral differences in organizational culture, mandates, and governance structures, this program model was promoted by nursing educators and policy-makers as an innovative approach to utilizing the post-secondary system’s existing nursing education infrastructure and resources. This paper provides an overview of the introduction of Ontario’s collaborative baccalaureate nursing programs and discusses some of challenges associated with implementing and maintaining such programs.
Why go to university? When asked, today’s students are openly careerist and materialist. In a 2012 survey by the Higher Education Research Institute in Los Angeles, almost 90 per cent held that “being able to get a better job” was a “very important” or “essential” reason to go to college. The rationales of being “very well-off financially” and “making more money” were almost as popular.
Education PLUS is the hidden dividend that learners come to acquire if they are educated in what we call the new pedagogies ‐ powerful new learning modes steeped in real world problem solving now made more telling through recent, rapid developments in the use of technology for interactive learning.
We can and will define the core learning outcomes as the ‘Six Cs of Deep Learning’, but we first must understand the existential essence of this new human being. It is no exaggeration to say that the new pedagogies have the potential to support a fundamental transformation in human evolution. The result is that action, reflection, learning and living can now become one and the same. This seamless ‘ecology’ of life and learning occurs during what we used to know as formal schooling, post‐secondary and higher education, but then continues throughout life. In this model, learning, doing, knowing, adapting, inventing and living become practically indistinguishable. Although we offer here a philosophical note on Education PLUS we are deeply involved with practitioners around the world in doing this new work of learning on an increasingly large and deep scale. The
developments we describe are happening in real time, and we predict will take off in the immediate future.
Education is overloaded with programs and data. The growth of digital power has aided and abetted the spread of accountability-driven data—adequate yearly progress, test results for every child in every grade, common core standards, formative and summative assessments galore. Each data set shows a full continuum from below standard to exceed standards. Educators need to be able to put FACES on the data at all points on the continuum and, to know what to do to help individual children behind the statistical mask.
In this follow-up study, college students who transferred to one Ontario university in 2008–2009 were compared to non-transfer students using several different measures of academic success at university. When compared to non- transfer students, college transfer students earned fewer credits each year, had lower GPAs, and were less able to earn credits from course attempts. The differences were small for students’ first and second years but larger in years three and four. Despite the
lower GPA, college transfer students were not more likely than non-transfer students to be eligible for academic suspension. College transfer students also attempted fewer courses and were much less likely to persist to Year 4. By spring 2012 (after four years of university), the college transfer students were more likely than non-transfer students to have graduated, but their degree of choice was a 15-credit three-year degree (as opposed to a 20-credit four-year honours or
non-honours degree). Policy implications are discussed.
Very often, we tend to interpret a person's behavior as an act that reflects their character, however, behaviors don’t always tell us everything we need to know about a person's personality. The desire to classify people and judge them prevents us from seeing things that can explain the reason for that behavior, and according to prominent American psychotherapists, Beck, and Arthur Freeman, authors of "Cognitive Therapy of Personality Disorders," something bigger often hides in abnormal behavior that can indicate a mental illness with the same symptoms. In order for you to try and identify these disorders in their
initial stages and to prevent further development and/or treat it, and especially so as not to rush to judge people because of their behavior, we’ve collected for you eight personality traits that many of you have encountered in a certain person and perhaps interpreted incorrectly.
Research shared at the recent NAICU meeting shows a “listening gap” between what the public wants from higher
ed — and what higher ed thinks is important. This shouldn’t be big news to any of us. But while private college presidents rightly worry about families’ ability to pay for education, they should also be inspired to focus on the overall reputation of their institution — and of higher education as a whole.
What do 6,000 Quebec (Canada) students do with their iPads every day? What benefits does this technology have for education? What are the challenges for students and teachers? To respond to these questions and to shed more light on this new education trend, we decided to carry out one of the largest studies to date on the use of iPads in education in collaboration with 18 elementary and high schools in the province of Quebec, Canada. By the same token, we wanted to help teachers, students, principals, parents, educators, and other education stakeholders use the iPads for learning in more reflective and educational ways. The results show that the benefits outweigh the challenges. It would appear that incorporating the iPad into education constitutes a necessary risk for schools, and that this technological tool has breathtaking cognitive potential. At
the same time, introducing it into the classroom does not necessarily make for a smooth transition. On the contrary, this new technology can pose challenges that teachers may find hard to cope with if they are caught unaware. The key to successful integration of the iPad in education is therefore to provide teachers with proper training.
International students are increasingly regarded as ‘ideal‘, ‘model‘ or ’designer‘ immigrants for the labour markets of their host countries. Young, educated, and equipped with host country credentials and experiences, international students are
presumed to mitigate future talent shortages, especially in technical occupations in science, technology, engineering and mathematics (STEM). In an effort to retain more inter- national students for their domestic workforce, many host countries have passed legislation to improve post- study work and residency options for the ‘educational nomads’. However, despite these reforms and a high willingness to stay, many international students fail to find adequate employment. For example in Germany, 30 percent of former international students are still searching for a job more than one year aftergraduation.
In 2004, the Instructional Technology Council’s (ITC) board of directors created a survey instrument for a report that would annually document the distance education trends, issues and challenges that many distance learning administrators face—regardless of their institution’s geographic location, budget, number of students, level of staff support, and position as an
independent entity or participant within a district or statewide system. The goal of the survey and its accompanying report is to:
• Provide annual longitudinal data that is specifically relevant to distance education
practitioners.
• Use the data to determine significant national trends in distance education.
• Use the data so community colleges can more effectively plan and strategize for the future.
• Focus on obtaining results from community colleges that lead efforts to adopt and expand
online course offerings, degree programs, and best practices to help online student succeed.
Koichiro Matsuura, Director-General of UNESCO, asserts that education is one of the most effective instruments that society can employ in the effort to adopt sustainable development. This paper is a first effort to explore the degree to which Canadian institutions of higher education, including colleges and universities, have embraced this assertion. It includes the first census
of the existing environment/sustainability policies and/or plans of Canadian postsecondary institutions (n = 220), and an examination of the relationships between the existence of an environment/sustainability policy/plan and the presence of other sustainability initiatives on campus. The focus on policies and plans is timely because in public institutions like colleges and universities, actions and practices are determined by policy. The results reveal a number of patterns and insights, including, for example, the influence of provincial legislation on the uptake of policies.