In an effort to measure the effectiveness of faculty development courses promoting student engagement, the faculty
development unit of Penn State’s Online Campus conducted a pilot study within a large online Bachelor of Science in Business (BSB) program. In all, 2,296 students were surveyed in the spring and summer semesters of 2014 in order to seek their perspectives on (1) the extent of their engagement in the courses and (2) the degree to which their instructors promoted their
engagement. The survey comprised three sub-scales: the first and third sub-scales addressed instructional design aspects of the course, and the second sub-scale addressed attitudes and behaviors whereby the instructors promoted student engagement. The results showed a significant difference on the second sub-scale (sig = 0.003) at the .05 level, indicating that students rated instructors with professional development higher on instructor behaviors that engaged them in their
courses than those instructors who received no professional development. There were no significant differences found for the first and third sub-scales indicating that the instructional design aspects of the courses under investigation were not influenced by instructors’ professional development. Qualitative data showed that three quarters of the students who had instructors whose background included professional development geared to encouraging student engagement felt that their courses had engaged them. Future research will focus on increasing the response rate and exploring in more depth both the instructional design and qualitative aspects of student engagement.
Introduction
“ We are looking at replacing the legacy of the residential schools with a vibrant new learning culture in every First Nation, grounded in our proud heritage, identity and language. Through a new confidence, we can resume our rightful place as proud Nations walking side-by-side with the Canadian federation and within the North American economy. “To get there, we need to work with every university and college, with school boards, corporations, and foundations and indeed all people in Canada... But with trust, we can and will achieve great success – uniquely Canadian success grounded in the true history and real potential of this land.”
In early 2014, two incidents engulfed the University of Ottawa in the debate over sexual violence
that has affected many postsecondary institutions in recent years. In February, members of the University of Ottawa men’s varsity hockey team were involved in an alleged sexual assault, resulting in the suspension of the men’s hockey program for the 2014-15 season. Following this incident, a Facebook conversation involving five male students that included sexually derogatory and violent comments about the female President of the Student Federation of the University of Ottawa (SFUO) was made public.
This article summarizes some significant insights of articles in this issue from the perspective of public policy, emphasizing their potential resonance in today's policy environment in using data for program improvement as well as accountability purposes.
The suite of papers in this special Teachers College Record volume on data-driven decision making in education reflects a burgeoning subdiscipline of scholarship on the topic that has been stimulated by the constantly evolving educational policy landscape. For at least two decades, policy makers have resonated to the importance of data in education as an accountability tool and have advocated policies for the collection and reporting of such data to fulfill accountability objectives. Early examples of this at the federal level include the creation of the National Education Goals Panel in 1990 (National Education Goals Panel, 1999) to annually report on national and state educational progress toward the National Education Goals adopted by president and the nation’s governors, as well as requirements by the U.S. Office of Management and Budget for data documenting the effectiveness of federal programs both in and outside of education under the Government Performance and Results Act (GPRA) of 1994.
This section contains policy, procedures and guidance used by Immigration, Refugees and Citizenship Canada staff. It is posted on the Department’s website as a courtesy to stakeholders.
The Post-Graduation Work Permit Program (PGWPP) allows students who have graduated from a participating Canadian post-secondary institution to gain valuable Canadian work experience. Skilled Canadian work experience gained through the PGWPP helps graduates qualify for permanent residence in Canada through the Canadian experience class.
As the global marketplace becomes increasingly competitive and knowledge driven the potential social and economic benefits of education have increased. As a result, the past few decades have witnessed an unprecedented expansion in the demand for post-secondary education (PSE) worldwide.
The Canadian Council on Learning monograph series, Challenges in Canadian Post-secondary Education, was launched in November 2009 as a means of examining the impact of this expansion on the PSE sector.
This paper reports on some of the findings of a 2008–2009 graduate study conducted as a shared organizational learning experience for the Grant MacEwan College (now MacEwan University1) Board of Governors to learn about a vital board governance responsibility—presidential search. Through a facilitated, qualitative action research exercise, participants engaged in a four-stage progressive learning experience to create a body of knowledge about presidential search experiences and to develop strategies for transferring this knowledge when membership changes. The study examined how, through the application of knowledge management theory, a board can learn and share knowledge. This learning experience contributed to the creation of a comprehensive board succession plan for the MacEwan Board of Governors and, in 2010–2011, this plan was used to guide the institution’s search for its fourth president.
Learning Study is a collaborative, action-research approach to improve the effectiveness of student learning by enhancing the professional competence of teachers. This is achieved through the collaborative construction of the pedagogical content knowledge enabling them better to teach specific objects of learning. Through inquiry and authentic learning by the teachers, it takes account of students’ prior knowledge in the lesson planning and so creates an authentic learning environment for the students. This paper explains how the Learning Study approach relates to the set of approaches known as “Lesson Study” and how it incorporates the principles for high quality learning proposed by the OECD project on Innovative Learning Environments (ILE) in its design and implementation. It examines how Learning Study helps to integrate the factors comprising innovative learning environments. It analyses the critical conditions that support its development and practice in schools and in professional learning networks and education systems in general.
Vision
Success for all through learning and partnerships.
Mission
To ensure quality, accessible education through innovative programs, services and partnerships for the benefit of our Northern communities.
Charter schools, Teach For America, and the Knowledge Is Power Program may have their merits, but they are not whole-system reform. The latter is about improving every classroom, every school, and every district in the state, province, or country, not just some schools. The moral and political purpose of whole-system reform is ensuring that everyone will be affected for the better, starting on day one of implementing the strategy. The entire system should show positive, measurable results within two or three years. We have done this in Ontario, Canada, where we have had the opportunity since 2003 to implement new policies and practices across the system—all 4,000 elementary schools, 900 secondary schools, and the 72 districts that serve 2 million students. Following five years of stagnation and low morale, from 1998 to 2003, the impact of the new strategies has been dramatic: Higher-order literacy and numeracy have increased by 10 percentage points across the system; the high school graduation rate has risen 9 percentage points, from 68 percent to 77 percent; the morale o teachers and principals has improved; and the public’s confidence in the system is up.
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.
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 his 1984 book Experiential Learning, David Kolb describes the role of experience in learning.1 Kolb’s Learning Cycle is a conceptual model that frames learning as an active process engaged in by adults as they grasp and transform experience into learning and development through action and reflection.2 According to the model, learners’ understandings deepen and broaden through an iterative process, supported by teaching actions and assessment processes.
This paper exploits longitudinal tax-filer data to provide new empirical evidence for Ontario on i)
overall PSE participation rates on an annual basis over the last decade, ii) how access is related to a number of important individual and family characteristics, including sex, family income, area size of residence and family type, andiii) how these relationships have changed over time. This is done for Ontario as a whole, in comparison to the rest of Canada, and then broken down by region within Ontario. The findings are informative, in some cases surprising, and highly relevant to public policy regarding access to postsecondary education.
The findings are many, and there is room to mention only a few of the most important ones here. Our focus here was on access to university – although we do present results for college attendance as well. We do this for two main reasons. The first is that the PSE-related tax credit information available in the Longitudinal Administrative Databank (LAD) dataset which we employ to identify participation in PSE do not do as good a job of finding college students, simply because the credits available are not generally worth as much to college students as they are to university students. Secondly, the effects of individual and family background characteristics on PSE ttendance – a principal focus of our study – tend to come out much more strongly in
(net) effects on college attendance are more unambiguous and are almost always found to be much smaller from an empirical perspective.
Ontario’s Ministry of Training, Colleges and Universities is currently at-tempting to increase institutional differentiation within that province’s post-secondary education system. We contend that such policies aimed to trigger organizational change are likely to generate unanticipated responses. Using insights from the field of organizational studies, we anticipate four plausible responses from universities to the ministry’s directives: remaining sensitive to their market demand, ceremonial compliance, continued status seeking, and isomorphism. We provide several policy recommendations that might help the ministry overcome these possible barriers to further differentiation.
Le ministère de la Formation et des Collèges et Universités de l’Ontario cherche à accroître la différentiation institutionnelle du système d’éducation postsecondaire ontarien. Nous soutenons que les politiques publiques visant à déclencher ce changement organisationnel vont vraisemblablement engendrer des réactions imprévues. Tirant nos connaissances des champs d’études organisationnelles, nous anticipons quatre réactions potentielles aux directives du ministère par les universités. Ainsi, les universités peuvent : demeurer réceptives aux demandes de leur clientèle, entreprendre une conformité superficielle, s’engager dans une recherche perpétuelle d’un statut supérieur ou favoriser l’isomorphisme. Nous suggérons plusieurs recommandations de politiques publiques qui peuvent aider le ministère à faire progresser la différentiation en surmontant ces éventuels obstacles.
The Canadian Trans Youth Health Survey was a national on-line survey conducted by researchers from several Canadian universities and community organizations. The survey had 923 trans youth participants from all 10 provinces and one of the territories.
The survey included somewhat differ- ent questions for younger (14-18 years) and older (19-25 years) trans youth about a wide range of life experiences and behaviours that influence young people’s health. This national report isa first snapshot of survey results.
Probing the question of the effectiveness and applicability of outcomes-based funding policy for higher education in Ontario requires an approach that (1) reviews current research and policy literatures on this topic and (2) differentiates and contextualizes the knowledge available. In order to evaluate successful and unsuccessful policy features and institutional practices, it is important to take stock of current policies across varied provincial, state, regional and national contexts, as well as over time. The topic of outcomes-based funding has received considerable and continuing attention in the research and policy literatures, and syntheses of these are currently available (e.g., Dougherty & Reddy, 2011, 2013; Frøhlich, Schmidt & Rosa, 2010; National Conference of State Legislatures, 2013). However, a comprehensive policy-relevant perspective can only be a product of extended study that considers policy contexts internationally and provides an actionable, differentiated view on the research and policy in this area. This study will examine policy and research literature to address the following research questions:
1. What provinces, states and countries are funding their public postsecondary systems on the basis of outcomes, and what proportion of funding is devoted to these funding mechanisms?
2. Have outcomes-based funding policies in place within jurisdictions changed over time and, if so, how?
3. How has the implementation of performance-based funding affected the performance of higher education institutions?
4. What successful practices can be identified based on others’ experiences?
5. What unsuccessful practices can be identified based on others’ experiences?
6. What are the overall trends in outcomes-based funding in other jurisdictions?
The Student Mental Health Strategy is a framework to provide direction for the Division of Student Affairs and the broader university community to comprehensively and proactively review resources and opportunities for mental health promotion,
planning, and responsiveness in support of our student community. It is intended as a framework for the development and implementation of action plans to support positive student mental health and well-being in order to enhance all students’
potential for success.
Most teachers enter the profession with strong ideals regarding the work they are about to undertake, and the impact this work will have on the students they teach. A good number of those who apply to faculties of education will report that teaching is something they have dreamed of doing since they were, themselves, young children. Others will tell stories of teachers encountered throughout their own schooling – teachers who, through effective teaching strategies, personal encouragement and modeling, influenced their decision to pursue a teaching career. Conversations with teacher candidates entering their first years of professional life are, in many cases, full of hope, passion and the expectation that, through their work as teachers, they will be able to inspire, excite, and make a similar impact on the lives of the young people with whom they work.
Conversations with teachers who have spent some time in the profession often reflect a tempering of the high ideals with which they began their careers. While they are still hopeful about the work they are doing, there is a sense from many teachers that factors beyond their immediate control prevent them from fully realizing their original vision of what their professional life was going to be like. In short, there is often a noticeable difference between the teacher they aspire to be and the teacher that they feel they are required to be.
One of the commitments emerging from the Canadian Education Association's What’s Standing in the Way of Change in Education? workshop in Calgary in October 2013 was to convene a series of Regional Workshops designed to expand the conversation about change in Canada’s education systems. To this end, in the Spring of 2014, similar workshops were held in New Brunswick, Manitoba, Ontario and British Columbia with a final session held in Quebec in August, 2014.