Using publicly available information, the study has compiled employment data on 88 percent of the university’s PhD graduates from 2000 to 2015.
In a bid to understand where PhD graduates end up after they finish their doctorates, the school of graduate studies at the University of Toronto launched a project to collect publicly available data on the roughly 10,000 U of T students who received their PhDs between 2000 and 2015. Called the 10,000 PhDs Project, it provides a snapshot of where these former students are currently in their careers.
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.
There have always been students who do not meet the educational expectations of their time—students outside the mainstream mold who do not fit dominant notions of success. The differences between schools and these students can be thought of as a “mismatch” between the structure of schools and the social, cultural, or economic backgrounds of students identified as problems. In this essay we examine the history of these students who have not been able to do what educators wanted them to do. We look at how educators have labeled poor school performers in different periods and how these labels reflected both attitudes and institutional conditions. We then sum-marize four major historical explanations for why children fail in school—individual deficits or incompetence, families, inefficiency in schools, and cultural difference. Finally, we explore what implications this history has for students in the current standards-based reform movement, including implications for social promotion and the age-graded school. To avoid a mismatch in the standards movement, we argue that educators should focus on adapting the school better to the child, addressing social inequalities that extend beyond the classroom, and undertaking comprehensive changes that take no features of current schools for granted.
Not only did the Great Recession place many people in the unemployment line, it also led to declining access to full-time jobs. Underemployed workers comprise those who want a job but don’t have one as well as those who want a full-time job but only have a part-time job. Now, five years into the recovery, underemployment has declined to less than 10 percent from its peak of 17 percent during the recession. College graduates’ rate of underemployment has declined from 10.2 percent to 6.2 percent today. That is much lower than the 13 percent underemployment rate of high school graduates.
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.
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.
How often have you thought, “My people always tell me what’s really going on.”
Hundreds of leaders have told us that their followers are open with them. These leaders believed that they were getting honest feedback and were being asked the tough questions. Unfortunately, this is rarely true. In fact, we’ve come to think of this
common belief as a myth—a myth consistent with the concept of seduction of the leader, which was introduced to us more than twenty-five years ago by our colleague Dr. Rod Napier.
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.
This study examined aspects of approval processes for baccalaureate degree programs in colleges in the following 11 jurisdictions: Alberta, British Columbia, Austria, Denmark, Finland, Flanders, Florida, Germany, Ireland, the Netherlands, and New Zealand. More detailed profiles are provided for seven of the jurisdictions. In order to make the data more relevant for the Ontario reader, some comparisons with characteristics of the baccalaureate degree approval process in Ontario are noted.
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).
In February 2014, Getting Smart and Fuel Education™ (FuelEd™) came together to release Fueling a Personalized
Learning Revolution in Secondary Education. The paper highlighted how personalized, blended learning can improve access to high-quality learning opportunities by focusing on various experiences of high school students in districts across the country.
Our first paper contended that the ultimate goal of blended learning is to create opportunities for student learning to be personalized along unique pathways. We described the way in which personalization revolutionizes how students learn and teachers teach in schools and districts across the country. Benefits include increased engagement as a result of powerful learning experiences, access to tools that support quality work products, and choices in learning opportunities beyond the traditional school day. This personalized approach provides students ownership of the learning experience, flexibility in path, and opportunities to progress at an individual pace.
In this follow-up paper, we shift our focus from individual classrooms and courses to explore the question of scale. Specifically, we were interested in learning how schools and districts successfully scale online and blended programs so that a growing number of students have access to the potential of personalized learning.
Abstract
Can we map university-wide graduate attributes to specific program requirements? Can we develop and manage an integrated assessment process? In this article, we present a seven-month long project where we attempted to map generic university graduate attributes (UGAs) to required engineering program graduate attributes in a large Canadian research institution. The purpose of the project was to explore the intersection of the UGAs with engineering graduate attributes, evaluate the accreditation process, develop a mapping process, and examine management strategies for assessing both sets of graduate attributes, all the while keeping the continual improvement process attractive to students, instructors, and administrators. Using a modified dialectical inquiry, two groups worked on the mapping process: one from engineering, the other from social sciences (Education and Arts), to ensure objectivity of comparison. Both forward and backward mapping took place. Results demonstrated that, although generic, UGAs may not necessarily capture specific professional program graduate attributes. The study also highlighted the need for more revisions and updates of UGAs by including various stakeholders who can substantially contribute to the implementation and assessment of UGAs. Keywords: graduate attributes, engineering education, professional attributes, mapping, learning outcomes
Invited to reflect on community college leadership tran-sitions, I agreed, perhaps too readily. I have found myself struggling to respond to a very complex topic. Hardly a month goes by that there is not something in the higher ed press about the challenges posed by leadership changes in community colleges. Among the most recent was an article that lamented a dearth in the presidential pipeline, noting the intention of 75% of all current com-munity college presidents to retire within the next ten years. The author notes also the intent of 75% of senior level administrators to step down in that same timeframe.
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.
About a third of tenured faculty age 50 or older expect to retire by “normal” retirement age,1 while fully two-thirds anticipate working past that age or have already done so. This latter group is sometimes called “reluctant retirees,” and when their numbers swell on campus, it can lead to productivity declines, limited advancement opportunities for junior faculty, a lack
of openings for new hires, and difficulty reallocating institutional resources. To address a reluctant retiree pheno- menon and better manage faculty retirement patterns, college and university leaders need to understand the thought process among senior faculty regarding whether and when to retire.
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.
First-year students on Academica’s StudentVu Panel were surveyed about their
orientation experiences.
• The survey was conducted September 24th to October 4th, 2014.
• 629 students were invited to participate in the survey and 496 responded. This is a
79% response rate.
• The median survey completion time was 6 minutes.
This brief explores students’ beliefs about philanthropy and their participation in philanthropic activities. The results are from the 2015 Student Life Survey, which was administered to a random sample of 5,000 undergraduate students and 1,000 graduate and professional students. A total of 1,039 undergraduate students (20.8% response rate) and 282 graduate/professional students (28.2% response rate) completed the survey. Please note that not all respondents answered each question.
There is currently no shortage of debate about post-secondary education policy in Canada. This reflects widespread agreement regarding the importance of skills, knowledge and innovation in a modern economy and society. As the
respective heads of two of the country’s leading academic and business organizations have put it: “Ensuring our country’s long-term economic growth and continued prosperity—and realizing this country’s promise—will depend heavily on the education and skill levels of Canadians and their success in creating and applying ideas and knowledge” (Beatty and Morris,2008)