As health humanities programs grow and thrive across the country, encouraging medical students to read, write, and become more reflective about their professional roles, educators must bring a sense of self-reflexivity to the discipline itself. In the health humanities, novels, patient histories, and pieces of reflective writing are often treated as architectural spaces or “homes”
that one can enter and examine. Yet, narrative-based learning in health care settings does not always allow its participants to feel “at home”; when not taught with a critical attention to power and pedagogy, the health humanities can be unsettling and even dangerous. Educators can mitigate these risks by considering not only what they teach but also how they
teach it.
In this essay, the authors present three pedagogical pillars that educators can use to invite learners to engage more fully, develop critical awareness of medical narratives, and feel “at home” in the health humanities. These pedagogical pillars are narrative humility (an awareness of one’s prejudices, expectations, and frames of listening), structural competency (attention to
sources of power and privilege), and engaged pedagogy (the protection of students’ security and well-being). Incorporating these concepts into pedagogical practices can create safe and productive classroom spaces for all, including those most vulnerable and at risk of being “unhomed” by conventional hierarchies and oppressive social structures. This model then can
be translated through a parallel process from classroom to clinic, such that empowered, engaged, and cared for learners become empowering, engaging, and caring clinicians.
Dr. Auld welcomed the participants to our forum on college/university partnerships in Ontario.
Dr Auld suggested that in the future, historians of education will look at the current period as a watershed in the emergence of a new structure of higher education in Ontario. From the 1960s to the early 1990s, colleges and universities advanced their own agendas within a general framework of very significant growth. The community colleges had not been structured as an alternative route to university study; but even so, colleges began to develop linkages as students looked to extend their educational opportunities. Some of these linkages were formal, some not. Initially some colleges created links with American universities but by the mid 1990s sufficient interest developed between colleges and universities in Ontario toward credit transfer that the Government agreed to provide funding for the College-University Consortium Council. The mandate of CUCC is to conduct research on credit transfer both in Ontario and elsewhere, to develop and maintain a transfer guide and encourage the development of articulation. The environment continues to change as applied degrees for colleges have recently been approved and there is speculation that in the near future polytechnic institutions may appear.
In recent years, concepts of shared and distributed leadership that view leadership ‘as a group quality, as a set of functions which must be carried out by the group’3 have emerged as popular alternatives to heroic and individual approaches. A shared leadership perspective shifts the focus on leadership from person and position to process and is now widely advocated across public, private and not-for-profit settings where there is a need to influence and collaborate across organisational and professional boundaries.
A country’s economic strength is enhanced by its ability to win investment from multi-national enterprises (MNEs). Global corporate mandates bestow subsidiaries with resources that are essential for establishing and expanding operations. They also help to spur positive spin-off benefits, including innovation and job growth that benefit stakeholders across industries and sectors. Canadian leaders who understand the factors that drive MNE investment decisions are better positioned for success.
Using a variety of research approaches and instruments, previous research has revealed what university students tend to see as benefits and disadvantages of the integration of research in teaching. In the present study, a questionnaire was developed on the basis of categorizations of the research–teaching nexus in the literature. The aim of the Student Perception of Research Integration Questionnaire (SPRIQ) is to determine the factors that capture the way students perceive research integration in their courses. The questionnaire was administered among 221 students from five different undergraduate courses at a research intensive university in The Netherlands. Data analysis revealed four factors regarding research integration: motivation, reflection, participation, and current research. These factors are correlated with students’ rating of the quality of the course and
with their beliefs about the importance of research for their learning. Moreover, courses could be distinguished in terms of research intensiveness, from the student perspective, based on the above-mentioned factors. It is concluded that the SPRIQ helps to understand how students perceive research integration in specific courses and is a promising tool to give feedback to teachers and program managers who aim to strengthen links between research, teaching, and student learning.
As our nation strives to have all students graduate from high school ready for college and other postsecondary learning opportunities, we have to confront the reality that we are far from achieving this goal. The problem is most severe with
economically disadvantaged students. For example, in states where all eleventh graders take the ACT® college readiness assessment, only 45% of low-income students in 2012 met the ACT College Readiness Benchmarks in English, 30% in reading,
21% in mathematics, and 13% in science. For many students, especially those from disadvantaged backgrounds, learning gaps
appear in early childhood.2 Large numbers of disadvantaged students enter kindergarten behind in early reading and mathematics skills, oral language development, vocabulary, and general knowledge. This situation poses a challenge for
intervention models that presume that 15% or so of students need short-term additional help, 5% or so need long-term intervention, and the regular academic program will take care of the rest. In cases where the great majority of students are
academically behind and need major assistance, the regular academic program must be upgraded to deliver a richer curriculum to all students. Such a curriculum is highly beneficial for all students, but is especially critical for disadvantaged students, who often arrive from home with limited knowledge and vocabulary. School districts must develop a system of practices that enable such a curriculum to be taught effectively.
This paper argues that competency-based training in vocational education and training in Australia is one mechanism through which the working class is denied access to powerful knowledge represented by the academic disciplines. The paper presents a modified Bernsteinian analysis to argue that VET students need access to disciplinary knowledge using Bernstein’s argument that abstract, conceptual knowledge is the means societies use to think ‘the unthinkable’ and ‘the not-yet-thought’. I supplement Bernstein’s social argument for democratic access to the disciplines, with an epistemic argument that draws on the philosophy of critical realism.
Keywords: competency-based training; academic disciplines; sacred and profane knowledge; vertical and horizontal discourse.
This short document presents a synthesis of the main findings emerging from the six case studies aimed at identifying the characteristics of innovative North-South university partnerships conducted by the Association of Universities and Colleges of Canada (AUCC) in 2012. It includes an overview of the purpose of the study and details on how it was conducted, including a refresher on the analytical framework utilized to design the data collection and analysis tools. The last section presents a summary of the findings emerging from the study and some recommendations addressed to the funders of these partnerships, participating universities and faculty members as well as possible next steps.
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 wellness is an essential component of academic success in higher education and subsequent opportunities in the labor market. The Ohio State University Office of Student Life’s Student Wellness Center uses a model that includes nine key dimensions of wellness: career, creative, emotional, environmental, financial, intellectual, physical, social and spiritual.
This article was written in response to concerns that have been expressed about the possible consequences of an increasing number of countries overtaking the United States in educational attainment. International statistics on educational attainment were analyzed, questions about comparability of data were discussed, and the impact of different approaches to the
organization of higher education on attainment rates was examined. The author concluded that comparing the rate of attainment of subbaccalaureate credentials between the United States and other countries is problematic both because of definitional issues, and as a consequence of the major transfer function of American community colleges. The article explains how colleges that previously offered short term vocational training in many European countries have evolved into vocationally-oriented baccalaureate granting institutions that have enabled their nations to achieve rapidly rising levels of baccalaureate degree attainment. It suggests that the experience of these countries may provide useful lessons—and cautions—for policy makers and educational leaders with respect to expanding the role of community colleges in awarding baccalaureate degrees.
Audience response systems (ARS) are electronic applications in which a receiver captures information entered by students via keypads or hand-held devices. Students’ responses can be displayed instantly, usually in the form of a histogram. Professors typically use ARS to increase student interaction and for formative assessment (to measure students’ understanding of material during a lecture; Micheletto, 2011). In some cases, audience response systems have also been used to pose real research questions and follow an interactive sampling approach (not to be confused with experiment data collection). For example, imagine that a research study concluded that females respond more quickly to red stimuli than do males. An interactive sampling session in the classroom would present students with coloured stimuli, and the instructor would ask students to respond, as quickly as possible and using the ARS, when they see the red stimuli. The instructor would then display the students’ responses and compare the students’ data to results from the published research study. Barnett & Kriesel (2003) propose three criteria that classroom interactive sampling should meet if it is to stimulate discussion among students:
1. Interactive sampling should be conducted to demonstrate class concepts.
2. Students should be providing responses in a controlled setting.
3. Students’ responses should be compared to behavioural hypotheses derived from theory.
This report summarizes several phases of a multiphase science education
development project occurring between April, 2004 and November, 2009 in three Inuit
communities in the northern Qikiqtani (Baffin Island) Region of Nunavut, Canada.
Although the Canadian Council on Learning (CCL) funding for this project is confined to
the development, implementation and evaluation of the influence of Inuktitut-language
place-based resources on Inuit students’ learning, it is believed by the participants of this
project that because of the dissemination forum provided by CCL, the contents in this
report should be a cumulative summary outlining the chronology of the project and its
overall findings. The project, in its entirety, is motivated to assist Inuit school communities
in achieving their aspirations for science education. The project overall focuses on (1)
establishing the current situation in science education in Kindergarten through to Grade 7
in the Qikiqtani communities, (2) identifying developmental aspirations for stakeholders
within the communities and potential contributors and constraints to these aspirations, (3)
implementing mechanisms for achieving identified aspirations, (4) evaluating the
effectiveness of such mechanisms and (5) providing suggestions for further development
projects established to assist Aboriginal, especially Inuit, communities in achieving their
goals for curriculum, in particular, science education. This project attempts to “combine the
views of both worlds” in science education for Qikiqtani students; that is, it combines the knowledge, practices, values, beliefs, and ways of knowing of both the community of scientists and Inuit culture. Equally, it also combines the views of both worlds in achieving these goals through two process development frameworks: Urie Bronfenbrenner’s bioecological model (a model that identifies teacher attributes and the environment in which they work as determinants on development) and Inuit Qaujimajatuqangit (IQ, Inuit ways of knowing and doing). This report focuses upon an evaluative overview of all phases of the
development project and the efficacy of this “two-way” model in fostering school development, especially in the area of science education.
• Fewer than one in five PhD graduates are employed as full-time university professors. The majority of PhDs are employed outside academia in a wide range of rewarding careers—such as in industry, government, and not-for- profit organizations.
• Many PhD graduates face challenging initial transitions to careers outside academia due to underdeveloped professional skills and networks, difficulty articulating the value of the skills gained through PhD studies to non-academic employers, and limited employer awareness or misperceptions about the potential value of PhD hires.
Change seems to be the new constant regarding our country’s educational systems – at every level. Major changes in K-12 are, in part, a result of the new Common Core, which is intended to eliminate the need for developmental education. The standards of the new Common Core are excellent and seem to align with and exceed the “college-ready indicators” assessed on current college placement tests. However, developmental education is not going away anytime soon.
Training packages are based on the divorce of learning outcomes from processes of learning and curriculum. Policy insists that training packages are not curriculum, and that this ‘frees’ teachers to develop creative and innovative ‘delivery strategies’ that meet the needs of ‘clients’. This paper argues that training packages deny students access to the theoretical knowledge that underpins vocational practice, and that they result in unitary and unproblematic conceptions of work because students are not provided with the means to participate in theoretical debates shaping their field of practice. Tying knowledge to specific workplace tasks and roles means that students are only provided with access to contextually specific applications of theoretical knowledge, and not the disciplinary framework in which it is embedded and which gives it meaning. The paper illustrates this argument by comparing the current Diploma of Community Services (Community Development) with a previous
qualification that preceded training packages in the same field.
International students have increasingly become an important part of postsecondary education in Canada. The number of international students has risen 84% between 2003 and 2013, and most precipitously since Canada introduced the
Canadian Experience Class as part of its new immigration policy changes.1 A report published by the Higher Education Quality Council of Ontario (Williams, K., Williams, G., Arbuckle, A., Walton, Roberts, M., & Hennebry, J., 2015) describes the political
and economic climate, as well as the policy changes over that time period. These changes have allowed for an increase in the number of international students being admitted into Canada’s post-secondary institutions by streamlining application
processes and revising policies regulating off-campus work and post-graduation work permits. Students from India and China have had greater ease in accessing Canadian post-secondary education with the introduction of the Student Partners
Program (SPP) in 2009, though financial restrictions have become a potential barrier to access.2 With these changes, according to Williams et al., Ontario has become the primary destination for international students in Canada. This is especially
true at Ontario colleges. “Ontario-bound international students show a growing tendency to study in the college sector, with over 50% of new entrants attending a college in 2012” (Williams et al., 2015). Despite this trend, the discussion on student
characteristics does not distinguish between the two sectors.
The paper I present to you today is one developed out of my dissertation research in which Chief Enrollment Manager leadership style, as documented by the Multifactor Leadership Questionnaire, is examined for correlation with institutional enrollment performance at Council for Christian College and University-member institutions. I will cover the rationale for such a study. Then provide you with an abridged history and overview of the topic of leadership, moving toward the specific area of leadership addressed in my research study. Next I will briefly review the outcomes of my research study including a few limitations to the study and recommendations for future research. The I will wrap it up with a few concluding thoughts and open the floor for Questions and Answers.
Ensuring a good match between skills acquired in education and on the job and those required in the labour market is essential to make the most of investments in human capital and promote strong and inclusive growth. Unfortunately, in the OECD on average, about one in four workers are over-qualified – i.e. they possess higher qualifications than those required by their job – and just over one in five are under- qualified – i.e. they possess lower qualifications than those required by their
job. In addition, some socio- demographic groups are more likely than others to be over-qualified – notably, immigrants and new labour market entrants who take some time to sort themselves into appropriate jobs – or under-qualified – notably,
experienced workers lacking a formal qualification for the skills acquired on the labour market.
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