During a speech on Thursday, President Trump revealed a striking ignorance of one of the pillars of his country’s educational system. In the course of promoting his infrastructure plan, he, a bit perplexingly, dismissed the country’s community colleges, suggesting he doesn’t know what purpose they serve. “We do not know what a ‘community college’ means,” he told the crowd in an Ohio training facility for construction apprentices, moments after expressing nostalgia for the vocational schools that flourished when he was growing up—schools that offered hands-on training in fields such as welding and cosmetology.
Background: Via the reauthorization of the Higher Education Act (HEA), stronger accountability proponents are now knocking on the doors of the colleges of education that prepare teachers and, many argue, prepare teachers ineffectively. This is raising questions about how effective and necessary teacher education programs indeed are. While research continues to evidence that teachers have a large impact on student achievement, the examination of teacher education programs is a rational backward mapping of understanding how teachers impact students. Nonetheless, whether and how evaluations of teacher education programs should be conducted isyet another hotly debated issue in the profession.
A leader is assumed to be someone entrusted by his/her followers to lead, behave responsibly and be accountable for his actions. He/she would be someone righteous, with a high level of moral judgement and a good reputation, and thus, be held to a higher moral standard.
Keywords
leadership, performance, responsible, framework
How do successful academics write, and how do they learn to write? What are their daily routines, their formative
experiences, their habits of mind? What emotions do they associate with their academic writing? And where do they
find the “air and light and time and space”, as the poet Charles Bukowski put it, to get their writing done? These
were among the questions that I asked as part of a research project that eventually took me to 45 universities in 15
countries.
Feedback from more than 1,300 academics, PhD students and other researchers from across the disciplines
revealed that successful writing is built on a complex and varied set of attitudes and attributes, including behavioural habits of discipline and persistence, artisanal habits of craftsmanship and care, social habits of collegiality and collaboration and emotional habits of positivity and pleasure.
Numerous studies have shown the benefits for Western universities of recruiting international students, finding that a diverse student body exposes students to different cultures and ideas, helps them develop globally relevant skills, and enriches classroom discussions.
But recent data suggest that domestic students often fail to perceive these benefits, and that, in some cases, they are decidedly lukewarm about learning alongside foreigners.
The following research reports detail the results of programs or inventions designed to increase the retention of post-secondary students. This bibliography is intended as a sample of the recent literature on this topic, rather than an exhaustive list. For inclusion, articles or reports generally described experimental research studies of PSE retention programs. Preference was given to larger scale projects focused on colleges in jurisdictions outside of Ontario (in several cases, progress reports from ongoing, large-scale initiatives were also included). Where possible, links to the original research are provided.
You can’t make people change, and rewards and punishment either don’t work or are short lived—the only thing that works is people’s intrinsic motivation, and you have to get at this indirectly.
So far we have looked at deliberate practice as the crucible of learning, and empathetic resolute leadership committed to making learning better and better. But what is going to motivate the masses? Impressive empathy is a start, but you also need something to actually engage people. The big change problem, then, is how to get people to put in the energy to improve a situation when a
lot of them don’t want to do it. How do you get people to change their minds? Grasping the essence of quality change processes is the focus of this chapter.
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.
When a person enrolled in university in 1967 he or she entered a world barely recognizable to most students today. There were tow mean for every woman student. Many university facilities such as Hart House at the University of Toronto, were off limits to women, as wee many prestigious scholarships such as Rhodes.
Yet while the university world of that era was far more sexist, today's students - 60 per cent of whom are women - can gaze back at it with envey.
The research PhD was created to support the development of individuals able to use the power of rigorous scholarly inquiry to advance society. If the academy is committed to ensuring the relevance of the degree for the 21st century, we need to understand how our graduates are, or could be, contributing to the world today. This information will help tremendously in raising awareness of, and increasing the transparency about, potential careers, and in informing our educational endeavours.
Technology is gradually replacing cursive instruction—but have we taken stock of what we’re losing?
Should cursive writing still be taught in our schools? The old debate is back with a vengeance as schools shift resources from the intricate, painstakingly rendered script to keyboard skills.
10 Ways to Distinguish Consent
A GUIDE FOR STUDENTS AND ADVISORS
For Canada to succeed, all Canadians must have the opportunity to develop and use their skills and knowledge to the fullest. So said the government of Prime Minister Paul Martin in the Speech from the Throne that opened the 37th Parliament of Canada in February 2004: “Investing in people will be Canada’s most important economic investment.”
The next time you sip fruit-infused water while jogging past a “smart” street lamp and wearing workout gear incorporating “intelligent” textiles, you can thank Canada’s community colleges, institutes and polytechnics.
Through partnerships with companies and community organizations, faculty and student researchers at these postsecondary schools play an important role in helping get products and inventions to market while contributing to the country’s economic growth.
McMaster University
Abstract
While a wide variety of publications have suggested that the development of student creativity should be an important objective for contemporary univer- sities, information about how best to achieve this goal across a range of disciplinary contexts is nonetheless scant. The present study aimed to begin to fill this gap by gathering data (via an electronic survey instrument) about how the teaching and learning of creativity are perceived and enacted by instructors in different disciplines at Ontario universities. Results indicated points of both convergence and divergence between respondents from different fields in terms of their understandings of the place of creativity within courses and programs, and in terms of strategies they reported using to enable creativity in their students. We discuss the implications of these findings, including the ways in which the data speak to ongoing debates about the role of disciplines within teaching, learning, and creativity more broadly.
Last fallDonald Trump theorized that the computer hacker who stole emails from the Democratic National Committee could have been “someone sitting on their bed that weighs 400 pounds.” But the stereotypical rogue nerd isn’t the threat that most concerns information-security officers on college campuses.
Step into any college lecture hall and you are likely to find a sea of students typing away at open, glowing laptops as the professor speaks. But you won’t see that when I’m teaching.
Though I make a few exceptions, I generally ban electronics, including laptops, in my classes and research seminars.
That may seem extreme. After all, with laptops, students can, in some ways, absorb more from lectures than they can with just paper and pen. They can download course readings, look up unfamiliar concepts on the fly and create an accurate, well-organized record of the lecture material. All of that is good.
One of the most intriguing expressions of human behavior is the leader-follower phenomenon. Since the beginning of civilization, people have sought answers to the questions of who becomes a leader and why. Philosophers, political scientists, and psychologists have produced extensive literature on leaders and leadership, but despite this, there is still no consensus as to why and under what circumstances some become leaders and others remain followers. There is no universal theory of leadership and no precise formula for producing leaders, and the answers are elusive. Furthermore, the debate continues about whether effective leadership and successful management are synonymous. Perhaps one of the best ways to answer some of these questions is to describe some of the views about leadership. This provides a beginning for defining leadership, for explaining the power associated with it, for discussi g the various current theories about it and for determining where theories coalesce and diverge.
This report examines skill trends in 24 OECD countries over the past several decades. The skill measures used include broad occupation groups, country-specific direct measures of skill requirements from international surveys, and direct skill measures from the Occupational Information Network (O*NET) database applied to both United States and European labour force surveys. Each kind of data has its own strengths and limitations but they tell a consistent story.
On March 12, 2015, the government announced that Ontario would be moving forward with the transformation of its
postsecondary education sector by launching consultations on modernizing the university funding model. The purpose of this
consultation paper is to outline an engagement process and position the review within the context of the government’s overall
plan for postsecondary education. Funding universities in a more quality-driven, sustainable and transparent way is part of the
government’s economic plan for Ontario.