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.
Trust is important for social and economic well-being, for enhancing social cohesion and strengthening resilience, and for maintaining security and order in our societies. Trust is the foundation upon which social capital is built and it also is intimately related to human capital. This work examines the association between education and levels of interpersonal trust, using data from the OECD’s Survey of Adult Skills (PIAAC). Our analysis demonstrated that education strengthens the cognitive and analytical capacities needed to develop, maintain, and (perhaps) restore trust in both close relationships as well as in anonymous others. It does so both directly, through building and reinforcing literacy and numeracy in individuals, and indirectly, through facilitating habits and reinforcing behaviours such as reading and writing at home and at work. Education and trust are thus fundamentally intertwined and dependent on each other. While all countries across the OECD have been striving to improve their education systems in terms of student achievement levels, this analysis suggests that there are also concrete elements that could be usefully addressed in order to reinforce and strengthen trust.
With a mandate to prepare students for the labour market, ‘communication’ figures prominently among the essential employability skills that Ontario’s colleges are expected to develop in students prior to graduation. As a result, many colleges have instituted measures to help shore up the skills of students who are admitted to college yet who do not possess the expected ‘college-level English’ proficiency. Several have addressed this challenge by admitting these students into developmental communication classes, which are designed to build their skills to the expected college level.
Slides dealing with social media basic categories.
Every professor has had one: the incredible disappearing student. Mine was "James," a talented and innovative thinker who had great things to say in class until he vanished, about halfway through the semester. He didn’t submit his paper. He didn’t show up in office hours. He didn’t respond to my emails. He was just gone. Poof.
Students like James are increasingly common at colleges and universities. Report after report has shown that undergraduates today experience more anxiety and stress than ever before. In extreme cases, the "pressure of perfection" can have tragic consequences. Nationally, suicide rates for 15- to 24-year-olds have risen, and suicide remains the second-leading cause of death for college students.
The purpose of the study was primarily concerned with exploring the major issues that are confronting presidents of higher education and determining if transformational or transactional leadership practices and concepts are warranted in addressing their issues. The study attempted to determine if presidents or institutions of higher education are taking the path to success and if they take charge with a transformational or transactional leadership style.
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.
Dan Lang
Can all the universities that claim to be “world-class” actually live up to the claim? If they could be, would that be desirable public policy? It could be that there are so many different meanings of “world-class” that the term in practical effect is an oxymoron: the definition of “world” is determined locally when conceptually it should be defined internationally.
This paper discusses different kinds of institutional quality, how quality is formed and how it can be measured, particularly by comparison. It also discusses the subtle but fundamental differences between quality and reputation. The paper concludes with the suggestion that world-class comparisons of research quality and productivity are possible, but that any broader application to the “world-class” quality of universities will be at best futile and at worst misleading.
For young Canadians, a university education remains a path to success in the job market. Canadian universities share the federal government’s concern about youth unemployment, and are committed to the goals of helping to create jobs and growth for the benefit of all Canadians, especially young people. Universities are taking steps to ensure that graduates are equipped with the skills they need to be competitive in a mobile and globally-connected knowledge labour market.
Public concern over the employability of youth has reached pandemic levels. Over the last several years, whole storehouses of ink have been spilled exploring the challenges facing a “lost generation” of highly educated, jobless youth, struggling under the yoke of student debt and low wages. Over time, this public concern has given rise to public doubt over the value of sending a generation of youth to post-secondary education.
For the last 16 years, I have struggled with depression. That means I have had 16 years of highs and lows. Sixteen
years of ups and of downs. And 16 years of therapy — for 16 years I have been chasing a cure. It also means I have had 16 years to “hear things,” i.e. to be the recipient of well-meaning, but misinformed, comments. To hear good- intentioned, but unsolicited, advice. To receive encouraging yet completely misguided remarks. Remarks about my “problem.” Remarks about the state, and
severity, of my illness. Remarks about why I cannot have depression, because I do not look depressed. Because I have too much to be thankful for. Because I am too strong.
National statistics indicate that more than 6.4 million children and youth with disabilities between 3 and 21 years-of-age received special education services during the 20132014 academic school year (U.S. Department of Education, 2015). In addition, 95% of these students received special education services in public schools, with 61% or more of them said to be highly included80% or more of their school dayin general education classroom settings (U.S. Department of Education, 2015). On one hand, these estimates may be quite positive given the high number of students educated in inclusive settings. On the other, they can be disconcerting because inclusion greatly relies on educators who are ill-prepared to meet the needs of all students, and would prefer not to do inclusion (p. 307).
OUSA asked students to answer questions about their experience with high-impact learning, active and participatory learning, work-integrated learning, and online courses. Students were also asked to provide their impressions about what
resources should be prioritized within their university, as well as how they viewed the balance between teaching and learning at their institution.
Leigh-Ellen Keating, who directs international services for Brock University, in Ontario, just attended a student recruiting fair in Mexico. “The table was flooded with people, which is not historically what I have seen with the Mexican market,” she said. “They just want to go to Canada, and historically I think a lot of them would go to the States.”
“It didn’t hurt,” Keating continued, that the recruitment fair coincided with an anti-Trump rally in front of the hotel where the fair was held. She suspects some of the rally participants might have popped over to check out college options in Canada. President Trump is highly unpopular in Mexico. He kicked off his campaign by depicting some Mexican immigrants as criminals and rapists and has pledged to deport millions of immigrants who are in the country
illegally and build a border wall.
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.
Changes to immigration rules are a boon to international student recruitment
International students have become an increasingly integral part of Canada’s immigration strategy
as a result of
ongoing changes to federal regulations aimed at recruiting more highly skilled newcomers to the
country.
The federal government has made incremental revisions to immigration rules in recent years designed to tap into this desirable pool of potential immigrants, said Harald Bauder, academic director of Ryerson University’s Centre for Immigration and Settlement. It’s been “a creeping transition” away from a system that assesses would-be economic migrants on a points system towards a two-step process that admits international students and foreign skilled workers on a temporary basis before allowing them to transition to permanent residency status.
Altnough competency-based education may seem relative new to postsecondary education, the concept has been widely discussed throughout American education since 1990s.
Traditional pedagogy is premised on a belief that older generations teach younger generations how to learn. At this point in history, however, through their ubiquitous exposure to media, technology, and communication, younger generations understand contemporary forms of communication better and more tacitly than older generations. Yet schooling lags behind advances in communication and technologies, clinging to a concept that older generations still impart knowledge to prepare younger generations for the future. Jake Telluci (2007), a participant in our research study on marketplace production, articulated this discrepancy well, when he said, “It’s about when technology is in the hands of people, they will often just do things with it.” In this chapter, I argue that unveiling new media and digital technologies production practices exposes a logic and language that better serve as a contemporary model of learning. The process of adopting new media is iterative and cyclical in that meaning-makers pick up new media production practices, remix them, and make them their own. Forging a twenty-first century identity entails reappropriating practices and texts consumed on a daily basis.
Enrolment declines
Capacity constraints
Budget pressures
Image programs
Student attrition
Service complaints
Environmental shifts
With the rise in online and hybrid courses at the post-secondary level, many institutions are offering various online learning readiness assessments to students who are considering these instructional formats. Following a discussion of the characteristics often attributed to successful online learners, as well as a review of a sample of the publicly available online readiness surveys, an application of one representative tool is described. Specifically, the Distance Education Aptitude and Readiness Scale was administered in both hybrid and face-to-face sections of beginning post-secondary French across a two-year span. Differences in scores between groups, as well as the relationship between scores and grades are examined.