This document describes the development of analytic rubrics for competency assessment project. The purpose of this report is to describe the process of developing a set of general analytic rubrics to assess competencies in design, communication and teamwork, and a set of outcomes and indicators to assess problem analysis and investigation.
The work to develop the rubrics was structured into three main phases. In the first or planning phase, a review of the literature was carried out to create a comprehensive list of learning outcomes in the five competency areas under investigation. A list of more specific, measureable learning outcomes, called indicators, was also compiled. The resulting comprehensive list of learning outcomes and indicators was distilled by removing redundancy between the systems, filling content gaps, and grouping indicators into common learning outcome categories.
The study of leadership has been an important and central part of the literature on management and organization behavior for several decades. Leadership is a topic of interest, study and debate in almost every professional community worldwide.
Organizations are constantly trying to understand how to effectively develop leaders for long term success within their organizations. The systemic problem with this endeavor is that there are many different leadership theories and styles. These options make it virtually impossible for professionals to agree concerning which one theory and or style can best help organizations to develop great leaders. Indeed, “no other role in organizations has received more interest than that of the leader” (Schwandt & Marquardt, 2000,p. 177).
Without more efficient management, some colleges may not survive.
More colleages are facing a do-or-die-moment: become more appealing to students and parents or face closure or merger, scholars at a college conference warned.
Background: In the aftermath of the Sandy Hook Elementary School shooting in Newtown, Connecticut, in 2012, state legislatures considered a flurry of legislation that would allow school districts to arm their teachers. In at least 15 states such legislation has been signed into law. Parallel to these developments, a lively and at times strident public debate on the
appropriateness of arming public school teachers has emerged in the media, especially as a result of the shooting at Marjory Stoneman Douglas High School in February 2018. Although the two sides of the debate offer illuminating insights into the pitfalls and promises of arming teachers, both tend to focus almost exclusively on the empirical issue of student safety. As a
result, the public debate fails to address several central ethical issues associated with arming public school teachers. This article is an effort to pay these issues their due attention.
Theories of transformational and charismatic leadership provide important insights about the nature of effective leadership. However, most of the theories have conceptual weaknesses that reduce their capacity to explain effective leadership. The conceptual weaknesses are identified here and refinements are suggested. The issue of compatibility between transformational and charismatic leadership is also discussed. Finally, some methodological problems involving con-struct validation and theory testing are identified, and suggestions for future research are provided.
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.
This report is the culmination of a three‐year research project conducted by George Brown College (GBC). As a member of the Learning Outcomes Assessment Consortium, sponsored and funded by the Higher Education Quality Council of Ontario (HEQCO), this project responds to HEQCO’s request for colleges and universities to develop, implement and share new assessment tools that “measure and validate the attainment of these generic learning and cognitive skills.”
In this project, we focused on critical thinking (CT), with the goal of addressing a fundamental question:
How do we measure student learning of this essential employability skill during the course of a program of
study?
This document describes the development of analytic rubrics for competency assessment project. The purpose of this report is to describe the process of developing a set of general analytic rubrics to assess competencies in design, communication and teamwork, and a set of outcomes and indicators to assess problem analysis and investigation.
The work to develop the rubrics was structured into three main phases. In the first or planning phase, a review of the literature was carried out to create a comprehensive list of learning outcomes in the five competency areas under investigation. A list of more specific, measureable learning outcomes, called indicators, was also compiled. The resulting comprehensive list of learning outcomes and indicators was distilled by removing redundancy between the systems, filling content gaps, and grouping indicators into common learning outcome categories.
The educational benefits of embedding hands-on experience in higher education curriculum are widely recognized (Beard & Wilson, 2013). However, to optimize the learning from these opportunities, they need to be grounded in empirical learning theory. The purpose of this study was to examine the characteristics of internships in Ontario colleges and universities, and to assess
the congruence between the components of these internships and Kolb’s (1984) experiential learning framework. Information from 44 Ontario universities and colleges, including 369 internship program webpages and 77 internship course outlines, was analyzed. The findings indicated that internship programs overemphasize the practical aspect of the experience at the expense
of linking theory and practice. To optimize experiential education opportunities, recommendations include establishing explicit learning activities consistent with each experiential learning mode, including practice, reflection, connecting coursework and practical experience, and implementing creative ideas in practice.
The use of non-tenure-track and part-time faculty in U.S. colleges and universities is on the rise, altering the composition
of the academic workforce in fundamental ways. Who, then, are contemporary faculty? In what ways do they differ from their predecessors? In which institutions and sectors are the trends most pronounced?
This project investigated the “contingency movement” using a variety of analytic approaches, including extensive literature review, quantitative analysis of over two decades of national institutional data, and onsite interviews with contingent and non-contingent faculty at a research university, a private liberal arts college, and a public masters-level institution.
OUSA asked students about their experiences of living in the community where their university is located: from how far they felt their municipality sought to engage students, to their housing situation, and their use of public transit.
Overall, students responded positively regarding many aspects of their experiences. For example students were broadly positive about the range and quality of off-campus housing available, and many of the students who relied on public transit to commute to school felt it was meeting their needs.
The expansion of public, postsecondary education and the attendant additional costs associated with that expansion are significant concerns to governments everywhere. Ontario is no exception. Innovation in the delivery of academic programs holds the potential to contain costs, improve quality, and enhance accountability. This project is intended to assist the Higher Education Quality Council of Ontario (HECQO) to better understand how a shift to competency-based education might affect the cost and quality of higher education programs, institutions and systems and to investigate how competency-based education might enhance the productivity and accountability of public higher education systems and institutions.
While it requires a significant amount of time and persistence, completing a PhD is not now – nor has it ever been – a guaranteed path to a lucrative end, and its general value has come under increasing scrutiny in recent years. This paper is written for aspiring doctoral students, current doctoral students or candidates, recent doctoral graduates, as well as their families and friends. It provides detailed information about the evolution of the PhD and of the broader labour market and educational environment in which it is embedded. The analyses provided in this paper also lead to recommendations to government and institutions about PhD programs.
This chapter examines how the three most common types of engagement found among adolescents attending high-performing high schools relate to indicators of mental and physical health.
As the nation slowly emerges from the Great Recession, the patterns of student aid are returning to the paths they were on
before the economy crashed. The federal government, which dramatically stepped up its subsidies to students in 2009-10 and
2010-11, continues to play an expanded role, but not a growing role. Students continue to borrow at levels that are high by
historical standards, but that represent a retreat from the soaring debt levels of a few years ago. New data allow a clear focus
on the characteristics of students who are most at risk from debt. As Trends in Student Aid 2015 documents, those who do
not graduate are particularly vulnerable. Older, independent students, those who take longer to earn their degrees, African-
American students, and those who attend for-profit institutions accumulate more debt than others.
Premier Kathleen Wynne is set to announce a sweeping review of how students are assessed in Ontario, including possible changes to EQAO tests in math and literacy and what skills are measured on report cards.
Sources told the Star Wynne will unveil plans Wednesday to create a panel of experts who will report back to the government this winter with recommendations. The announcement comes a day after the province’s 2 million students headed back to class after the summer break.
A few decades ago it was possible for most business leaders to do their jobs blissfully unaware of issues pertaining to societal welfare, conditions in the natural environment, the health and work-life concerns of employees, and human rights in nascent global supply chains, among numerous other matters. They were largely unaffected by activist NGOs and shareholder resolutions, the threat of protests and boycotts, not to mention calls for greater transparency and the dramatic increase in exposure by the Internet.
This report is the first in a series of reports examining teenagers’ use of technology. Forthcoming reports will focus on how American adolescents use social media and mobile phones to create, maintain and end their friendships and romantic relationships. This report is a collaborative effort based on the input and analysis of the following individuals.
Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training, and learning processes.
Most graduate research degrees culminate in a thesis. Thesis students require supervisors. There are few relationships more important to these students than their relationship with their supervisor. The centrality of this relationship requires that it be entered into and maintained with great care. It is incumbent on the University to do everything possible to provide guidance in how to maximize the likelihood of excellent supervision. The School of Graduate Studies (SGS) is charged with the responsibility of providing that guidance for the University graduate community. The previous version of this document is now 10 years old. It is time for the update that follows.