The Canadian Mental Health Commission, launched August 2007, proposed to create a national mental health strategy with the release of the draft document, Toward Well-being and Recovery: A Framework towards a Mental Health Strategy for Canada, January 2009. The Ontario Ministry of Health and Long-term Care released its document; Every Door is the Right Door - Towards a 10-Year Mental Health and Addictions Strategy: A discussion paper in July 2009. While both documents recognize the importance of targeting youth for interventions in order to improve population mental health, the reports overlooked the key role that colleges and universities play in promoting community mental health.
We, as Ontario College Health Association (OCHA), an association for college and university health services, are health educators/ health promoters, nurses, physicians, and medical clinic staff and managers, witness the devastating effects of mental illness on our students. Speaking from our shared experience as some of the front line care givers of students with mental illness, we will highlight in this report, the importance of targeting postsecondary students, the role that colleges and universities play in mental health promotion, and the barriers that prevent proactive and seamless mental health care on campuses.
Universities will have to prepare students for multiple career changes and a longer working life if they are to contribute to reducing the global inequality that is a major focus of this week’s discussion at the World Economic Forum in Davos, says the principal of McGill University.
The primary objectives of the Pan-Canadian Education Indicators Program (PCEIP) are to develop and maintain a set of statistics that provide information about education and learning in Canada and to support evidence-based policy making. PCEIP has been doing this since publishing its first set of education indicators for Canada and its jurisdictions in 1996. In September 2009, a set of international indicators was introduced in the first edition of Education Indicators in Canada: An International Perspective. Each year, this PCEIP series presents indicators for Canada and its provinces/territories, placing them in a broader international context. The report has been designed to complement and expand upon the information for Canada that is provided annually to the Organisation for Economic Co-operation and Development (OECD) for publication in its Education at a Glance (EAG) report. The international context provided by the report supports the mission of the Canadian Education Statistics Council (CESC) to “create and commit to comprehensive and long-term strategies, plans, and programs to collect, analyze, and disseminate nationally and internationally policy-relevant and comparable statistical information.”
Adoption of the learning management system can affect areas of higher education such as student engagement, classroom anagement, and online courses. Likewise, lack of adoption can impede the success of using the tools available to higher education. This whitepaper will explore Roger’s Theory of Diffusion use with adoption among faculty.
D2L believes when one faculty adopts the technology, another faculty member who might resist will soon follow. Students, in turn, will use the platform for classes and are usually not the issue when adopting technology.
This report explores the use of social capital theory in understanding educational advantage/disadvantage from a public policy development perspective. We undertake a detailed review and critique of the key ‘strands’ of social capital theory, contextualising these in an analysis of applied social capital theory in a public policy and a development environment. Finally, we use our modified understanding of the theory to explore the social capital of business and IT students in higher education and vocational education and technology (VET) in Victoria.
The increases in tuition and fee prices in 2015-16 were, like the increases in the two preceding years, relatively small by historical standards. However, the very low rate of general inflation makes this year’s increases in college prices larger in real terms than those of 2014-15 and 2013-14. Significantly, and perhaps counter to public impressions, price increases are not accelerating over time. However, the average published tuition and fee price of a full-time year at a public four-year institution is 40% higher, after adjusting for inflation, in 2015-16 than it was in 2005-06.The average published price is 29%
higher in the public two-year sector and 26% higher in the private nonprofit four-year sector than a decade ago.
Purpose: Barriers to simulation-based education in postgraduate and continuing education for anesthesiologists have not
been well studied. We hypothesized that the level of training may influence attitudes towards simulation-based education
and impact on the use of simulation. This study investigated this issue at the University of Toronto which possesses two sites
equipped with high-fidelity patient simulators.
Executive Summary
Centrality of language proficiency in academic achievement
Proficiency in language is recognized as an essential component of student success at Ontario‟s colleges and in the provincial workplace.
Research indicates that postsecondary underachievement, failure, and attrition are highly
correlated with academic under-preparedness, especially with respect to deficits in language
proficiency.
Contemporary college students in Ontario do not represent a homogeneous population; rather, they
exhibit a wide range of abilities and needs related to language proficiency. Additionally, an
increasing percentage of Ontario college students have second language challenges.
The identification of students who are at-risk of not successfully completing their programs due to
deficits in language proficiency, and the provision of timely and appropriate remediation where
necessary, represent critical priorities in supporting
student success.
Employability Skills Toolkit for the self-managing learner. Graphic presentation.
The International Network of Tomorrow’s Leaders (INTL) organized and facilitated ‘International Education Leadership of Tomorrow: Where are We and Where Do We Need To Go?’ an interactive webinar to explore the status of leadership skills in
Canada’s international education sector, and identify leadership development needs for the future generation of international educators. In total, 60 Canadian international educators from eight provinces participated in this webinar, representing 40 universities, colleges, institutes and K-12 school boards across the country.
Non-direct entrants to Ontario’s colleges have not been well understood through research. Shifting demographics and a changing labour market indicate that the colleges need to attract a greater number of individuals from a variety of entry pathways.
The objective of this report is to profile applicants and students coming to Ontario colleges through a non-direct route, relative to those who have come directly from high school, in terms of their demographics, perceptions, influences, finances and use of student services. Creating profiles of non-direct entrants, segmented by various entry pathways, provides valuable insight for recruitment strategies, admissions processes, anticipation of student needs and services, and programming decisions. This report utilizes existing data sources that have been re-configured and analyzed to enable the development of a profile of non-direct entrants.
Canada needs more university, college and trades graduates. In order to compete in the new global knowledge economy, we have to equip all Canadians to achieve their potential and contribute to a prosperous Canada.
This morning I will speak to what we must do next to more effectively address the continuing problem of student attrition in higher education. To do so I will briefly look back on what is now a thirty-year history of research & practice on student retention and reflect on the lessons we have learned over that time. I will argue that we have yet to attend to the deeper
educational issues that ultimately shape student success in higher education. Until we do so, our efforts will always be less effective than we desire.
This paper is aimed at combining the advances in argumentation theory with the models used in the field of education to address the issue of improving students’ argu- mentative behavior by interacting with an expert. The concept of deeper or more sophisticated argumentative strategy is theoretically defined and used to advance two new coding schemes, based on the advances in the argumentation studies and aimed at capturing the dialectical, or structural, behavior, and the argumentative content of each dialogue unit. These coding schemes are then applied for a qualitative analysis of a study designed to investigate how students’ argumentative behavior can be influenced by the interaction with an expert, who used
specific types of attacks to the interlocutors’ posi- tions. The twofold coding shows at which dialogical level expert–peer interactions can directly and more stably affect students’ argumentative behavior, and what effects such more sophisticated strategies can have on the discussion and the analysis of disagreements. In particular, this paper shows how a specific type
of deep-level attack, the underminer, can open dialogues of a different level, focused on unveiling and debating background beliefs underlying a specific position.
I’d like to introduce you to Jennifer. Jennifer is 25 years old and is looking for a better job. She graduated from university in 2014 with a Bachelor’s degree in Psychology, spent a year overseas teaching English, and has been working at a coffee shop ever since.
Jennifer expected that the critical thinking skills she acquired in university, along with her work experience abroad, would help her land a ‘real job’, but so far, no luck.
Jennifer is not alone. According to Statistics Canada, the number of recent university graduates who are ‘underemployed’ is growing rapidly.
In 2011, 40% of women and 27% of men in the workforce, aged 25 to 34, had university degrees. This is up from 19% and 17% respectively ten years earlier. But, almost one fifth of these recent university graduates were overqualified for their jobs, and for Humanities Majors like Jennifer, the proportion goes up to about one third.
According to Beghetto, there are three major perspectives for including creativity in the classroom. The first is the “radical change” view that requires entirely rethinking the goals of the K–12 curriculum and the ways in which teachers teach. The second approach, the “additive change,” incorporates “extra” or “new” creativity activities to the current curriculum. Finally,
the third perspective, which the author argues for and illustrates in this book, is the “slight change” one. More specifically, the goal of the book is to show that teachers do not have to make radical changes in their present academic responsibilities to incorporate creativity in their classrooms; instead, “teachers [can] develop an understanding of the role of creativity in the
classroom, common challenges that get in the way of including creativity in one’s classroom, and practical insights for addressing those challenges in the context of one’s everyday teaching” (p. xii).
KSU redefined the MOOC value proposition through collaboration of university leadership and faculty. The new proposition shifts measures of success beyond just course completion to include measures that benefit students, faculty, and the institution. Students benefitted through access to open educational resources, the acquisition of professional learning units at no cost, and the potential of college credit at a greatly reduced cost. Academic units benefited through a mechanism to attract students and future revenue while the university benefited through digital impressions, branding, institutionally leveraged scalable learning environments, streamlined credit evaluation processes and expanded digital education.
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.
PEQAB Handbook for Ontario Colleges, 2014 – Capacity to Deliver Standard │ Benchmarks 7 – 11
Faculty credentials required for degree program
Should copyright law lock down music and literature to protect the financial interests of rights-holders? Or should it promote broad access to, and use of, intellectual goods? These questions are at the core of the growing public debate over the need for fair and balanced copyright law, a debate that college and university students have a critical stake in. As creators and owners of copyright material (essays, articles, theses and multi-media productions), students need to protect their work from unjust appropriation. But to study, research, write and create new knowledge, students also need ready access, at a reasonable cost, to the copyrighted works of others. This tri-part perspective—of use, creation and ownership of copyright—gives students special credibility in the struggle for fair and balanced copyright law.