Faculty are the critical labor element in the pursuit of the economic goals of community colleges, yet they are not central to institutional decision-making. Their views and values are not consistent with the goals and actions of their colleges. Instead, these goals and actions are aligned with business and industry, directed by government and college administrators. Although there is a misalignment of faculty values and institutional actions, faculty do not comprise an oppositional culture within their colleges. This multi-site qualitative study addresses the presence of tensions between educational values of faculty and the economic values of faculty work.
What is on the five-year horizon for higher eudacation instiregarding technology adoption? Which trends technology developments ill drive educational change? What are the challenges that we consider as solvable or difficult to overcome, and educational change steered the collaborative research and discussions of a body of 58 experts to produce the NMC Horizon Report: 2016 Higher Education Edition, in partnership with the EDUCAUSE Learning Initiative (ELI). This NMC Horizon Report series charts the five-year horizon for the impact of emerging technologies in colleges and universities across the globe. With more than 14 years of research and publications, it can be regarded as the world’s longest-running exploration of emerging technology trends and uptake in education.
This pilot study examines alternative entrance pathways into York University undergraduate degree programs for students who apply from outside the formal education system. These alternative pathways are designed to facilitate university access for students from under-represented populations (for example, lowincome, first-generation, Aboriginal, racialized minorities, differently abled, newcomers to Canada, solesupport caregivers, students with incomplete high school education, or some combination of the preceding).
The myth that online education courses cost less to produce and therefore save students money on tuition doesn’t hold up to scrutiny, a survey of distance education providers found.
The survey, conducted by the WICHE Cooperative for Educational Technologies (WCET), found that most colleges harge students the same or more to study online. And when additional fees are included, more than half of distance ducation students pay more than do those in brick-and-mortar classrooms.
The higher prices -- what students pay -- are connected to higher production costs, the survey found. Researchers sked respondents to think about 21 components of an online course, such as faculty development, instructional esign and student assessment, and how the cost of those components compares to a similar face-to-face course. he respondents -- administrators in charge of distance education at 197 colleges -- said nine of the components cost more in an online course than in a face-to-face course, while 12 cost about the same.
The provincial government is taking steps to address the Truth and Reconciliation Commission of Canada's (TRC) Calls to Action regarding education and training, including introducing mandatory Indigenous cultural competency and anti-racism training for every employee in the Ontario Public Service (OPS) and implementing mandatory learning expectations in Ontario's public education system curriculum.
This note demonstrates how life tables can be adapted from demography to studies of teachers’ careers. We provide an example using data from the Schools and Staffing Survey to compare teachers across rural, urban, and suburban locales. Using life tables, we estimate both retention rates and how long we expect teachers to remain at their school depending on their level of experience and find no difference across locales. This methodology could be applied to predict future school staffing needs.
Two of five Canadians would have difficulty reading this sentence, following the instructions on a prescription bottle,
finding out information about how to vote, or filling out a permission form for their child’s upcoming school trip. Although for nine of the past 14 years, Canada has ranked first on the United Nations Human Development Index (HDI), a measure of a country’s relative wellbeing, complacency would be a serious mistake. Low levels of literacy – especially among adults and vulnerable groups – remain a significant challenge to Canada’s continued wellbeing. As our performance on the HDI and other international rankings confirms, we have a solid foundation on which to build; but we must not underestimate the significance
of literacy problems in this country. The groups most vulnerable to low literacy are the poor; persons of Aboriginal ancestry; persons whose native language is neither English nor French; persons in rural and isolated communities; and persons with certain disabling conditions. Given the rise in skill levels demanded throughout the labour market, the ubiquity of new technologies in daily and work life, and the desire of people to engage with public issues, those with poor literacy will become even further marginalized.
This guide contains practical steps that will help public sector agencies and departments develop a social media strategy and policy to gain maximum value from social media efforts. It also outlines some smart records retention practices—so you’ll be better prepared to respond to open records requests or other e-discovery needs when they arise.
The onset of economic downturn in late 2008 and early 2009 has had a varied effect on the Canadian economy. While much has been made about Canada’s relatively stable performance during this time, persistently high levels of youth unemployment since the downturn reveal that for a large number of Canadian youth, the impacts of recession have been deeply felt. Panelists and participants at the symposium Employment Challenges for Youth in a Changing Economy pointed to a need to uncover what the specific impacts of downturn have been, why high youth unemployment rates persist, and what can be done by policymakers, the private sector, and academic and community institutions to help youth realize their full potential.
The inverted classroom will no longer be the exception to the rule
Eighty per cent of information will be delivered by massive open online courses, online courses, video and video-call
sessions from experts in the field – methods that do not require attendance in class.
As a consequence, valuable time in class will be used not for lecturing but for question and answer sessions, activities, exercises, case studies and peer group feedback.
Contact-hour teaching will be based on active participation and exercises focusing on the personal benefit to the
students, motivated by their interests instead of their careers.
Students will have to take responsibility for their learning. This inverted classroom approach will represent an
emancipatory process – empowering students to count on their individual strengths. Communication skills,
teamwork and self-development will be of great value, even in a world of digital individualisation.
“We’re not in Kansas anymore, Toto”1—a statement Dorothy made to her dog, Toto, in The Wizard of Oz—sums up reasonably well the point I want to make in this article. That is, as literacy educators no longer con-strained (or protected) by older, more familiar 20th-century print-centric modes of communicating, we may at times feel challenged to keep pace with students’ preferences for producing and learning with multimodal texts that combine moving and still images, sounds, performances, icons, symbols, and the like. Often digitally mediated, these texts are familiar and freely available to youth who have access to the Internet. Indeed, a small but growing body of research suggests that young people’s ways of telling, listening, viewing, and thinking in digital environments may fac-tor into their self-identifying as literate beings (e.g., Alvermann, 2010; Livingstone, Bober, & Helsper, 2005; Ito et al., 2008; McClenaghan & Doecke, 2010; Rennie & Patterson, 2010; Skinner & Hagood, 2008; Thomas, 2007; Walsh, 2008). Although this research on young people’s online literate identities has implications for classroom practice, the liter-ature remains largely untapped by teachers, school library media special-ists, and literacy teacher educators. Why is this so? Just as importantly, what does this literature have to offer?
Graduate students are assumed to develop skills in oral and written communication and collegial relationships that are complementary to formal graduate programs. However, it appears only a small number of universities provide such professional development opportunities alongside academic programs, and even fewer do so online. There appears to be an assumption in higher education that students develop professional skills by virtue of learning through required academic tasks and having proximity to other students and faculty. Skeptics of online study raise questions about whether graduate students studying online can participate fully in such graduate communities and access these informal professional skill-building opportunities. It is possible that such activities may have to be designed and delivered for online graduate students.
When it comes to assessment, there are enough perspectives, stakeholders, tools and methodologies to make your head spin. To be sure, despite the admirable goal of improving student learning by assessment, the trend toward greater accountability is often viewed as something that is imposed upon higher education institutions; infringing on an institution’s autonomy and stifling faculty members’ academic freedom without providing truly meaningful data to justify the additional workload it generates.
Meanwhile, others accept the fact that assessment is here to stay and strategies that, with careful planning, it’s entirely possible to design exactly the type of assessment systems you need to get precisely the type of information required for an accurate picture of learning outcomes.
As the higher education community continues to work to create a more inclusive learning environment, the needs of our gender-variant students are too often overlooked. This article outlines a few ways faculty can create an atmosphere that supports trans-identified and gender-nonconforming students.
If any part of the university should understand leadership, it would be the business school. Not only do the faculty research leadership, they also impart this knowledge to undergraduate and graduate students, as well as participants from across the globe in a variety of executive education programmes.
Most teachers enter the profession with strong ideals regarding the work they are about to undertake, and the impact this work will have on the students they teach. A good number of those who apply to faculties of education will report that teaching is something they have dreamed of doing since they were, themselves, young children. Others will tell stories of teachers encountered throughout their own schooling – teachers who, through effective teaching strate- gies, personal encouragement and modeling, influenced their decision to pursue a teaching career. Conversations with teacher candidates entering their first years of professional life are, in many cases, full of hope, passion and the expectation that, through their work as teachers, they will be able to inspire, excite, and make a similar impact on the lives of the young people with whom they work.
During this latest recession the enormous losses being incurred by university endowment funds received extensive media attention. Ontario university administrators were sounding the alarm, warning that their institutions would have to cut expenses and take a hard line at thebargaining table as a result of endowment fund losses.
Since their creation in 1965, Ontario’s colleges have played a pivotal role in providing PSE opportunities to all residents (Rae, 2005). Often located in smaller and more geographically dispersed communities than Ontario’s universities, colleges were intended to be more responsive to and reflective of these communities (Canadian Council on Learning, 2010) and to work closely with business and labour sectors to ensure programming that produced employment-ready graduates (Rae, 2005).
Francophone students represent a unique population within Ontario, and understanding their educational experience is an important factor for developing policies and programs that contribute to their development, both as individual learners and with respect to the linguistic, cultural and economic vitality of the broader francophone community. Over the past few decades, postsecondary education (PSE) has increasingly become a focal point for all Canadians, with research linking length of schooling and levels of education to engagement in the workplace, career stability, occupational status, wealth, stronger social ties, and better psychological and physical health (Pallas, 2000). More recently, federal and provincial governments have linked the strength of the Canadian economy to the expansion of postsecondary enrolment (Industry Canada, 2001; Rae, 2005).
Scrutiny: students’ attention to performance measures ‘plays to the UK’s strengths’
Chinese students have an increasingly “open attitude” when applying to university, with many now focusing on institutions’ teaching quality and student satisfaction scores, according to the director of the British Council in China.
Carma Elliot said that there had “traditionally been a strong preference among Chinese students for ‘elite’institutions, but there was now a more open attitude to the widest range of options available”.