In recent years, mental health has become an increasingly prevalent issue on college campuses (Hunt & Eisenberg, 2010; Soet & Sevig, 2006; Zivin, Eisenberg, & Gollust, 2009). Mental health issues may include stress, anxiety, depression, and related aspects such as hopelessness, loneliness, and suicidal thoughts. According to the American Psychological Association (2012),
Millennials,ages 18-33, and Gen Xers, ages 34-47, are the most stressed generations, citing both high levels of stress and difficulty managing it. Data from the 2012 American College Health Association’s National College Health Assessment II (ACHA-NCHA II) indicate that 13% of male college students and 17% of female college students across the U.S. had problems functioning because of depression in the last 12 months. In terms of academic performance, 29.0% of students cited stress, 20.2% cited anxiety, and 12.4% cited depression as substantial
obstacles to their success.
This is a proposal to teach classroom-based mindfulness techniques to teacher education candidates as part of their teacher education programs. While mindfulness, including yoga and meditation, is growing more popular in a range of educational settings, the majority of K-12 programs are delivered to schools through external personnel from yoga or mindfulness service organizations. In many cases, these programs are provided at low or no cost to schools, or individual teachers might take trainings ranging from about $600-$2500. A more sustainable, affordable and ethical scenario would be to develop the capacities of teachers to employ mindfulness techniques for their own wellbeing, and that of their students, during their teacher education programs.
Powerful things happen when leaders from diverse backgrounds gather and commit time to dialogue on a single issue. The results of the dialogue are even more powerful when those leaders are well informed and committed to action. When the issue at hand is central to a whole country’s future, the results of this dialogue must be shared so that others can join in.
The National Working Summit on Aboriginal Postsecondary Education produced important commitments for action from its participants and substantive policy recommendations for the federal government. The summit was held at Six Nations Polytechnic on October 5, 2010. Over 50 participants from universities, colleges, Aboriginal institutes, charities, Aboriginal organizations and the private sector took part.
It will not come as a surprise to most readers of this document that students are asking for a shift in Ontario’s tuition policy. Students’ concerns with tuition are so omnipresent in public debate that they have almost become synonymous with the
very notion of a student movement. This harmful perception can make it seem like the student position on tuition is simple and has not evolved over time. In turn, the student movement is sometimes viewed as overly idealistic and opposed in principle to any student-borne costs.
This paper seeks to address the challenges faced by international students pursuing a post-secondary education in Ontario, and to consider more broadly the growing internationalization agenda within education. OUSA recognizes the benefits both of international students coming to Ontario, both in economic and socio-cultural terms, and for Canadian students undertaking a period of study abroad. However, it is evident that increasing internationalization requires institutions, governments and students to address various concerns that impact the ability of international students to succeed, and to ensure we are building strong intercultural university communities. To this end, we offer recommendations in the following areas, aimed at improving the international student experience:
Small and simple ways to improve your academic writing
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.
The Canadian Graduate and Professional Student Survey (CGPSS) is a national survey that was completed by over 51,000 students across 48 universities in 2013. This comprehensive survey includes questions covering a broad array of topics including students’ satisfaction with their departments, programs and advisors, availability of funding, use and quality of university services, and satisfaction with professional development supports (CAGS, 2010). This report uses data and opinions collected from graduate students through the CGPSS in an effort to contribute to the conversation on graduate student education in Canada.
This short piece addresses the question: “What strategy-based knowledge do we possess that will be effective in addressing the needs of the lowest performing 20% of students in large education systems?”
My first and most important response is that in order to improve part of the system you have to focus on the entire system — raise the bar and close the gap for all. But let me start with a single school example.
Madeline Levine has been a practicing psychologist for twenty-five years, but it was only recently that she began to observe a new breed of unhappy teenager.
When a bright, personable fifteen-year-old girl, from a loving and financially comfortable family, came into her office with the word empty carved into her left forearm, Levine was startled. This girl and her message seemed to embody a disturbing pattern Levine had been observing. Her teenage patients were bright, socially skilled, and loved by their affluent parents. But behind a veneer of achievement and charm, many of these teens suffered severe emotional problems. What was going on?
The provision of blended learning strategies designed to assist academics in the higher education sector with the knowledge, skills, and abilities required for effective teaching with technology has been, and continues to be, a challenge
for teaching centres in Canada. It is unclear, first, whether this is an ongoing issue unique to Canada; and, second, if it is not unique to Canada, whether we might be able to implement different and/or more effective strategies based on what others outside Canada are doing. Teaching centre leaders in Australia, Finland, Sweden, Denmark, Britain, Scotland, and the United
States (n=31) were interviewed to explore how their units used blended learning strategies. Findings suggest that, as in Canada, there is a “value gap” between academics and leaders of teaching centres regarding teaching development
initiatives using blended learning strategies.
Globalisation and Higher Education
APA referrences
Constant communication, trust and transparency, frequent feedback and offering recognition – these are all things that research consistently suggests managers should focus on in order to improve employee engagement. But you’ve read this before, and we don’t want to tell you what you already know.
More of this year’s freshman class expects to participate in at least one protest while they’re in college than at any other time in the last 50 years. The portion of all students who claim to be these prospective protesters? 10%. Among black students, the proportion rises to 16%.
The career search is a mysterious process, and as the seeker it is easy to feel as if you have no control. And the longer the search goes on without a positive outcome, the more you can feel like the system is rigged against you.
But having been on both sides of the hiring equation myself, and through my work coaching others through the process, I know that sometimes job candidates sabotage their own success. My point is not to cast blame, but to provide you with some insight into the perspective of the hiring manager so you can evaluate and reassess your approach. Following are some areas to consider when analyzing your process.
Increased demands in professional expectations have required online faculty to learn how to balance multiple roles in an open-ended, changing, and relatively unstructured job. In this paper, we argue that being strategic about one’s balance of the various facets of online teaching will improve one’s teaching efficiency and effectiveness. We discuss the balancing issues associated with four key online teaching facets: course design/development, delivery of the course content, assessments/feedback, and professional development. We conclude with a template for a strategic professional development plan that addresses these key facets.
Although several theories have been advanced to explain the college persistence process [6, 44, 45, 50, 52], only two theories have provided a comprehensive framework on college departure decisions. These two theoretical frameworks are
Tinto's [50, 52] Student Integration Model and Bean's [7] Student Attrition Model. A review of the literature indicates that the Student Integration Model, for instance, has prompted a steady line of research expanding over a decade [see, for example, 37, 42, 30, 35, 24, 46, 18]. This research has validated Tinto's model across different types of institutions with differing student popula tions. In tum, the Student Attrition Model [4, 5, 6, 7, 10] has also been proven to be valid in explaining student persistence behavior at tradi tional institutions [3, 4, 6, 7, 10, 18], while modifications to the model have been incorporated to explain the persistence process among non traditional students [9, 26].
Interest in the problem of method biases has a long history in the behavioral sciences. Despite this, a comprehensive summary of the potential sources of method biases and how to control for them does not exist. Therefore, the purpose of this article is to examine the extent to which method biases influence behavioral research results, identify potential sources of method biases, discuss the cognitive processes through which method biases influence responses to measures, evaluate the many different procedural and statistical techniques that can be used to control method biases, and provide recommendations for how to select appropriate procedural and statistical remedies for different types of research settings.
This paper explores the potential of cultural-historical activity theory (CHAT), to provide new insights into community service-learning (CSL) in higher education. While CSL literature acknowledges the influences of John Dewey and Paolo Freire, discussion of the potential contribution of cultural-historical activity theory, rooted in the work of Russian psychologist
Lev Vygotsky, is noticeably absent. This paper addresses this gap by examining four assumptions
associated with activity theory: the rejection of a theory/practice divide, the development of
knowledge as a social collaborative activity, the focus on contradictions in and across activity
systems, and the interventionist approach
aimed at transformation.
Le projet Comprendre le concept de force en sciences est né de l’initiative des ministères de l’Éducation de l’Ontario et du Québec dans le cadre d’une entente de collaboration signée par les deux Premiers Ministres de ces provinces concernant le secteur de l’éducation ainsi que d’autres secteurs d’activité.
C’est une étude comparative, de nature collaborative et de type exploratoire, qui s’est déroulée de mai 2007 à mai 2008. Elle pourrait être suivie d’une étude plus approfondie et de plus d’envergure selon l’intérêt des résultats présentés ci-dessous de même que la disponibilité des ressources disponibles.