Why We Need to Act
One in five women is sexually assaulted in college. Most often, it’s by someone she knows – and also most often, she does not report what happened. Many survivors are left feeling isolated, ashamed or to blame. Although it happens less often, men, too, are victims of these crimes.
The President created the Task Force to Protect Students From Sexual Assault to turn this tide. As the name of our new website – Not Alone.gov – indicates, we are here to tell sexual assault survivors that they are not alone. And we’re also here to help schools live up to their obligation to protect students from sexual violence.
While much literature has considered feedback and professional growth in formative peer reviews of teaching, there has been little empirical research conducted on these issues in the context of summative peer reviews. This article explores faculty members’ perceptions of feedback practices in the summative peer review of teaching and reports on their understandings of why constructive feedback is typically non-existent or unspecific in summative reviews. Drawing from interview data with 30 tenure-track professors in a research-intensive Canadian university, the findings indicated that reviewers rarely gave feedback to the candidates, and when they did, comments were typically vague and/or focused on the positive. Feedback, therefore, did not contribute to professional growth in teaching. Faculty members suggested that feedback was limited because of the following: the high-stakes nature of tenure, the demands for research productivity, lack of pedagogical expertise
among academics, non-existent criteria for evaluating teaching, and the artificiality of peer reviews. In this article I argue that when it comes to summative reviews, elements of academic culture, especially the value placed on collegiality, shape feedback practices in important ways.
This report covers the combined results for the summer 2014, autumn 2014, and spring 2015 Ohio State Graduation Survey administrations. An invitation to the Graduation Survey was sent to all undergraduate, Master's, and professional degree recipients who were scheduled to graduate in the summer, autumn, or spring terms of the 2014-2015 academic year.
To meet the challenges currently facing it—chief among them, to remain viable in an era when traditional sources of funding such as state funding and tuition are decreasing or reaching their market limits—higher education depends on its leaders’ capacities to deal with current challenges, envision change, and make that change happen. In March 2012, the TIAA-CREF Institute hosted a summit on leadership and governance to explore what it will take to steer higher education through this new landscape.
Diversifying the professoriate has long been a priority on many campuses, and such goals have only grown more urgent in light of recent national and local discussions about race. Yet college and university faculties have become just slightly more diverse in the last 20 years, according to a new study from the TIAA Institute. Most importantly, as faculty jobs have become more stratified with the growth of non-tenure-track positions over the same period, most gains for underrepresented minority groups have been in the most precarious positions. That is, not on the tenure track.
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.
Online education has the potential to make higher education more accessible, and it has the ability to overcome the financial, social and geographic barriers faced by some students via their pursuit of a post- secondary education. It also has the potential to enhance student learning, both inside the classroom and within distance education context. However, if implemented in the wrong way, it has the potential to be disengaging, impersonal, and costly. Broken down into sections based on OUSA’s mandate of seeking accessible, affordable, accountable, and quality post-secondary education for all willing students, this paper addresses some of the major concerns that surround fully-online learning, and provides possible solutions for these issues. There is currently a lot of potential for growth in this area, but a lot of questions remain as
well. The following summary presents some of the topics discussed in this paper.
Based on recent public opinion polling commissioned by the Ontario Undergraduate Student Alliance (OUSA), an
overwhelming majority of Ontarians (79 per cent) agreed that students and their families have to borrow too much money
to pay for their education. When asked to rank (on a scale of to 5) how important a university degree was to finding a good
job, 53 per cent of those surveyed selected 4 or 5, indicating that a degree was ‘important’ or ‘very important’. Only 11 per
cent of the respondents ranked a degree as ‘unimportant’ or ‘very unimportant’ to securing a good job. Finally, nearly half
of Ontarians indicated that they would be willing to pay more taxes to decrease student costs and increase student financial
assistance.
As Gallagher (2016a, p. xv) points out, universities, as well as offering an education, also deliver degree
certificates to those students who successfully complete their studies. Along with this credential, a student
receives a transcript that indicates the grade achieved (usually in the form of a grade point average)
together with details of the courses taken and the individual grades for these courses.
This state of affairs does not serve most undergraduate students well: the graduating student’s credential
and the associated transcript indicate the extent of the student’s knowledge of content, but neither directly
conveys any information to employers about the level of the student’s skills. As a result, employers, in
respect of most undergraduate degrees, must infer the level of skills from information about content
knowledge.
The use of data has produced a narrowing effect in education. It has caused schools to narrow the content we are teaching, focusing on key learning targets (e.g. Common Core State Standards). At the same time, it has caused us to narrow the students we are teaching. Since schools are evaluated by proficiency percentages, educators are using data to create categories of “green,” “yellow,” and “red” students, and diverting resources disproportionately toward “yellow” students as a means of boosting overall percentages. This commentary discusses the consequences of this phenomenon,
particularly on student
l systems to use data in a way that tracks growth rather than performance, in an effort to mitigate the triaging effect.
When was the last time you went more than a few hours into your workday without interacting with someone at your company? If you’re like the majority of the workforce, limited interactions are a rarity and collaboration is ongoing.
The way your team communicates greatly impacts the performance of your employees and your organization.
However, less commonly understood is the psychology behind how we collaborate.
The psychology behind workplace collaboration can be tied back to the day-to-day interactions that take place at virtually any organization. How your employees interpret the work they do and the way they collaborate with others ultimately determines their success, investment, and engagement in the company. And when your employees are
engaged, your company wins.
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.
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.
Over the past two decades, many analysts have explored the various influences on high-school graduates’ college enrollment behaviors.
Theoretical and methodological approaches to studying the topic have become almost standardized. Most new studies of the topic are either replications of earlier analyses or minor variations on earlier themes. Levine and Nidiffer’s Beating the Odds brings us something a little different, however. Instead of another multivariate, quantitative exploration of educational attainment patterns in nationally representative survey data for thousands of students, Levine and Nidiffer present us with an interpretive analysis based on interviews with a very small group of respondents. Instead of beginning with a framework based in the familiar status attainment, cultural capital, or human capital theories, these authors construct their interpretations inductively, as they learn from the voices of their respondents. Instead of investigating what separates college attenders from those who choose other options, Levine and Nidiffer focus only on those who actually enter postsecondary institutions. Finally, instead of examining an economically diverse pool of respondents, these authors consider only those they term "the poor": students from backgrounds so impoverished that opportunities for college attendance are severely limited. These are bold choices. Individually and as a whole, they carry significant analytic risks. For those accustomed to other approaches to the topic, however, the book provides some special pleasures.
Canadian universities will welcome unprecedented numbers of international students this fall, with some institutions seeing jumps of 25 per cent or more in admissions of students from abroad, evidence that Canada is increasingly seen as a tolerant, stable destination in a world beset by political uncertainty, the schools said.
Applications from international students were up by double digits this year, with record levels of interest from American students. Many observers had suggested that the election of Donald Trump was a reason. But until this month, when many foreign students must respond to admission offers, it was not clear how that interest would translate into enrolment.
“We have a rising tide of isolationism and exclusion in Europe, in the United States, and people are looking to Canada,” said David Turpin, the president of the University of Alberta. “We will have these incredible students who will be educated in Canada, and in many, many cases go back home and build linkages that are crucial for our future development,” he said.
College characteristics that may be associated with sexual victimization have become a salient topic in popular and
scholarly discourse. However, very little research has formally tested these relationships. Utilizing the Online College
Social Life Survey, a dataset that includes 22 schools and approximately 16,000 women respondents, a logit analysis is used
to measure relationships between risk of different types of sexual victimization (namely, attempted physically forced
intercourse, drug- and alcohol-facilitated sexual assault, physically forced intercourse, and unwanted sex because of verbal
pressure) and student body size, school-level sex ratio, school selectivity, the type of school (public or private), and the
percentage of students involved in Greek organizations on campus, all while controlling for individual-level characteristics
and clustering standard errors at the school level. Each additional thousand students enrolled increases the odds of a
physically forced rape by 2.47 times. The odds ratio for being a private institution ranges from .65 to .7, whereas percentage
Greek shows opposing associations with individual-level Greek membership for physically forced rape. All other variables
are statistically insignificant. These results suggest that institution-level factors play some role in the risk of sexual
victimization; future research should expand on these findings.
A diploma mill, also known as a degree mill, is a phony university that sells college diplomas and transcripts—the actual pieces of paper—rather than the educational experience. Diploma mills are scam colleges that literally crank out fake diplomas to
anyone who pays the requested "tuition."
Diploma mills often promise a fast college degree based on "life experience."
The Get Educated online education team has prepared these Top 10 Signs of an Online College Degree Mill to help students protect themselves from this popular online scam.
Tioga High School senior Emily Kennedy studies a child development college course online in Groveland, as part of
a collaboration with Columbia College.
In today’s digital age, social media competence is a critical communication tool for academics. Whether you’re looking to engage students, increase awareness of your research, or garner media coverage for your department, engaging in social media will give you a competitive edge.
The signatory institutions to this protocol recognize and affirm their responsibility and obligation to Indigenous education.
Colleges and institutes respect and recognize that Indigenous people include First Nation, Métis and Inuit people, having distinct cultures, languages, histories and contemporary perspectives.
Indigenous education emanates from the intellectual and cultural traditions of Indigenous peoples in Canada.
Indigenous education will strengthen colleges’ and institutes’ contribution to improving the lives of learners and communities.