This research paper highlights the mis-directed approach of the Ontario and federal governments’ research and development policies, policies that are reiterated in the platforms of both the Liberal and Progressive Conservative platforms in this Ontario election.
When a person enrolled in university in 1967 he or she entered a world barely recognizable to most students today. There were tow mean for every woman student. Many university facilities such as Hart House at the University of Toronto, were off limits to women, as wee many prestigious scholarships such as Rhodes.
Yet while the university world of that era was far more sexist, today's students - 60 per cent of whom are women - can gaze back at it with envey.
When Ontario began to expand its higher education system in the mid-1960s, it made an important choice: to provide public funding to universities on the basis of a formula. Many jurisdictions, in Canada and beyond, do not use such formulae in their higher education systems. But there are clear advantages to such an arrangement. A funding formula supports the distribution of funding in a predictable, equitable way, that can be easily understood by those who study and work within our
universities.
Nevertheless, no formula can remain functional forever, especially as the world changes and our expectations of universities shift. For this reason, OCUFA welcomes the University Funding Formula Review, initiated by the Government of Ontario in early 2015. We particularly welcome the opportunity to provide feedback into this process on behalf of the province’s professors and
academic librarians.
The university funding formula is deeply important to the success and vitality of Ontario’s universities. It cannot therefore be treated as a laboratory to play with the latest fads in university finance. A measured and responsible approach to reforming the university funding formula should retain its greatest strengths, while correcting its flaws. The Government of Ontario, as the
steward of the university sector, has the important task of working with the sector to identify these weaknesses and strengths, and rejecting harmful policy proposals masquerading as innovations.
OCUFA’s 2015-16 pre-budget recommendations are directed toward enhancing the quality and affordability of university education in Ontario through increased government investment. We are sensitive to the province’s fiscal circumstances, but believe that investment – at any level – will help build a thriving university sector and a more prosperous Ontario. When the provincial government invests in higher education, the entire province will enjoy the benefits.
Ontario has already cultivated an impressive university sector. Each of the province’s universities delivers, high quality teaching and learning. Our institutions have also adapted to accommodate a growing number of students from increasingly diverse backgrounds, contributing to Ontario’s world-leading postsecondary education attainment rates. In 2009, 28 per cent of Ontarians had a university credential, higher than both the Canadian and Organization for Economic Cooperation and Development (OECD) averages.
The Government of Ontario’s Reaching Higher plan was a visionary document that provided needed funding to Ontario’s postsecondary system. However, it was not sufficient to overcome the long history of university under-funding in our province. Its impact was also eroded by unanticipated increases in enrolment and the current economic downturn.
Universities are intensely human places and are not immune from the worst impulses of human nature; and while violent incidents on university campuses may belie the ideal of the quad as a place of calm reflection and civil discussion, such incidents take place.
The Ministry’s consultation paper speaks to the risk of violence in the education sector, the sector in which the 15,000 professors and academic librarians we represent work.
THE POSTSECONDARY REVIEW led by Bob Rae has presented a bracing diagnosis of a system he accurately describes as strong, but in serious jeopardy. OCUFA agrees that Ontario’s community colleges and universities are “on the edge of the choice between steady decline and great improvement” and that making the choice for improvement “will require more resources as well as a will to change.”
In other areas, Mr. Rae’s framing of the questions suggests a direction OCUFA would find troubling. The Discussion Paper’s section on “Accessibility” does not consider at all the financial barriers to participating in higher education. Instead, tuition and student aid are a major focus of the “Funding” section, pointing to an apparent belief that reformed student assistance accompanied by higher tuition fees could be a significant source of increased resources for community colleges and universities. In this submission, OCUFA calls attention to evidence from other jurisdictions that student aid innovations, in
particular the “go now-pay later” example currently being exported from Australia to the United Kingdom, will not deliver the hoped-for salvation. Instead, we set out the case for significantly increased public funding for higher education.We have organized our submission along the five main themes set out in the Discussion Paper: accessibility, quality, system design, funding and accountability.
The third stream agenda is a critical strategy in the pursuit of enriched learning, enhancing student employability and much needed revenues. Voices of support of the third stream agenda resonate across political parties, the business community and universities. Academic journals have also reflected a scenario in which the academic community of practice have transformed its rational into ‘can do’ mission statements and strategic policies with a clear focus to source, convert and embed third stream activities. In return, universities seek quarries such as more marketable programmes of studies, committed and commercially
aware academics, improved business interchange and in light of the economic recession and subsequent austere measures, the replenishment of new revenue streams.
WHEN a story is passed on from one person to another, each man repeating, as he imagines, what he has heard from the last narrator, it undergoes many successive changes before it at length arrives at that relatively fixed form in which it may become current throughout a whole community. To discover the principles according to which successive versions in such a process of change may be traced, presents problems of considerable interest, both for psychology and for sociology. Moreover, precisely the same type of problems confront investigators who endeavour to study the diffusion of decorative and representative art forms, of music, of social customs, institutions, and beliefs, and in fact, of almost every element which enters into the varied and complex life of man in society.
This article outlines a framework of creativity based on functional neuroanatomy. Recent advances in the field of cognitive neuroscience have identified distinct brain circuits that are involved in specific higher brain functions. To date, these findings have not been applied to research on creativity. It is pro- posed that there are four basic types of creative insights, each mediated by a distinctive neural circuit. By definition, creative insights occur in consciousness. Given the view that the working memory buffer of the prefrontal cortex holds the content of consciousness, each of the four distinctive neural loops terminates there. When creativity is the result of deliberate control, as opposed to spontaneous gener- ation, the prefrontal cortex also instigates the creative process. Both processing modes, deliberate and spontaneous, can guide neural
computation in structures that contribute emotional content and in structures that provide cognitive analysis, yielding the four basic types of creativity. Supportive evi- dence from psychological, cognitive, and neuroscientific studies is presented and integrated in this article. The new theoretical framework systematizes the interaction between knowledge and creative
thinking, and how the nature of this relationship changes as a function of domain and age.
Implications for the arts and sciences are briefly discussed.
Teacher education evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study docyments a fundamental challenge to using teacher evaluation to improve teaching and learning.
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.
This is a "best practices" article focused on sharing six new academic scheduling strategies recently employed by the BYU Salt Lake Center to optimize course offerings and increase enrollments. These strategies are generalizable to other academic programs that help extend academic programs at a distance, including online courses. The Center is an extended campus in Salt Lake City, Utah situated 46 miles to the north of the main campus of Brigham Young University in Provo, Utah. The distance between the flagship university and its Center pose unique challenges in relation to course and enrollment optimization. Some of these strategies are made possible with the help of new software tools recently licensed by the university to help mine "big course and enrollment data" (current and historical) of a large university with 30,000 students.
While competency-based education is growing, standardized tools for evaluating the unique characteristics of course design in this domain are still under development. This preliminary research study evaluated the effectiveness of a rubric developed for assessing course design of competency-based courses in an undergraduate Information Technology and Administrative Management program. The rubric, which consisted of twenty-six individual measures, was used to evaluate twelve new courses. Additionally, the final assessment scores of nine students who completed nine courses in the program were evaluated to determine if a correlation exists between student success and specific indicators of quality in the course design. The results indicate a correlation exists between measures that rated high and low on the evaluation rubric and final assessment scores of
students completing courses in the program. Recommendations from this study suggest that quality competency-based courses need to evaluate the importance and relevance of resources for active student learning, provide increased support and ongoing feedback from mentors, and offer opportunities for students to practice what they have learned.
This collection of essays reflects that classic sense of exploration, questioning, and discovery. The ten essays contained here, sponsored by the Alliance for Community College Excellence In Practice, were prompted by a challenge prior to the Alliance’s first symposium, held in Traverse City, Michigan, in the summer of 2013. The symposium topic: The Future of Community Colleges. Before the July “Futures” discussion brought 50 people together, the participants – community college leaders, visionaries, teachers, and learners – were invited to explore topics related to present and future opportunities facing higher education. They were asked to consider implications. Raise questions. And posit thoughtful commentary.
Why competency-based education?
Although competency-based education (CBEd) may seem relatively new to postsecondary education, the concept has been widely discussed throughout American education since the 1990s (Jones & Voorhees, 2002; Mulder, Gulikers, Biemans, & Wesselink, 2009). In fact, colleges including Western Governors University, Sinclair Community College, and Kings College were pioneering CBEd initiatives over a decade ago (2002). Several factors have focused current attention on CBEd in higher education in recent years, including the demand for expanded access to education, the need to reduce the cost of postsecondary education, and a shift from traditional models for learning. Online learning technology, for example, which supports the notion of learning anytime, anyplace, anywhere, also requires higher education to adjust and rethink the traditional educational system.
Just as goods, services, products, and daily news gradually become widespread going beyond borders due to mass media, and global free movement, so do scientific publications, books, and academic work. As a result of the mind-blowing developments in publishing industry and communication, a piece of information, comments, or inventions belonging to a nation, country,
university, or an academic ach the furthest country immediately and be shared with other societies and scientists.
An important consequence of intensification of economic, political, and cultural relations among countries is that scientific and educational cooperation has increased. Only 30-40 years ago, there was only a handful of books and articles published abroad
by Turkish scientists, yet today, hundreds of articles are published in magazines, and many books are printed by foreign publishing houses, which gives various nations information on science, arts, sports, politics, education, and inventions in Turkey.
This article contributes to the literature on how teachers learn on the job anbd how schools and istricts can support teacher learning to improve student learning and incorpiorate changing standards and curricular materials into instructional practices.
How does income inequality impact educational attainment? Despite Canada's efforts to promote equal access to education, the experiences and outcomes of students differe grealy depending on their family incomes. Here, we explore the educational opportunities of the top and bottom 10 percent within the early childhood, primary, secondary and postsecondar sectiors. We illustrate how, in Canada, these unequal groups are differentiated by much more than just income.