The current Canadian landscape of graduate education has pockets of presence of Indigenous faculty, students, and staff. The reality is that all too of- ten, Aboriginal graduate students are either among the few, or is the sole Ab- original person in an entire faculty. They usually do not have mentorship or guidance from an Indigenous faculty member or ally, that is, someone who is
supportive of Indigenous knowledges and Indigenity. While many institutions are working to recruit and retain Aboriginal graduate students, more attention needs to be paid to culturally relevant strategies, policies, and approaches. This paper critically examines the role of a culturally relevant peer and faculty mentoring initiative—SAGE (Supporting Aboriginal Graduate
Enhancement)—which works to better guide institutional change for Indigenous graduate student success. The key findings show that the relationships in SAGE create a sense of belonging and networking opportunities, and it also fosters self-accountability to academic studies for many students because they no longer feel alone in their graduate journey. The paper concludes with a discussion on the implications of a culturally relevant peer-support program for mentoring,
recruiting, and retaining Aboriginal graduate students. It also puts forth a challenge to institutions to better support Aboriginal graduate student recruitment and retention through their policies, programs, and services within the institution.
There has been substantial discussion, research, and debate about the role of academic freedom within higher education, primarily centered on the university model. Not as well documented or understood is the issue of academic freedom within colleges and institutes in Canada. In this paper, we exam- ine the current state of academic freedom in colleges and institutes using a historical analysis of two Canadian provinces, British Columbia and Ontario. Beginning with an overview of academic freedom within universities, we then examine the development and evolution of colleges and institutes and discuss how or if academic freedom applies to them. We consider issues of collegial- ity, faculty engagement, and governance as they impact the concept and practice of academic freedom within these institutions. We also discuss the different origins, intents, roles, and governance models of universities in contrast to colleges and institutes, which are generally representative of the broader Canadian higher education landscape.
Critics have suggested that the practice of psychology is based on ethnocentric assumptions that do not necessarily apply to non-European cultures, resulting in the underutilization of counselling centres by minority populations. Few practical, culturally appropriate alternatives have flowed from these concerns. This paper reviews experiences from a doctoral-level practicum in
counselling psychology that targeted aboriginal and international university students outside of the mainstream counselling services at a western Canad- an university over a two-year period. It recommends an integrated approach, combining assessment, learning strategy skills, and counselling skills while incorporating community development methodology. The paper concludes with recommendations for counsellor training that will enhance services to both international and aboriginal students.
The search for effective public policy approaches for relating higher education to the needs of the labour market was a subject of much attention in the 1960s and early 19 70s, and the verdict was largely against centralized comprehensive manpower planning. This paper re-examines the role of manpower planning in the university sector, in light of new economic imperatives and new data production initiatives by Employment and Immigration Canada. It concludes by rejecting what is conventionally referred to as manpower planning, and offering, instead , a set of guidelines for improving the linkage between universities and the labour market within theframework of existing institutional and policy structures.
There is no formal mandate for or tradition of inter-sectoral collaboration between community colleges and universities in Ontario. Following a regulatory change introduced by the College of Nurses of Ontario in 1998, all Registered Nurse educational
preparation was restructured to the baccalaureate degree level through province-wide adoption of a college-university collaborative nursing program model. Despite complex sectoral differences in organizational culture, mandates, and governance structures, this program model was promoted by nursing educators and policy-makers as an innovative approach to utilizing the post-secondary system’s existing nursing education infrastructure and resources. This paper provides an overview of the introduction of Ontario’s collaborative baccalaureate nursing programs and discusses some of challenges associated with implementing and maintaining such programs.
Community college systems were established across North America from the early 1960s through the early 1970s. The new systems had two principal models: in one model, the college combined lower-division, university-level general education with technical education programs; in the other, most or all of the colleges were intended to concentrate on technical education. Ontario was the largest of the provinces and states in North America that opted for the second model. Many of the issues that planners confronted when designing these college systems have either persisted or re-emerged in recent years. This article re-examines the debate on the design of Ontario’s colleges that took place when they were founded and considers its implications for the present.
First Nations, Inuit and Métis have long advocated learning that affirms their own ways of knowing, cultural traditions and values. However, they also desire Western education that can equip them with the knowledge and skills they need to participate in
Canadian society. First Nations, Inuit and Métis recognize that “two ways of knowing” will foster the necessary conditions for nurturing healthy, sustainable communities.
Aboriginal people in Canada have long understood the role that learning plays in building healthy, thriving communities. Despite significant cultural and historical differences, Canada’s First Nations, Inuit and Métis people share a vision of learning as a holistic, lifelong process.
Leadership Development:
An Annotated Bibliography
Leadership Annotated Bibliography
According to data released by Statistics Canada in 2014, the years of 2000 - 2010 have seen significant increases in large and private debt among graduating students, and skyrocketing private debt among graduates with doctoral degrees. Although the
percentage of graduates in debt appears to be decreasing overall in this decade, this is both because of the introduction of the Canada Student Grants Program (which turns a portion of student loans into non-repayable grants) and because enrollment growth has outpaced increases in student loan borrowing. Even so, those who are borrowing are taking on much higher debts,and increasingly from private sources.
The Survey on College Student Health Literacy was a pilot study conducted during the spring 2013 semester at the Ohio State University Columbus campus. The survey was developed from the results of a 2012 qualitative study regarding college student health literacy related to prescription medications, which was conducted in collaboration with the Wilce Student Health Center Pharmacy. The survey expanded upon the qualitative study to include health literacy and numeracy skills such as the ability to interpret tables, nutrition labels, and prescription label instructions. The survey was piloted with a stratified random sample of Ohio State students on the Columbus campus to ensure the inclusion of international students within the sample. A total of 2,000 students were invited to participate, of which 277 students responded, yielding a 14% response rate.
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 brief explores students’ beliefs about philanthropy and their participation in philanthropic activities. The results are from the 2015 Student Life Survey, which was administered to a random sample of 5,000 undergraduate students and 1,000 graduate and professional students. A total of 1,039 undergraduate students (20.8% response rate) and 282 graduate/professional students (28.2% response rate) completed the survey. Please note that not all respondents answered each question.
This report examines students’ use of different technologies. The results are from the 2015 Student Life Survey which was administered to a random sample of 5,000 undergraduate students and 1,000 graduate and professional students. A total of 1,039 undergraduate students (20.8% response rate) and 282 graduate/professional students (28.2% response rate) completed the survey. In this report only responses of undergraduate students are presented so they can be compared to findings from the 2012 and 2013 distributions of the Student Life Survey. Among undergraduates, the 2013 survey had a 38.9% response rate, and the 2012 had a 26.0% response rate.
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.
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.
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.
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.
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.