When viewed holistically, Canada lacks a clear and common understanding of the future directions and top priorities of its post-secondary education (PSE) sector. Perhaps as a result, Canada has not yet comprehensively addressed a fundamental question: How do we demonstrate quality in PSE? To answer this question requires clarification of many issues, including the roles that various institutions and sectors play. It also requires the development of a shared vision of PSE, of what can and should be achieved. Despite much discussion among leaders of various education sectors in Canada, an agreement on
a plan of action has yet to be reached. Indeed, a national dialogue on this critical issue is needed.
In Canadian universities and colleges, the registrar role appears to be evolving. It absolutely remains a position focused on the diligent care and oversight of student academic records and related student services. However, those holding these roles are more often being called upon to create interesting and unique partnerships; actively support or steer enrolment management; oversee significant pan-institutional responsibilities and related accountabilities; and develop policies, procedures, and integrated systems that serve as the backbone for the institution and support overall student success. Registrars are exercising their duties in an increasingly virtual world where institutional boundaries are becoming less rigid and new approaches are becoming the norm. Examples include different course delivery models, online course and program offerings, new forms of inter-institutional collaboration, cross-boundary sharing of data, targeted access programs, increasingly mobile students, etc. The evolving role of the Canadian registrar suggests a close examination of current reporting line practices and responsibilities is timely.
Our main focus continues to be the three government priorities, including the Course-to-Course Transfer Guide, principles for credit transfer policies and procedures, as well as diploma-to-diploma and degree-to-degree path- ways. On our student
website, ONTransfer.ca, students can now use the Course-to-Course Transfer Guide, which was launched last January, as well as search institutional profiles that highlight credit transfer policies and procedures.
By enhancing communication with students, ONCAT both increases their awareness of transfer opportunities and facilitates their ability to transfer. ONCAT works with students, through its advisory board, by engaging with student leaders and participating in student fairs, to ensure that there is a better understanding of the transfer and mobility opportunities afforded by our system.
Student transfer in Ontario - Infograph
Today, students view mobility among, and access to, the different educational experiences as offered by colleges and universities as essential to their success in the workplace; they need to equip themselves with skills in a way that sets them apart from the rest and best speaks to their own interests and aptitude, and move more seamlessly between certificate, diploma, apprenticeship and
degree programs.
On behalf of the Ontario Council on Articulation and Transfer (ONCAT), we are pleased to present a submission to the provincial government on credit transfer, in an effort to inform the roundtable discussions on credit transfer reform.
Established in 2011, ONCAT was created to enhance student pathways and reduce barriers for students looking to transfer among Ontario’s 44 publicly funded postsecondary institutions. As a member driven organization, ONCAT has continued to play a leadership role in the development of credit transfer policies and practices in Ontario. With the ministry’s ongoing funding of $15 million over two years, ONCAT is committed to continuing to drive innovation for credit transfer in the province with the goal of achieving the ministry’s vision by 2015.
Almost 40 Canadian universities in all regions of Canada responded to a detailed data survey aimed at ascertaining the characteristics and flows of students who left postsecondary institutions in one jurisdiction to continue undergraduate studies at a university in another. Two main types of student were considered: the transfer student who receives some transfer credit on admission to the receiving university and the mobile student who also moves between institutions but who does not receive transfer credit for prior studies. Some other studies of this type have not considered the mobile student, as defined here, although they make up about 20 per cent of the total flows.
Ontario has invested massively in university education over the past decades. Much of the increase has been to fund more students (access). Some of the increase has gone directly to students in the form of increasing scholarships, bursaries, loan programs, and grants to reduce tuition costs (student financial aid). However the formula that funds institutions has remained virtually unchanged – ensuring that while the numbers of students (and cost to government) has escalated dramatically, the resources available to support students within the universities have become increasingly constrained.
Sexual violence is an ongoing concern in post-secondary educational environments. It is “any violence, physical or psychological, carried out through sexual means or targeting sexuality” and includes sexual abuse, assault, rape and harassment (Ontario Women’s Directorate, 2013, p. 3).
Canadian institutions and governmental bodies have made efforts to address sexual violence on campus. For instance, the Ontario Women’s Directorate (2013) created Developing a Response to Sexual Violence: a Resource Guide for Ontario’s Colleges and Universities and the Canadian Federation of Students-Ontario (2013) released a Campus Toolkit for Combating Sexual Violence. Student groups, universities and colleges have implemented prevention programs such as US-based
Bringing in the Bystander™ and Green Dot, as well as awareness campaigns such as Got Consent? and Draw The Line (Banyard, Plante, & Moynihan, 2005; University of New Hampshire, 2014; Senn & Forrest, 2013; University of Windsor, n.d.; Coker et al., 2011; Green Dot etc., 2010; Sexual Assault Support Centre at the University of British Columbia, n.d.; Ontario Coalition of Rape
Crisis Centres, n.d.). Grassroots and community-directed efforts such as the It’s Time to End Violence Against Women on Campus Project have also made strides toward addressing and preventing campus sexual assault (Sexual
Assault Centre of Hamilton & Area & YWCA Hamilton, 2014).
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.
Headlines surrounding the consideration of race and ethnicity in college admissions are often incomplete and ill-informed, promoting polarization and deflecting attention from practices that promote racial, ethnic, and socioeconomic diversity in higher education. As colleges and universities seek o educate an increasingly diverse American citizenry and achieve the associated educational aims, it is imperative that post- secondary leaders, policymakers, researchers, and members of the media better understand the work and challenges facing institutions in this current legal climate.
Want a Loyal Team? Choose Kindness over Toughness
Slides dealing with social media basic categories.
Highlights
• Aboriginal women living off-reserve have bucked national trends, with employment rates rising since 2007 alongside labour force participation.
• Employment growth has been particularly high in service sectors such as finance and professional services – areas typically associated with well-paying, stable jobs.
• Linked to improving labour market outcomes, Aboriginal women have seen sizeable improvements in education attainment over the past 20 years.
• Significant gaps in outcomes relative to the Non-Aboriginal population persist. Fortunately, the rela- tively young population implies that these gaps will continue to close as the Aboriginal population is likely to see further gains in educational outcomes.
The 2015 Graduating Student Survey marks the 21st cooperative study undertaken by the Canadian University Survey Consortium/Consortium canadien de recherche sur les étudiants universitaires (CUSC-CCREU). The 2015 survey involved 36 universities and over 18,000 graduating university students from across Canada.
Regulated Nurses, 2014 highlights current trends in nursing practice across a variety of supply, employment and demographic characteristics. This report highlights data for the 3 groups of regulated nursing professionals in Canada: registered nurses (RNs, including nurse practitioners, or NPs), licensed practical nurses (LPNs) and registered psychiatric nurses (RPNs).
Since 1987, the Canadian Association of University Business Officers (CAUBO) has celebrated the administrative achievements of our members through the Quality & Productivity (Q&P) Awards Program. The simple concept of sharing good ideas has grown
into an established best practices program that celebrates the successes of our members and provides a venue for spreading the word.
CAUBO promotes the professional and effective delivery of services and administration of resources in all facets of higher education. This annual awards program is designed to recognize, reward and share achievements of administrators in the introduction of new services, improvement in the quality of services provided, and the management of human, financial, and
physical resources.
Depuis 1987, L’Association canadienne du personnel administratif universitaire (ACPAU) souligne les bons coups de ses membres par l’entremise du programme des prix de la qualité et de la productivité. Le concept de départ, qui consistait à
communiquer de bonnes idées, a germé; aujourd’hui, il s’agit d’un programme bien établi qui réunit des pratiques exemplaires, met en valeur les réussites de nos membres et constitue un moyen de diffuser ce savoir.
L’ACPAU s’occupe de promouvoir la prestation professionnelle de services et l’administration effice de ressources dans toutes les facettes de l’enseignement supérieur. Le programme des prix de la qualité et de la productivité vise à récompenser et à faire connaître chaque année les réalisations des administrateurs universitaires, que ce soit pour l’introduction de nouveaux services, l’amélioration de la qualité des services fournis, ou encore la gestion des ressources humaines, financières
ou physiques.
This project was designed to evaluate how an online social learning environment implemented within the disciplinarily-defined context of a university department might enhance academic engagement, research collaboration and the achievement of learning outcomes among undergraduate students. In developing this research, we were guided by the following research questions:
• How can social networking and progress-tracking technologies enhance academic engagement and student experience in a discipline-bounded environment?
• How can networked academic profiles create a more cohesive academic experience for students?
• Can use of networked academic profiles strengthen students’ academic orientation to new media and information literacy?
As online learning has become more established, we at ExtensionEngine have noted the evolution of a framework comprising four distinct revenue models: For- Credit, Research, Pre-Matriculation and Post-Graduation. This study investigates the prevalence of these four models among 136 U.S. colleges and universities as a means to identify and define new opportunities for learning in higher education.
To determine the current prevalence of each model, we used each sample institution’s website to tally the number of online programs in each model. For comparison, we noted the occurrence of in-person programs for the Pre-Matriculation and Post-Graduation models. We analyzed this data against college type (private or public), enrollment, and endowment size.