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.
The Ohio State University Undergraduate and Master's/ Professional Graduation Surveys were first administered in the spring term of 2011 and are administered at the end of each term by the Office of Student Life. The surveys gather information about the career and education plans of potential graduates, as well as students’ satisfaction with Ohio State. In recent years, data from
the academic terms comprising the academic year (summer, autumn, and spring) have been compiled. This report presents the results from the spring 2012, autumn 2012/spring 2013, the 2013-2014, and 2014-2015 administrations. Please note that the surveys have changed over time and this report compares findings when direct comparisons are available across years.
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.
An example of a financial survey.
The National Student Financial Wellness Study (NSFWS) is a national survey of college students examining the financial attitudes, practices and knowledge of students from institutions of higher education across the United States, and was developed and administered by The Ohio State University. The purpose of the 2014 NSFW is to gain a more thorough and accurate
picture of the financial wellness of college students.
“What is mentoring all about”? Being Telemachus’ guide and resource person Mentor’s prime role was to “help” the young and unskilled son of Odysseus to become a proficient and self-regulated learner, able to cope with the demands of life. This ‘helping” process (Cox, Bachkirova, & Clutterbuck, 2010) was accomplished through conversation. Mentoring’s typical
characteristic is talk, i.e., the communicative interactive exchange between persons. This exchange is considered to be the vehicle of learning and professional development. Therefore, to tentatively answer our opening question, mentoring is about learning in conversations. For mentoring to be of any help its process (i.e., conversation) and its result (i.e., learning to become a professional) need to be carefully appreciated and scrutinized by mentors – i.e., “reflected upon” – in order to
warrant a mentor’s role and position as a “helping” agent.
This paper examines the role of affiliated and federated universities in Ontario’s higher education system. It addresses the question: Do affiliated and federated institutions make a distinctive contribution to the differentiation of postsecondary education in Ontario?
Ontario has 16 affiliated and federated universities that historically were church-governed and that became associated with one of the publicly supported universities. Each of them offers primarily secular academic programs today. Carleton, Laurentian, Ottawa, Toronto, Waterloo and Western each have one or more federated or affiliated university.
On a typical day in 2014, more than 22 million cyberattacks threatened to infiltrate Penn State. Two
attacks targeting the university’s College of Engineering managed to slip past security systems. Thanks to an alert from the FBI, the university investigated the attacks and disconnected the college’s computer network from the Internet for three days while it beefed up security.
In K-12, school districts are constantly launching digital learning initiatives that require large amounts of bandwidth and mobile devices. But many of them don’t address the IT infrastructure beforehand. And that leads to horror stories of the network
slowing to a crawl with students and teachers unable to connect their devices to the Internet due to lack of wireless coverage.
“Infrastructure is one of those things that is not sexy and is not glamorous,” says Susan M. Bearden, director of information technology at Holy Trinity Episcopal Academy in Melbourne, Fla. “I mean, who really wants to hear about switches or bandwidth or choke points in a network? But if you don’t have that infrastructure in place, then you are setting yourself up for failure.”
Unfortunately, education institutions don’t always recognize the tenuous situation they’re in until they fall prey to successful cyberattacks and show-stopping network failures. But it doesn’t have to be that way.
This Center for Digital Education (CDE) Special Report guides education IT leaders through the trends, technologies and tips that will help them build a future-ready infrastructure to carry their institutions through the challenges of life
in the digital age.
The focus of this study was to determine the graduation and employment rates of Indspire’s Building Brighter Futures: Bursaries and Scholarship Awards (BBF) program recipients. Methodologically, the study was structured as a qualitative-quantitative survey. A total of 1,248 Indigenous students who received funding through Indspire’s BBF program between 2000-2001 and 2012-2013 participated in a survey. The report gathers data from a sample of Indigenous students in all provinces and
territories.
This report is a summary of research undertaken for Gabriel Dumont Institute Training and Employment, a branch of the Gabriel Dumont Institute, about the Gabriel Dumont Institute’s Aboriginal Apprenticeship Initiative. The initiative was administered by Gabriel Dumont Institute Training and Employment.
The report is divided into five sections. The next section (Section 2) provides a general overview of the labour market in Saskatchewan with particular emphasis on Aboriginal people and the skilled trades. Included in that section is a short-term outlook for employment in the apprenticeable trades. Section 3 describes the Saskatchewan apprenticeship system including statistics about the total number of apprentices and the number of Aboriginal apprentices in Saskatchewan.
Canada’s businesses agree completely with the Prime Minister regarding the potential of our Aboriginal peoples to contribute to our collective economic prosperity. In fact, members of the Canadian Chamber of Commerce identified the participation of
the Aboriginal peoples in our workforce as one of four priority areas in addressing the barrier to their competitiveness posed by their difficulties in finding workers with the skills they need.
The Canadian Chamber has focused on the significant difficulties Aboriginal peoples face in completing elementary, secondary and post-secondary education and in obtaining and retaining employment. In this paper, we take a different approach to this issue by highlighting productive initiatives to improve the workforce participation of Aboriginal peoples and the competitiveness of employers. We will also offer recommendations to the federal government and Canada’s businesses
on measures both can take to provide Aboriginal peoples and communities—as well as businesses—with the tools to make these
success stories the norm.
The Council of Ministers of Education, Canada (CMEC), affirmed their commitment to improving outcomes for Aboriginal students and identified the gaps in academic achievement and graduation rates between Aboriginal and non-Aboriginal students as a key area for attention. One of the strategies articulated in the CMEC Aboriginal Education Action Plan for addressing these gaps in outcomes is “strengthening the capacity for evidence-based decision making.” Toward that goal, CMEC commissioned a report to consider how better data and evidence can be developed to support jurisdictions’ efforts to improve the academic achievement and attainment of Aboriginal students in provincial and territorial elementary and secondary schools.
According to the most recent Statistics Canada census data (2006), there are 242,000 Aboriginal people living in Ontario, primarily comprising three distinct groups: First Nation (158,000), Métis (74,000) and Inuit (2,000). The remaining 8,000 Aboriginal people classified themselves as “other.” Aboriginal peoples in Ontario have diverse languages, cultures and traditions. The census also identified that approximately 47,000 First Nations people live on reserves in Ontario; these are lands set aside for the use and benefit of a specific band or First Nation. There are a total of 133 First Nation communities in Ontario, each of which has its own government or tribal council. The delivery of education through schools on reserve is the responsibility of the First Nation and the federal government. The federal government is financially responsible for the education of First Nation students living on reserve, whether these students attend First Nation or provincially operated schools.
First Nations employment in Saskatchewan is increasing, yet we continue to lag behind the other two Prairie Provinces. This report shows that if we were to employ First Nations people at the same rate as Alberta and Manitoba, we would increase provincial employment by 5.9 thousand employees in 2012, growing to 8.3 thousand by 2031. That is just by catching up with the average for the remainder of the Prairies.
Results would be better yet if we were to employ our First Nations population at the same rate as our total Provincial population. The result would be an increase in provincial employment by 17.9 thousand in 2012, growing to 25.1 thousand in 2031.
Established in 2004, the Industry Training Authority (ITA) is the provincial Crown agency that governs and manages the industry training system. Working in close collaboration with industry, it keeps occupational standards current and relevant, assesses skills, manages the apprenticeship training pathway, and works to align the profile and number of newly credentialed workers with labour market needs. It provides career development opportunities for individuals and a skilled workforce for
industry.
An annual Government’s Letter of Expectation (GLE) is ITA’s primary source of guidance in setting its strategic direction. In 2008 – consistent with the relevant GLE’s emphasis on expanding access to training for groups that are traditionally under-represented or face barriers to labour force participation – ITA began to establish a distinct suite of Aboriginal Initiatives. The overarching objective was to increase the representation of Aboriginal participants in the trades.
Nunavut Tunngavik Inc.’s (NTI) 2010/11 Annual Report on the State of Inuit Culture and Society focuses on the status of Inuit children and youth in Nunavut, with a focus on ages 2 to 18. In 2008, NTI reported on the overall health of Inuit, with
an emphasis on health service availability and delivery, and in many ways this report complements that document by focusing on the concept of wellness as it applies to Inuit children and youth, and the specific opportunities, challenges and priority areas associated with this rapidly growing demographic. Young people make up a larger proportion of Nunavut’s population than in any other Canadian jurisdiction (see Figure 1).
Children and youth are the most vulnerable people in society, relying on parents, guardians, and extended family members for food, shelter, nurturing, support, and protection. Factors impacting the well-being of Inuit children and youth, such as the availability of nutritious foods and reliable child, youth, and family services, adequate housing, and quality, early childhood and kindergarten to Grade 12 (K-12) education are beyond their influence or control. The high incidence of violent crime, sexual assault, and substance abuse in Nunavut can compound these challenges, making sustained political advocacy for this population all the more urgent.
Educational disparities in U.S. adult mortality are large and have widened across birth cohorts. We consider three policy relevant
scenarios and estimate the mortality attributable to: (1) individuals having less than a high school degree rather than a high school degree, (2) individuals having some college rather than a baccalaureate degree, and (3) individuals having anything less than a laureate degree rather than a baccalaureate degree, using educational disparities specific to the 1925, 1935, and 1945
cohorts.
How do changing economic conditions and uncertain market opportunities affect young adults’ transition from their undergraduate college years to adult roles and responsibilities? The Arizona Pathways to Life Success (APLUS) project is uniquely positioned
to answer this question. Launched in 2007, APLUS examines what factors shape and guide individual life trajectories — the pathways that young adults tread on their way to independence and self-sufficiency.