Faculty everywhere are flipping their classes, but can we flip faculty development? That’s the question I asked myself when I flipped the pre-conference workshop at the 2016 Teaching Professor Technology Conference. What I discovered is that we can “practice what we teach” and design faculty-centered learning experiences much the same way we design student-centered learning experiences.
In this article, I provide a few recommendations for flipping a faculty development workshop. For further inspiration, the article concludes with a showcase of the work created by the participants in my workshop last fall.
According to the World Health Organization, depression is the leading cause of disability worldwide.
If you haven’t experienced this common mental disorder, it’s likely that someone you know has, though they may not have told you. An estimated 350 million people of all ages suffer from depression, causing them to function poorly at work, at school and in the family.
Today, significant headway has been made in understanding depression and its causes, how depression can be recognized and how to treat it.
One of my New Year’s resolutions was to reread some of my favorite teaching and learning resources, especially those I haven’t looked at in a while. I’m enjoying these revisits and decided to share some random quotes with timeless insights.
One of the first things I saw this morning was a Toronto Star article concerning more First Nations kids taking their lives, and chiefs calling for help to deal with the suicide crisis. In conversation with a friend about it, she said to me “I wish I could help, but as a student I just don’t know how.”
Talking about it more with her, she expressed that she felt as if she couldn’t do anything because she’s non-Indigenous, but also far away both socially and physically from the issues at hand.
But that’s simply not true. It needs to be known that we are all treaty people, and reconciliation needs to be a national movement with 100 per cent of Canadians being a part of it, both non-Indigenous and Indigenous.
Everyone has a role to play, especially young people.
Raise your hand if your salary increased by more than 50 per cent in the past five years. Nope? Didn’t think so.
But it could go up that much by September if you’re the president of a college in Ontario. Or maybe it will rise by a mere 39 per cent.
Whichever, you get the picture. As the end of a five-year wage freeze on non-unionized public sector workers approaches, the province’s 24 colleges are setting the stage for massive pay increases for their presidents.
Deb Matthews, the minister responsible for post-secondary education, needs to rein them in. Not only to stop a salary race at the college level, but to manage pay expectations for other public sector workers, including those at universities, hospitals, school boards and government agencies.
The extent of the college presidents’ pay ambitions are made clear in documents released by the Ontario Public Service Employees Union, which opposes the proposed new salary levels.
VANCOUVER – Reserve schools are failing Canada’s aboriginal students and there is no quick-and-easy fix, says a new report from the C.D. Howe Institute.
A study released Thursday by the research group found that only four of 10 young adults living on reserves across the country have finished high school.
Those figures contrast sharply with graduation rates of seven out of 10 for off-reserve aboriginals and nine out of 10 for non-aboriginals. The study also found eight out of 10 Metis graduate from high school across the country.
It's one of the commonly held beliefs about First Nations people in this country: they all get free post-secondary education.
Problem is, it's not true. And the reality is much more complicated.
To help make sense of it, here's a little of what Canadians should know about First Nations people and funding for
post-secondary education.
Apprendre aux enfants et aux adolescents quelles sont leurs limites personnelles leur permet de développer leur sens des responsabilités et la maîtrise de soi. Développer le sens de l'autonomie, du respect de soi et d'autrui permet d'avoir une meilleure estime de soi. Dans ce cours, les élèves apprendront les règles relatives à l'espace personnel, au toucher et à la sécurité personnelle afin de maintenir des limites saines.
Abstract: Research on personal space has found that individual cultures and ethnic groups have a similar preference for the use of personal space within each respective group. Differences in the use of personal space exist across gender, as women tend to share a closer proximity than men. The purpose of this study was to measure the use of personal space among college students. Use of personal space was defined in this study as the preference or need for a specific amount of personal space. Specifically, the researcher hypothesized differences across gender and ethnicity would be found. Survey methodology was used to measure different variables of personal space among private university students (N=102). The results indicated that male students feel more comfortable than female students in greeting an acquaintance of the opposite gender with a hug or a kiss. Female students reported being more comfortable than male students in greeting an acquaintance of the same gender. An agenda for future research that includes cultural differences among college students was described.
The myth that online education courses cost less to produce and therefore save students money on tuition doesn’t hold up to scrutiny, a survey of distance education providers found.
The survey, conducted by the WICHE Cooperative for Educational Technologies (WCET), found that most colleges harge students the same or more to study online. And when additional fees are included, more than half of distance ducation students pay more than do those in brick-and-mortar classrooms.
The higher prices -- what students pay -- are connected to higher production costs, the survey found. Researchers sked respondents to think about 21 components of an online course, such as faculty development, instructional esign and student assessment, and how the cost of those components compares to a similar face-to-face course. he respondents -- administrators in charge of distance education at 197 colleges -- said nine of the components cost more in an online course than in a face-to-face course, while 12 cost about the same.
How international university students think about home significantly influences their migration plans upon graduation, according to a new study from the University of British Columbia.
“A lot of research focuses on where international students go to study, but few focus on where they go after graduation,” said study author Cary Wu, a PhD candidate in UBC’s department of sociology and an international student from China. “Our study shows that migration plans for international students are far more complex than this binary of stay or return.”
TORONTO, Feb. 14, 2017 /CNW/ - A new national survey released today reveals a bold portrait of Canada's Millennials (those born between 1980 and 1995), that for the first time presents the social values of this generation, and the distinct segments that help make sense of the different and often contradictory stereotypes that so frequently are applied to today's young adults.
The results show that Millennials cannot be lumped into a single group defined by their age, or by other demographic characteristics such as gender, region or socio-economic status. They are a diverse part of the Canadian society, made up of six social values "tribes", each reflecting a distinct worldview and approach to life. While Millennials may share some common experiences and aspirations as befits their stage in life, there are notable differences in outlook and life path across these tribes, be they "Engaged Idealists," "Bros and Brittanys," or "Lone Wolves."
However talented, no one is a natural-born teacher. Honing the craft takes significant care and effort, not just by the individual, but also by the school at large. Though experience does matter, it matters only to the extent that a teacher -- regardless of how long he or she has been in the classroom -- commits to continued professional development to refresh his or her status as a transformational teacher. Along those lines, even after a decade in the classroom, I don't claim to be beyond criticism -- not in the least. Still, I wish to offer some advice on constantly striving toward perfection, however elusive that goal will always remain.
At a conference in Ottawa, academics, policymakers, students and community leaders addressed the role universities can play in reconciling Indigenous and non-Indigenous peoples.
What role can and should universities play in reconciliation efforts between Canadian institutions and Indigenous communities? What’s working well and what needs to change? These questions were central to a two-day symposium of university administrators, students, policymakers and community organizers called Converge 2017, hosted by Universities Canada in Ottawa last week.
Postsecondary education in Ontario has seen a number of labour strikes over the past few decades, including some protracted, high‐profile work stoppages. These labour disputes can impact students negatively in a number of ways, yet there has been limited research exploring the psychosocial and academic impact of work stoppages on university students and possible strategies to minimize these effects. This report outlines the findings of a three‐study project designed to expand on the limited, existing research in two ways. The first study analyzed data from a rare longitudinal survey, assessing changes in student responses to the 2008–2009 York University strike by teaching assistants and contract faculty over the course of the work stoppage. The second and third studies adopted a mixed‐methods approach, using focus group interviews and a retrospective online survey to understand students’ experiences of the 2015 labour strikes at the University of Toronto and York University.
New school. New city. New structure.
It can all feel so daunting. Especially if you're 18 years old, not really sure what program you should be in and unprepared for the demands of what your new post-secondary education reality truly is.
Many students lack the right knowledge, tools and resources to make an informed decision when choosing their higher ed path. Universities see about 14% of first year students drop out, in comparison to an even higher 20% at college, simply because it's just not the right fit.
Despite efforts to decrease attrition in North America, a PSE attrition rate of 30-40% has persisted for over 30 years. That means post-secondary institutions are suffering financial losses as first year students continue to drop out. But why aren't students finding the right fit?
Last month’s Women’s March, one of the largest demonstrations in American history, drew between three and five million people across 673 U.S. cities and 170 cities internationally, according to a Google Drive effort to capture estimates. Since then, protests have continued in communities nationwide, including a series of major demonstrations in response to President Trump’s executive order barring travel to the United States from seven predominantly Muslim nations, his order to move ahead with the wall along the Mexican border and the controversial North Dakota pipeline.
Viewed as signaling white nationalism, racism, sexism and xenophobia, the election of Donald Trump has provoked strong and negative responses among students. The turbulent political atmosphere recently engulfed the University of California, Berkeley, where students or -- according to campus officials -- agitators from off the campus violently interrupted what were to be peaceful protests and a speech by Breitbart editor Milo Yiannopoulos. Student protests against Trump’s travel ban have also occurred at Ohio, American, Chapman and Rutgers Universities.
What do these events say, if anything, about activism on college campuses today? Have they sparked a new wave of student engagement? Or is it a momentary outcry?
Whenever I assign a long reading for homework or offer to peruse one collectively, a tremendous
sigh can be heard filling up the room. Groans of “Do we have to?” or “I’ve never read anything that
long in my life” punctuate the anticipated boredom, and everyone settles in to (grudgingly) do the
work.
For instructors, that isn’t a rare occurrence. Our roles require us teach basic tenets of literature, engage students in thinking about rhetoric and symbolism, and ideally guide them as they evolve into better writers and critical thinkers. However, as we try to reach students who are reading increasingly shorter and shorter pieces, or not at all, one question arises: Do we need to change how and what we teach in English courses, or is it already too late?
All post-secondary teachers and students use educational technology– whether for classroom-based, blended or fully online learning and teaching.
This three-part series, Three Pillars of Educational Technology: Learning Management Systems, Social Media, and Personal Learning Environments, explores the Learning Management System (LMS), social media, and personal learning environments – and how they might best be used for enhanced teaching and learning.
Part 2: How Social Media Support and Expand Teaching and Learning
All post-secondary faculty and students use educational technology– whether for classroom-based, blended or fully online learning and teaching.
This three-part series, Three Pillars of Educational Technology: Learning Management Systems,
Social Media, and Personal Learning Environments, explores the learning management system (LMS), social media, and personal learning environments – and how they might best be used for enhanced teaching and learning.