61% of parents have more than one type of debt, with a mean number of debt types at 2.25
▪ 28% of parents have either type of student loan debt (for parents’ or kids’ education), and 5%
have student loan debt for both parents’ and kids’ education
▪ Parents with student loan debt (from parents’ education) are significantly more likely to have
credit card debt (67% vs. 54%) and payday loan debt (19% vs. 7%)
▪ Parents with student loan debt (from kid’s education) are significantly more likely to have
credit card debt (75% vs. 54%) and payday loan debt (38% vs. 5%)
▪ Parents with student loan debt (from parents’ education) are significantly more likely to say
they lose sleep worrying about college costs for their kids (49% vs. 40%)
Canada’s colleges, institutes, cégeps and polytechnics play a pivotal role in ensuring that Canada is “innovation ready,” providing students with the knowledge, advanced skills and work experience needed to maximize employment and entrepreneurship opportunities. They reach over 3,000 communities in urban, rural and remote areas from coast to
coast to coast, serving young people, adults requiring skills upgrading, Indigenous peoples, post-secondary graduates seeking specialized skills and work-integrated learning, newcomers to Canada and many more. These institutions serve 1.5 million learners with an extended reach that directly impacts the lives of one in eight Canadians. In 2014/15 alone, those who attended colleges and institutes generated $130.3 billion in added income through their higher earnings and increased
productivity of their
employers1.
Over the past two decades, and across the nation, the university has been undergoing profound changes. These
structural changes underpin an emergent philosophy of the new university today -- one that should give pause to anyone concerned about the direction of higher education.
For much of the 20th century, and especially after World War II, the university served as the vehicle of upward mobility, the principal pathway to securing a middle-class and eventually upper-middle-class life. Yet that prevailing 20th-century model of the university began to give way in the late 1980s, slowly at first and then more dramatically and visibly with the onset of the new millennium.
EXECUTIVE SUMMARY
There is untapped human potential in Canada; this talent is vital for the Government’s innovation ambitions. The next federal budget must seek new and innovative ways to maximize the growth potential of workers and employers.
Polytechnics Canada presents a suite of ten measures that respond to the Finance Committee’s call for ideas to improve outcomes for individual Canadians, businesses and communities. Six of our recommendations focus on people and talent, so necessary for real innovation gain. Four of our recommendations focus on accelerating business innovation through improved collaboration with polytechnics and colleges. A polytechnic education builds a resilient and resourceful workforce. Canada needs more of this kind of applied education. Budget 2017 can help scale-up support to make optimal use of polytechnics and colleges for Canada’s talent and innovation needs.
In a much-discussed article at Slate, social psychologist Michael Inzlicht told a reporter, “Meta-analyses are fucked” (Engber, 2016). What does it mean, in science, for something to be fucked? Fucked needs to mean more than that something is complicated or must be undertaken with thought and care, as that would be trivially true of everything in science. In this class we will go a step further and say that something is fucked if it presents hard conceptual challenges to which implementable, real-world solutions for working scientists are either not available or routinely
ignored in practice.
“Are you keeping us for the whole time today? Because I need to leave in 20 minutes,” asked a student with a baffled expression on his face. As I looked at him, I wanted so badly to explain: Of all the ways you could have chosen to introduce yourself on the first day of class, that was not the optimal one.
Have your students ever told you that your tests are too hard? Tricky? Unfair? Many of us have heard these or similar comments. The conundrum is that, in some circumstances, those students may be right.
Assessing student learning is a big responsibility. The reason we report scores and assign grades is to communicate information about the extent of student learning. We use these indicators to judge whether students are prepared for more difficult work or ready to matriculate into majors or sit for certification exams. Ideally, scores and grades reflect a student’s learning of a particular body of content, content we intended them to learn. Assessments (e.g., tests, quizzes, projects, and presentations) that are haphazardly constructed, even if unintentionally, can result in scores and grades that misrepresent the true extent of students’ knowledge and leave students confused about what they should have been learning. Fortunately, in three easy steps, test
blueprinting can better ensure that we are testing what we’re teaching.
So, the fall semester is about to begin and you’ve decided to try something new in one or more of your courses.
Maybe it’s a different quizzing strategy, a revised assignment, or a new group activity. Or perhaps you read about a note-taking technique or exam review strategy that you want to try. You want it to work—you want to make learning better for most students (hopefully better for everyone, but there’s value in being realistic). Here are some things you can do to increase the chance of success when you roll out something new in your courses.
We in higher education now serve more students with more stress than ever before, yet we have done little to learn about the strategies to help them better manage it, argues Karen Costa.
Dear Students: I think it’s time we had the talk. You know, the one couples who’ve been together for a while ometimes have to review boundaries and expectations? Your generation calls this "DTR" — short for "defining the elationship."
We definitely need to define our relationship because, first of all, it is a long-term relationship — maybe not between ou and me, specifically, but between people like you (students) and people like me (professors). And, second, it ppears to need some defining, or redefining. I used to think the boundaries and expectations were clear on both sides, but that no longer seems to be the case.
Canada’s universities are critical to Canada’s
international assistance and to mobilizing people and ideas for an innovative, inclusive and
prosperous world. Through leveraging research expertise and networks, engaging researchers and
students, working with communities,
and supporting the provision of quality higher education in partner countries, universities play an
active role in reducing poverty, creating
new opportunities for the world’s poorest and most marginalized, and building more inclusive societies. Canada’s universities are a key, and often underleveraged, asset in shaping an effective and innovative approach for the delivery of Canadian development assistance for the benefit of all citizens in partner countries.
As the voice of Canada’s universities at home and abroad, representing the interests of 97 Canadian public and private not-for-profit universities, Universities Canada is grateful for the opportunity to provide input into this important process of re-examining and re-think-ing Canada’s international assistance policy.
This chapter examines how the three most common types of engagement found among adolescents attending high-performing high schools relate to indicators of mental and physical health.
A body of research has emerged during the past three decades focusing on how students engage in the schooling process and the broader positive developmental outcomes as-sociated with high levels of engagement and lower involvement in high-risk behaviors. This chapter suggests that gratitude might offer a unique contribution for understand-ing how affective engagement and positive relationships could enhance student school bonding and thereby student social-emotional and academic outcomes.
When considering LGBT rights and equality, many people nowadays think they’re the just thing to do. What’s often
overlooked is how such social changes actually benefit straight people as well.
School Finder
Review of Colleges and Universities and other educational issues.
KSU redefined the MOOC value proposition through collaboration of university leadership and faculty. The new proposition shifts measures of success beyond just course completion to include measures that benefit students, faculty, and the institution. Students benefitted through access to open educational resources, the acquisition of professional learning units at no cost, and the potential of college credit at a greatly reduced cost. Academic units benefited through a mechanism to attract students and future revenue while the university benefited through digital impressions, branding, institutionally leveraged scalable learning environments, streamlined credit evaluation processes and expanded digital education.
This paper examines whether intermediary bodies are useful in advancing government goals for quality and sustainability in higher education systems. It explores the evidence about intermediary bodies through case studies of England, Israel, New Zealand and the United States. It also treats the case of Ontario, whose best-known intermediary bodies have been the Ontario Council on University Affairs and the colleges’ Council of Regents.
Here’s a question to ponder in the wee hours of the morning – or right now. How can a government respond to the following societal dynamic?
1. A persistent and growing demand for more availability of public postsecondary education.
2. Fewer public dollars to sustain or grow public postsecondary education, especially in Canada
with the insatiable financial appetite of the health care system.
3. A political imperative to minimize tuition increases.
4. Greater scrutiny and accountability around everything governments and public institutions do.
A recent Globe and Mail article pointed out that Canadian universities appear to be slipping in world rankings. This is not a good thing. Higher education institutions — because of the students they teach, the research and discoveries they make, and the communities they support — are some of the most critical public institutions in Canada positioning us for a robust economy with plentiful good jobs and the quality of life and civil society Canadians want and merit.
The challenge Canada faces in higher education is best summarized in this question: How can we deliver a better education to more students with no more money?
• To set out a conceptual design for a new accountability framework for Ontario PSE
• Framework intended as ppart of HEQCO’s advice on new multi‐year accountability aggreements
• Complements other HEQCO work on this topic