From 8578194751d3bb17f499e7b79ad77d5bc0d11d4b Mon Sep 17 00:00:00 2001 From: Michael Mior Date: Tue, 13 Aug 2024 08:58:01 -0400 Subject: [PATCH] Auto merge pre-commit.ci PRs --- data.json | 1 + 1 file changed, 1 insertion(+) create mode 100644 data.json diff --git a/data.json b/data.json new file mode 100644 index 0000000..18c3443 --- /dev/null +++ b/data.json @@ -0,0 +1 @@ +[{"model": "main.siteinfo", "pk": 1, "fields": {"description": "A repository of current reports dealing with Higher Education issues. Many of these reports are Canadian-based.\r\n(Lorsqu'elle est disponible, la version française est incluse.)\r\nCompanion Site: Community College and Higher Education Research Links (http://cclp.mior.ca/ccorl/directory)\r\nThis site is dedicated to Brian Desbiens, Roy Giroux, Michael Skolnik and Charles Pascal. These dedicated educators inspired me to pursue my educational journey and supported me along the way.\r\nSite updated by Dr. J. Mior. Website and Database designed and maintained by Michael J. Mior."}}, {"model": "links.category", "pk": 3, "fields": {"created_time": "2012-12-22T20:08:43.037Z", "updated_time": "2014-01-21T20:33:13.394Z", "title": "Participation/Student Success/Retention", "slug": "participation", "description": "Participation/representation in Postsecondary Education Student Success Retention"}}, {"model": "links.category", "pk": 4, "fields": {"created_time": "2012-12-22T20:09:48.531Z", "updated_time": "2012-12-22T20:09:48.531Z", "title": "Technology", "slug": "technology", "description": "Technology - Use of technology in Postsecondary education"}}, {"model": "links.category", "pk": 5, "fields": {"created_time": "2012-12-22T20:38:08.491Z", "updated_time": "2012-12-23T21:33:33.849Z", "title": "Review Postsecondary Education", "slug": "ontario-government-review-postsecondary-education-", "description": "Review of postsecondary education. "}}, {"model": "links.category", "pk": 6, "fields": {"created_time": "2012-12-22T20:39:25.863Z", "updated_time": "2012-12-22T20:39:25.863Z", "title": "Learning", "slug": "learning", "description": "Learning Assessment E-Learning Outcomes"}}, {"model": "links.category", "pk": 7, "fields": {"created_time": "2012-12-22T20:44:49.222Z", "updated_time": "2012-12-23T21:21:33.206Z", "title": "Teaching ", "slug": "teaching-strategies", "description": "Teaching, strategies, student engagement in classroom and lectures"}}, {"model": "links.category", "pk": 8, "fields": {"created_time": "2012-12-22T20:52:04.328Z", "updated_time": "2012-12-22T20:52:04.328Z", "title": "Financial", "slug": "financial", "description": "Finance Tuition"}}, {"model": "links.category", "pk": 9, "fields": {"created_time": "2012-12-22T20:53:33.372Z", "updated_time": "2012-12-26T20:11:04.364Z", "title": "E-Learning/Online Learning/Distance Education", "slug": "distance-education", "description": "Distance Education, E-Learning"}}, {"model": "links.category", "pk": 10, "fields": {"created_time": "2012-12-22T20:55:31.853Z", "updated_time": "2012-12-26T19:12:49.297Z", "title": "Ontario Colleges", "slug": "colleges-ontario", "description": "Colleges Ontario, Report from Colleges Ontario"}}, {"model": "links.category", "pk": 12, "fields": {"created_time": "2012-12-22T21:31:27.780Z", "updated_time": "2017-12-04T21:20:20.275Z", "title": "Aboriginal - First Nations - Indigenous", "slug": "aboriginal", "description": "Aboriginal"}}, {"model": "links.category", "pk": 13, "fields": {"created_time": "2012-12-22T21:34:07.196Z", "updated_time": "2012-12-22T21:34:07.196Z", "title": "Sustainability - Environmental", "slug": "sustainability-environmental", "description": "Sustainability - Environmental"}}, {"model": "links.category", "pk": 14, "fields": {"created_time": "2012-12-22T21:38:37.318Z", "updated_time": "2012-12-23T21:43:49.328Z", "title": "Immigrant/International Students", "slug": "international-students", "description": "Immigrant/International Students"}}, {"model": "links.category", "pk": 15, "fields": {"created_time": "2012-12-23T16:51:11.929Z", "updated_time": "2013-02-02T03:24:41.440Z", "title": "Governance", "slug": "governance", "description": "Governance, infrastructure, planning, administration"}}, {"model": "links.category", "pk": 16, "fields": {"created_time": "2012-12-23T16:56:56.345Z", "updated_time": "2012-12-26T18:41:14.467Z", "title": "Health", "slug": "mental-health", "description": "Mental Health, suicide, student health, autism"}}, {"model": "links.category", "pk": 17, "fields": {"created_time": "2012-12-23T16:59:01.475Z", "updated_time": "2012-12-23T16:59:01.475Z", "title": "College Universities Relationships", "slug": "college-universities-relationships", "description": "Colleges Universities Relationships, comparisons"}}, {"model": "links.category", "pk": 18, "fields": {"created_time": "2012-12-23T18:51:08.683Z", "updated_time": "2012-12-23T18:51:08.683Z", "title": "Adult Learners", "slug": "adult-learners", "description": "Adult Learners"}}, {"model": "links.category", "pk": 19, "fields": {"created_time": "2013-08-21T18:07:22.765Z", "updated_time": "2013-08-21T20:50:13.887Z", "title": "Administration/Leadership", "slug": "administration", "description": "Administration - Provincial, College University, Leadership, Professional Development"}}, {"model": "links.category", "pk": 20, "fields": {"created_time": "2015-06-02T14:28:12.848Z", "updated_time": "2015-06-02T14:29:03.229Z", "title": "Labour", "slug": "laboour", "description": "Work Jobs Scan"}}, {"model": "links.category", "pk": 21, "fields": {"created_time": "2016-03-08T17:42:01.160Z", "updated_time": "2016-03-08T17:42:01.160Z", "title": "Fullan, Michael", "slug": "fullan-michael", "description": "Leadership, change, reform"}}, {"model": "links.category", "pk": 22, "fields": {"created_time": "2016-04-17T01:33:51.242Z", "updated_time": "2016-04-17T01:34:24.560Z", "title": "Skolnik, Michael", "slug": "skolnik-michael", "description": "Publications"}}, {"model": "links.category", "pk": 25, "fields": {"created_time": "2018-02-11T21:40:48.150Z", "updated_time": "2018-02-11T21:40:48.150Z", "title": "General", "slug": "general", "description": "Articles that do not easily fit into the other categories."}}, {"model": "links.link", "pk": 341, "fields": {"created_time": "2011-06-26T13:54:40Z", "updated_time": "2016-05-22T19:29:19.900Z", "title": "Effective Classroom Management Techniques", "url": "https://ucarecdn.com/8c54f416-9f48-4fc1-b740-0aafd30741af/", "file": "https://ucarecdn.com/8c54f416-9f48-4fc1-b740-0aafd30741af/", "description": "Effective classroom management is much more than just administering corrective measures when a student misbehaves; it's about developing proactive ways to prevent problems from occurring in the first place while creating a positive learning environment. Establishing that climate for learning is one of the most challenging aspects of teaching, and one of the most difficult skills to master. For those new to the profession, failure to set the right tone will greatly hinder your effectiveness as a teacher. Indeed, even experienced faculty may sometimes feel frustrated by classroom management issues. Strategies that worked for years suddenly become ineffective in the face of some of the challenges today’s students bring with them to the classroom.\r\nBrought to you by The Teaching Professor, this special report features 10 proven classroom management techniques from those on the front lines who’ve met the challenges head-on and developed creative responses that work with today's students. This report will teach you practical ways to create favourable conditions for learning, including how to:\r\n. Get the semester off on the right foot\r\n. Prevent cheating\r\n. Incorporate classroom management principles into the syllabus\r\n. Handle students who participate too much\r\n. Establish relationships with students\r\n. Use a contract to help get students to accept responsibility\r\n. Employ humour to create conditions conducive to learning\r\nThe goal of 10 Effective Classroom Management Techniques Every Faculty Member Should Know is to provide actionable strategies and no-nonsense solutions for creating a positive learning environment – whether you’re a seasoned educator or someone who's just starting out.", "visits": 820, "categories": [7]}}, {"model": "links.link", "pk": 342, "fields": {"created_time": "2011-06-26T13:58:29Z", "updated_time": "2016-05-22T19:31:50.808Z", "title": "Principles of Effective Online Teaching", "url": "https://ucarecdn.com/59e1e1b7-5ebb-49fc-9eaa-921579d92834/", "file": "https://ucarecdn.com/59e1e1b7-5ebb-49fc-9eaa-921579d92834/", "description": "In the traditional college classroom today, faculty and students arrive with a certain set of expectations, shaped largely by past experiences. And although students may need the occasional (or perhaps frequent) reminder of what's required of them, there's usually something very familiar about the experience for both faculty and students alike. In the online classroom, an entirely new set of variables enters the equation. It's a little like trying to drive in a foreign country. You know how to drive, just like you know how to teach, but it sure is hard to get the hang of driving on the left side of the road, you're not quite sure\r\nhow far a kilometre is, and darn it if those road signs aren't all in Japanese. This special report explains the \"rules of the road\" for online teaching and learning and features a series of columns that first appeared in the Distance Education Report's \"Between the Clicks,\" a popular column by Dr. Lawrence C. Ragan, Director of Instructional Design and\r\nDevelopment for Penn State's World Campus.\r\nThe articles contained in the report will help you establish online instructor best practices and expectations, and include the following principles of effective online teaching:\r\n. Show Up and Teach\r\n. Practice Proactive Course Management Strategies\r\n. Establish Patterns of Course Activities\r\n. Plan for the Unplanned\r\n. Response Requested and Expected\r\n. Think Before You Write\r\n. Help Maintain Forward Progress\r\n. Safe and Secure\r\n. Quality Counts\r\n.(Double) Click a Mile on My Connection\r\nThese principles, developed at Penn State's World Campus, outline the core behaviours of the successful online instructor, and help to define parameters around the investment of time on part of the instructor. In his articles, Ragan identifies potential barriers and limitations to online learning, and specific strategies to assist instructors in achieving the performance ", "visits": 817, "categories": [9]}}, {"model": "links.link", "pk": 343, "fields": {"created_time": "2011-06-26T14:02:13Z", "updated_time": "2015-05-18T00:40:42.935Z", "title": "Strategies for Getting Students to Read", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-11-strategies-getting-students-to-read.pdf", "file": null, "description": "Getting students to take their reading assignments seriously is a constant battle. Even syllabus language just short of death threats, firmly stated admonitions regularly delivered in class, and the unannounced pop quiz slapped on desks when nobody answers questions about the reading don’t necessarily change student behaviours or attitudes. Despite the correlation between reading and course success, many students remain committed to trying to get by without doing the reading, or only doing it very superficially, or only doing it just prior to exam dates. In return, some exasperated instructors fall into the trap of using valuable class time to summarize key points of the readings. It’s not a new problem, and clearly we can’t simply bemoan the fact that students don't read. Furthermore, doing what we’ve been doing — the threats, the endless quizzes, the chapter summaries — has failed to solve the problem. The better solution involves designing courses so that students can’t do well without reading, and creating assignments that require students to do more than just passively read.\r\nFeaturing 11 articles from The Teaching Professor, this special report was created to give faculty new ways of attacking an age-old problem. Articles in the report include:\r\n. Enhancing Students’ Readiness to Learn\r\n. What Textbook Reading Teaches Students\r\n. Helping Students Use Their Textbooks More Effectively\r\n. Text Highlighting: Helping Students Understand What They Read\r\n. When Students Don’t Do the Reading\r\n. Pre-Reading Strategies: Connecting Expert Understanding and Novice Learning\r\nWhether your students struggle with the material or simply lack the motivation to read what’s assigned, this report will help ensure your students read and understand their assignments.", "visits": 739, "categories": [6]}}, {"model": "links.link", "pk": 344, "fields": {"created_time": "2011-06-26T14:05:34Z", "updated_time": "2015-05-18T00:40:45.503Z", "title": "Twitter Survey Report", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2010-twitter-survey-report.pdf", "file": null, "description": "This report represents the second annual survey on Twitter usage and trends among college faculty. This year's survey, like that conducted in 2009, sought answers to some of the fundamental questions regarding faculty members' familiarity, perception, and experience with the micro-blogging technology, as well as whether they expect their Twitter use to increase or decrease in the future. We also examined year-to-year comparisons to see how the Twitter landscape has changed during the past 12 months. The 2010 Faculty Focus survey of nearly 1,400 higher education professionals found that more than a third (35.2 percent) of the 1,372 respondents who completed the survey in July-August 2010 use Twitter in some capacity. That's up from 30.7 percent in 2009. Meanwhile, the percentage of educators who never used Twitter decreased from 56.4 percent in 2009 to 47.9 percent in 2010. The remaining 16.9 percentage consists of those who tried Twitter, but stopped using it —an increase from 12.9 percent in 2009.\r\nOf those who currently use Twitter, the most common activities include “to share information with peers” and “as a real-time news source.” Instructional uses, such as “to communicate with students” and “as a learning tool in the classroom” are less popular, although both activities saw increases over the previous year. Meanwhile, a number of non-users expressed concerns that Twitter creates poor writing skills and could be yet another classroom distraction. Many also noted that very few of their students use Twitter. Finally, a new trend that emerged this year centred on the belief that many feel they already have too many places to post messages or check for student questions/comments. As one professor put it, “I have no interest in adding yet another communication tool to my overloaded life. In terms of future use, just over half (56.8 percent) of current Twitter users say they expect to increase their use during the coming academic year. Only 2.5 percent say their Twitter use will likely decrease, and 40.7 percent say it will stay about the same.\r\nThis 22-page report gives a breakdown of each survey question, including a sampling of the comments provided by the respondents. The comments allowed faculty to further explain how they are using Twitter, why they stopped, or why they have no interest in using it at all.", "visits": 843, "categories": [4]}}, {"model": "links.link", "pk": 345, "fields": {"created_time": "2011-06-26T14:08:54Z", "updated_time": "2015-05-18T00:40:42.429Z", "title": "Horizon 2011 Report", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2011-Horizon-Report.pdf", "file": null, "description": "The internationally recognized series of Horizon Reports is part of the New Media Consortium’s Horizon Project, a comprehensive research venture established in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years on a variety of sectorsaround the globe. This volume, the 2011 Horizon Report, examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry. It is the eighth in the annual series of reports focused on emerging technology in the higher education environment.", "visits": 855, "categories": [4]}}, {"model": "links.link", "pk": 347, "fields": {"created_time": "2011-06-26T14:19:10Z", "updated_time": "2015-05-18T00:40:44.444Z", "title": "State of Aboriginal Learning in Canada", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/What is the Future of Learning in Canada.pdf", "file": null, "description": "Aboriginal people in Canada have long understood the role building healthy, thriving communities.\r\nDespite significant cultural and historical differences, Canada’s First Nations, Inuit and Métis people share a vision of learning as a holistic, lifelong process.\r\nIncreasingly, governments, Aboriginal organizations and communities are making decisions and developing policies that reflect a better understanding and awareness of an Aboriginal perspective on learning. However, the effectiveness of these\r\ndecisions still typically rely on conventional measurement approaches that offer a limited—and indeed incomplete—view of the state of Aboriginal learning in Canada. Current measurement approaches typically focus on the discrepancies in educational attainment between Aboriginal and non-Aboriginal youth (in particular, high-school completion rates) and often overlook the many aspects of learning that are integral to an Aboriginal perspective on learning. As a result, conventional measurement approaches rarely reflect the specific needs and aspirations of Aboriginal people.\r\nThis situation is not unique to Canada. In a recent report, the United Nations stated “it is of utmost importance that Governments, indigenous peoples, donors and civil society organizations work together to ensure that special [measurement] approaches are devised to coincide with the aspirations of indigenous peoples. Without a comprehensive understanding of Aboriginal people's perspective on learning and a culturally appropriate framework for measuring it, the diverse aspirations and needs of First Nations, Inuit and Métis across Canada will continue to be misinterpreted and misunderstood.", "visits": 1098, "categories": [12]}}, {"model": "links.link", "pk": 348, "fields": {"created_time": "2011-06-26T18:39:33Z", "updated_time": "2015-05-18T00:40:46.259Z", "title": "Academic Leadership Development", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-academic-leadership-development.pdf", "file": null, "description": "Remember how you felt during your first semester of teaching? Excited? Nervous? A little over-whelmed? At times you even might have wondered how the school could give you a job with so much responsibility and so little training. Now you're a seasoned educator making the move from faculty to dministration. And guess what? You’re excited, nervous, and a little overwhelmed. And, once again, you wonder how the school could give you a job with so much responsibility and so little training. Inadequate preparation, unrealistic expectations, and increased workload can create undue stress on faculty members making the transition to department chair or other levels of administration. This special report features 14 articles from Academic Leader newsletter that address many of the challenges faced by new leaders, from establishing a leadership style to redefining relationships with former peers. Here are some of the articles you will find in Academic Leadership Development: How to Make a Smooth Transition from Faculty to Administrator:\r\n. look Before You Leap: Transitions from Faculty to Administration\r\n. Translating Teaching Skills to Leadership Roles\r\n. The First 1,000 Steps: Walking the Road from Academic to Administrator\r\n. Why New Department Chairs Need Coaching\r\n. 10 Recommendations toward Effective Leadership\r\nThis report will help new administrators navigate the potential minefields and find their voice when it comes to leading effectively. It also may remind experienced leaders what it was like that first year in hopes that they might reach out to help make someone else’s transition a little easier.", "visits": 1696, "categories": [15]}}, {"model": "links.link", "pk": 350, "fields": {"created_time": "2011-06-27T05:18:26Z", "updated_time": "2015-05-18T00:40:48.146Z", "title": "Access to PSE - How Ontario Compares", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Access PSE Ont.pdf", "file": null, "description": "This research uses the Youth in Transition Survey, Reading Cohort to compare participation in postsecondary education (PSE)in Ontario to other Canadian regions. We begin by presenting access rates by region, which reveals some substantial differences. University participation rates in Ontario are in about the middle of the pack, while college rates are relatively high. We then undertake an econometric analysis, which reveals that the effects of parental income are quite strong in the Atlantic provinces but much weaker elsewhere, including within Ontario. We also find that the relationship between high school grades and Programme for International Student Assessment (PISA) test scores (measures of academic performance and ability differ by region and are generally strongest in Ontario. From this perspective,Ontario would appear to have a relatively “meritocratic” system, where those who are more qualified are more likely to go to university and where attendance rates are less affected by family income. Interestingly, the effects of parental education, which are generally much stronger than those of family income, are similar across regions. Understanding the reasons underlying these patterns might warrant further investigation.\r\nThis research was funded by the Higher Education Quality Council of Ontario (HEQCO), which also provided useful feedback throughout the project, but the authors retain all responsibility for the paper and opinions expressed therein. This work is based on earlier research carried out for the Canada Millennium Scholarship Foundation through the MESA project. ", "visits": 885, "categories": [3]}}, {"model": "links.link", "pk": 351, "fields": {"created_time": "2011-06-27T05:21:48Z", "updated_time": "2015-05-18T00:40:45.167Z", "title": "Adult Literacy Practioners Use of Online", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Adult Literacy.pdf", "file": null, "description": "The Getting Online (GO) Project, funded by the federal (Canadian) Office of Literacy and Essential Skills (OLES, formerly the National Literacy Secretariat), commenced in May 2007. The project was to assess the potential in Canada of technology-based professional development (PD) for literacy instructors and coordinators working actively with adults, a group chronically under-funded for PD, but eager to communicate with each other and to acquire more preparation in their jobs. The project’s fi rst\r\nphase addressed the need for current information on literacy workers’ general experiences with online PD and related technologies, and their resulting attitudes toward this mode of learning. (In phase 2 of the GO Project, pilot training modules on the use of online tools and strategies were developed and pilot tested with literacy workers, as suggested by the survey results. More detailed information on the project is available from the website shown above.)", "visits": 1098, "categories": [18]}}, {"model": "links.link", "pk": 352, "fields": {"created_time": "2011-06-27T05:47:17Z", "updated_time": "2015-05-18T00:40:45.136Z", "title": "State of Adult Learning and Workplace Learning in Canada", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Adult-Work-Report_EN.pdf", "file": null, "description": "Over the past few decades, Canada’s labour requirements have changed drastically—from a need for physical labourers to a need for knowledge workers—as a result of changes in economic and social conditions that have included advances in information and communication technologies, globalization of economic activity and shifting demographics. Consequently, employers and firms are increasingly seeking skilled workers with a more sophisticated array of capabilities. Of recent concern, the current global recession has led to the deterioration of labour-market conditions in Canada and worldwide, profoundly affecting—through increased vulnerability to unemployment—the economic and social well-being of families and communities across Canada. Canada’s economic strength, as in other countries, depends on its ability to develop a skilled and flexible workforce, capable of adapting to continuous change. While Canada’s formal education is of a high standard, it alone cannot provide the conditions needed to secure the development of Canada’s talent—its human infrastructure*—which is a necessary element of our country’s future prosperity. Against this backdrop, Securing Prosperity through Canada’s Human Infrastructure, CCL’s second† report on the state of adult learning and workplace training in Canada, demonstrates that investments in human infrastructure—both in times of economic uncertainty and relative prosperity—are critical to securing a strong economy and greater social equity.\r\n", "visits": 993, "categories": [18]}}, {"model": "links.link", "pk": 354, "fields": {"created_time": "2011-06-27T06:15:57Z", "updated_time": "2015-05-18T00:40:42.707Z", "title": "Assessing Validity of CSSE", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Assessing Validity of CCSSE.pdf", "file": null, "description": "This study investigates the validity, within an Ontario college, of the U.S.-based Community College Survey of Student Engagement (CCSSE) benchmarks of effective educational practices, formally referred to as the Model of Effective Educational Practices (MEEP). MEEP factors include active and collaborative learning; student effort, academic challenge, studentfaculty\r\ninteraction, and support for learners. The validity of CCSSE was explored for this study through analysis of the model fit of MEEP and analysis of its correlations and capacity to predict five academic outcomes based on a sample of Ontario students that completed CCSSE during the Winter 2009 semester. Results of the analyses reveal that MEEP exhibits good model fit and that three of the five benchmarks were consistently correlated with the five selected academic outcomes (self-reported GPA, semester GPA, cumulative GPA, cumulative credit completion ratio, and percentage of courses completed with a grade of 70 per cent or higher). After controlling for subject characteristics, two of the five benchmarks, active and collaborative learning and academic challenge were identified as predictors of most of the academic outcomes.", "visits": 887, "categories": [3]}}, {"model": "links.link", "pk": 356, "fields": {"created_time": "2011-07-02T11:30:04Z", "updated_time": "2015-05-18T00:40:41.690Z", "title": "Measure of Student Engagement", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/AtIssueStudentEngagement.pdf", "file": null, "description": "In recent years, there has been a great and growing interest in measuring educational quality in the Ontario postsecondary education sector (PSE). Colleges and universities are interested in quality measures for academic planning purposes. Reliable indicators would allow them to identify effective educational practices as well as areas for improvement and to develop strategies in the hopes of improving educational experiences for students. The government is interested for accountability reasons. Quality has become an increasingly prominent focus of the McGuinty government, which seeks not only to increase the number of PSE graduates in the province but also to ensure the quality of degrees being awarded. Robust quality measures could be used to monitor individual institutional performance and to address issues at the sector level. Reliable and comparable provincial-level quality indicators could provide answers to questions such as how the Ontario PSE system is doing compared to other jurisdictions. The problem, however, is that educational quality cannot be easily defined, measured or assessed. Traditional quality indicators consist of two types: input measures (e.g., student-faculty ratio, class size, operating revenue per student) and outcome measures (e.g., retention rate, graduation rate, employment rate). Many researchers have argued that the focus on input measures and the oversimplified use of output measures may create a misleading picture of the quality of PSE in Ontario. Using input measures as quality indicators ignores the substantial differences in the effectiveness with which\r\ninstitutions use available resources. Using output measures as quality indicators ignores the fact that universities differ from one another in terms of mission, size, location and student composition.", "visits": 962, "categories": [3]}}, {"model": "links.link", "pk": 357, "fields": {"created_time": "2011-07-02T11:31:18Z", "updated_time": "2015-05-18T00:40:44.709Z", "title": "Baby Boomers Approach 65 Glumly", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Baby Boomers Approach 65 glumly.pdf", "file": null, "description": "The iconic image of the Baby Boom generation is a 1960s-era snapshot of an exuberant, long-haired, rebellious young adult. That portrait wasn’t entirely accurate even then, but it’s hopelessly out of date now. This famously huge cohort of Americans finds itself in a funk as it approaches old age. On January 1, 2011, the oldest Baby Boomers will turn 65. Every day for the next 19 years, about 10,000 more will cross that threshold. By 2030, when all Baby Boomers will have turned 65, fully 18% of the nation’s population will be at least that age, according to Pew Research Center population projections. Today, just 13% of Americans are ages 65 and older.\r\nPerched on the front stoop of old age, Baby Boomers are more downbeat than other age groups about the trajectory of their own lives and about the direction of the nation as a whole.\r\nSome of this pessimism is related to life cycle – for most people, middle age is the most demanding and stressful time of life. 1 Some of the gloominess, however, appears to be particular to Boomers, who bounded onto the national stage in the 1960s with high hopes for remaking society, but who’ve spent most of their adulthood trailing other age cohorts in overall life satisfaction.\r\nAt the moment, the Baby Boomers are pretty glum. Fully 80% say they are dissatisfied with the way things are going in the country today, compared with 60% of those ages 18 to 29 (Millennials); 69% of those ages 30 to 45 (Generation Xers) and 76% of those 65 and older (the Silent and Greatest Generations), according to a Pew Research Center survey taken earlier this month.", "visits": 924, "categories": [3]}}, {"model": "links.link", "pk": 358, "fields": {"created_time": "2011-07-02T11:37:12Z", "updated_time": "2015-05-18T00:40:48.103Z", "title": "Building Student Engagement", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Student-engagement.pdf", "file": null, "description": "The reasons why students need to be involved and engaged when they attend college are well established. Engagement can be the difference between completing a degree and dropping out.\r\nResearch has sought to identify what makes student involvement more likely. Factors like student-faculty interaction, active and collaborative learning experiences, involvement in extracurricular activities, and living on campus have all been shown to make a difference. Not surprisingly, faculty play a critical role in student engagement … from the obvious: facilitating\r\ndiscussions in the classroom; to the often overlooked: maximizing those brief encounters we have with students outside of class. This special report features 15 articles that provide perspectives and advice for keeping students actively engaged in learning activities while fostering more meaningful interactions between students and faculty members, and among the students themselves.\r\nFor example, in “Student Engagement: Trade-offs and Payoffs” author E Shelley Reid, associate professor at George Mason University, talks about how to craft engagement-focused questions rather than knowledge questions, and explains her willingness to take chances in ceding some control over students’ learning.\r\nIn “The Truly Participatory Seminar” authors Sarah M. Leupen and Edward H. Burtt, Jr., of Ohio Wesleyan University, outline their solution for ensuring all students in their upper division seminar course participate in discussion at some level.\r\nIn “Reminders for Improving Classroom Discussion” Roben Torosyan, associate director of the Center for Academic Excellence at Fairfield University, offers very specific advice on balancing student voices, reframing discussions, and probing below the surface of group discussions. And finally, in “Living for the Light Bulb” authors Aaron J. Nurick and David H. Carhart of Bentley College provide tips on setting the stage for that delightful time in class “when the student’s entire body says ‘Aha! Now I see it!’” Who wouldn’t like to see more light bulbs going on more often? One of the most challenging tasks instructors face is keeping students engaged. Building Student Engagement: 15 Strategies for the College Classroom will help you meet that challenge while ensuring your classroom is a positive and productive learning environment.", "visits": 822, "categories": [6]}}, {"model": "links.link", "pk": 359, "fields": {"created_time": "2011-07-02T11:46:59Z", "updated_time": "2015-05-18T00:40:48.376Z", "title": "Composite Learning Index 2010", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Composite Learning Index 2010.pdf", "file": null, "description": "WHAT IS THE COMPOSITE LEARNING INDEX?\r\nA product of the Canadian Council on Learning (CCL), the Composite\r\nLearning Index (CLI) is Canada’s annual measure of progress in lifelong learning. It is based on a combination of statistical indicators that reflect the many ways Canadians learn, whether in school, in the home, at work or within the community.\r\nThe only index of its kind in the world, the CLI is an unprecedented measurement tool that expresses how learning in all aspects of life is critical to the success of individuals, communities and the country as a whole. On an individual level, Canadians stand to benefit from lifelong learning through higher wages, better job prospects, improved health and more fulfilling lives.\r\nAccordingly, Canada stands to gain through a more resilient economy and stronger bonds within and between communities.\r\nAlthough most Canadians are aware of the potential benefits of lifelong learning, until CCL launched the CLI in 2006 there was no way of measuring how Canadians were performing across the full spectrum of learning. To reflect this broad perspective, the CLI uses a wide range of learning indicators to generate numeric scores for more than 4,500 communities across Canada. A high CLI score means that a particular city, town or rural community possesses the kinds of learning conditions that foster social and economic well-being. A low CLI score means that a community is under-performing in certain aspects that are key to lifelong learning.\r\nIt is important to note that these scores are not meant to single out “winners” and “losers,” but rather to help Canadians understand the state of lifelong learning in their communities and to encourage them to think of concrete ways that they can improve on these conditions. With new results published on CCL’s website every spring, the CLI is an objective and reliable measurement tool that can help communities make the best possible decisions about learning—decisions that will strengthen\r\nsocial ties, bolster the economy and hopefully improve people’s lives.\r\nExplore the effects of lifelong learning\r\nThe structure of the Composite Learning Index echoes the interconnectedness and complexity of lifelong learning in the community. To help understand this relationship, CCL developed the CLI Simulator, an online tool that allows individuals to adjust and compare a selection of indicators and witness the effects those decisions can have on a community.", "visits": 935, "categories": [5]}}, {"model": "links.link", "pk": 360, "fields": {"created_time": "2011-07-02T11:52:27Z", "updated_time": "2015-05-18T00:40:48.060Z", "title": "Course Design Development Ideas", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-course-design-development-ideas.pdf", "file": null, "description": "So much of what determines the overall success or failure of a course takes place well in advance of the first day of class. It’s the thoughtful contemplation of your vision for the course — from what you want your students to learn, to selecting the instructional activities, assignments, and materials that will fuel that learning, to determining how you will measure learning outcomes.\r\nCourse Design and Development Ideas That Work examines this multifaceted issue from a variety of fronts to bring you proven course design alternatives implemented in courses of varying sizes and disciplines. Featuring 12 articles pulled from the pages of The Teaching Professor, the report will inspire you to rethink some components of your course.\r\nFor example, in the article titled A Large Course with a Small Course Option, we learn about an innovative course design for a large 300-level course. Essentially, the instructor created two options: in one, students attend lectures and take four exams. In the second option, students are responsible for those same lectures and exams, but they also participate in small group discussions and complete a set of writing assignments. The second option was most valued by students who are not very good test-takers or who have a keen interest in the subject.\r\nIn the article The Placement of Those Steppingstones, the University of Richmond’s Joe Ben Hoyle compares the placement of steppingstones in a koi pond to the educational processes teachers use to help their students get from point A to point B. Hoyle theorizes that “education stumbles when either the learning points are not sequenced in a clearly logical order or they are not placed at a proper distance from each other.”\r\nOther articles in Course Design and Development Ideas That Work include:\r\n• A Course Redesign that Contributed to Student Success • Pairing vs. Small Groups: A Model for Analytical Collaboration • How Blended Learning Works\r\n• Should Students Have a Role in Setting Course Goals?\r\n• In-Class Writing: A Technique That Promotes Learning and Diagnoses Misconceptions\r\nIf you’re looking to update an existing course, this report will give you sound strategies to consider.", "visits": 961, "categories": [7]}}, {"model": "links.link", "pk": 361, "fields": {"created_time": "2011-07-02T11:58:16Z", "updated_time": "2015-05-18T00:40:42.853Z", "title": "Decline of Marriage and Rise of New Families", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Decline of Marriage and Rise of New Families.pdf", "file": null, "description": "The transformative trends of the past 50 years that have led to a sharp decline in marriage and a rise of new family forms have been shaped by attitudes and behaviors that differ by class, age and race, according to a new Pew Research Center nationwide survey complemented by an analysis of demographic and economic data from the U.S. Census Bureau. A new ―marriage gap‖ in the United States is increasingly aligned with a growing income gap. Marriage, while declining among all groups, remains the norm for adults with a college education and good income but is now markedly less prevalent among those on the lower rungs of the socio-economic ladder. The survey finds that those in this less-advantaged group are as likely as others to want to marry, but they place a higher premium on economic security as a condition for marriage. This is a bar that many may not meet.\r\nThe survey also finds striking differences by generation. In 1960, two-thirds (68%) of all twenty-somethings were married. In 2008, just 26% were. How many of today’s youth will eventually marry is an open question. For now, the survey finds that the young are much more inclined than their elders to view cohabitation without marriage and other new family forms — such as same sex marriage and interracial marriage — in a positive light. Even as marriage shrinks, family— in all its emerging varieties — remains resilient. The survey finds that Americans have an expansive definition of what constitutes a family. And the vast majority of adults consider their own family to be the most important, most satisfying element of their lives.\r\nHere is a summary of the key findings of the report:\r\n The Class-Based Decline in Marriage. About half (52%) of all adults in this country were married in 2008; back in 1960, seven-in-ten (72%) were. This decline has occurred along class lines. In 2008, there was a 16 percentage point gap in marriage rates between college graduates (64%) and those with a high school diploma or less (48%). In 1960, this gap had been just four percentage points (76% vs. 72%). The survey finds that those with a high school diploma or less are just as likely as those with a college degree to say they want to marry. But they place a higher premium than college graduates (38% versus 21%) on financial stability as a very important reason to marry.\r\n. Is Marriage Becoming Obsolete? Nearly four-in-ten survey respondents (39%) say that it is; in 1978 when Time magazine posed this question to registered voters, just 28% agreed. Those most likely to agree include those who are a part of the phenomenon (62% of cohabiting parents) as well as those most likely to be troubled by it (42% of self-described conservatives). Despite these growing uncertainties, Americans are more upbeat about the future of marriage and family (67% say they are optimistic) than about the future of the country’s educational system (50% optimistic), its economic system (46% optimistic) or its morals and ethics (41% optimistic).\r\nii\r\n. An Ambivalent Public. The public’s response to changing marital norms and family forms reflects a mix of acceptance and unease. On the troubled side of the ledger: Seven-in-ten (69%) say the trend toward more single women having children is bad for society, and 61% say that a child needs both a mother and father to grow up happily. On the more accepting side, only a minority say the trends toward more cohabitation without marriage (43%), more unmarried couples raising children (43%), more gay couples raising children (43%) and more people of different races marrying (14%) are bad for society. Relatively few say any of these trends are good for society, but many say they make little difference.\r\n. Group Differences. Where people stand on the various changes in marriage and family life depends to some degree on who they are and how they live. The young are more accepting than the old of the emerging arrangements; the secular are more accepting than the religious; liberals are more accepting than conservatives; the unmarried are more accepting than the married; and, in most cases, blacks are more accepting than whites. The net result of all these group differences is a nearly even three-way split among the full public. A third (34%) say the growing variety of family arrangements is a good thing; 29% say it is a bad thing and 32% say it makes little or no difference.\r\n. The Resilience of Families. The decline of marriage has not knocked family life off its pedestal. Three-quarters of all adults (76%) say their family is the most important element of their life; 75% say they are ―very satisfied‖ with their family life, and more than eight-in-ten say the family they live in now is as close as (45%) or closer than (40%) the family in which they grew up. However, on all of these questions, married adults give more positive responses than do unmarried adults.\r\n. The Definition of Family. By emphatic margins, the public does not see marriage as the only path to family formation. Fully 86% say a single parent and child constitute a family; nearly as many (80%) say an unmarried couple living together with a child is a family; and 63% say a gay or lesbian couple raising a child is a family. The presence of children clearly matters in these definitions. If a cohabiting couple has no children, a majority of the public says they are not a family. Marriage matters, too. If a childless couple is married, 88% consider them to be a family.\r\n. The Ties that Bind. In response to a question about whom they would assist with money or care giving in a time of need, Americans express a greater sense of obligation toward relatives—including relatives by way of fractured marriages– than toward best friends. The ranking of relatives aligns in a predictable hierarchy. More survey respondents express an obligation to help out a parent (83% would feel very obligated) or grown child (77%) than say the same about a stepparent (55%) or a step or half sibling (43%). But when asked about one’s best friend, just 39% say they would feel a similar sense of obligation.\r\n. Changing Spousal Roles. In the past 50 years, women have reached near parity with men as a share of the workforce and have begun to outpace men in educational attainment. About six-in-ten wives work today, nearly double the share in 1960. There’s an unresolved tension in the public’s response to these changes. More than six-in-ten (62%) survey respondents endorse the modern marriage in which the husband and wife both work and both take care of the household and children; this is up from 48% in 1977. Even so, the public hasn’t entirely discarded the traditional male breadwinner template for marriage. Some 67% of survey respondents say that in order to be ready for marriage, it’s very important for a man to be able to support his family financially; just 33% say the same about a woman.\r\n. The Rise of Cohabitation. As marriage has declined, cohabitation (or living together as unmarried partners) has become more widespread, nearly doubling since 1990, according to the Census Bureau. In the Pew Research survey, 44% of all adults (and more than half of all adults ages 30 to 49) say they have cohabited at some point in their lives. Among those who have done so, about two-thirds (64%) say they thought of this living arrangement as a step toward marriage.\r\n. The Impact on Children. The share of births to unmarried women has risen dramatically over the past half century, from 5% in 1960 to 41% in 2008. There are notable differences by race: Among black women giving birth in 2008, 72% were unmarried. This compares with 53% of Hispanic women giving birth and 29% of white women. Overall, the share of children raised by a single parent is not as high as the share born to an unwed mother, but it too has risen sharply — to 25% in 2008, up from 9% in 1960. The public believes children of single parents face more challenges than other children — 38% say ―a lot more‖ challenges and another 40% say ―a few more‖ challenges. Survey respondents see even more challenges for children of gay and lesbian couples (51% say they face a lot more challenges) and children of divorce (42% say they face a lot more challenges).\r\n. In Marriage, Love Trumps Money. Far more married adults say that love (93%), making a lifelong commitment (87%) and companionship (81%) are very important reasons to get married than say the same about having children (59%) or financial stability (31%). Unmarried adults order these items the same way. However, when asked if they agree that there is ―only one true love‖ for every person, fewer than three-in-ten (28%) survey respondents say, I do.", "visits": 1074, "categories": [18]}}, {"model": "links.link", "pk": 362, "fields": {"created_time": "2011-07-02T12:02:17Z", "updated_time": "2015-05-18T00:40:45.189Z", "title": "Degrees of Opportunity", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Degrees of Opportunity.pdf", "file": null, "description": "The primary objectives of this paper were to determine whether there are significant gaps in Ontario’s postsecondary education system with respect to education and research activities, with particular attention to activities connoted by the term “polytechnic”, and if so, to consider how to address such gaps. In response to the first part of our task, we identified three major gaps in Ontario’s postsecondary education system: a free standing, degree-granting, primarily teaching-oriented institution that concentrates on undergraduate education; an open university that would expand accessibility and enable Learners to combine credits from different institutions and different types of learning experiences; and effective pathways for students who start their postsecondary education in a college to attain a baccalaureate degree and be able, if they are so\r\ninclined, to continue on to graduate study.\r\nWe did not find compelling evidence that there is a shortage of opportunity for polytechnic education in\r\nOntario. Presently students are able to draw upon Ryerson University and the University of Ontario Institute of\r\nTechnology (UOIT), a modest but growing number of joint university-college programs, and baccalaureate and diploma programs of the colleges. In addition, many students create a polytechnic experience for themselves through transfer from a university to a college or from a college to a university, though more needs to be done to improve opportunities of the latter type.\r\nAlso, we think that there are some other good reasons for not designating some colleges as polytechnic institutions. The term polytechnic is fraught with ambiguity, and thus adding a new sector of postsecondary institutions with that name could be more confusing than helpful for prospective students. The institutions in British Columbia and Alberta that use the term polytechnic, either formally or informally, have since their founding been formally differentiated from other college sector institutions in their province and have a history of specialization in technology-based programming. No college sector institutions in Ontario have had a differentiated role like the institutes of technology in British Columbia and Alberta. We are aware also that five\r\ncolleges in Ontario have been seeking the polytechnic designation. In regard to both labour market needs and practices in other North American jurisdictions, it is hard to see a justification for adding that many polytechnic institutions to the provincial postsecondary education system, especially when four of them would be in the Greater Toronto Area (GTA). We appreciate that many colleges across Canada, including in Ontario, have made valuable contributions to industry through their applied research activities. Our impression is that the expertise and interaction with industry that fosters these contributions is largely situational and contextual related to the existence of particular faculty in particular programs and institutions.\r\nAccordingly, we do not believe that designating some colleges as polytechnics is necessary to maintain or enhance the capability of the college sector to make such contributions.\r\nWhile we do not believe that there are compelling arguments for designating some colleges as polytechnics, we are mindful of the contribution that could be made by enabling at least a few colleges to have a more substantial and broader role in offering baccalaureate programs if they are able to demonstrate that they meet the conditions required for such activity. Based upon our examination of the issues outlined above, we review a number of possible policy options to address the predicted demand for increased access to university degree programs in the GTA including: 1)\r\ncreating satellite campuses of existing universities; 2) creating new universities that are of the same type as existing universities; 3) creating new universities of a new type focusing on undergraduate study and with a limited role in research; 4) providing selected colleges with a new substantial role in baccalaureate programming; 5) providing colleges with a greater role in transfer programs in basic university subjects, such as arts and science; and 6) creating an open university. We review each of these options and discuss factors that should be considered by government.", "visits": 900, "categories": [5]}}, {"model": "links.link", "pk": 364, "fields": {"created_time": "2011-07-02T12:16:06Z", "updated_time": "2015-05-18T00:40:43.037Z", "title": "Distant Learning Administration and Policy", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-distance-learning-administration.pdf", "file": null, "description": "When building an online program, there are certain big questions that need to be answered. Among them are: What kind of program you want it to be – high tech or low tech? Professor intensive or adjunct driven? Blended learning or fully online? What kind of technology will be used to deliver course content? What about opportunities for collaboration? Indeed, even though distance learning is no longer in its infancy, and there are a whole discipline-full of best practices learned by those who blazed the trail before you, it’s easy to get overwhelmed by the questions and the possibilities of what you want your program to look like today and five years from now. We created this special report to suggest some responses to the big questions about distance education: About pedagogy, technology, philosophy and administration of distance learning programs. In this report, you will find concise, informative articles on distance education administration and policy that have appeared in Distance Education Report. Titles include:\r\n• Seeing Where the Distance Education Opportunities Lie\r\n• Dumb is Smart: Learning from Our Worst Practices\r\n• Building a Distance Education Program: Key Questions to Answer\r\n• Eight Steps to On-Campus/Online Parity\r\n• Creating a Business Continuity Plan for Your Distance Education Program\r\n• Integrating Distance Education Programs into the Institution\r\n• Solving the Problems of Faculty Ownership with Online Courses\r\nThe mass of program and policy issues confronting distance education administrators grows every day. We hope this special report will help you conceptualize, manage and grow the distance education program at your school.\r\n", "visits": 1145, "categories": [9]}}, {"model": "links.link", "pk": 500, "fields": {"created_time": "2011-07-03T12:43:08Z", "updated_time": "2015-05-18T00:40:40.965Z", "title": "Unniversity System in Nova Scotia", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/EducationReport_oneil_Nova Scotia.pdf", "file": null, "description": "Nova Scotia’s university system has long been an essential contributor to the social, economic, and cultural development of the province. This report describes and assesses the current state of that system in the context of emerging financial and demographic challenges in the province, and in relation to wider trends in post-secondary education (PSE) regionally, nationally, and internationally. The evidence clearly confirms that the environment in which Nova Scotia’s eleven universities now operate is changing significantly. The report calls for expanded collaboration among the universities, and between them and the government, to develop and implement new policy approaches to address emerging challenges.", "visits": 1173, "categories": [17]}}, {"model": "links.link", "pk": 501, "fields": {"created_time": "2011-07-03T12:45:24Z", "updated_time": "2015-05-18T00:40:46.822Z", "title": "Emotional Intelligence Interventions to Increase Student Success", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Emotional Inteligence.pdf", "file": null, "description": "Unable to cope with the transition from secondary school to postsecondary school or the new pressures of first year, a number of students at Ontario’s universities and colleges withdraw before they graduate. What leads them to leave is still under discussion. One possibility is that they lack what are called emotional and social competencies that are often linked to academic success and retention.\r\nEmotional Intelligence Interventions to Increase Student Success was a project undertaken at Fleming College that aimed to improve the emotional and social competencies of first semester students through the modification of a Technology Career Essential course.", "visits": 1361, "categories": [6]}}, {"model": "links.link", "pk": 502, "fields": {"created_time": "2011-07-03T12:53:18Z", "updated_time": "2015-05-18T00:40:41.507Z", "title": "Employment Experiences of Graduates With Learning Disabilities", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Employment Experience Disabilities.pdf", "file": null, "description": "Executive Summary\r\nThe overall goal of the present study was to examine the employment experience of postsecondary graduates with learning disabilities (LD) in the province of Ontario. More specifically, employment success, job satisfaction, impact of LD within a job setting and experience with employment transition services during postsecondary education were examined. Utilizing a uniform and current definition of LD (LDAO, 2001), this study surveyed graduates from 20 of Ontario’s colleges and universities to capture their employment experiences. The research was conducted through Ontario’s two Assessment and Resource Centres (ARCs), which collectively provide comprehensive psycho-educational assessments for students enrolled in Ontario’s postsecondary institutions. The pool of participants for the study included graduates of postsecondary institutions who had received a diagnosis of LD from these centres between the years 2004/05 and 2007/08 and who had entered the labour market.\r\nKey Findings from the Study\r\n• Findings regarding the employment status of graduates with LD from Ontario’s colleges and universities showed that since graduation, 69.1% of the sample reported being employed on either a full-time or a part-time basis, while 16.4% reported being\r\nunemployed. In addition, 10.9% indicated that they had returned to school, and 3.6% reported their occupational status as that of homemaker. The main findings regarding the impact of LD in the workplace centred on strategies to manage the impact of LD on these individuals, disclosure of their learning disabilities and the consequences of disclosure:\r\n1. Low-profile, low-technology strategies such as time management and support from friends and family were favoured over highly visible or high-technology strategies such as assistive technology and self-advocacy.\r\n2. The majority of respondents (71.9%) indicated that their LD impacted their performance in the workplace, yet the majority (62%) also chose not to disclose their LD in this setting.\r\n3. The reasons for not disclosing were cited as fear of being judged, embarrassment and a belief that the LD did not impact job duties.\r\n4. Gender, age, type of institution and job satisfaction were related with selfdisclosure in the workplace, with females, older students, college students (relative to university) and those indicating lower levels of job satisfaction being more likely to disclose their disability.\r\n• Regarding job satisfaction, the sample reported being satisfied with their current employment, as 70.8% of respondents either strongly agreed or agreed with eight different aspects of job satisfaction. Differences in salary level, strategies used on the job to reduce LD impact and self-disclosure of LD occurred relative to job atisfaction. Job satisfaction and salary levels were higher for individuals who used more strategies\r\n4 – Employment Experience of Ontario’s Postsecondary Graduates with Learning Disabilities on the job to reduce LD impact but not for those who engaged in more self-disclosure about their disability.\r\n• Similar to the general Ontario college population, career services were not used to a great degree by this group of students. Work experiences such as co-op placements and job search training were accessed by approximately one-quarter of survey respondents.\r\n• Focus interviews conducted post survey highlighted respondents’ sensitivity to their information-processing-speed problems and the extra time required to complete tasks relative to the time taken by coworkers. Comments regarding self-disclosure in the workplace tended to be negative, while comments pertaining to job satisfaction were typically positive. The respondents emphasized the valuable role played by disability services offices on various college and university campuses.\r\nConclusions\r\n• For the most part, students with LD graduating from Ontario’s colleges and universities are obtaining employment that they find satisfying.\r\n• LD continues its impact in the lives of these students, with the majority of them stating that such traits as slower speed of information processing, spelling and reading impede their performance on the job.\r\n• LD graduates in the workplace often choose not to disclose their disability, primarily citing reasons of judgment and embarrassment as preventing them from making the\r\ndisclosure.\r\n• This group of graduates with LD accessed the career services offered on the campuses of Ontario’s colleges and universities infrequently but at a rate similar to that of their nondisabled peers.\r\n• The present study highlights areas very much in need of further exploration, including factors underlying the disconnect between stated LD impact on the job and unwillingness to disclose a disability in the workplace. The limited use of career services is a new and surprising finding. In addition, the preference for low-technology strategies over technological accommodations in the workplace is in need of further analysis.", "visits": 929, "categories": [6]}}, {"model": "links.link", "pk": 503, "fields": {"created_time": "2011-07-17T13:36:07Z", "updated_time": "2015-05-18T00:40:45.326Z", "title": "Transforming STEM Technology", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Transforming Stem.pdf", "file": null, "description": "Lead-Deadwood Elementary School in the Black Hills of Western South Dakota has a problem. Students need science.\r\nReal science for real kids — the kind that sparks students’ imagination. Second grade teacher Carol Greco contacts the world’s largest underground laboratory, the Deep Underground Science and Engineering Lab (DUSEL). One mile under South Dakota, the lab is not accessible to students. But this doesn’t stop Dr. Warren Matthews, DUSEL’s cyber-infrastructure chief engineer. As a scientist, Warren knows engaging elementary students with science means finding a “hook.” That hook comes in the form of puppets — and not the brown paper bag variety.\r\nPatty Petrey Dees, distance learning director for the Center for Puppetry Arts in Atlanta, Ga., starts to work her digital magic and begins researching what scientific content the lab can use for Carol’s classroom. Patty envisions nanotechnology\r\ndancing in virtual micro cities and students playing the role of engineers in a virtual mission control room as their astronaut puppets explore deep space. This is a far cry from the current most popular elementary school distance learning topics — the lifecycle of a butterfly and paleontology lessons from puppetized dinosaurs — at the Center for Puppetry Arts.\r\nWatching first graders wiggle and giggle at the crystallization movements of crafted butterfly puppets is good, but watching them explore the world of dark matter through puppets is better.\r\nThis is extreme puppetry through technology with digital content that has supersized itself. For Carol, the ability to incorporate a sense of discovery and real-world problem solving into her classroom is critical. She wants to bring difficult science, technology, engineering and math (STEM) topics closer to home. Using every available technology in her classroom, from the electronic whiteboard to individual laptops, she sets the virtual puppet stage to bring STEM out of the physical text and into the virtual world. The infrastructure that seamlessly allows this to happen stays in the background, empowering Carol to teach, Warren to share his scientific expertise, and Patty to provide the instructional tools that link learning to laughing as the puppets play. This type of education really rocks. Teaching difficult STEM topics to elementary students does not immediately conjure up puppets and interactive video conferencing as critical tools, yet these technologies link the arts and science in a way that fully engages students’ imaginations.\r\nSecond graders cannot tour the remote South Dakota lab, but they can do the next best thing by inviting the lab to\r\ncome to them. Best of all, the lab is accessible through technology and content that they understand.", "visits": 938, "categories": [4]}}, {"model": "links.link", "pk": 504, "fields": {"created_time": "2011-07-03T12:58:18Z", "updated_time": "2015-05-18T00:40:45.360Z", "title": "Evlauation of Impact of Learning Skills Services", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Evaluation Online Writing Skills Brock.pdf", "file": null, "description": "In June 2008, the Higher Education Quality Council of Ontario (HEQCO) released a Request for Proposals (RFP-006) offering funding for Ontario universities and colleges to evaluate existing programs or services intended to promote access, retention and educational quality among postsecondary students. Brock University was successful in their proposal to evaluate two services offered through the Student Development Centre’s Learning Skills Services:\r\n1. the Online Writing Skills Workshop (OWSW) (later known as Essay-Zone (EZ), an online writing course designed and operated by Learning Skills Services; and 2. the learning skills workshops and one-on-one/drop-in services offered by Learning Skills Services. The evaluation of the Online Writing Skills Workshop was completed in fall 2010 with the assistance of Higher Education Strategy Associates (HESA), formerly Education Policy Institute (EPI) Canada. This report, published separately by the HEQCO, is based on the evaluation of other learning skills services, including workshops on critical thinking, math, science and essay writing skills (see Appendix A), as well as the individualized assistance provided through the one-on-one/drop-in service. In evaluating these services, we have sought to answer two broad questions. First, are the services offered being delivered effectively and what improvements can be made? Second, what effect do the identified learning skills services have on academic outcomes? The responses to these questions will be presented in two parts: first, a formative evaluation of program delivery and second, a summative evaluation focusing on student outcomes.\r\nThe formative evaluation will examine the delivery and image of the learning skills services. Using student survey and focus group data, we will evaluate the perceived efficacy of the services among participants, participants’ satisfaction with aspects of the services and the success of overall communication about the services, as well as recommending changes. The evaluation of communications will examine how students learn about services offered and why students decide not to enroll in the services.\r\nThe summative evaluation focuses primarily on the impact of the learning skills services provided. Two measures of academic success will be examined: academic performance (i.e., marks) and student retention. The administrative data concerning three cohorts of students will be used to determine whether participants in learning skills workshops and other learning skills services experience greater academic performance and higher levels of retention compared to other students. In addition, we will examine whether certain categories of services are more effective and whether frequency of service use affects outcomes. As the learning skills workshops and other services are very limited interventions requiring little time of students,strong results were not expected; however, even minor improvements would be impressive given the relatively small time investment required of students.", "visits": 866, "categories": [6]}}, {"model": "links.link", "pk": 505, "fields": {"created_time": "2011-07-03T13:18:37Z", "updated_time": "2015-05-18T00:40:45.894Z", "title": "Exploring the Boy Crisis in Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Exploring the Boy Crisis in Education.pdf", "file": null, "description": "The issue of the “boy gap” or “boy crisis” in education has been the subject ofincreasing attention across a number of OECD countries. The issue has also captured the attention of the Canadian media. As the Globe and Mail recently emphasized in their six-part series on ‘failing boys’:\r\n“data suggests that boys, as a group, rank behind girls by nearly every measure of scholastic achievement. They earn lower grades overall in elementary school and high school. They trail in reading and writing, and 30 per cent of them land in the bottom quarter of standardized tests, compared with 19 per cent of girls. Boys are also more likely to be picked out for behavioural problems, more likely to repeat a grade and to drop out of school altogether”. (Globe and Mail, October 15, 2010)\r\nGiven the importance of this issue and the need to better understand the situation in boys' education, this report draws on material and data from a review of websites, research reports and relevant data sources, as well as informal consultations with some official and expert sources, to scope out four main questions:\r\n1. What is the situation regarding education and training participation and\r\nresults for boys and men throughout the OECD, including post-secondary\r\neducation and trades?\r\n2. Are there policies and practices in place to attenuate unfavourable trends?\r\n3. What are Canadian jurisdictions doing?\r\n4. What do we know about the success and failure of various models OECDwide\r\nwith a focus on Germany, the United States, Australia and the United\r\nKingdom?\r\n\r\nIt should be noted that there is a substantial disconnect between public policy commentary on issues in the “developed” and “non-developed” worlds. In the latter, priority attention continues to be centred on the barriers and obstacles faced by females in education and the labour market. Access to education in all its forms is still significantly more available to males in such countries. The UN Girls’ Education Initiative (UNGEI) is focused on ensuring that a gender equity\r\nand equality perspective is brought to bear within the broad context of the UN’s Education for All (EFA) initiative, and is reflected in the Global Monitoring Reports issued by the EFA.\r\nIn is also the case that attention within OECD countries continues to be paid to the traditional barriers faced by women in many areas of education and\r\nemployment. A “question scan” done by CCL for the British Columbia Ministry of\r\nAdvanced Education only a few years ago identified a number of studies and\r\nreports on the issue of gender in PSE access; all of them focused on the\r\nquestion of female participation and access, none on the “boy crisis”.\r\nIt is also the case that attention in several OECD jurisdictions has shifted in some circles in the past number of years to the phenomenon of a substantial shortfall of the percentage of males, compared to females, who complete secondary schooling, and who are enrolled in and graduate from PSE. The implications of this “boy gap” are increasingly being pondered in such countries as Canada, the U.S., the U.K. and Australia. The statistical picture in terms of this gender gap, as\r\nshown in literacy rates, school achievement in literacy, and participation and success in university studies, has been quite clear in such jurisdictions for two decades and more; the implications of this gap, however, are not at all a matter of consensus. Nor are the public policy and program responses either clear or consistent.\r\n\r\nQuestion 1: What is the situation for boys and men throughout the OECD,\r\nincluding PSE and the trades?\r\nThe purpose of this section is to present general statistics on performance and participation in education and training for both boys/young men and girls/young women across OECD countries. The data have been selected to provide a preliminary overview that can be used to direct further research and analysis.\r\nGiven the parameters of this project, it is not possible to complete a comprehensive survey of data. For the purposes of this paper, the focus is on Australia, Canada, Germany, the United Kingdom and the United States, using a limited number of variables.\r\nThis first section focuses entirely on statistics and trends. It becomes obvious early in any consideration of this issue that its complexity and multifaceted nature present challenges. For clarity, the findings below are presented by educational sector.\r\n1. Overview—general trends over time The relationship between education and skill development has been a well explored topic over the last decade, with many countries concluding that highly skilled and educated citizens are essential to meet the challenges of globalization and the knowledge economy. In an effort to help understand the complex network and inter-relationship of factors that influence individuals to participate and succeed in education and training, researchers have undertaken detailed research on educational outcomes and the influences on motivation, participation and completion of education.\r\nOver the last couple of decades there has been increasing emphasis on maximizing the participation of under-represented groups such as immigrants, women and other minorities in education. Along the way, an interesting trend has emerged that is now clearly illustrated by the statistics—the statistics indicate that, overall, girls and women tend to do better in school environments, outperforming males. This is evident in both the secondary- and higher-education sectors. Research shows that girls/young women and boys/young men have distinctly different experiences in the various educational sectors.\r\n2. K–12\r\nFor many years, gender-related research in the K–12 sector was focused on dropout rates in secondary schools. These rates were usually significantly higher for boys than girls, a trend which held across OECD countries.\r\n\r\nPISA\r\nThe OECD PISA (Programme for International Student Assessment), designed to explore “the educational performance and attitudes of adolescent males and females”, provides data to answer questions related to why female and male students perform differently. Ironically, one of the main rationales for PISA was to determine why females appeared disinterested in, and tended to be less successful in, mathematics and the physical sciences. However, PISA findings that demonstrated that boys had difficulty in the area of reading spurred further research into literacy among boys and, eventually, the design of specific\r\ninterventions to address related issues.\r\nStatistical evidence about gender differences among young boys and girls is quite detailed. The OECD report, “Equally Prepared for Life?”, provides a summary of gender issues from early childhood based on results from PISA,\r\nPIRLS (Progress in International Reading Literacy Study), TIMSS (Trends in International Mathematics and Science Study) and other statistics that are gathered regularly.\r\nSome of the main findings across OECD countries include1:\r\n• Gender differences appear at early stages of education but they are small.\r\nFemales show better performance in reading in primary schools.\r\n• Females showed significantly higher reading achievement than males in all (except two) countries by Grade 4. (2004 data)\r\n• At Grade 4, the results for mathematics and science were mixed. Males had significantly higher scores for math in 12 countries while females had significantly higher scores in eight countries. In science, the scores for males and females were somewhat similar in more than half the countries\r\n(2007).\r\n• By Grade 8, on average, females had higher achievement than males in mathematics, although there were country variations. (2007) The same was true for science.\r\n• Although PISA 2006 showed no significant differences between males and females in the overall performance in science, females were better identifying scientific issues while males were better at explaining phenomena scientifically.\r\n- In the PISA 2009 reading assessment, girls outperform boys in every participating country by an average, among OECD countries, of 39 PISA score points—equivalent to more than half a proficiency level or one year\r\nof schooling.\r\n- On average across OECD countries, boys outperform girls in mathematics by 12 score points while gender differences in science performance tend to be small, both in absolute terms and when compared with the large 1 OECD, “Equally Prepared for Life?” 2009, pp. 3; 10–12;16–19; 2–24 and 27.\r\n", "visits": 1033, "categories": [5]}}, {"model": "links.link", "pk": 507, "fields": {"created_time": "2011-07-03T13:25:30Z", "updated_time": "2015-05-18T00:40:43.202Z", "title": "Support of Sharing Learning Materials", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Goodintentionspublic.pdf", "file": null, "description": "In 2007 one of the key conclusions from the synthesis report 'Sharing eLearning Content'1 (SELC)was that, while evidence may exist in support of it, the business case for an institution to share learning materials has not been sufficiently well articulated in the UK. In fact, the issue highlighted is rather broader. There is evidence that would support a range of business cases, such as those for:\r\n. lecturers sharing learning materials;\r\n. lecturers using and attributing others’ materials;\r\n. institutions putting in place policies whereby learning materials are well managed, so that they can be shared appropriately and reused over time;\r\n. the UK tertiary education sector as a whole putting in place arrangements in support of sharing learning materials.\r\nThis report aims to articulate the advantages and imperatives for sharing learning resources using evidence from the UK and elsewhere. This JISC funded study has also identified a number of compelling business cases and has developed a set of variations as a result of studying a range of business models. It highlights some interesting trends as many of the existing business models have reached a level of maturity and are currently under review.", "visits": 905, "categories": [6]}}, {"model": "links.link", "pk": 508, "fields": {"created_time": "2011-07-03T13:31:59Z", "updated_time": "2015-05-18T00:40:44.982Z", "title": "GuideBook: A New Course for Community Colleges", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/GuideBk Community College.pdf", "file": null, "description": "Growing enrollments, shrinking budgets and unprecedented diversity in student populations are just a few of the challenges community colleges around the country are facing today. And there are no signs that the situation will change anytime soon.\r\nThe American Association of Community Colleges estimates that U.S. enrollment in two-year colleges increased 17 percent from 2007 to 2009, from 6.8 million students to 8 million. Anecdotal evidence says this trend will continue.\r\nDuring an economic downturn, community colleges feel an even greater strain with enrollment. People go back to school to learn new skills or get certificates or degrees that help their careers. Many must learn new jobs because their previous ones have gone away. While it’s good to have more students, the growth has been so rapid that it has put pressure on the institutions. How do they handle more students every semester? How do they grow despite less funding from federal, state and county governments?\r\n“Because community colleges are growing so fast, and because they’re relatively new as institutions, they don’t have\r\nthe infrastructure that the big universities have. And yet they are being asked to do more,” said John Halpin, Vice President of SLED Strategy and Programs at the Center for Digital Education (CDE), a national research and advisory institute focused on IT\r\npolicy and best practices in education.\r\nA New Course Community colleges now have a terrific opportunity to evolve thanks to technology, Halpin said. Numerous technologies — wireless, broadband, cloud computing and others — have greatly matured in recent years. They’ve been proven in the real world, and they’ve become more efficient and less expensive.\r\nAt community colleges, whether it’s for teaching and learning or for financial aid or other back-end systems, technology is making a huge impact on productivity. Students are learning in exciting new ways. E-mentoring, e-advising, online tutoring and even educational gaming are effectively engaging students and enhancing the educational experience. Professors are incorporating audio/video content to deliver learning in a manner that grabs the student’s interest. Schools are processing incoming students more efficiently and less expensively by putting administrative functions, such as application, orientation and registration, online.\r\nOnline learning, or e-learning, is booming. “Students value distance learning,” said Wilton Agatstein, Senior Fellow with the CDE. “It is very convenient for them, as they can learn from any place and at any time. Schools value distance learning because they can serve more students and a larger student demographic without having to build new classrooms and campuses. Distance learning serves everyone well, which is why its adoption is accelerating.”\r\nTechnology expectations are sky high. Students step onto campus expecting to incorporate their own communications tools — phones, music players, e-book readers, laptops/netbooks and other devices — into the learning experience. They want wireless access from any point on campus. And they want the ability to connect to school resources even when off campus.\r\nTeachers and staff want the best technology too, because the right tools help everyone. ", "visits": 977, "categories": [5]}}, {"model": "links.link", "pk": 509, "fields": {"created_time": "2011-07-03T13:35:20Z", "updated_time": "2015-05-18T00:40:42.122Z", "title": "The Silent Transformation", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Higher_education_silent_transformation_white_paper_ue_r4.pdf", "file": null, "description": "This paper explores the evolution of digital communication skills development in post-secondary educational institutions around the world. It considers how expectations of and opportunities for effective digital communicators extend well beyond the domain of graphic and visual artists, videographers, and web designers. Today, competencies that have traditionally been expected from art and design professionals are now expected from professionals working in such disciplines as journalism, education, and medicine.\r\nThe emergence of new post-secondary fields of study such as informatics, medical imaging, instructional design, and educational technology, featuring digital proficiencies as core components of discipline-specific epistemology, further extends the notion of what it means to be a proficient digital communicator.\r\nThe Evolution of Literacy\r\nToday’s focus on building capacity for effectively communicating ideas and information extends beyond the traditional notion of literacy. Historically, literacy was defined as the ability to read and write. In the current era, a literate individual is one who has developed competencies that leverage reading and writing skills toward the goal of effective communication. In today’s world, a proficient communicator needs to be computer literate, visually literate, information literate, media literate, and digitally literate.\r\nTo be computer literate, one must know how to use a word-processing program, a spreadsheet program, a slide-presentation program, and how to perform the appropriate maintenance and security to ensure that his or her computer works properly. Visually literate individuals understand the nature of images and multimedia and comprehend how visual representations are created, produced manipulated, and shared.\r\nBeing information literate entails knowing how to find, analyze, and share accurate information coming from valid and authoritative sources. A media literate person has a deep understanding of the means by which communications are created and shared. This includes mass media, such as newspapers and online news sources; television; magazines; websites; and “long tail” interactive social media, including RSS, blogs, wikis, and micro-blogging applications for Twitter. The boundaries of digital literacy continues to morph and change as the digital world around us morphs and changes. The 2010 United States Department of Education’s National Technology Plan recently observed that our education system relies on core sets of standards-based concepts and competencies to form the basis of what all students should know and should be able to do. Whether the domain is English language arts, mathematics, sciences, social studies, history, art, or music, states should continue to consider the integration of 21st-century competencies and expertise, such as critical thinking, complex problem solving, collaboration, multimedia communication, and technological competencies demonstrated by professionals in various\r\ndisciplines. (http://www.ed.gov/sites/default/files/netp2010.pdf )\r\nTo help with the task of bounding expectations, some professional associations are providing guidelines to members that situate definitions and standards for practice under the purview of the association issuing the guidelines. For example, the International Society of Technology in Education’s (ISTE) National Educational Technology Standards for Students (NETS−S) gives K-12 teachers a framework for guiding skill development in elementary and secondary schools. NETS-S suggests that the digitally literate student knows how to use technologies in socially acceptable ways and has a healthy understanding concerning privacy and safety issues. The digitally literate student can also demonstrate creativity and innovation, create new knowledge collaboratively in a face-to-face environment and at a distance, think critically, and use technology effectively and productively in order to share the results of such efforts.\r\n", "visits": 802, "categories": [6]}}, {"model": "links.link", "pk": 515, "fields": {"created_time": "2011-07-03T14:11:36Z", "updated_time": "2015-05-18T00:40:42.622Z", "title": "Life in 2050: Amazing Science, Familiar Threats PUBLIC SEES A FUTURE FULL OF PROMISE AND PERIL", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Life 2050.pdf", "file": null, "description": "Imagine a future in which cancer becomes a memory, ordinary people travel in space, and computers carry on conversations like humans. Now imagine a darker future – a world beset bywar, rising temperatures and energyshortages, one where the United States faces a terrorist attack with nuclear weapons.\r\nMost Americans think that these developments and many others are likely to unfold over the next 40 years. In the public’s view, this promises to be an era of technological progress. Large majorities expect that computers will be able to carry on conversations (81% say this definitely or probably will happen) and that there will be acure for cancer (71%). About two-thirds\r\n(66%) say that artificial arms and legs will outperform real limbs while 53% envision ordinary people traveling in space.\r\nAt the same time, most say that war, terrorism and environmental catastrophes are at least probable by the year 2050. Nearly sixin-ten (58%) see another world war as definite or probable; 53% say the same about the prospect for a major terrorist attack on the United States involving nuclear weapons. An even higher percentage (72%) anticipates that the world will face a major energy crisis in the next 40 years. The public is evenly divided over whether the quality of the earth’s environment will improve over the next 40 years; as many say the environment is not likely to improve (50%) as say it is (47%). There continues to be a widespread belief that the earth will get warmer in the future, though the percentage expressing this view has declined by 10 points, from 76% to 66%,since 1999.\r\nMoreover, 60% say the world’s oceans will be less healthy 40 years from now than they are today; just 32% say the oceans will be more healthy. The survey was conducted just after the Imagining Life in 2050 Probably/DefinitelyIn next 40 years… Will Will not\r\nScience/technology happen happen DK\r\nComputers will be able % % %\r\nto converse like humans 81 18 1=100\r\nCancer will be cured 71 27 2=100\r\nArtificial limbs will perform\r\nbetter than natural ones 66 31 3=100\r\nOrdinary people will travel in space 53 45 2=100\r\nEnergy/environment\r\nMost of our energy will not\r\ncome from coal/oil/gas 74 24 6=100\r\nWorld will face major energy crisis \r\nEarth will get warmer \r\nWar/terrorism\r\nAnother world war \r\nMajor terrorist attack on U.S.\r\ninvolving nuclear weapons \r\nPew Research Center/Smithsonian magazine\r\nApril 21-26, 2010. Figures may not add to 100% because of rounding.\r\n\r\nApril 20 explosion and fire on the Deepwater Horizon well in the Gulf of Mexico but before the full extent of the massive environmental damage caused by the oil leak became evident.\r\nThese are among the findings of a new survey of attitudes and expectations about the future, conducted by the Pew Research Center for the People & the Press and Smithsonian magazine in conjunction with the magazine’s 40th\r\nanniversary (see \"40 Things You Need to Know about the Next 40 Years\"). The survey, conducted by landline\r\nand cell phones April 21-26 among 1,546 adults, was informed by a 1999 survey on the future that explored\r\nmany of the same topics (see “Optimism Reigns,\r\nTechnology Plays Key Role,” October 24, 1999).\r\nDespite the current economic slump and the widespread anticipation of crises to come, most Americans remain upbeat about the future, both for themselves and the nation. Today, 64% say they are very or somewhat optimistic about life for themselves and their family over the next 40 years, while 61% are optimistic about the future of the United States.\r\nMoreover, 56% say the U.S. economy will be stronger than it is today.\r\nToday’s recession-weary public is less sanguine about the long-term future than it was in May 1999, a time of very strong economic growth. Still, majorities across most demographic and political groups see things getting better – both for themselves and the nation – over the next four decades.", "visits": 1063, "categories": [5]}}, {"model": "links.link", "pk": 516, "fields": {"created_time": "2011-07-03T14:14:43Z", "updated_time": "2015-05-18T00:40:47.555Z", "title": "College-Level Literacy: An Inventory of Current Practices at Ontario’s Colleges", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/The_Language_of_Learning_Outcomes-Definitions_and_Assessments.pdf", "file": null, "description": "College-Level Literacy: An Inventory of Current Practices at Ontario's Colleges instrument for gathering and reporting information. Three categories of college size, based on the Fall 2009 intake of students into postsecondary programs, provided further insight into the distribution of various practices. All 24 Ontario colleges participated in this study.", "visits": 821, "categories": [3]}}, {"model": "links.link", "pk": 517, "fields": {"created_time": "2011-07-03T19:24:30Z", "updated_time": "2015-05-18T00:40:44.269Z", "title": "College Level Literacy - Inventory of Practices", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/LiteracyENG.pdf", "file": null, "description": "Centrality of language proficiency in academic achievement Proficiency in language is recognized as an essential component of student success at Ontario's colleges and in the provincial workplace. Research indicates that postsecondary underachievement, failure, and attrition are highly correlated with academic under-preparedness, especially with respect to deficits in language proficiency. Contemporary college students in Ontario do not represent a homogeneous population; rather, they exhibit a wide range of abilities and needs related to language proficiency. Additionally, an increasing percentage of Ontario college students have second language challenges. The identification of students who are at-risk of not successfully completing their programs due to deficits in language proficiency, and the provision of timely and appropriate remediation where necessary, represent critical priorities in supporting student success.", "visits": 791, "categories": [3]}}, {"model": "links.link", "pk": 518, "fields": {"created_time": "2011-07-03T19:27:44Z", "updated_time": "2015-05-18T00:40:47.574Z", "title": "Impact of Mental Health Problems in the Community College Population", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/MentalHealthENG.pdf", "file": null, "description": "Fifteen of Ontario’s 24 community colleges participated in a survey conducted during the 2009/10 academic year in which data was collected to determine the frequency of mental illness, mental health problems and academic challenges in students accessing campus-based counselling and disability centres. In this study, 3,536 completed surveys based on 1,964 individual students were received, representing each of the four geographic sectors of the province; the average age of the students was 28. Of all students accessing college counselling and disability services in this study, 60.9% reported having a diagnosis of one or more mental disorders. Mood (37.5%) and anxiety (24.6%) disorders were the most prevalent individual diagnoses, followed by comorbid diagnoses (24.4%). The number of sessions students attended appeared to be related to the number of diagnoses. The mental health problems of this sample were typically stress related or interpersonal in nature. College service providers reported that 67.7% of students exhibited academic challenges (most frequently difficulties maintaining concentration), although the academic challenges reported for students with diagnoses varied. In this final report, the implications for college staff training and practices are reviewed, and directions for future research are discussed.", "visits": 933, "categories": [16]}}, {"model": "links.link", "pk": 520, "fields": {"created_time": "2011-07-03T19:37:54Z", "updated_time": "2015-05-18T00:40:42.590Z", "title": "NSSE National Project Report", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/NSSE National Project Report.pdf", "file": null, "description": "Executive Summary\r\nThe NSSE National Data Project is an element of ongoing engagement research and implementation practice in Canada. It has two primary objectives. The first is the construction of detailed NSSE reports (items means and frequencies, benchmarks and learning scales) at the academic program- and student subgroup-level for individual institutions rather than for peer\r\ngroups. The second is the development of statistical (regression) models to measure the relative contribution to engagement variation of student characteristics, program mix andinstitutional character at both the student record- and institution-level. Both objectives address the broader goals of providing greater focus to engagement improvement efforts, identifying clusters of promising practices and best engagement results, supporting improved interpretation and use of institutional engagement scores, and informing the development of institutional accountability procedures and metrics. The core of the project is a record-level data file containing the approximately 69,000 2008 or2009 NSSE responses and additional student records system data representing 44 Canadianuniversities. Student responses were classified into 10 general academic programs (e.g., Social\r\nSciences) and over 75 specific academic programs (e.g., History, Biology) and over 30 student subgroups (including first generation, First Nations and international).\r\nThe detailed NSSE reports indicate a considerable level of variation in student characteristics and program mix across Canadian universities; large differences in engagement item scores and benchmarks across academic program clusters and specific programs within clusters, and across student subgroups; and wide engagement variability across institutions of differing size.\r\nA summary of the results from these detailed reports is presented below. The program- and student subgroup-level NSSE reports provide a more focused basis for comparing engagement university by university, and strongly suggest that institution-level engagement comparisons should take account of student, program and size variation and should not be presented without context in ranked format.\r\nThe regression models provide a more formal basis for identifying and quantifying the role of student, program and size variation in engagement, and permit a number of conclusions. First, student characteristics, program mix and institutional character all contribute to a comprehensive statistical explanation of engagement variation. Second, the wide variation in\r\ninstitutional engagement scores is reduced considerably when student characteristics, program mix and institutional size are controlled. Third, each engagement benchmark requires a distinct statistical explanation: factors important to one benchmark are often quite different from those important to another. Fourth, Francophone and Anglophone institutions differ with respect to\r\ncertain key engagement dynamics. And finally, the models suggest several approaches to defining the institutional contribution to engagement and the scope of institutional potential to modify engagement level.", "visits": 1024, "categories": [3]}}, {"model": "links.link", "pk": 521, "fields": {"created_time": "2011-07-05T10:12:53Z", "updated_time": "2015-05-18T00:40:45.086Z", "title": "Older Adults and Social Media", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Older Adults and Social Media.pdf", "file": null, "description": "Social networking use among internet users ages 50 and older has nearly doubled—from 22% to 42% over the past year.\r\nWhile social media use has grown dramatically across all age groups, older users have been especially enthusiastic over the past year about embracing new networking tools. Although email continues to be the primary way that older users maintain contact with friends, families and colleagues, many users now rely on social network platforms to help manage their daily communications—sharing links, photos, videos, news and status updates with a growing network of contacts.\r\nHalf (47%) of internet users ages 50-64 and one in four (26%) users age 65 and older now use social networking sites.\r\nHalf of online adults ages 50-64 and one in four wired seniors now count themselves among the Facebooking and LinkedIn masses. That’s up from just 25% of online adults ages 50-64 and 13% of those ages 65 and older who reported social networking use one year ago in a survey conducted in April 2009.\r\nYoung adult internet users ages 18-29 continue to be the heaviest users of social networking sites like Facebook and LinkedIn, with 86% saying they use the sites. However, over the past year, their growth paled in comparison with the gains made by older users. Between April 2009 and May 2010, internet users ages 50-64 who said they use a social networking site like MySpace, Facebook or LinkedIn grew 88% and those ages 65 and older grew 100% in their adoption of the sites, compared with a growth rate of 13% for those ages 18-29.", "visits": 1139, "categories": [18]}}, {"model": "links.link", "pk": 522, "fields": {"created_time": "2011-07-05T10:16:07Z", "updated_time": "2015-05-18T00:40:43.787Z", "title": "Online Course Quality Assurance", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-online-course-quality.pdf", "file": null, "description": "Many higher education institutions use student satisfaction surveys given at the end of a course to measure course and instructor quality. But is that really a true measure of quality?\r\nAll things being equal, an instructor who teaches a rigorous course will likely score much lower than an instructor whose course is a little less demanding. Then there’s the whole timing of the satisfaction surveys. For the most part, students are simply glad the course is over (even if they liked it) and put little thought or time into completing the survey. Unless of course they know they failed, in which case you will get a detailed assessment of how you are boring, inflexible, out of touch, or otherwise unfit to teach.\r\nNo wonder surveys get such a bad rap. If end-of-course evaluations are the only surveys you use, there’s a lot more you can, and should, be doing. Done correctly, surveys can delivertremendous insight into what’s working, what’s not, and why. This special report features 10 articles from Online Classroom, including a three-part and a five-part series that provides stepby-\r\nstep guidance on how to use surveys and evaluations to improve online courses, programs, and instruction. You’ll learn when to use surveys, how to design effective survey questions, why it’s important to ensure anonymity, and the advantages and disadvantages of Web-based surveys.\r\nArticles in Online Course Quality Assurance: Using Evaluations and Surveys to Improve Online Teaching and Learning include:\r\n• Online Teaching Fundamentals: What to Evaluate, parts 1-3\r\n• Course and Instructor Evaluation: If It’s So Good, Why Does It Feel So Bad?\r\n• Getting Evaluation Data through Surveys: What to Consider before Getting Started\r\n• Using Surveys to Improve Courses, Programs, and Instruction, parts 1-5\r\nIf you’re dedicated to continuous improvement, this special report is loaded with practical advice that will help you create more effective surveys before, during, and after your courseends.\r\n", "visits": 1401, "categories": [9]}}, {"model": "links.link", "pk": 523, "fields": {"created_time": "2011-07-05T11:04:03Z", "updated_time": "2015-05-18T00:40:41.549Z", "title": "Strategies for Increasing Student Retention and Satisfaction", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Online Student Retention.pdf", "file": null, "description": "Despite the tremendous growth of distance education, retention remains its Achilles’ heel.\r\nEstimates of the failed retention rate for distance education undergraduates range from 20 to 50 percent. Distance education administrators believe the failed retention rate for online courses may be 10 to 20 percent higher than for face-to-face courses.\r\nAs an increasing number of colleges and universities identify online education as a critical component to their long-term strategy, the issue of retention can no longer be ignored. It is mandatory for everyone who touches the distance learner to understand why these students leave their online courses, and what it will take to keep them there. Featuring a collection of top articles from Distance Education Report, this new Faculty Focus special report provides practical strategies for improving online student retention, engagement and satisfaction. Articles include:\r\n• 11 Tips for Improving Retention of Distance Learning Students\r\n• Understanding the Impact of Attrition on Your School\r\n• Taking a Holistic View of Student Retention\r\n• Eight Suggestions to Help You Get Your Retention Act Together Now\r\n• Online Mentoring Builds Retention\r\n• Nine Truths about Recruitment and Retention\r\n• Finding Helpful Patterns in Student Engagement\r\nWith the strategic importance of distance education courses on the rise, this report will help you understand the key variables that impact the retention of your web-based students and adopt proactive strategies proven to mitigate potential retention problems.", "visits": 1288, "categories": [3]}}, {"model": "links.link", "pk": 524, "fields": {"created_time": "2011-07-05T11:06:38Z", "updated_time": "2015-05-18T00:40:44.918Z", "title": "Using Evaluations and Surverys to Improve Online Course Quality", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-online-course-quality.pdf", "file": null, "description": "Many higher education institutions use student satisfaction surveys given at the end of a course to measure course and instructor quality. But is that really a true measure of quality? All things being equal, an instructor who teaches a rigorous course will likely score much lower than an instructor whose course is a little less demanding. Then there’s the whole timing of the satisfaction surveys. For the most part, students are simply glad the course is over (even if they liked it) and put little thought or time into completing the survey. Unless of course they know they failed, in which case you will get a detailed assessment of how you are boring, inflexible, out of touch, or otherwise unfit to teach.\r\nNo wonder surveys get such a bad rap. If end-of-course evaluations are the only surveys you use, there’s a lot more you can, and should, be doing. Done correctly, surveys can deliver tremendous insight into what’s working, what’s not, and why. This special report features 10articles from Online Classroom, including a three-part and a five-part series that provides stepby-\r\nstep guidance on how to use surveys and evaluations to improve online courses, programs, and instruction. You’ll learn when to use surveys, how to design effective survey questions, why it’s important to ensure anonymity, and the advantages and disadvantages of Web-based surveys.\r\nArticles in Online Course Quality Assurance: Using Evaluations and Surveys to Improve Online Teaching and Learning include:\r\n• Online Teaching Fundamentals: What to Evaluate, parts 1-3\r\n• Course and Instructor Evaluation: If It’s So Good, Why Does It Feel So Bad?\r\n• Getting Evaluation Data through Surveys: What to Consider before Getting Started\r\n• Using Surveys to Improve Courses, Programs, and Instruction, parts 1-5\r\nIf you’re dedicated to continuous improvement, this special report is loaded with practical advice that will help you create more effective surveys before, during, and after your course ends.", "visits": 914, "categories": [9]}}, {"model": "links.link", "pk": 525, "fields": {"created_time": "2011-07-05T11:09:08Z", "updated_time": "2015-05-18T00:40:47.927Z", "title": "The “Opportunity Knocks” Supplemental Merit Scholarships Project", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Opportunity Knocks.pdf", "file": null, "description": "Helping individuals obtain a college or university education, regardless of background, remains a key priority for provincial and federal governments in Canada. More and more postsecondary education (PSE) students, however, struggle academically. While PSE enrolment has increased, completion rates have fallen. Within Canadian universities today, about 70 per cent of entering students eventually graduate, and some schools face completion rates of as low as 50 per cent. Average grades have also fallen or been inflated. Administrators’ efforts to reverse these trends by offering additional support services such as advising, time management workshops and remedial education have been generally unsuccessful. Another explanation for worsening academic performance is declining study time. Recent evidence shows a substantial fall in average study times among postsecondary students over the last four decades. Greater financial constraints on today’s students and an increased need to work part time may prevent them from spending more time on school. On the other hand, poor-performing students may simply see less need to achieve better grade performance because they perceive obtaining an undergraduate degree as the primary benefit from postsecondary education. Or it is possible that more PSE students are myopic. Students invest time and effort for uncertain returns that are not realized until many years later. This uncertainty may lead students to focus more on immediate gratification and present opportunities and spend less time on school work. Many stakeholders are interested in how to motivate students to overcome these difficulties and perform better in school.\r\nThe goal of the Opportunity Knocks (OK) Project was to effectively learn more about the potential for merit-based scholarships to provide both additional financial support and more motivation for improved academic performance. OK was a randomized field experiment that involved first year and second year students receiving financial aid in 2008/09 at the University of Toronto Scarborough (UTSC). Students on financial aid were chosen because monetary incentives should be more meaningful to them. The campus includes a diverse student body, most of whom commute from home. About ten thousand full-time students attend each year. All first year and second year students on financial aid were invited to participate in OK. Those selected by lottery into the treatment group were offered merit scholarships for obtaining course grades above 70 per cent, as well as regular peer advising services. More specifically, for each one-semester course (with a full course load being 5 courses worth 5 2.5 credits), students received $100 for obtaining a grade average of 70 per cent and $20 for each percentage point above 70 per cent. For example, a student receiving a grade of 76 per cent would have received $220. If a student received 76 per cent in all of her or his 10 courses over the school year (5 each semester), she or he would have received a total of $2,200 (equal to 10 × $220).\r\nOK participants selected for treatment were also assigned a peer advisor of the same gender and were offered opportunities to engage in e-mail correspondence with that advisor to discuss academic matters, as well as issues arising from campus life. Peer advisors were enthusiastic, paid upper year students or recent graduates with successful academic achievement. Each peer advisor was assigned to 50 students who had been selected for the OK treatment program. Advisors were the key front-line service and information providers for OK participants. They proactively sent e-mails to advisees approximately once every two to three weeks, whether or not a response was acknowledged. These e-mails offered advice on upcoming academic events and workshops and on how to approach particular periods in the academic calendar such as midterms and finals. Advisors also provided information about the Opportunity Knocks scholarships, including payment schedules and reminders of how scholarships were calculated.", "visits": 837, "categories": [8]}}, {"model": "links.link", "pk": 526, "fields": {"created_time": "2011-07-05T11:11:50Z", "updated_time": "2015-05-18T00:40:47.650Z", "title": "Challenges in Canadian Post Secondary Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/The Challenge of a Changing Landscape.pdf", "file": null, "description": "As Canada’s youth consider their increasingly broad and complex array of post-secondary education (PSE) options, they are faced with potentially costly decisions. Moreover, they often do not have the information they need to make appropriate choices, which can negatively impact their participation and persistence in PSE. For many students, it is a challenge to choose, design and follow a post-secondary pathway to its conclusion without deviating from their original plan. Students are increasingly taking non-linear pathways through PSE. Some may need to relocate and attend a different institution. Many students may decide to change the focus of their study, while others may wish to change their program entirely. Some may shift their goals from academic to applied forms of study, or vice versa. However, the structures of post-secondary systems in our provinces, and the various mechanisms that bind them, do not always provide clearly apparent and unobstructed pathways for students, particularly for mobile students. These problems are exacerbated by shifting mandates, roles, and labels of institutions across the Canadian PSE sector.\r\nCanada does not have a clear framework for understanding the many changes that have occurred within its PSE sector over the past 15 years. This monograph sets out to explain these changes, with a view to clarifying their potential effects on students’ comprehension of, and mobility through, the structures that comprise our current PSE landscape. In the past, Canadian post-secondary education has been described as binary, a term that indicates the presence of two separate institutional sectors: public universities offering academic and professional programming at the degree-level; and public colleges providing diplomas and certificates in programs of a more technical or vocational nature. However, this conceptualization overlooks private post-secondary institutions and, as Marshall (2006) notes, “significant growth in the number and types of degrees offered by a wider variety of Canadian post-secondary institutions” over recent decades.1 As a result, the distinction between the university and college sectors has become increasingly blurred, and the nature of some Canadian post-secondary institutions is no longer made clear by their names. Canada’s PSE sector is now characterized by a broad and complex mix of institutions for which a clear and comprehensive taxonomy has yet to be developed.\r\nEvolutionary and legislative changes in many Canadian jurisdictions challenge the transparency of current Canadian post-secondary education vocabulary. Students’ ideas about which institutions offer which programs, and which programs lead to which opportunities, may not be aligned with these changes. It is arguable that Canadian PSE has become less transparent in recent years, exacerbating the potential that students make PSE decisions inappropriate to their aspirations. Issues of program choice and fit might be better addressed through the provision of a classification framework aimed at making Canadian PSE more transparent to its users.", "visits": 1183, "categories": [5]}}, {"model": "links.link", "pk": 527, "fields": {"created_time": "2011-07-05T11:18:45Z", "updated_time": "2015-05-18T00:40:43.828Z", "title": "Challenges in Canadian Post Secondary Education 2009", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/PSEChallenges_Up to Par_EN.pdf", "file": null, "description": "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.\r\nAs a starting point for a national dialogue, the Canadian Council on Learning (CCL) has published three annual reports on the state of post-secondary education in Canada over the last four years. These reports provided an overview of the Canadian PSE landscape while highlighting various issues common among education jurisdictions and institutions. For instance, CCL’s 2006 report, Canadian Post-secondary Education: A Positive Record¯– An Uncertain Future, identified eight goals common among the post-secondary strategies of provinces and territories. One of these common goals was addressing the issue of quality in PSE.\r\nCCL’s new monograph series, Challenges in Canadian Post-secondary Education, focuses on important considerations identified in our previous reports. Here, with the inaugural monograph, “Up to Par: The Challenge of Demonstrating Quality in Canadian Post-secondary Education,” CCL discusses the complex challenges associated with defining and demonstrating quality in PSE. As the monograph asserts, a necessary step toward understanding and demonstrating quality in PSE is clarification of the overarching purposes and objectives of Canada’s collective post-secondary efforts. The common goals identified by CCL suggest convergence among Canadian education jurisdictions upon which a pan-Canadian strategy for PSE could be built. Nevertheless, debate persists on how best to structure institutions and systems—debate which further confuses our understanding of quality in PSE. Acquiring PSE has been linked to a number of individual benefits, such as better health and quality of life, and a greater likelihood of increased lifetime earnings. In turn, countries with higher levels of PSE participation enjoy greater economic prosperity, employment stability, labour flexibility, productivity and civic participation.1 Increased PSE enrolment rates reflect a growing awareness of the economic benefits of a PSE qualification. Following a period of decline in the 1990s, university enrolment has increased markedly. Between 2001 and 2007, total university enrolment in Canada rose by 19.2%, from 886,700 to over 1 million. Over the same period, the level of graduate studies enrolment grew by 25.3% to over 150,000. This increase has not been limited to universities. In fact, the share of the working-age population in Canada with any type of post-\r\n", "visits": 1059, "categories": [5]}}, {"model": "links.link", "pk": 528, "fields": {"created_time": "2011-07-05T11:24:31Z", "updated_time": "2015-05-18T00:40:42.111Z", "title": "Canadian Post-Secondary Education: A Positive Record - An Uncertain Future", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/PSEReport2006.pdf", "file": null, "description": "A quintessential Canadian success story Canada’s post-secondary institutions made major contributions to our country’s social progress and economic success in the last half of the 20th century. In the span of several decades, Canada evolved from a\r\ncountry where an advanced education was reserved for the society’s elite to one that produces one of the world’s best-educated populations. By the turn of the century, Canada boasted the second-highest number of postsecondary\r\neducated citizens per capita of any country —a comparative advantage in a global knowledge economy. Since knowledge is now the currency of the economy, improved post-secondary outcomes increase a country’s ability to develop the skilled human resources and conduct the innovative research it needs to remain productive and competitive.\r\nCanada’s past performance is a remarkable achievement, considering that in the 19th century, just two percent of Canadian 20- to 24-year-olds went to university—usually to join the clergy, or become a doctor or lawyer. Even by the early 1940s, that number had only doubled to four percent. It wasn’t until the post-war period, when the federal government provided educational opportunities to returning servicemen after World War II and began investing heavily in post-secondary education to accommodate the Baby Boom population that enrolment rates swelled. There are now close to 100 public universities and roughly 200 public community colleges, degree-granting and other institutions all across the country. Today, 44% of Canadians possess postsecondary credentials. Much of Canada’s success is attributable to governments’ extensive investments in post-secondary education. Over the past 10 years, Canada has ranked in the top three internationally for public investment in post-secondary education institutions (PSIs). Collectively, the provincial,territorial and federal governments invested roughly $29 billion in 2004. A number of provinces have recently increased their expenditures on post-secondary education to ensure that PSIs are better able to respond to growing public demand. The creation of innovative research bodies and the infusion of new federal funds in national granting councils over the past decade have also enabled Canada’s universities and colleges to pursue an ambitious research agenda—the very heart of academic life.\r\nShortcomings\r\nIn spite of this solid foundation and the impressive track record of Canada’s post-secondary institutions, we cannot\r\nbe complacent. The PSE sector’s capacity to sustain its present progress is strained at the very time the world is placing a premium on higher education. Unprecedented demand for post-secondary graduates in the job market, coupled with an aging PSE workforce and deteriorating infrastructure, limit post-secondary institutions’ abilities to meet Canadian economic needs and social expectations. At the moment, there are few means to gauge just how well our PSIs are responding to Canada’s shifting social and economic needs or how post-secondary education in Canada compares with higher education systems in other countries facing similar challenges. Nor are there sufficient data to assess whether Canadians are fully benefitting from the money they and their governments spend on post-secondary education. There is a critical shortage of reliable research on the state of PSE in this country, making it difficult to determine whether PSE effectively prepares Canadians for the challenges and opportunities posed by the knowledge economy, if PSE provides value for money, or how Canada’s PSE system measures up against others elsewhere in the world. Compounding these issues is the fact that, despite widespread agreement that PSE\r\nmakes a vital contribution to economic growth and social cohesion, unlike most developed countries, Canada does not have a harmonized set of national objectives and targets for post-secondary education.", "visits": 1147, "categories": [5]}}, {"model": "links.link", "pk": 529, "fields": {"created_time": "2011-07-05T15:53:35Z", "updated_time": "2015-05-18T00:40:44.219Z", "title": "State of Learning in Canada - Year in Review 2010", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/State of Learning Report-2010-Report-FINAL-E.pdf", "file": null, "description": "SYNTHESIS: WHAT THIS REPORT TELLS US\r\nThe 2009–2010 State of Learning in Canada provides the most current information on the Canadian learning landscape, contributing to a comprehensive understanding of how Canadians are faring as lifelong learners. As in previous State of Learning reports, this update reflects CCL’s vision of learning as a lifelong process. Our research affirms time and again that the skills and knowledge that citizens bring to their families, their workplaces and their communities help determine a country’s economic success and overall quality of life. It is this core value that continues to guide our research and our commitment to fostering a learning society, in which all members can develop their full potential as active, engaged learners and contributing members of their community.\r\nThis update takes a life course approach, beginning with learning in the early childhood learning and school-based education through to the formal and informal learning of adults. Highlights from the recently released report on the State of Aboriginal Learning in Canada: A Holistic Approach to Measuring Success (2009), which introduced the first application of a comprehensive approach to measuring Aboriginal Learning in Canada, are also included.", "visits": 889, "categories": [5]}}, {"model": "links.link", "pk": 530, "fields": {"created_time": "2011-07-05T15:59:37Z", "updated_time": "2015-05-18T00:40:43.808Z", "title": "People Without Jobs Jobs Without People", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/People-without-jobs-jobs-without-people-final.pdf", "file": null, "description": "While much of the world is understandably focused on the current recession, there is a looming demographic and labour market\r\ncrisis which has the potential to shake the very foundations of our society and economy. Our population is aging; as the baby boomer generation advances into the age of normal retirement, there will be a significant decline in the proportion of our opulation in the prime working years (15 to 64). Using Ontario Ministry of Finance data, the projected shortfall in the availability of workers is shown to rise to at least 200,000, and to as high as 1.8 million by 2031,depending on our levels of population growth.\r\nEven in the midst of a recession, we have to understand that a labour shortage looms. Unfortunately, this is only half of the bad news. At the same time as our population is aging, the requirements of the labour market are changing. With the emergence of our knowledge economy, the proportion of the labour force requiring some form of education or training beyond high school will increase dramatically.\r\nUsing a variety of Canadian and U. S. estimates,it is concluded that by 2031 we will need 77% of our workforce to have post-secondary credentials (apprenticeship, university, college, industry, professional). Overall, we now stand at about 60%, with our younger population (25 to 34 years of age) at just over 66%. So, we will need both a larger workforce and increased skills. For potential solutions, increasing the size of the population (immigration) with more skilled workers could help, but it will not solve the problem. Increasing the participation rates of those currently under-represented in the labour force is another option that needs to be explored, as do ways of accelerating graduations, increasing employer-provided training, improving literacy rates, and creating a more unified educational system. But what is most clearly needed is a change in our society’s attitude towards post-secondary education.\r\nWe have to accept attainment of post-secondary education or training as the expectation for all but a small minority of Ontarians. Without effective action, we face a future with large numbers of unskilled workers looking for jobs that require skills they do not possess, and a large number of jobs that will go unfilled. The time for action is now. It will take planning, hard work, cooperation, and difficult decisions to secure our future. An alternative outcome is simply unacceptable.\r\n\r\nRick Miner Report", "visits": 890, "categories": [5]}}, {"model": "links.link", "pk": 531, "fields": {"created_time": "2011-07-05T19:07:45Z", "updated_time": "2015-05-18T00:40:48.029Z", "title": "Promoting Academic Integrity", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-promoting-academic-integrity.pdf", "file": null, "description": "Ask most people who don’t teach online about the likelihood of academic dishonesty in an online class and you will likely hear concerns about the many ways that students could misrepresent themselves online. In fact, this concern about student representation is so prevalent it made its way into the Higher Education Opportunities Act (HEOA). Passed into law in 2008, the act brought a few big changes to online education, including a new requirement to “ensure that the student enrolled in an online class is the student doing the coursework.” Although there’s some disagreement as to whether distance education is more susceptible to academic dishonesty than other forms of instruction, what isn’t up for debate is the fact that for as long as there’s been exams, there’s been cheating on exams. The online environment simply opens up a different set of challenges that aren’t typically seen in traditional face-to-face courses. Promoting Academic Integrity in Online Education was developed to help you understand the latest tools and techniques for mitigating cheating and other unethical behaviors in your online courses. The report features nine articles from Distance Education Report, including:\r\n• Combating Online Dishonesty with Communities of Integrity\r\n• 91 Ways to Maintain Academic Integrity in Online Courses\r\n• The New News about Cheating for Distance Educators\r\n• A Problem of Core Values: Academic Integrity in Distance Learning\r\n• Practical Tips for Preventing Cheating on Online Exams\r\nOnline education didn’t invent cheating, but it does present unique challenges. This report provides proactive ways for meeting these challenges head on.\r\n", "visits": 801, "categories": [6]}}, {"model": "links.link", "pk": 532, "fields": {"created_time": "2011-07-05T19:09:19Z", "updated_time": "2015-05-18T00:40:41.175Z", "title": "Quick Fact Charts - Ontario Colleges and Universities", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Quick_Facts_Charts.pdf", "file": null, "description": "How many Ontario high school students applied to the province’s colleges and universities during the last decade? How many enrolled? How many graduated? Find the answers to these and other good\r\nquestions in Quick Facts, a compendium of current and authoritative data on Ontario’s postsecondary\r\nsystem.\r\n", "visits": 965, "categories": [3]}}, {"model": "links.link", "pk": 533, "fields": {"created_time": "2011-07-05T19:13:35Z", "updated_time": "2015-05-18T00:40:46.835Z", "title": "Study on Impact of Mixed Online Training", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Sauve-ExSum-EN.pdf", "file": null, "description": "One thing is becoming increasingly clear in the area of workplace training: the standard approaches applied are not adapted to individual needs and the knowledge society as a whole. Offering something more than a standard one-size-fits-all product involves “personalizing” learning. What do we mean by personalizing learning? We mean considering the diversity of learners (learning characteristics) in order to better adapt their learning to their needs (current and target skills), by offering them customized online solutions (synchronous, asynchronous and mixed) and by optimizing learning situations (alternate teaching methods) to reflect work-related requirements (e.g., adapted to their time constraints, work environment and job demands) and each learner’s skills.\r\nBackground Web technologies are developing at an unprecedented pace and constitute an excellent tool for improving the flexibility and effectiveness of learning. An increasing number of studies demonstrate that an adult can learn more – and faster – with an online course than face to face in a classroom. What about teachers, who must teach themselves on the job how to use these technologies and effectively integrate them into their teaching? A number of obstacles and a certain resistance hinder this training and integration, the most significant being the time available and the motivation to learn.\r\nIncreasingly, teachers are seeking à la carte training solutions that can be split up and accessed at different times in the workplace or close to home. The Internet offers more and more courses that successfully bring the knowledge conveyed in line with learners’ actual needs, regardless of where they may be on the planet, or where their workplace is located. But what do we really know about the impact of these online solutions on workplace learning? There is little literature on the subject, thus the relevance of research to analyze these types of intervention and document the success factors of online training in the workplace.\r\nGoal\r\nGiven that little formal research has been conducted on the use of Web technologies for developing the technological and pedagogical skills of teachers in the workplace, and even less on operating training programs that provide a personalized approach to learning, the goal of this study was to test a mixed online learning model that provides a personalized mix of synchronous classroom instruction and asynchronous distance learning to suit the learning characteristics of adult learners in the workplace. With this educational approach in mind, the Form@tion program was launched online to offer professional development opportunities to teachers in the workplace who wished to develop their skills in online teaching. More specifically, the objectives of this study are to understand working teachers’ resistance to change and the obstacles facing them in terms of information and communications technologies Study on the impact of mixed online training (synchronous and asynchronous) on the skills development of teachers in the workplace (ICT); to test a mixed training program that offers a personalized training plan to meet the training needs and learning characteristics of practising teachers; and to measure the changing attitudes of teachers towards the need for lifelong learning.", "visits": 908, "categories": [9]}}, {"model": "links.link", "pk": 534, "fields": {"created_time": "2011-07-05T19:17:01Z", "updated_time": "2015-05-18T00:40:43.172Z", "title": "Social Networking Sites and Our Lives", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Social Networking Sites and Our Lives.pdf", "file": null, "description": "Questions have been raised about the social impact of widespread use of social networking sites (SNS) like Facebook, LinkedIn, MySpace, and Twitter. Do these technologies isolate people and truncate their relationships? Or are there benefits associated with being connected to others in this way? The Pew Research Center’s Internet & American Life Project decided to examine SNS in a survey that explored people’s overall social networks and how use of these technologies is related to trust, tolerance, social support, and community and political engagement. The findings presented here paint a rich and complex picture of the role that digital technology plays in people’s social worlds. Wherever possible, we seek to disentangle whether people’s varying social behaviors and attitudes are related to the different ways they use social networking sites, or to other relevant demographic characteristics, such as age, gender and social class.\r\n", "visits": 893, "categories": [4]}}, {"model": "links.link", "pk": 535, "fields": {"created_time": "2011-07-05T19:21:22Z", "updated_time": "2015-05-18T00:40:42.643Z", "title": "State of Learning in Canada Final Report 2010", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/State of Learning Report-2010-Report-FINAL-E.pdf", "file": null, "description": "The 2009–2010 State of Learning in Canada provides the most current information on the Canadian learning\r\nlandscape, contributing to a comprehensive understanding of how Canadians are faring as lifelong learners.\r\nAs in previous State of Learning reports, this update reflects CCL’s vision of learning as a lifelong process. Our research affirms time and again that the skills and knowledge that citizens bring to their families, their workplaces and their communities help determine a country’s economic success and overall quality of life.\r\nIt is this core value that continues to guide our research and our commitment to fostering a learning society, in which all members can develop their full potential as active, engaged learners and contributing members of their community.\r\nThis update takes a life course approach, beginning with learning in the early childhood learning and school-based education through to the formal and informal learning of adults. Highlights from the recently released report on the State of Aboriginal Learning in Canada: A Holistic Approach to Measuring Success (2009), which introduced the first application of a comprehensive approach to measuring Aboriginal Learning in Canada, are also included.", "visits": 891, "categories": [5]}}, {"model": "links.link", "pk": 536, "fields": {"created_time": "2011-07-05T19:24:01Z", "updated_time": "2015-05-18T00:40:47.885Z", "title": "Building Student Engagement: 15 Strategies for the College Classroom", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Student-engagement.pdf", "file": null, "description": "The reasons why students need to be involved and engaged when they attend college are well established. Engagement can be the difference between completing a degree and dropping out. Research has sought to identify what makes student involvement more likely. Factors like student-faculty interaction, active and collaborative learning experiences, involvement in extracurricular activities, and living on campus have all been shown to make a difference. Not surprisingly, faculty play a critical role in student engagement … from the obvious: facilitating discussions in the classroom; to the often overlooked: maximizing those brief encounters we have with students outside of class. This special report features 15 articles that provide perspectives and advice for keeping students actively engaged in learning activities while fostering more meaningful interactions between students and faculty members, and among the students themselves.\r\nFor example, in “Student Engagement: Trade-offs and Payoffs” author E Shelley Reid, associate professor at George Mason University, talks about how to craft engagement-focused questions rather than knowledge questions, and explains her willingness to take chances in ceding some control over students’ learning.\r\nIn “The Truly Participatory Seminar” authors Sarah M. Leupen and Edward H. Burtt, Jr., of Ohio Wesleyan University, outline their solution for ensuring all students in their upper division seminar course participate in discussion at some level.\r\nIn “Reminders for Improving Classroom Discussion” Roben Torosyan, associate director of the Center for Academic Excellence at Fairfield University, offers very specific advice on balancing student voices, reframing discussions, and probing below the surface of group discussions.\r\nAnd finally, in “Living for the Light Bulb” authors Aaron J. Nurick and David H. Carhart of Bentley College provide tips on setting the stage for that delightful time in class “when the student’s entire body says ‘Aha! Now I see it!’” Who wouldn’t like to see more light bulbs going on more often? One of the most challenging tasks instructors face is keeping students engaged. Building Student Engagement: 15 Strategies for the College Classroom will help you meet that challenge while ensuring your classroom is a positive and productive learning environment.", "visits": 893, "categories": [6]}}, {"model": "links.link", "pk": 537, "fields": {"created_time": "2011-07-05T19:26:45Z", "updated_time": "2015-05-18T00:40:41.988Z", "title": "Synchronous and Asynchronous Learning Tools: Strategies for Engaging Online Students", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Synchronous and Asynchronous Learning Tools.pdf", "file": null, "description": "In a traditional face-to-face class, students have many opportunities to interact with their instructor and fellow students. Whether it’s an informal chat before or after class, or participating in the classroom discussion, interaction can be an important factor in student success. Creating similar opportunities for participation and collaboration in an online course is one of the biggest challenges of teaching online. Yet, opportunities for meaningful interaction online are plentiful, provided you design and facilitate your course in the correct manner and with the proper tools.\r\nAsynchronous and synchronous learning tools, such as threaded discussions, instant messaging, and blogs play an important role in humanizing online courses by replicating the classroom experience of information exchange and community building, not just between students and teacher but among the students as well. This Faculty Focus special report features 15 articles from Online Classroom newsletter, and will provide you with specific strategies on how to use synchronous and asynchronous\r\nlearning tools to engage your online students.\r\nHere are just some of the articles you will find in this report:\r\n• A Plan for Effective Discussion Boards\r\n• Using Video Clips to Stimulate Discussion\r\n• Using Individual and Group Instant Messaging to Engage Students\r\n• Nine Strategies for Using IM in Your Online Course\r\n• Four Ways to Improve Discussion Forums\r\nSynchronous and Asynchronous Learning Tools: 15 Strategies for Engaging Online Students Using Real-time Chat, Threaded Discussions and Blogs is loaded with practical advice from educators who’ve found effective ways to promote learning and build community in their online courses.", "visits": 1132, "categories": [9]}}, {"model": "links.link", "pk": 538, "fields": {"created_time": "2011-07-05T19:31:22Z", "updated_time": "2015-05-18T00:40:45.675Z", "title": "Higher Education Quality Council of Ontario Review and Research Plan", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/TARRP.pdf", "file": null, "description": "The Higher Education Quality Council of Ontario (HEQCO)’s Third Annual Review and Research Plan provides a comprehensive evaluation of the postsecondary education (PSE) system in Ontario. In doing so, it contributes to a discussion on a new PSE strategy for the province following the completion of Reaching Higher: The McGuinty Government Plan for Postsecondary Education (Reaching Higher) initiated in 2005. This is a critical juncture in PSE; Reaching Higher ends this fiscal year, as do the current tuition framework and the Multi-Year Accountability Agreements (MYAAs) with postsecondary institutions. Successor strategies must address a new set of priorities and a new economic reality. Reaching Higher was generally well received by the PSE sector and by the public, and much progress has been made in realizing the stated objectives in the plan.\r\nThe Third Annual Review and Research Plan recommends that a new PSE strategy should build directly on Reaching Higher. To this end, it proposes a reformulation of PSE objectives to give emphasis to meeting human capital needs, improving accessibility\r\nand educational quality, and stimulating research and innovation.", "visits": 866, "categories": [5]}}, {"model": "links.link", "pk": 539, "fields": {"created_time": "2011-07-05T19:35:38Z", "updated_time": "2015-05-18T00:40:48.179Z", "title": "Taking Stock of Lifelong Learning in Canada", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/TakingStock25082010_EN.pdf", "file": null, "description": "In Ottawa on March 30, 2010, the Canadian Council on Learning (CCL) presented a stock taking to\r\nparliamentarians from all political parties.\r\nWhy a stock taking? As in any field of human endeavour, serious intent to improve in learning demands rigorous, regular and honest assessment of advances made and not made over a defined period of time. That is why schools employ report cards.\r\nDuring its first iteration, corresponding to the federal funding that supported CCL from its inception in 2004 until March, 2010, CCL performed a unique function. As Canada’s only national organization reporting to residents in every corner of the land on progress in all phases of learning across the lifecycle (from early childhood through K-12 education, post-secondary education, workplace training and adult literacy and learning) CCL served as a catalyst towards a national discussion on the social and economic importance of learning. Taking Stock of Canada’s Progress in Lifelong Learning: Progress or Complaceny? builds on our report to parliamentarians. It brings to Canadians in richer detail and context the information and analysis that we shared with the parliamentary bodies which allocated the funding to CCL that the Government of Canada terminated in March. It is universally acknowledged that learning, as defined broadly to encompass much more than school based education, is a main driver of many attributes that societies value: individual opportunity and development, productivity, innovation, prosperity, and social cohesion. That was the reasoning behind the articulation in 2006 by the Government of Canada of a “Knowledge Advantage” that would provide a “leg up” in a fiercely competitive global environment.\r\nBut have we made the progress anticipated by government in building a “knowledge advantage?” Are there domains in which we are surpassing other member countries of the Organisation for Economic Cooperation and Development (OECD)? Where are we falling behind?\r\nCCL emphasizes that past results do not guarantee future success. The fundamental issue is whether Canada is establishing conditions for future international competitiveness in knowledge and learning. Is Canada making the progress in lifelong learning that will differentiate societies that flourish from those that flounder; or have we—at our peril—become complacent?\r\nIt appears common in Canadian discourse on issues of education and learning to begin with an assertion to the effect that Canada is doing well; followed by the usual admission that improvement is, of course, desirable and necessary. This report does not dabble in polite niceties because such misleading pleasantries merely mask the current reality that is CCL’s task to set before Canadians. When we stood before parliamentarians in March, 2010, to elucidate our findings, conclusions, and\r\nrecommendations, our goal was to provide decision-makers with the information and analysis they need to develop effective approaches to learning. These approaches are the only means of keeping Canada competitive in the global, knowledge-based economy. We gave them some good news, but we were also frank about the bad news. This included the fact that Canada, unlike many OECD countries, possesses no coherent, cohesive or coordinated national approach to education and lifelong learning. Yet, our international competitors either already have one, or they are working diligently to create one.\r\nThat means that as we stand still, we are losing ground. We insisted bluntly that Canada put its house in order. We described the consequences of failing to recognize the urgency to act, as well as some attractive alternatives leading to improvement in learning outcomes, that are open to this country.\r\nThis Taking Stock report is intended to provide more than a summation of CCL’s research and analysis. It offers an opportunity to translate the rhetoric of lifelong learning into action that can make a difference.\r\nThere still remains time for Canada to establish the conditions required for success in the future. Will we\r\nseize that opportunity?", "visits": 868, "categories": [6]}}, {"model": "links.link", "pk": 540, "fields": {"created_time": "2011-07-07T19:01:19Z", "updated_time": "2015-05-18T00:40:48.072Z", "title": "Teaching with Technology", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Teaching with Technology.pdf", "file": null, "description": "If you’re interested in using technology tools to enhance your teaching, it’s easy to get overwhelmed by the mountain of information out there. To make matters worse, much of it is either highly technical or simply not very practical for the college classroom. Teaching with Technology: Tools and Strategies to Improve Student Learning approaches teaching technologies from your perspective — discussing what works, what doesn’t, and how to implement the best ideas in the best ways.\r\nThese articles were written by John Orlando, PhD, program director at Norwich University, as part of the Teaching with Technology column on Faculty Focus. You’ll find the articles are loaded with practical information as well as links to valuable resources. Articles in the report include:\r\n• Using VoiceThread to Build Student Engagement\r\n• Wikipedia in the Classroom: Tips for Effective Use\r\n• Blogging to Improve Student Learning: Tips and Tools for Getting Started\r\n• Prezi: A Better Way of Doing Presentations\r\n• Using Polling and Smartphones to Keep Students Engaged\r\nWhether the courses you teach are face-to-face, online, blended, or all of the above, this report explains effective ways to incorporate technology into your courses to create a rich learning experience for students, and a rewarding teaching experience for you.", "visits": 757, "categories": [4]}}, {"model": "links.link", "pk": 541, "fields": {"created_time": "2011-07-07T19:05:36Z", "updated_time": "2015-05-18T00:40:42.489Z", "title": "Teaching Mistakes from the College Classroom", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Teaching-mistakes.pdf", "file": null, "description": "Think back to your first few years of teaching. If you’re like most educators, you probably made your share of mistakes. To be sure, we all do things differently now than we did when we were first starting out. Thank goodness for that!\r\nWhen Faculty Focus put out a call for articles for this special report on teaching mistakes, we really didn’t know what to expect. Would faculty be willing to share their earlier missteps for all to see? Would the articles all talk about the same common mistakes, or would the range of mistakes discussed truly reflect the complexities of teaching today? We were delighted at the response, not only in terms of the number of instructors willing to share their stories with our readers, but by the variety of mistakes in the reflective essays. For example, in “You Like Me, You Really Like Me. When Kindness Becomes a Weakness,” Jolene Cunningham writes of her discovery that doing everything you can for your students is not always the best policy.\r\nIn “If I Tell Them, They Will Learn,” Nancy Doiron-Maillet writes about her realization that it’s not enough to provide information to students if they don’t have opportunities to then apply what you are trying to teach them.\r\nOther articles in Teaching Mistakes from the College Classroom include:\r\n• When Expectations Collide\r\n• Things My First Unhappy Student Taught Me\r\n• Understanding My Role as Facilitator\r\n• Don’t Assume a Student’s Previous Knowledge\r\n• What Works in One Culture May Not Work in Another\r\nWe thank all the authors who shared their stories and know that the lessons learned will help prevent others from making these same mistakes.", "visits": 863, "categories": [7]}}, {"model": "links.link", "pk": 543, "fields": {"created_time": "2011-07-12T05:47:57Z", "updated_time": "2015-05-18T00:40:47.875Z", "title": "Ten Ways to Engage Students on Frist Day of Class", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Ten way sto engage.pdf", "file": null, "description": "The first day of class is critical. What happens on the first day, even in the first moments, sets the tone for the entire course. The impression you make will last the entire semester, and today’s students are not shy about sharing their opinions. In fact, they are savvy consumers who want classes that meet their needs and that are taught by organized, competent instructors who engage them from the minute they walk into their room. Most students will make up their minds about the course and the instructor in that first class period.\r\nThere is a lot at stake that first day. Your first impression helps students determine whether they will stay in your class or whether they will switch to a different section—with a different instructor—or drop it. That is why you must use the first day, the first moments of class, to inspire confidence in your abilities.\r\nStudents also want to feel welcome and prepared for success. They do not want to stay in a class where they feel out of place or ill-equipped for the subject matter. The challenge is to create a classroom atmosphere where the rules are clear; expectations are high; and yet students feel welcome, comfortable, and engaged.\r\nThis premise might sound daunting, but it is not impossible. Instructors have the power and the tools to make that first day matter and to set the tone for the entire term.\r\nIt is important to be deliberate about classroom management. An instructor’s job is to teach, and creating an effective learning environment is necessary for students to learn. While it might seem heavy-handed to focus so much energy on procedures and expectations, the first-day strategies in this report will actually lead to less time spent on classroom management throughout the term. Remember that your classroom will develop its own distinct environment and culture. If you don’t make a concerted effort to set the tone, the students will. Most everyone has been in or in front of a class with an adversarial dynamic, yet no one wants to feel at odds with students. A tense, disorganized, or, worse, hostile atmosphere interferes with your pedagogy\r\nand impedes student learning. It wastes time and disengages students. It leads to poor evaluations. Moreover, it is unnecessary and easily avoidable.\r\nCollege professors, instructors, and teaching assistants are subject matter specialists, but many have never had training in classroom instructional management. By learning instructional management strategies for the college classroom, instructors can improve and control classroom climate as well as student participation. The preparation strategies and easy-to-implement procedures contained in this report will enable you to remain in calm command of the class on the very first day and for the duration of the course.", "visits": 1125, "categories": [6]}}, {"model": "links.link", "pk": 544, "fields": {"created_time": "2011-07-12T05:53:40Z", "updated_time": "2015-05-18T00:40:41.432Z", "title": "Classroom Technologies", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Technology+SpecialReport_Q2_V.pdf", "file": null, "description": "Quality learning takes place when students connect with information and can internalize it in a way that alters or enriches their thinking. In a world of rich media, instantaneous connectivity and high expectations, educators must deploy techniques that focus student attention while providing meaningful presentations that encourage and engage. This Special Report focuses on those classroom technologies that enable teachers to more effectively capture student interest, develop lifelong learning skills, deliver content relevant for each student and efficiently assess student understanding.\r\nChalk and filmstrips don’t cut it anymore. Along those same lines, the classroom must be redefined. Today’s classroom is not only that which is contained within four walls of bricks and mortar. A classroom in the 21st century is any location where a convergence of instruction and learning can take place. These new classrooms can include online sessions, collaborative sessions and other virtual sessions in addition to more traditional settings. Regardless of the setting, students and teachers\r\nexpect to have access to pertinent resources that support the learning process.\r\nIn this report the term classroom refers to all of these locations. To be an effective learning locale, the site must possess appropriate technology along with other vital resources including subject content, instructional modality and assessment tools.\r\nOverview of the Special Report This Special Report’s prime objective is to help policy decision-makers and educational leaders understand what today’s classroom technologies are evolving toward, and, more importantly, why. It is hoped that examining current classroom technologies will spur conversation as to how the practice of teaching is evolving and why that evolution makes sense.\r\nThe most difficult challenge in putting this report together was to adequately address all of the key technologies\r\ndeployed in classrooms today. Technologies range from tactile objects in Pre-K to hyper-dense 3D modeling programs in graduate-level science classes at research universities. They involve devices, interactive software and assessment tools.\r\nUltimately we chose to group technologies by function as they would be used in the classroom, regardless of curriculum subject or grade level.", "visits": 889, "categories": [6]}}, {"model": "links.link", "pk": 545, "fields": {"created_time": "2011-07-12T05:56:31Z", "updated_time": "2015-05-18T00:40:48.243Z", "title": "Tips for Encouraging Students in Classroom Participation", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Tips-for-encouraging-student-participation.pdf", "file": null, "description": "Motivating students to participate in classroom discussions is a subject unto itself. The words “excruciating,” “agonizing,” and “mentally draining” may come to mind. There are some students who seem to assume that as long as the assigned work is completed on time, test scores are good, and attendance is satisfactory, they shouldn’t be forced to participate. It’s not that they don’t think participation improves the classroom experience, they just prefer that other students do the participating.\r\nOf course we all have a few over-participators who are eager to volunteer every answer (sometimes to the point of dominating the discussion, which creates its own problems for educators and fellow students alike) but a good number of students prefer to listen,observe, or daydream rather than engage in the class discussion. Whether they’re shy, unprepared, or simply reluctant to share their ideas, getting students to participate is a constant struggle.\r\nThis special report features 11 articles from The Teaching Professor that highlight effective strategies for establishing the expectation of participation, facilitating meaningful discussion, using questions appropriately, and creating a supportive learning environment.\r\nArticles you will find in this report include:\r\n• Putting the Participation Puzzle Together\r\n• Student Recommendations for Encouraging Participation\r\n• To Call on or Not to Call on: That Continues to Be the Question\r\n• Creating a Class Participation Rubric\r\n• Those Students Who Participate Too Much There is some debate in the literature as to whether students have the right to remain silent in a class, but if you’re looking for ways to facilitate more effective discussions,\r\nTips for Encouraging Student Participation in Classroom Discussions will help.", "visits": 1065, "categories": [6]}}, {"model": "links.link", "pk": 546, "fields": {"created_time": "2011-07-12T06:03:44Z", "updated_time": "2015-05-18T00:40:47.671Z", "title": "Transfer Experience of Ontario College Graduates", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/TransferExperienceofOntarioCollegeGraduates.pdf", "file": null, "description": "The ability of students to move between colleges and universities is an activity, often expected by students, intended to combine the strengths of both sectors and support the pursuit of continuous lifelong learning. Students in Ontario have been ahead of educators and planners in “discovering the value of combining the strengths of the colleges in hands-on learning with the\r\nstrengths of the universities in academic education” (Jones & Skolnik, 2009, p.22). The College University Consortium Council (CUCC), established in 1996, was created, in part, to facilitate such activity. The Advisory Panel on Future Directions for Postsecondary Education produced a report, Excellence, Accessibility, Responsibility, which endorsed the CUCC as the objective body that would facilitate “province-wide information collection and comparative analysis” to assist all stakeholders in decision-making affecting postsecondary education (Smith et al,1996, p.48). The Investing in Students Task Force cited the CUCC in its 2001 report, advocating, among other things, for the body to “assess and evaluate the existing mechanism” of transfer\r\nbetween the college and university systems (Investing in Students Task Force, 2001, p.20). Traditionally, Ontario has not held a coherent postsecondary education system with collaborative sectors, but rather two systems, college and university. The colleges were established to be comprehensive institutions that were occupation oriented and designed to meet the needs of the local community. These institutions were an alternative for those who were not inclined to purely academic pursuits and who did not have the qualifications to gain entry to university.\r\nIn 2004, in the discussion paper launching the Ontario Postsecondary Review, a student expressed his desire for “the freedom to move between programs or institutions with recognition of my previous work so that I can obtain an education as unique as I hope my career will be” (Rae, 2004, p.19). However, the paper continued by describing the existing situation as a\r\npatchwork of institutional agreements that “cover only a fraction of existing programs”; therefore,in order to “ensure that its public institutions can meet the growing expectations of students and employers, and operate as a coherent system”, Ontario would need to establish a system to set “standards for credit recognition and student transferability between institutions” (p.21).\r\nAttempts to formalize seamless pathways, however, have been confounded by a lack of data to support claims of student demand and actual movement, particularly from college to university.\r\nOntario colleges were not established to facilitate transfer, but the pursuit of articulation agreements by the institutions themselves and the historic movement of students into universities have legitimized this function as one of its main activities.\r\nThe Ontario government’s mandated collection of key performance indicators (KPIs) provides one opportunity to analyze provincial data that is systematically collected in a consistent manner. The Graduate Satisfaction Survey is used to calculate the results of two of the KPIs1, employment rate and graduate satisfaction. Additionally, the survey asks graduates if they have enrolled in an educational institution; students identify which institution and program. In 2005,the colleges and the MTCU decided to expand the survey for those who indicated that they had continued their education after graduation. Therefore, in 2006-07 a modified Graduate Satisfaction Survey with new transfer related questions was introduced. These additions and changes have enabled a deeper analysis of student movement between and within institutions or sectors.\r\nThe new questions were included to capture data that could better inform colleges about the students who graduate from their respective institutions. The questions on transfer were also intended to assist the government on matters that could affect policy with respect to student movement, particularly between postsecondary sectors. In addition to documenting the program and institutional destination of graduates seeking further education, the graduate survey now gathers information on the motivation for continuing, the source of transfer information, the amount of transfer credit received, the timing of notification for credit, the relationship to the previous program, the satisfaction with the transfer experience and the satisfaction with college preparation for further studies. This report is the first comprehensive analysis of the new questions from the first year of administration (2006-07).", "visits": 880, "categories": [17]}}, {"model": "links.link", "pk": 547, "fields": {"created_time": "2011-07-17T13:42:27Z", "updated_time": "2015-05-18T00:40:47.660Z", "title": "Tuition Free Policy for Ontario", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Tuition Free Policy Options for Ontario.pdf", "file": null, "description": "Ontario is in the process of designing a plan for postsecondary education (PSE) to follow Reaching Higher. The new plan will contain an array of policy goals and strategies, and some consideration must be given to a tuition fee policy. The current tuition fee policy was slated to end in 2009-10, but was extended by two years. A new framework must be in place for the 2012-13 academic year. This paper presents options for a new tuition framework. We do not rank the options or make a recommendation, believing that this decision is appropriately a political one be made by government.\r\nMuch has been written about tuition fees and tuition fee policy. Our contribution is to provide some context for the choices ahead. One perspective comes from recent research on higher education. There is an emerging consensus in the Canadian higher education literature that can help evaluate current policies and point to possible new directions. This body of knowledge is frequently missing from tuition policy discussions, either because it is not widely understood or, occasionally, because the implications run counter to long-held positions.\r\nThe other perspective is historical. Ontario’s choices will be shaped in good measure by the policies already in place and the priorities underlying them. Specifically, postsecondary education will continue to be viewed as a key contributor to the province’s economic and social goals, and expectations for the sector are likely to continue to focus on accessibility, quality, and accountability.\r\nWe begin by describing briefly the current tuition framework and pressures for change. This discussion makes clear that tuition fee policy is not just about tuition fees; it is equally about student financial assistance polices and about the revenue needs of\r\ncolleges and universities. Setting a new fee policy requires full appreciation of the complex interplay among these three factors.\r\nWe note that, contrary to often-expressed views, Canadian researchers find no consistent correlation between tuition fees and PSE participation and persistence rates. Part of the explanation for this result is that average private rates of return to\r\npostsecondary education compare very favourably to those available from purely financial investments. Increases in tuition rates of the magnitude witnessed in Canada in recent decades apparently have not been large enough to alter this situation.\r\nAnother part of the explanation is that non-financial barriers loom large for some individuals.\r\nPrivate rates of return are relatively high in part because governments have chosen to subsidize PSE in various ways. The public debate frequently focuses on average tuition fees as reported by Statistics Canada. Yet this focus is misleading. For many\r\nstudents, particularly those with demonstrated financial need, the actual costs of PSE @ Issue Paper No. 6 • Tuition Fee Policy Options for Ontario\r\n2 – Higher Education Quality Council of Ontario are substantially lower once grants, subsidized loans, tax credits and debt relief are taken into account. These government policies notwithstanding, there are still groups that are underrepresented in PSE in Ontario and it is apparent that financial barriers remain part of the explanation. Other factors include lack of understanding of the relative benefits and costs of postsecondary education and decisions made early in the schooling process that preclude a successful transition to PSE.\r\nThere is an emerging consensus in the literature on how to design support policies to offset financial barriers. Ontario has many of these features in place, but there are options for improvement. These changes should be considered no matter what new\r\ntuition policy emerges, but it is especially important to do so if the new policy contains ongoing fee increases.\r\nThe process for deciding on a tuition policy requires simultaneous and interdependent decisions on three key PSE policy variables: the revenue needs of the colleges and universities in each year of the planning period, a tuition fee framework that balances contributions to these revenue needs with effects on accessibility, and the public funds available each year for operating grants plus contributions to student financial assistance.\r\nFour types of tuition frameworks are presented and evaluated for strengths and weaknesses within the Ontario context: capped tuition fees, a shares approach, constrained deregulation, and full deregulation. We look briefly at several variant of fee caps: a rollback, a freeze, tying increases to the CPI, and retaining the status quo policy of a maximum allowable increase of 5%. We argue that there is no obvious cap figure. Any choice involves a balancing of revenue needs, accessibility, and fiscal capacity.\r\nThe same point applies to proposals to adopt a shares approach wherein tuition revenue is set at some portion of institutional operating revenue. There is no obvious share to aim at. Governments over many years, for a variety of reasons, chose to\r\nincrease the relative share of PSE operating costs borne by students. These decisions were made in conjunction with a host of other economic and social policy adjustments;\r\nfor example, tuition credits. Any decision to alter this trend must take this broader historical perspective into account.\r\nThe choice of a new fee policy must also involve consideration of the pros and cons of relaxing or even removing the current distinctions of allowable fee increases among programs. A constrained deregulation approach would remove these distinctions among programs but retain an overall fee cap. Complete deregulation would remove the distinction and the arbitrary cap, although it is perfectly compatible with a scheme to tax back a portion of fee increases for need-based financial assistance.", "visits": 1050, "categories": [8]}}, {"model": "links.link", "pk": 548, "fields": {"created_time": "2011-07-17T13:45:47Z", "updated_time": "2015-05-18T00:40:47.810Z", "title": "Under-Represented Groups in Postsecondary Education in Ontario: Evidence from the Youth in Transitio", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/UnderRepdGroups PSE ONT.pdf", "file": null, "description": "Ensuring access to postsecondary education (PSE) for all qualified individuals is key to Ontario’s future competitiveness and equally critical from an equity perspective. This paper provides an empirical analysis of access to PSE among a number of under-represented (and minority) groups in Ontario, including comparisons to other regions. Having parents that did\r\nnot attend PSE is the most important factor across the country, and the effects are even greater in Ontario than in some other regions. Being from a low-income household is considerably less important than parental education, and the income effects are even smaller in Ontario than in certain other regions. Aboriginal and disabled youth are also strongly under-represented groups in PSE in Ontario, driven entirely by their lower university participation rates, offset to different degrees by higher college participation rates . Rural students are also significantly under-represented (though to a lesser degree) in university, but again go to college at somewhat higher rates. Furthermore, for these latter groups, Ontario does not compare favourably to other regions. The children of immigrants are much more likely to go to university but somewhat less likely to attend college almost everywhere.\r\nBeing from a single parent family has little independent effect on access to PSE, as is also the case for being a Francophone outside of Quebec, the latter effect in some cases actually being positive. Intriguingly, although females generally have significantly higher PSE (especially university) attendance rates than males, females in under-represented groups are generally more disadvantaged than males. This research was funded by the Higher Education Quality Council of Ontario (HEQCO), which also provided useful feedback throughout the project. This work is based on earlier research carried out for the Canada Millennium Scholarship Foundation through the MESA project, including a series of papers involving Richard Mueller. The authors gratefully acknowledge the ongoing support provided for the MESA project by the University of Ottawa.\r\n", "visits": 856, "categories": [3]}}, {"model": "links.link", "pk": 549, "fields": {"created_time": "2011-07-17T13:54:48Z", "updated_time": "2015-05-18T00:40:43.504Z", "title": "Valorizing Non-Immigrant Work Experience", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Valorizing_Immigrants.pdf", "file": null, "description": "It is generally acknowledged that immigrants to Canada face three main barriers in their search for work commensurate with their background and qualifications:\r\n· difficulties in having their foreign credentials recognized;\r\n· weak English or French-language skills, particularly profession-specific language skills; and\r\n· the discounting, lack of valorization or non-recognition of foreign work\r\nexperience.\r\nMost programs and initiatives designed to address these barriers, however, only address the first two systematically.\r\nOne of the biggest obstacles for newcomers to the Canadian labour market is the focus on Canadian experience and credentials within the hiring process. Understandably, employers look for a familiar point of reference when assessing a candidate's skills and background. They look for experiences and companies they recognize on a resume or in an interview.\r\nHowever, this mistrust of international experience places new immigrants in a Catch 22 situation where they can't get a job without Canadian experience and can't get Canadian experience without a job. It also meansemployers are missing out on a valuable talent pool and the opportunity to tap into a growing customer base.\r\n", "visits": 1540, "categories": [14]}}, {"model": "links.link", "pk": 550, "fields": {"created_time": "2011-07-17T14:01:39Z", "updated_time": "2015-05-18T00:40:45.274Z", "title": "Work-Integrated Learning in Ontario's Post-Secondary Sector", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Work Integrated Learning in Ontario.pdf", "file": null, "description": "Demographic change, economic globalization, and the emergence of an increasingly knowledge-based economy have triggered rapid and unprecedented change in the Ontario labour market and in the skills required by employers. Since colleges and universities provide the largest inflow of workers into the labour market – generating four out of five new labour market entrants (Lapointe et al., 2006) – an effective, flexible, and responsive system of postsecondary education and training has been recognized as an essential investment in human capital. In an interconnected global economy, a diverse, well-educated, and highly skilled workforce is critical not only to innovation, productivity, and economic growth, but also to maximizing the human potential of all Ontario citizens.\r\nThis report summarizes the findings of an exploratory study commissioned by the Higher Education Quality Council of Ontario (HEQCO) on the impact of work-integrated learning (WIL) on the social and human capital of postsecondary education (PSE) graduates, with particular reference to the quality of student learning and labour market outcomes associated with WIL programs. The project was undertaken by HEQCO in collaboration with a working group of nine Ontario postsecondary institutions: Algonquin College, George Brown College, Georgian College, Laurentian University, Niagara College, University of Ottawa, University of Waterloo, University of Windsor, and Wilfrid Laurier University. The study had three overarching goals:\r\n1. Develop a typology for understanding work-integrated learning in Ontario’s postsecondary sector;\r\n2. Identify the learning, labour market and other benefits associated with WIL, as well as challenges and opportunities;\r\n3. Recommend key issues and questions that would provide the focus for a second and larger phase of the project, including research with postsecondary students.\r\nThe research involved 39 key informants from Ontario colleges and universities, and 25 representatives of businesses and community organizations that provide WIL opportunities for students. Institutional key informants interviewed for the study expressed strong support for the overall project, including the goal of developing a shared framework and common language for WIL programs in order to minimize the potential for confusion between institutions, students, and employers. A typology of work-integrated learning was viewed as important to facilitating communication about WIL within and between institutions, and among institutions, students, employers, and community partners. Employers and community partners, meanwhile, valued\r\ntheir participation in work-integrated learning programs, and appreciated the opportunity to share their perspectives on how WIL programs could be enhanced.\r\n", "visits": 1002, "categories": [5]}}, {"model": "links.link", "pk": 551, "fields": {"created_time": "2011-07-17T14:06:50Z", "updated_time": "2015-05-18T00:40:48.040Z", "title": "Academic Leadership Qualities for Meeting Today’s Higher Education Challenges", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-academic-leadership-qualities.pdf", "file": null, "description": "It’s been said that no one dreams of becoming an academic leader when they grow up. It’s a tough job that’s only gotten more challenging as budgets shrink, public scrutiny rises, and responsibilities continue to grow. It requires a unique skill set – part field general, part mediator, part visionary, and part circus barker – to name just a few. But what does it really take to be an effective leader?\r\nFeaturing 13 articles from Academic Leader this special report seeks to answer that question and provide guidance for anyone in a campus leadership role. For example, in the article “Leadership and Management: Complementary Skill Sets,” Donna Goss and Don Robertson, explain the differences between management and leadership, and share their thoughts on how to develop leadership skills in yourself and others.\r\nIn “Zen and the Art of Higher Education Administration,” author Jeffrey L. Buller shows how the Buddhist practice features many principles for daily life that could benefit academic leaders. Such advice includes “Walk gently, leaving tracks only where they can make a difference.”\r\nIn “Techniques of Leadership,” authors Isa Kaftal Zimmerman and Joan Thormann outline specific leadership skills for effectively running meetings, building consensus, and communicating across\r\nthe institution.\r\nThe article “A Formal Approach to Facilitating Change” explains how Northwestern University’s Office of Change Management is structured as well as its operating principles for effectively managing change at the university. The key is to articulate how a change can benefit those directly affected and others not directly affected, to be accountable, and to provide clear criteria for measuring success\r\nOther articles in the report include:\r\n• Factors That Affect Department Chairs’ Performance\r\n• Changing Roles for Chairs\r\n• Becoming a More Mindful Leader\r\n• Creating a Culture of Leadership\r\n• There’s More to Leadership than Motivation and Ability Academic leadership roles are constantly changing. We hope this report will help you be a more effective leader during these challenging times.", "visits": 1655, "categories": [15]}}, {"model": "links.link", "pk": 552, "fields": {"created_time": "2011-07-21T14:48:02Z", "updated_time": "2015-05-18T00:40:45.442Z", "title": "Online Course Quality Assurance: Using Evaluations and Surveys to Improve Online Teaching and Learni", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-online-course-quality.pdf", "file": null, "description": "Many higher education institutions use student satisfaction surveys given at the end of a course to measure course and instructor quality. But is that really a true measure of quality? All things being equal, an instructor who teaches a rigorous course will likely score much lower than an instructor whose course is a little less demanding. Then there’s the whole timing of the satisfaction surveys. For the most part, students are simply glad the course is over (even if they liked it) and put little thought or time into completing the survey. Unless of course they know they failed, in which case you will get a detailed assessment of how you are boring, inflexible, out of touch, or otherwise unfit to teach.\r\nNo wonder surveys get such a bad rap. If end-of-course evaluations are the only surveys you use, there’s a lot more you can, and should, be doing. Done correctly, surveys can deliver tremendous insight into what’s working, what’s not, and why. This special report features 10 articles from Online Classroom, including a three-part and a five-part series that provides stepby-\r\nstep guidance on how to use surveys and evaluations to improve online courses, programs, and instruction. You’ll learn when to use surveys, how to design effective survey questions, why it’s important to ensure anonymity, and the advantages and disadvantages of Web-based surveys.\r\nArticles in Online Course Quality Assurance: Using Evaluations and Surveys to Improve Online Teaching and Learning include:\r\n• Online Teaching Fundamentals: What to Evaluate, parts 1-3\r\n• Course and Instructor Evaluation: If It’s So Good, Why Does It Feel So Bad?\r\n• Getting Evaluation Data through Surveys: What to Consider before Getting Started\r\n• Using Surveys to Improve Courses, Programs, and Instruction, parts 1-5\r\nIf you’re dedicated to continuous improvement, this special report is loaded with practical advice that will help you create more effective surveys before, during, and after your course ends.", "visits": 866, "categories": [9]}}, {"model": "links.link", "pk": 555, "fields": {"created_time": "2011-07-21T17:25:35Z", "updated_time": "2015-05-18T00:40:40.953Z", "title": "Access to Post Secondary Education: How Ontario Compares", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Access PSE Ont.pdf", "file": null, "description": "This research uses the Youth in Transition Survey, Reading Cohort (“YITS-A”) to compare participation in postsecondary education (PSE) in Ontario to other Canadian regions. We begin by presenting access rates by region, which reveals some substantial differences. University participation rates in Ontario are in about the middle of the pack, while college rates are relatively high. We then undertake an econometric analysis, which reveals that the effects of parental income are quite strong in the Atlantic provinces but much weaker elsewhere, including within Ontario. We also find that the relationship between high school grades and Programme for International Student Assessment (PISA) test scores (measures of academic “performance” and ability”) differ by region and are generally strongest in Ontario. From this perspective, Ontario would appear to have a relatively “meritocratic” system, where those who are more qualified are more likely to go to university and where attendance rates are less affected by family income. Interestingly, the effects of parental education, which are generally much stronger than those of family income, are similar across regions. Understanding the reasons underlying these patterns might warrant further investigation.", "visits": 969, "categories": [3]}}, {"model": "links.link", "pk": 556, "fields": {"created_time": "2011-07-21T18:40:09Z", "updated_time": "2015-05-18T00:40:45.337Z", "title": "Academic Leadership Development: How to Make a Smooth Transition from Faculty to Administrator", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-academic-leadership-development.pdf", "file": null, "description": "Remember how you felt during your first semester of teaching? Excited? Nervous? A little over-whelmed? At times you even might have wondered how the school could give you a job with so much responsibility and so little training. Now you’re a seasoned educator making the move from faculty to administration. And guess what? You’re excited, nervous, and a little overwhelmed. And, once again, you wonder how the school could give you a job with so much responsibility and so little training.\r\nInadequate preparation, unrealistic expectations, and increased workload can create undue stress on faculty members making the transition to department chair or other levels of administration. This special report features 14 articles from Academic Leader newsletter that address many of the challenges faced by new leaders, from establishing a leadership\r\nstyle to redefining relationships with former peers. Here are some of the articles you will find in Academic Leadership Development: \r\nHow to Make a Smooth Transition from Faculty to Administrator:\r\n• Look Before You Leap: Transitions from Faculty to Administration\r\n• Translating Teaching Skills to Leadership Roles\r\n• The First 1,000 Steps: Walking the Road from Academic to Administrator\r\n• Why New Department Chairs Need Coaching\r\n• 10 Recommendations toward Effective Leadership\r\nThis report will help new administrators navigate the potential minefields and find their voice when it comes to leading effectively. It also may remind experienced leaders what it was like that first year in hopes that they might reach out to help make someone else's transition a little easier.\r\n", "visits": 1370, "categories": [15]}}, {"model": "links.link", "pk": 557, "fields": {"created_time": "2011-07-21T18:45:42Z", "updated_time": "2015-05-18T00:40:43.362Z", "title": "An Alternative to Academic Suspension Program", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/AcademicSuspensionENG.pdf", "file": null, "description": "The Alternative to Academic Suspension Program (AASP) ran as a pilot program in fall 2009 to address the skill development of students facing suspension at Brock University. Initial results of the program indicate positive results with students persisting in their programs. In total, there were 445 students facing academic suspension, and 42 per cent of those students participated in the AASP pilot. Participants in the AASP were required to successfully complete the program,pass all credits taken during the academic year (maximum of three) and achieve an overall session average of at least 60 per cent to be eligible to continue studies. Failure to meet any of the conditions resulted in academic suspension at the end of the academic year. Of the 187 students participating in the AASP pilot, 50 per cent returned to studies in the fall of 2010, compared to only 17 per cent of those students facing suspension who did not to participate. When considering all students facing suspension, AASP participants represented over two-thirds of the returning students in fall 2010. Not only are the participants persisting with studies, but the participants are improving their overall averages as well.\r\nWhile overall academic averages can be difficult to change, of the 94 AASP participants returning to studies in 2010, 92.5 per cent of them were able to increase their overall average. Considering that AASP participants were limited to a maximum of three credits, it is encouraging that so many of the returning AASP participants were able to achieve this result. The participants are moving from being at risk of not completing their programs to completion with improved overall averages.\r\nThe current analysis reflects a positive short-term impact on retention. Continued analysis would examine a long-term assessment of the program and whether students can maintain their initial success as they continue in their studies at Brock. Other key findings from the report include:\r\n• In 2009, students within two years of entry into Brock and facing suspension participated at a higher rate than those students facing suspension who had entered prior to 2007.\r\n• Although 94 AASP participants returned to studies in 2010, there were 116 AASP participants (62 per cent of total AASP enrollment) eligible to continue studies at Brock University in 2010. We are unable to track whether the eligible participants not returning to Brock have gone to other institutions or chosen to end their postsecondary studies.\r\nSurveys and focus groups from eligible AASP participants not returning to studies at Brock would be beneficial to understand what choices these students made and why they made them.\r\nFurther study needs to be completed to understand the longer-term impact of the AASP. In addition to driving internal program improvements, further study could also help develop strategies to identify and support at-risk students at other universities.", "visits": 870, "categories": [6]}}, {"model": "links.link", "pk": 558, "fields": {"created_time": "2011-07-21T18:55:06Z", "updated_time": "2015-05-18T00:40:43.026Z", "title": "Adult Learners in Ontario Postsecondary Institutions", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/At-Issue-Adult-Learners-ENG.pdf", "file": null, "description": "An important goal of Ontario’s postsecondary education system is to provide the appropriate level of educational attainment to meet the current and future human capital needs of the province (HEQCO, 2009: 19). This purpose reflects the recognition that education and training contribute to the human capital of individuals and make them more productive workers and better informed citizens. Attainment of further education not only provides for individual returns such as higher earnings and lower levels of unemployment , improved health and longevity, and greater satisfaction with life, but it is also strongly linked to social returns such as safer communities, healthy citizens, greater civic participation, stronger social cohesion and improved equity and social justice (Riddell, 2006). In order for the province to maintain and enhance its economic standing in the changing global economy, and to provide its citizens with the social benefits that higher education affords, it must ensure that the human capital needs of its society are met.\r\nIn pursuit of this objective, the Ontario government, most recently through its “Open Ontario Plan,” aims to raise the postsecondary attainment rate of those aged 25 to 64 to 70 per cent and to provide a place for every qualified Ontarian who desires to pursue a college or university education (Government of Ontario, 2010). The future “stock” of human capital required to achieve this attainment rate will need to come from three sources: Ontarians entering the labour force for the first time who may already have postsecondary credentials or may be in the process of acquiring them; new interprovincial and international migrants; and finally, through additions to postsecondary credentials by those who have already entered the labour force (HEQCO, 2009: 25). It is this latter population of individuals, often referred to as adult learners, with which this @Issue paper is concerned.\r\nIf it is acknowledged that adult learners must be one of the sources of the stock of human capital required for Ontario to achieve an attainment rate of 70 per cent, then an understanding of adult learners, the issues that they face and how those issues can best be addressed is vital. Government targets aside, it is becoming increasingly recognized that in the current knowledge-based economy, with its advancements in technology and rapidly changing skill requirements, learning must take place throughout the lifetime of an individual. The traditional concentration of education in earlier stages of life will no longer necessarily support individuals throughout their working lives. Initial education plays a large part in developing the potential of an\r\nindividual, but it is becoming increasingly important for adults to pursue the development of new skills and competencies and the upgrading of existing ones.\r\nThis @Issue Paper will attempt to explore the status of adult learners in Ontario’s postsecondary education system through:\r\n• an examination of the demand for adult education in Ontario;\r\n• an overview of how colleges and universities are meeting the demand for adult education;\r\n• an evaluation of factors affecting adult learners in postsecondary accessibility and success; and\r\n• potential policy implications to promote and improve the participation of adult learners in postsecondary education.\r\nExamples of programs and services from Ontario institutions will be used to illustrate the state of the field in adult education, but the paper is not intended to provide a comprehensive inventory of offerings.\r\n", "visits": 1128, "categories": [18]}}, {"model": "links.link", "pk": 559, "fields": {"created_time": "2011-07-21T18:57:19Z", "updated_time": "2015-05-18T00:40:44.364Z", "title": "Assessment of Learner Acceptance and Satisfaction with Video-Based Instructional Materials for Teach", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Assessment of Learner Acceptance Videobased.pdf", "file": null, "description": "As video-based instructional materials become available to distance learners to learn practical skills at a distance, it is important to assess the instructional effectiveness of these materials and to understand how students respond to them. This paper is the second part of a larger exploratory study that assessed the instructional effectiveness of video-based instructional materials for teaching distance learners practical skills in block-laying and concreting and how learners respond to these instructional materials. Specifically, this paper aims to assess learners’ acceptance and satisfaction with the materials. It also aims to determine whether levels of learner satisfaction and acceptance differ according to study centres. Data were collected from 71 respondents at three study centres using a self-completion questionnaire comprising 17 Likert-type items. The data were analyzed using descriptive statistics, ANOVA, and Scheffe’s post hoc test at a 0.05 level of significance. Learners appeared positive about their learning experiences with the use of video-based instructional materials to learn practical skills at a distance as they rated highly all the items assessing their acceptance and satisfaction. Results of item-by-item ANOVA regarding learner acceptance indicated that the respondents, categorized according to study centres, exhibited similar levels of acceptance for nine of the ten items. For learner satisfaction, there were no statistically significant differences for six of the seven items. Thus, learners of different study centres exhibited about the same level of acceptance and satisfaction.\r\nKeywords: Block-laying and concreting; distance learning; learner acceptance; learner satisfaction; technical and vocational education and training (TVET); technology acceptance model (TAM); video-based instructional materials International Review of Research in Open and Distance Learning\r\nVol. 12.5 June – 2011\r\nAssessment of Learner Acceptance and Satisfaction with Video-Based Instructional Materials for Teaching Practical Skills at a Distance\r\nFrancis Donkor, University of Education, Winneba, Ghana", "visits": 1256, "categories": [9]}}, {"model": "links.link", "pk": 560, "fields": {"created_time": "2011-07-21T18:58:48Z", "updated_time": "2015-05-18T00:40:43.593Z", "title": "Beginning Course Surveys: Bridges for Knowing and Bridges for Being", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Beginning Course Surveys.pdf", "file": null, "description": "The use of a participant survey, administered at the outset of an online course, can provide information useful in the management of the learning environment and in its subsequent redesign. Such information can clarify participants’ prior experience, expectations, and demographics. But the very act of enquiring about the learner also signals the instructor’s social presence, relational interest, and desire to enter into an authentic dialogue. This study examines the use of participant surveys in online management courses. The first section discusses the informational bridges that this instrument provides. The second section considers survey responses to open-ended questions dealing with student sentiments. This analysis suggests that the survey plays a valuable part in accentuating social presence and in initiating relational bridges with participants.\r\nKeywords: Instructional design; instructional management; social presence; learner engagement; relational dialogue", "visits": 836, "categories": [6]}}, {"model": "links.link", "pk": 561, "fields": {"created_time": "2011-07-21T19:02:26Z", "updated_time": "2015-05-18T00:40:41.889Z", "title": "In the Beginning: The Founding of the CSSHE and its Journal", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Founding of CJHE_Pascal.pdf", "file": null, "description": "The founding of the Canadian Society for the Study of Higher Education took place over 40 years ago and this year marks the 40th anniversary of its critically important Canadian Journal of Higher Education. It is time to look back, and time to imagine the future of both the Society and the Journal. I attended that intimate founding meeting in Winnipeg. It was held on May 29, 1970. With no more than 40 people in attendance, we listened to the late Edward (Ted) Sheffield open the meeting. He had prepared a paper in 1969 on “Canadian Research in Higher Education.” He told us that it was only an “impressionistic survey but it served to highlight the fact that research in this field is being undertaken by a great variety of persons in a great variety of organizations: universities, voluntary associations, and government agencies.” Ted Sheffield noted, however, that little research in higher education was being conducted in university faculties of education. Underscoring that Canada was slow to make higher education a specialized field of study, he reminded the audience that Robin S. Harris, Canada’s first Professor of Higher Education, was appointed in 1964. Six years later, Ted Sheffield summarized the progress observing that “the Higher Education Group at the University of Toronto has increased to four and there is now a good deal of activity. . . at the Ontario Institute for Studies in Education.” In addition, he noted the emergence of recent program initiatives at the Universities of British Columbia, Calgary, and Alberta.\r\n\r\nKeywords: Canadian Society for Studies in Higher Education; Glen Jones", "visits": 919, "categories": [7]}}, {"model": "links.link", "pk": 563, "fields": {"created_time": "2011-07-22T07:57:44Z", "updated_time": "2015-05-18T00:40:46.349Z", "title": "Study Orchestrations in Distance Learning: Identifying Dissonance and its Implications for Distance ", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Study Ochestrations in Distance Learning.pdf", "file": null, "description": "The exploration of study orchestrations emphasises students’ active participation in learning, describing the ways in which they marshal the resources available to them in response to their learning environment. This study reports the identification of study orchestrations in a group of distance students and identifies the existence of dissonant study orchestrations, which previous research has linked with poor achievement, in approximately one-fifth of the group. Data came from responses by 176 students to the ASSIST questionnaire. The data was subject to factor analysis to ensure commensurability with previous studies, and then cluster analysis was used to identify groups with similar study orchestrations. Four clusters were identified. One of these was clearly dissonant, pointing toward problematic links between learning environments and student approaches to study. The implications of dissonant study orchestrations are explored and further research is suggested, along with implications for the practice of distance educators.\r\nKeywords: Approaches to study; study orchestrations; metacognition; higher education", "visits": 900, "categories": [9]}}, {"model": "links.link", "pk": 564, "fields": {"created_time": "2011-07-22T08:00:58Z", "updated_time": "2015-10-09T03:30:44.768Z", "title": "A Look Back at the Decision on the Transfer Function at the Founding of Ontario’s Colleges", "url": "http://www.ucarecdn.com/4123f445-2187-4190-88cb-db887e779ad8/", "file": "https://ucarecdn.com/4123f445-2187-4190-88cb-db887e779ad8/", "description": "Michael L. Skolnik\r\nUniversity of Toronto\r\nABSTRACT\r\nCommunity 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.\r\nRÉSUMÉ\r\nDepuis le début des années 1960 et jusqu’au début des années 1970, lorsqu’on créait des réseaux de collèges communautaires partout en Amérique du Nord, deux modèles majeurs étaient proposés pour ces nouveaux réseaux. Dans un des modèles, le collège combinait l’enseignement général universitaire de division inférieure avec les programmes d’enseignement technique ; dans l’autre, la plupart des collèges, sinon tous, se concentraient sur l’enseignement technique. L’Ontario était la plus importante parmi les provinces et les États en Amérique du Nord qui ait opté pour le deuxième modèle. Beaucoup des défis \r\nauxquels les planifi cateurs ont été confrontés lorsqu’ils ont conçu le réseau des collèges sont encore présents ou sont réapparus au cours des dernières années. Cet article réexamine l’ancien débat sur la conception des collèges de l’Ontario et considère ses implications actuelles.", "visits": 961, "categories": [10]}}, {"model": "links.link", "pk": 565, "fields": {"created_time": "2011-08-04T14:56:53Z", "updated_time": "2015-05-18T00:40:47.994Z", "title": "When Women are Equal: The Canada Research Chair Experience", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/When Women are Equal The Canada Research Chair Experience.pdf", "file": null, "description": "ABSTRACT\r\nThis paper focuses on the gendered nature of elite academic careers. Of interest is how similar or diff erent the experiences are of women and men who have been appointed to Canada Research Chairs (CRCs). In particular, we examine the impacts of holding a CRC position and consider the factors that shape that experience for women and men. Based on interviews with 60 CRCs, we find that when women and men are given similar opportunities, their experiences are more alike than diff erent. Where diff erences arise, these are often related to the experience of status/prestige associated with the CRC, and to family care responsibilities. Using expectation states theory, we demonstrate that when women are equal to men, the significance of gender as a determinant of the academic experience is diminished.\r\nRÉSUMÉ\r\nCette étude se concentre sur l’influence du genre dans l’élite des carrières académiques. L’intérêt porte surtout sur le degré de similarité ou de diff érence entre les expériences des femmes et des hommes nommés à des postes de chaires de recherche du Canada (CRC). Nous examinons en particulier les répercussions sur les femmes et les hommes titulaires de CRC en tenant compte des facteurs qui forment l’expérience de ces individus. Nos entrevues avec 60 titulaires de CRC, nous mènent à conclure que les femmes et les hommes obtiennent des occasions similaires et que leurs expériences sont plus semblables que différentes. Lorsque des différences se présentent, elles sont plus souvent liées à l’expérience du statut et du prestige associés à la position de titulaire de CRC et à ses responsabilités familiales. En utilisant la théorie des états d’anticipation, nous démontrons que, lorsque les femmes sont égales aux hommes, la signification du genre en tant que déterminant de l’expérience académique est diminuée.", "visits": 837, "categories": [5]}}, {"model": "links.link", "pk": 566, "fields": {"created_time": "2011-08-04T18:38:04Z", "updated_time": "2015-05-18T00:40:48.232Z", "title": "The Ideological Orientations of Canadian University Professors ", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/The Ideological Orientations of Canadian University Professors.pdf", "file": null, "description": "Abstract\r\nThis paper analyzes the ideological orientations of Canadian university professors based on a unique 2000 study of a representative sample of Canadian academics (n=3,318). After summarizing methodological problems with extant research on this subject, and tentatively comparing the political views of Canadian and American academics, the paper demonstrates that Canadian academics fall to the left of the political spectrum but are not hugely different in this respect from the Canadian university-educated population. Multivariate analyses reveal considerable heterogeneity in the ideological views of Canadian professors, suggesting that contemporary characterizations of the North American professoriate as left- or right-leaning tend to be overdrawn. Multivariate analyses demonstrate the importance of disadvantaged status and disciplinary socialization in shaping professors’ ideological views, although self selection processes are not discounted.\r\nRésumé\r\nCet article analyse les orientations idéologiques des professeurs des universités canadiennes selon une étude unique datant de l’an 2000 et portant sur un échantillon représentatif composé de 3 318 professeurs d’université du Canada. Après avoir résumé les problèmes méthodologiques avec une recherche approfondie sur le sujet, puis tenté de comparer les vues politiques de professeurs d’universités canadiennes et américaines, l’article démontre que les professeurs d’université du Canada se situent à la gauche de l’éventail politique,sans être très différents de l’ensemble des diplômés universitaires du Canada. Les analyses\r\nmultidimensionnelles révèlent une hétérogénéité considérable des vues idéologiques des professeurs canadiens, suggérant ainsi que les aractérisations contemporaines selon lesquelles le professorat nord-américain se situe soit vers la droite, soit vers la gauche, ont tendance à être à exagérées. Les analyses multidimensionnelles démontrent l’importance de la socialisation disciplinaire et du statut de défavorisé pour former les vues idéologiques des professeurs, même si les processus d’autosélection ne sont pas pris en compte.\r\nM. Reza Nakhaie\r\nUniversity of Windsor\r\nRobert J. Brym\r\nUniversity of Toronto", "visits": 938, "categories": [17]}}, {"model": "links.link", "pk": 567, "fields": {"created_time": "2011-08-04T18:56:50Z", "updated_time": "2015-05-18T00:40:42.580Z", "title": "E-Learning Handbook", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Symantec_ELearning Handbook_V.pdf", "file": null, "description": "Online learning and digital interaction is pervasive in today’s educational environment.\r\nWhere rich multimedia content once was an exception, it's increasingly the rule in K-12 and college classrooms. Blended or hybrid courses that mix elements of traditional classroom learning with online education are the norm in many school districts and universities. And completely online courses — not to mention entirely virtual colleges and school districts —\r\nare emerging with growing frequency. But educational institutions aren’t just delivering learning content differently; they’re interacting digitally with the diverse stakeholders that make up the education community.\r\nFor instance, students access grades and transcripts online. Parents monitor student attendance electronically and e-mail teachers with their concerns. Students and teachers collaborate via social networks. School staff members conduct common employee transactions — choosing benefits, booking vacation time, etc. — through district Web portals. And the list goes on.\r\nYet, the vast potential of online learning and digital interaction comes with significant technology challenges. Broadening learning opportunities through multimedia tools, offering remote access to educational content, and letting users remotely tap into school data and systems demands that schools manage new levels of IT complexity and adopt more sophisticated approaches to IT security. This guidebook is designed to help educational institutions deal with these issues.\r\nWe’ll examine significant trends in online learning to gain an understanding of what colleges and school districts need to prepare for. It’s clear that technology is changing teaching models — both inside and outside of the traditional classroom. Funding reductions for public universities are forcing higher education institutions to reconsider the delivery model for college courses. Governors and mayors pressure school districts to improve student performance — especially in critical subjects like science and math. Educators and administrators search for effective and affordable approaches for keeping at-risk students in school and helping special-needs students succeed. Online learning and new forms of digital interaction play a growing and evolving role in all these issues. But if technology is going to answer these challenges, the IT environment must be simplified. Therefore, we’ll present strategies for managing growing technological complexity. Students, parents, teachers and administrators expect 24/7 access to course material, grades, attendance, admissions and more. What's more, they want to access that information from a dizzying array of devices, from traditional desktops and laptops, to smartphones and slick new tablets. Some of those devices may be owned and managed by the educational institution — but a growing number of them are not. How do you respond to all of this without deploying hundreds of conflicting applications and hiring an army of expensive IT professionals to keep it all straight? We’ll show you some solutions through powerful technologies like endpoint virtualization.", "visits": 1583, "categories": [9]}}, {"model": "links.link", "pk": 568, "fields": {"created_time": "2011-08-04T19:00:39Z", "updated_time": "2015-05-18T00:40:42.831Z", "title": "Shifting the Emphasis from Teaching to Learning: Process-Based Assessment in Nurse Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Shifting Emphasis Teaching to Learning.pdf", "file": null, "description": "Shifting from an emphasis on teaching to learning is a complex task for both teachers and students. This paper reports on a qualitative study of teachers in a nurse specialist education programme meeting this shift in a distance education course. The study aimed to gain a better understanding of the teacher-student relationship by addressing research questions in relation to the students' role, the learning process, and the assessment process. A didactical design comprising three phases focusing on distinct learning outcomes for the course was adopted. Data were collected through in-depth interviews with teachers and were analysed using inductive thematic analysis. The results indicate a shift towards a problematising and holistic approach to teaching, learning, and assessment. This shift highlighted a teacher-student relationship with a shared responsibility in the orchestration of the learning experience. The overall picture outlines a distance education experience of process-based assessment characterised by the imposition of teachers’ rules and a lack of creativity due to the limited role of ICT merely as a container of content.\r\nKeywords: Distance education; higher education; e-learning ", "visits": 894, "categories": [7]}}, {"model": "links.link", "pk": 569, "fields": {"created_time": "2011-08-04T19:08:45Z", "updated_time": "2015-05-18T00:40:47.292Z", "title": "Research Integrity/Misconduct Policies of Canadian Universities", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Research Integrity Misconduct Policies.pdf", "file": null, "description": "ABSTRACT\r\nIn a context of increasing attention to issues of scientific integrity in university research, it is important to reflect on the governance mechanisms that universities use to shape the behaviour of students, researchers, and faculty. This paper presents the results of a study of 47 Canadian university research ntegrity/misconduct (RIM) policies: 41 institutions (87%) had distinct policies dealing with research misconduct, 37 (90%) of which took the form of research integrity/misconduct policies. For each of these 41 documents, we assessed the stated policy objectives and the existence (or not) of procedures for managing allegations of misconduct, definitions of misconduct, and sanctions. Our analysis revealed that, like their American counterparts, most Canadian universities had policies that contained the key elements relevant to protecting research integrity and managing misconduct. Yet, there was significant variability in the structure and content of these policies, particularly with regard to practical guidance for university personnel and review bodies.\r\nBryn Williams-Jones\r\nUniversité de Montréal", "visits": 847, "categories": [15]}}, {"model": "links.link", "pk": 570, "fields": {"created_time": "2011-08-04T19:16:09Z", "updated_time": "2015-05-18T00:40:45.925Z", "title": "Educational Assessment: Designing a System for More Meaningful Results", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-educational-assessment-2011.pdf", "file": null, "description": "The past few years have ushered in more strident calls for accountability across institutions of higher learning. Various internal and external stakeholders are asking questions like \"Are students learning what we want them to learn?\" and \"How do the students' scores from one institution compare to its peers?\" As a result, more institutions are looking for new, more far-reaching ways to assess student learning and then use assessment findings to improve students' educational experiences.\r\nHowever, as Trudy Banta notes in her article An Accountability Program Primer for Administrators, “just as simply weighing a pig will not make it fatter, spending millions simply to test college students is not likely to help them learn more.” (p. 6)\r\nWhile assessing institutional effectiveness is a noble pursuit, measuring student learning is not always easy, and like so many things we try to quantify, there’s much more to learning than a number in a datasheet. As Roxanne Cullen and Michael Harris note in their article The Dash to Dashboards, “The difficulty we have in higher education in defining and measuring our outcomes lies in the complexity of our business: the business of learning. A widget company or a fast-food chain has clearly defined goals and can usually pinpoint with fine accuracy where and how to address loss in sales or glitches in production or service. Higher education is being called on to be able to perform similar feats, but creating a graduate for the 21st century workforce is a very different kind of operation.” (p. 10) This special report Educational Assessment: Designing a System for Mo re Meaningful Results features articles from Academic Leader, and looks at the assessment issue from a variety of\r\ndifferent angles. Articles in the result include:\r\n.The Faculty and Program-Wide Learning Outcome Assessment\r\n. Assessing the Degree of Learner-Centeredness in a Department or Unit\r\n. Keys to Effective Program-Level Assessment\r\n. Counting Something Leads to Change in an Office or in a Classroom\r\n. An Accountability Program Primer for Administrators\r\nWhether you're looking to completely change your approach to assessment, or simply improve the efficacy of your current assessment processes, we hope this report will help guide your discussions and eventual decisions.", "visits": 982, "categories": [6]}}, {"model": "links.link", "pk": 571, "fields": {"created_time": "2011-08-05T19:44:04Z", "updated_time": "2015-05-18T00:40:43.614Z", "title": "Embodied and Embedded Theory in Practice: The Student-Owned Learning-Engagement (SOLE) Model", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Embodied and embedded theory in practice.pdf", "file": null, "description": "Abstract\r\nThe demands on academic staff in all sectors to adopt best ODL practices to create effective and efficient models of learning in the face of increasing external pressures show no signs of abating. The massification of higher education, diversified access, and pressures to meet institutional visions and research objectives demand of teaching staff an increasingly public design process subject to peer review in numerous forms. Expectations of systematized pedagogical planners and embedded templates of learning within the institutional virtual learning environments (VLEs) have, so far, failed to deliver the institutional efficiencies anticipated. In response, a new model of learning design is proposed with a practical, accessible, and freely available “toolkit” that embodies and embeds pedagogical theories and practices. The student-owned learning-engagement (SOLE) model aims to support professional development within practice, constructive alignment, and holistic visualisations, as well as enable the sharing of learning design processes with the learners themselves.\r\nKeywords: Learning design; constructive alignment; pedagogical planners; toolkit\r\nInternational Review of Research in Open and Distance Learning\r\n\r\nEmbodied and Embedded Theory in Practice: The Student-Owned Learning-Engagement (SOLE) Model\r\nSimon Atkinson\r\nLondon School of Economics and Political Science, UK", "visits": 869, "categories": [6]}}, {"model": "links.link", "pk": 572, "fields": {"created_time": "2011-08-05T19:48:32Z", "updated_time": "2015-05-18T00:40:41.807Z", "title": "Helping Autism-Diagnosed Teenagers Navigate and Develop Socially Using E-Learning Based on Mobile Persuasion", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Helping Autism-Diagnosed Teenagers .pdf", "file": null, "description": "Abstract\r\nThe HANDS (Helping Autism-diagnosed teenagers Navigate and Develop Socially) research project involves the creation of an e-learning toolset that can be used to develop individualized tools to support the social development of teenagers with an autism diagnosis. The e-learning toolset is based on ideas from persuasive technology. This paper addresses the system design of the HANDS toolset as seen from the user’s perspective. The results of the evaluation of prototype 1 of the toolset and the needs for further development are discussed. In addition, questions regarding credibility and reflections on ethical issues related to the project are considered.\r\n\r\nKeywords: E-learning; autism; mobile learning; persuasive technology\r\nPeter Øhrstrøm\r\nAalborg University, Denmark\r\n", "visits": 995, "categories": [16]}}, {"model": "links.link", "pk": 573, "fields": {"created_time": "2011-08-05T19:52:47Z", "updated_time": "2015-05-18T00:40:42.555Z", "title": "Making The Textbook Transition", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Making the Textbook transition.pdf", "file": null, "description": "What are digital textbooks?\r\nToday’s K-12 students have grown up with technology. Most wouldn’t dream of looking up information in a hardbound dictionary or encyclopedia; they turn to Internet search engines when they have questions, perhaps using a smartphone or tablet. News comes not on newsprint, but from Google News; writing to friends means Facebook, not a letter (what’s that?); phone books and watches are artifacts from another age. Yet such digital natives are often expected to attend schools equipped with aging, heavy, hardbound textbooks — some a decade old and outdated (history texts that remind them that the U.S. has never elected an African-American president, for example). They then are asked to tote five or six or more such books from school to home each day.\r\nEnter the digital textbook, defined as anything stored on a digital medium that can be transmitted through various\r\ndigital devices over computer networks, including the Internet. Students can access digital books on e-readers, tablets and smartphones; and on netbooks, laptops or desktop computers. Because the books can be read on mobile devices, the materialcan travel with students just as a physical textbook can, but in a much lighter and more compact way (no more overstuffed backpacks). Textbooks displayed on digital devices can take advantage of Web 2.0 tools: multi-media features (video and audio clips); interactivity (quizzes, games); the ability to search and annotate text; text-to-speech functionality; and customizable (and current) content. In the classroom, teachers can project digital content from these books onto interactive whiteboards and engage the class in viewing material together. Notes taken on the interactive whiteboard can be stored and saved to each student’s laptop, tablet, netbook or smartphone, while students can use their digital devices to submit answers to quizzes or problems. All of these features make digital textbooks more relevant to today’s students, who then become more engaged in learning.\r\n", "visits": 786, "categories": [6]}}, {"model": "links.link", "pk": 574, "fields": {"created_time": "2011-08-05T19:56:33Z", "updated_time": "2015-05-18T00:40:42.062Z", "title": "Manitoba’s Post-Secondary System Since 1967: Stability, Change and Consistency", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Manitoba’s Post-Secondary System Since 1967 Stability, Change and Consistency.pdf", "file": null, "description": "ABSTRACT\r\nThis study examines the transformation of Manitoba’s post-secondary education system between 1967 and 2009 using legislative change to gauge structural change. The paper establishes the beginning of the contemporary post-secondary system with the 1967 decision of the Manitoba government to abandon the “one university” system model, a move akin to a “big bang,” redefining system norms and expectations, and setting direction which continues to be relevant today. The study revealed extensive structural change in Manitoba’s post-secondary system after 1997, the nature of which reflected the trends associated with globalization,but also reflecting the important influence that local forces have had in shaping the province’s post-secondary system.\r\nRÉSUMÉ\r\nCette étude examine la transformation du système d’éducation post-secondaire manitobain entre 1967 et 2009, qui s’est faite par le biais de changements législatifs afin d’évaluer le changement structurel. Selon l’article, le système post-secondaire contemporain débute avec une décision prise en 1967 par le gouvernement du Manitoba, qui visait à abandonner le modèle systémique d’« une seule université »›. Semblable à un « big bang », cette décision redéfinissait les normes et les attentes du système d’éducation, en lui donnant une direction qui est encore pertinente à ce jour. L’étude a révélé la présence d’un changement structurel important dans le système d’éducation post-secondaire au Manitoba après 1997, dont la nature reflète non seulement les tendances associées à la mondialisation, mais aussi l’influence significative qu’ont eues les forces locales dans l’élaboration du système d’étude post-secondaire de cette province.\r\n\r\nDan Smith\r\nManitoba’s Council on Post-Secondary Education", "visits": 812, "categories": [5]}}, {"model": "links.link", "pk": 575, "fields": {"created_time": "2011-08-05T20:03:52Z", "updated_time": "2015-05-18T00:40:42.408Z", "title": "Missing the Boat on Invasive Alien Species: A Review of Post-Secondary Curricula in Canada", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Missing the Boat on Invasive Alien Species Review of Post-Secondary Curricula in Canada.pdf", "file": null, "description": "ABSTRACT\r\nInvasive alien species (IAS) cause major environmental and economic damage worldwide,and also threaten human food security and health. The impacts of IAS are expected to rise with continued globalization, land use modification, and climate change. Developing effective strategies to deal with IAS requires a collaborative, interdisciplinary approach, in which scientists work co-operatively with social scientists and policy-makers. Higher education can contribute to this process by training professionals to balance the ecological, economic, and social dimensions of the IAS problem. We examined the extent of such training in Canada by reviewing undergraduate and graduate university curricula at all 94 member nstitutions of the Association of Universities and Colleges of Canada for IAS content. We found that degree and diploma programs focusing on IAS issues are lacking at Canadian post-secondary institutions. Furthermore, few courses are devoted solely to IAS, and those that are typically adopt an ecological perspective. We argue that the absence of interdisciplinary university curricula on IAS in Canada negatively aff ects our ability to respond to this growing global challenge. We present several international educational programs on IAS as case studies on how to better integrate training on invasive species into university curricula in Canada.\r\n\r\nRÉSUMÉ\r\nLes espèces exotiques envahissantes (EEE) sont à l’origine d’importants dommages écologiques et économiques partout dans le monde, en plus de menacer la sécurité alimentaire et la santé humaine. On s’attend à ce que leurs eff ets prennent de l’ampleur devant la poursuite de la mondialisation, l’évolution de l’utilisation des sols et les changements climatiques.\r\nL’élaboration de stratégies efficaces pour contrer les EEE exige une approche coopérative et interdisciplinaire, par laquelle des scientifiques travaillent en collaboration avec des spécialistes en sciences sociales et des esponsables de l’élaboration de politiques. L’enseignement supérieur peut y contribuer en formant des professionnels à trouver un équilibre entre les dimensions écologiques, économiques et sociales du problème des EEE. Nous avons étudié la portée d’une telle formation au Canada en révisant les programmes d’études universitaires des premier et second cycles de chacun des 94 établissements membres de l’Association des universités et collèges du Canada. Nous en avons conclu que les programmes menant à un grade ou à un diplôme et ciblant les problèmes liés aux EEE font défaut aux établissements postsecondaires canadiens. En outre, peu de cours se concentrent uniquement sur les EEE, et ceux qui le font adoptent habituellement une approche écologique. Nous faisons valoir que le manque de programmes universitaires interdisciplinaires portant sur les EEE au Canada entrave notre capacité à aff ronter ce défi mondial croissant. Nous présentons plusieurs programmes éducatifs internationaux sur les EEE, à titre d’études de cas pour mieux intégrer la formation sur les espèces envahissantes aux programmes universitaires du Canada.\r\n\r\nAndrea L. Smith\r\nDawn R. Bazely\r\nNorman D. Yan\r\nYork University", "visits": 962, "categories": [5]}}, {"model": "links.link", "pk": 576, "fields": {"created_time": "2011-08-05T20:06:54Z", "updated_time": "2015-05-18T00:40:42.184Z", "title": "Moving to Mobility: Issue Brief Step Outside These Four Walls", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Moving to Mobility.pdf", "file": null, "description": "What is a mobile education environment?\r\nEducation today doesn’t need to take place within the confines of a school building, thanks to the Internet, wireless communication and mobile computing devices. Students and teachers are no longer required to be “stuck inside these four walls” for learning to take place. Teens whose body clocks don’t mesh with 7:15 a.m. class starts can sleep in — then do the work when they are at their mental peak (9 p.m., perhaps). Teachers, too, can gain increased flexibility in organizing their time. Lessons can be more easily tailored for students with whom they can work one-on-one with using interactive online programs. This is the promise of mobile learning, currently in place in some schools across the country. However, most K-12 schools are just starting to scratch the surface of what mobility can mean for education. Those that adapt to mobile technology will find it easier to reach students; research shows this sort of learning at the K-12 level improves student engagement, enthusiasm and test scores.\r\n\r\n", "visits": 897, "categories": [4]}}, {"model": "links.link", "pk": 577, "fields": {"created_time": "2011-08-05T20:09:58Z", "updated_time": "2015-05-18T00:40:47.618Z", "title": "Quality of Learners’ Time and Learning Performance Beyond Quantitative Time-on-Task", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Quality of Learners.pdf", "file": null, "description": "Abstract\r\nAlong with the amount of time spent learning (or time-on-task), the quality of learning time has a real influence on learning performance. Quality of time in online learning depends on students’ time availability and their willingness to devote quality cognitive time to learning activities. However, the quantity and quality of the time spent by adult e-learners on\r\nlearning activities can be reduced by professional, family, and social commitments. Considering that the main time pattern followed by most adult e-learners is a professional one, it may be beneficial for online education programs to offer a certain degree of flexibility in instructional time that might allow adult learners to adjust their learning times to their professional constraints. However, using the time left over once professional and family requirements have been fulfilled could lead to a reduction in quality time for learning. This paper starts by introducing the concept of quality of learning time from an online student centred perspective. The impact of students’ time-related variables (working hours, timeon-task engagement, time flexibility, time of day, day of week) is then analyzed according to individual and collaborative grades achieved during an online master’s degree program. The data show that both students’ time flexibility (r = .98) and especially their availability to learn in the morning are related to better grades in individual (r = .93) and collaborative activities (r = .46).\r\nKeywords: E-learning; computer-supported collaborative learning; academic performance;\r\ne-learning quality; time flexibility; time-on-task; time quality; learner time", "visits": 923, "categories": [6]}}, {"model": "links.link", "pk": 578, "fields": {"created_time": "2011-08-11T18:23:03Z", "updated_time": "2015-05-18T00:40:47.339Z", "title": "Use of the Internet in Higher-Income Households", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Better-off-households-final.pdf", "file": null, "description": "95% of those in households earning over $75,000 use the internet and cell phones Those in higher-income households are more likely to use the internet on any given day, own multiple internet-ready devices, do things involving money online, and get news online Those in higher-income households are different from other Americans in their tech ownership and use. Analysis of several recent surveys conducted by the Pew Research Center’s Internet & American Life Projects find that there are key differences between those who live in households making $75,000 or more relative to those in lower-income households. Some 95% of Americans who live in households earning $75,000 or more a year use the internet at least occasionally, compared with 70% of those living in households earning less than $75,000. Even among those who use the internet, the well off are more likely than those with less income to use technology. Of those 95% of higher-income internet users:\r\n- 99% use the internet at home, compared with 93% of the internet users in lower brackets.\r\n- 93% of higher-income home internet users have some type of broadband connection versus 85% of the internet users who live in households earning less than $75,000 per year. That translates into 87% of all those in live in those better-off households having broadband at home.\r\n- 95% of higher-income households own some type of cell phone compared with 83% in households with less income.", "visits": 848, "categories": [4]}}, {"model": "links.link", "pk": 580, "fields": {"created_time": "2011-08-11T18:31:11Z", "updated_time": "2015-05-18T00:40:42.967Z", "title": "Educational Technology for English Language Learners", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Educational Technology for English Language Learners.pdf", "file": null, "description": "According to recent forecasts, in just a few years’ time, almost one in three students in American schools will be\r\nEnglish language learners. Many schools that once had only a handful of students new to this country and to the English language are now facing an influx of students for whom English is a second language. The No Child Left Behind Act officially made English learners a potentially significant subgroup for measuring Adequate Yearly Progress, a key accountability\r\nmeasure for schools and districts. Rapid mastery of the English language is key for students to succeed in the K-12 education program. Reading, writing, listening and speaking are all core areas of learning a language. Each of these skills, of course, lies at the heart of basic K-12 educational programs and are assumed competencies at the higher education level. Academic success within an educationalprogram ultimately requires mastery of content that is more often than not delivered in English-based materials.\r\nComputer and communication technologies have a central role to play in facilitating that rapid mastery. With guided, self-paced instruction that allows repetition and personalization, English learners in today’s K-20 classroom are strides ahead of their counterparts years ago. Whether teaching students within the classroom or adult learners at home or at work, technology-based materials and media have become the delivery medium of choice. Programs specifically focused on English learners, as well as advances in computer-based translation programs, have opened up virtually all electronic content to the English learner.", "visits": 2559, "categories": [4]}}, {"model": "links.link", "pk": 581, "fields": {"created_time": "2011-08-11T18:33:34Z", "updated_time": "2015-05-18T00:40:42.874Z", "title": "Effective Strategies for Improving College Teaching", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-effective-strategies-for-improving-college-teaching.pdf", "file": null, "description": "When teachers think the best, most important way to improve their teaching is by developing their content knowledge, they end up with sophisticated levels of knowledge, but they have only simplistic instructional methods to convey that material. To imagine that content matters more than process is to imagine that the car is more important than the road. Both are essential. What we teach and how we teach it are inextricably linked and very much dependent on one another.\r\nThis special report features 11 articles pulled from the pages of The Teaching Professor to help you discover new ways to build connections between what you teach and how you teach it. The report offers tips on how to engage students, give feedback, create a climate for learning, and more. It also provides fresh perspectives on how faculty should approach their development as teachers.\r\nIt’s been said that few things can enhance student learning more than an instructor’s commitment to ongoing professional development. Here’s a sample of the articles you will find in Effective Strategies for Improving College Teaching and Learning:\r\n. Faculty Self-Disclosures in the College Classroom\r\n. A Tree Falling in the Forest: Helping Students ‘Hear’ and Use Your Comments\r\n. Understanding What You See Happening in Class\r\n. Can Training Make You a Better Teacher?\r\n.Striving for Academic Excellence\r\nAlthough there is no single best teaching method, approach, or style, this special report will give you a variety of strategies to try. Those that work effectively with your students you should make your own.", "visits": 1263, "categories": [7]}}, {"model": "links.link", "pk": 583, "fields": {"created_time": "2011-08-11T18:40:59Z", "updated_time": "2015-05-18T00:40:43.624Z", "title": "Generations and Their Gadgets", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Generations_and_Gadgets.pdf", "file": null, "description": "Many devices have become popular across generations, with a majority now owning cell phones, laptops and desktop computers. Younger adults are leading the way in increased mobility, preferring laptops to desktops and using their cell phones for a variety of functions, including internet, email, music, games, and video.\r\nAmong the findings:\r\n- Cell phones are by far the most popular device among American adults, especially for adults under the age of 65. Some 85% of adults own cell phones overall. Taking pictures (done by 76% of cell owners) and text messaging (done by 72% of cell owners) are the two non-voice functions that are widely popular among all cell phone users.\r\n- Desktop computers are most popular with adults ages 35-65, with 69% of Gen X, 65% of Younger Boomers and 64% of Older Boomers owning these devices.\r\nï‚· Millennials are the only generation that is more likely to own a laptop computer or netbook than a desktop: 70% own a laptop, compared with 57% who own a desktop.\r\n- While almost half of all adults own an mp3 player like an iPod, this device is by far the most popular with Millennials, the youngest generation—74% of adults ages 18-34 own an mp3 player, compared with 56% of the next oldest generation, Gen X (ages 35-46).\r\n- Game consoles are significantly more popular with adults ages 18-46, with 63% owning these devices.\r\n- 5% of all adults own an e-book reader; they are least popular with adults age 75 and older, with 2% owning this device.\r\n- Tablet computers, such as the iPad, are most popular with American adults age 65 and younger. 4% of all adults own this device.\r\nAdditionally, about one in 11 (9%) adults do not own any of the devices we asked about, including 43% of adults age 75 and older.\r\nIn terms of generations, Millennials are by far the most likely group not only to own most of the devices we asked about, but also to take advantage of a wider range of functions. For instance, while cell phones have become ubiquitous in American households, most cell phone owners only use two of the main non-voice functions on their phones: taking pictures and text messaging. Among Millennials, meanwhile, a majority use their phones also for going online, sending email, playing games, listening to music, and recording videos.\r\nHowever, Gen X is also very similar to Millennials in ownership of certain devices, such as game consoles. Members of Gen X are also more likely than Millennials to own a desktop computer.\r\ne-Book readers and tablet computers so far have not seen significant differences in ownership between generations, although members of the oldest generation (adults age 75 and older) are less likely than younger generations to own these devices.", "visits": 977, "categories": [4]}}, {"model": "links.link", "pk": 584, "fields": {"created_time": "2011-08-11T18:45:56Z", "updated_time": "2015-05-18T00:40:42.264Z", "title": "Is College Worth It?", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Is College Worth it.pdf", "file": null, "description": "EXECUTIVE SUMMARY\r\nThis report is based on findings from a pair of Pew Research Center surveys conducted this spring. One is a telephone survey taken among a nationally representative sample of 2,142 adults ages 18 and older. The other is an online survey, done in association with the Chronicle of Higher Education, among the presidents of 1,055 two-year and four-year private, public, and for-profit colleges and universities. \r\nHere is a summary of key findings:\r\nSurvey of the General Public\r\nCost and Value. A majority of Americans (57%) say the higher education system in the United States fails to provide students with good value for the money they and their families spend. An even larger majority—75%—says college is too expensive for most Americans to afford. At the same time, however, an overwhelming majority of college graduates—86%—say that college has been a good investment for them personally.\r\nMonetary Payoff. Adults who graduated from a four-year college believe that, on average, they are earning $20,000 more a year as a result of having gotten that degree. Adults who did not attend college believe that, on average, they are earning $20,000 a year less as a result. These matched estimates by the public are very close to the median gap in annual earnings between a high school and college graduate as reported by the U.S. Census Bureau in 2010: $19,550. A more detailed Pew Research Center analysis (see Chapter 5) shows that this gap varies by type of degree and field of study.\r\nStudent Loans. A record share of students are leaving college with a substantial debt burden, and among those who do, about half (48%) say that paying off that debt made it harder to pay other bills; a quarter say it has made it harder to buy a home (25%); and about a quarter say it has had an impact on their career choices (24%).\r\nWhy Not College? Nearly every parent surveyed (94%) says they expect their child to attend college, but even as college enrollments have reached record levels, most young adults in this country still do not attend a four-year college. The main barrier is financial. Among adults ages 18 to 34 who are not in school and do not have a bachelor’s degree, two-thirds say a major reason for not continuing their education is the need to support a family. Also, 57% say they would prefer to work and make money; and 48% say they can't afford to go to college.", "visits": 1118, "categories": [8]}}, {"model": "links.link", "pk": 585, "fields": {"created_time": "2011-08-11T18:47:59Z", "updated_time": "2015-05-18T00:40:47.217Z", "title": "Search and email still top the list of most popular online activities", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Search-and-Email Online Activities.pdf", "file": null, "description": "A May 2011 Pew Internet survey finds that 92% of online adults use search engines to find information on the Web, including 59% who do so on a typical day. This places search at the top of the list of most popular online activities among U.S. adults. But it is not alone at the top. Among online adults, 92% use email, with 61% using it on an average day.\r\nSince the Pew Internet Project began measuring adults' online activities in the last decade, these two behaviors have consistently ranked as the most popular. Even as early as 2002, more than eight in ten online adults were using search engines, and more than nine in ten online adults were emailing. ", "visits": 877, "categories": [4]}}, {"model": "links.link", "pk": 586, "fields": {"created_time": "2011-08-11T18:50:48Z", "updated_time": "2015-05-18T00:40:47.851Z", "title": "Setting The Stage for Digital Transformation", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Setting Stage for Digital Transformation.pdf", "file": null, "description": "This Digital Content Strategy Guide will assist you in creating a plan for your school or district to bring digital content/curriculum to students, teachers, administrators and parents. This plan will help you set the strategy for leveraging existing digital assets, acquiring new digital content and ensuring the effective implementation of digital content within your school or district. It is meant to be easy to navigate and highly useable with several sets of questions, models and advice to consider, and an abundant amount of resources to explore.\r\nThis guide provides you with the information you need to develop a framework that ensures effective policy and practice throughout the educational experience.\r\nThis framework is sustainable in systematically achieving the instructional goals and outcomes your school or district desires, outcomes that can — and undoubtedly should — prepare students to compete in the global society.\r\nThe guide also provides best practices in the selection and implementation of digital assets that maximize your investment in digital content by helping you to assess what you are doing now, what is working and what to leverage in the next stage. It suggests productive collaborations with industry, community leaders and parents to acquire and produce the content you need and want. In short, it can help guide you toward better and more productive practice.\r\n“Digital learning is the great equalizer. It holds the promise of extending access to rigorous high quality instruction to every student across America, regardless of language, zip code, income levels, or special needs.”", "visits": 1224, "categories": [4]}}, {"model": "links.link", "pk": 587, "fields": {"created_time": "2011-08-11T18:53:27Z", "updated_time": "2015-05-18T00:40:41.742Z", "title": "Social Networking and Our Lives", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Social Networking Sites and Our Lives.pdf", "file": null, "description": "Summary of findings\r\nQuestions have been raised about the social impact of widespread use of social networking sites (SNS) like Facebook, LinkedIn, MySpace, and Twitter. Do these technologies isolate people and truncate their relationships? Or are there benefits associated with being connected to others in this way? The Pew Research Center’s Internet & American Life Project decided to examine SNS in a survey that explored people’s overall social networks and how use of these technologies is related to trust, tolerance, social support, and community and political engagement. The findings presented here paint a rich and complex picture of the role that digital technology plays in people’s social worlds. Wherever possible, we seek to disentangle whether people’s varying social behaviors and attitudes are related to the different ways they use social networking sites, or to other relevant demographic characteristics, such as age, gender and social class.\r\nThe number of those using social networking sites has nearly doubled since 2008 and the population of SNS users has gotten older. In this Pew Internet sample, 79% of American adults said they used the internet and nearly half of adults (47%), or 59% of internet users, say they use at least one of SNS. This is close to double the 26% of adults (34% of internet users) who used a SNS in 2008. Among other things, this means the average age of adult-SNS users has shifted from 33 in 2008 to 38 in 2010. Over half of all adult SNS users are now over the age of 35. Some 56% of SNS users now are female.\r\nFacebook dominates the SNS space in this survey: 92% of SNS users are on Facebook; 29% use MySpace, 18% used LinkedIn and 13% use Twitter. There is considerable variance in the way people use various social networking sites: 52% of Facebook users and 33% of Twitter users engage with the platform daily, while only 7% of MySpace and 6% of LinkedIn users do the same.\r\nOn Facebook on an average day:\r\n- 15% of Facebook users update their own status.\r\n- 22% comment on another’s post or status.\r\n- 20% comment on another user’s photos.\r\n- 26% “Like” another user’s content.\r\n- 10% send another user a private message", "visits": 919, "categories": [4]}}, {"model": "links.link", "pk": 590, "fields": {"created_time": "2011-08-11T19:12:41Z", "updated_time": "2015-05-18T00:40:48.018Z", "title": "Student Borrowing", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/social-trends-2010-student-borrowing.pdf", "file": null, "description": "Undergraduate college student borrowing has risen dramatically in recent years. Graduates who received a bachelor’s degree in 20081 borrowed 50% more (in inflation-adjusted dollars) than their counterparts who graduated in 1996, while graduates who earned an associate’s degree or undergraduate certificate in 2008 borrowed more than twice what their counterparts in 1996 had borrowed, according to a new analysis of National Center for Education Statistics data by the Pew Research Center’s Social & Demographic Trends project.\r\nIncreased borrowing by college students has been driven by three trends:\r\nï‚· More college students are borrowing. In 2008, 60% of all graduates had borrowed, compared with about half (52%) in 1996.\r\n- College students are borrowing more. Among 2008 graduates who borrowed, the average loan for bachelor’s degree recipients was more than $23,000, compared with slightly more than $17,000 in 1996. For associate’s degree and certificate recipients, the average loan increased to more than $12,600 from about $7,600 (all figures in 2008 dollars).\r\n- More college students are attending private for-profit schools, where levels and rates of borrowing are highest. Over the past decade, the private for-profit sector has expanded more rapidly than either the public or private not-for-profit sectors. In 2008, these institutions granted 18% of all undergraduate awards, up from 14% in 2003.2 Students who attend for-profit colleges are more likely than other students to borrow, and they typically borrow larger amounts.\r\nOther key findings from the Pew Research analysis:\r\n- One-quarter (24%) of 2008 bachelor’s degree graduates at for-profit schools borrowed more than $40,000, compared with 5% of graduates at public institutions and 14% at not-for-profit schools.\r\n- Roughly one-in-four recipients of an associate’s degree or certificate borrowed more than $20,000 at both private for-profit and private not-for-profit schools, compared with 5% of graduates of public schools.\r\n- Graduates of private for-profit schools are demographically different from graduates in other sectors. Generally, private for-profit school graduates have lower incomes, and are older, more likely to be from minority groups, more likely to be female, more likely to be independent of their parents and more likely to have their own dependants.\r\n", "visits": 927, "categories": [8]}}, {"model": "links.link", "pk": 591, "fields": {"created_time": "2011-08-11T19:16:26Z", "updated_time": "2015-05-18T00:40:41.206Z", "title": "Student Success in Ontario Colleges and Universities", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Student Success Ontario Colleges Universities.pdf", "file": null, "description": "Since the Higher Education Quality Council of Ontario (HEQCO) was launched, it has completed and published more than 140 research studies – and funded dozens more that are currently underway – that explore a wide range of trends and issues involving Ontario's postsecondary system. Drawing mainly from HEQCO's own research, this @Issue paper:\r\n. Describes how the definition of student success has gradually broadened at Ontario colleges and universities;\r\n. Summarizes some of the underlying institutional and student population factors that also impact on most current measures of student success;\r\n. Provides broad observations about some recent findings as they relate to the awareness, utilization and impact of various student service, course-based and other initiatives designed to promote student success;\r\n. Recommends what can be measured – as well as how and what outcomes can be expected – when it comes to initiatives and interventions designed to improve student success.\r\nSome readers will be looking for the \"silver bullet\" within this paper. They will want to be told about a best practice that has been proven to be most effective at improving academic achievement, retention or engagement at an Ontario college or university, and that can be replicated to equal effect elsewhere. This @Issue paper does not identify “silver bullets.” As explained in the pages that follow, the scope and scale of an intervention may make it difficult to measure – or even expect – considerable impacts on student success, especially in the short term.\r\nThis paper does provide broad lessons, however, that are likely to be applicable across a wide range of student service, course-based and other interventions currently offered at Ontario colleges and universities.\r\nDefining “Student Success”\r\nFor several decades, both governments and colleges/universities in Ontario and across Canada have tried to broaden access to postsecondary education (PSE) In particular, it was believed that a wide variety of barriers – family and social background, financial resources, information about options, etc. – needed to be overcome to encourage broader PSE participation, especially by those from traditionally under-represented groups (low income, first-generation, Aboriginal, visible\r\nminority, rural, etc.).", "visits": 1031, "categories": [17]}}, {"model": "links.link", "pk": 592, "fields": {"created_time": "2011-08-14T11:33:21Z", "updated_time": "2015-05-18T00:40:47.185Z", "title": "Campus Suicide Prevention and Intervention: Putting Best Practice Policy into Action", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Campus Suicide Prevention and Intervention.pdf", "file": null, "description": "ABSTRACT\r\nFindings from biannual American College Health Association-National College Health Assessment surveys have highlighted the prevalence of depression, suicidal ideation, and attempted suicides on Canadian university campuses and the need for comprehensive suicide prevention programs. This article explores how one large western Canadian university has attempted to implement the comprehensive framework for suicide prevention developed by the Jed Foundation. Based on recommendations included in this framework, a multi-faceted suicide prevention strategy was developed, focusing on seven broad intervention\r\nareas:\r\n 1) enhanced student connectedness and engagement;\r\n2) increased community suicide awareness;\r\n3) gatekeeper training;\r\n4) collaborative identifi cation and treatment of depression; \r\n5) specialized training in assessment and treatment of suicide;\r\n6) increased accessibility to counselling services for at-risk students; and \r\n7) enhanced crisis management policy and procedures. This article reviews relevant empirical support for these seven intervention domains, provides examples of initiatives in each domain, and identifi es implications for best practice post-secondary policy.\r\n\r\nRÉSUMÉ\r\nLes résultats des sondages de la « National College Health Association» soulèvent la prévalence de la dépression, des pensées suicidaires, et des tentatives de suicide parmi les étudiants des universités canadiennes et le besoin de programmes compréhensifs de prévention du suicide. Dans cet article, les auteurs décrivent l’implantation, par une université à vocation de recherche de l’ouest canadien, d’un encadrement globale voué à la prévention du suicide développé par la Fondation Jed. D’après les recommandations de la Fondation Jed, l’approche multilatérale de la prévention du suicide englobe sept dimensions d’interventions : \r\n1) une hausse d’engagement des étudiants dans les activités universitaires et parmi les communautés étudiantes ; \r\n2) une sensibilisation augmentée par rapport à la prévention du suicide ; \r\n3) la formation du personnel « fi ltre» dans l’institution ; \r\n4) une approche collaborative à l’identifi cation et le traitement de la dépression ; \r\n5) une formation spécialisé en identifi cation et traitement du suicide ; \r\n6) un meilleur accès des étudiants à taux de risques relevées aux services\r\nd’assistance psychologique ; et, \r\n7) un enrichissement des politiques\r\net procédures concernant la gestion des risques. Dans cet article, les auteurs résument les données appuyant les interventions décrites ci-dessus, offrent des exemples des initiatives dans chacune des dimensions listées et proposent les implications pour le renforcement des compétences universitaires dans ces domaines.\r\n\r\nCheryl A. Washburn\r\nUniversity of British Columbia\r\nMichael Mandrusiak\r\nAdler School of Professional Psychology\r\nVancouver, BC", "visits": 894, "categories": [16]}}, {"model": "links.link", "pk": 593, "fields": {"created_time": "2011-08-14T11:39:38Z", "updated_time": "2015-05-18T00:40:43.756Z", "title": "Career Goals in High School: Do Students Know What it Takes to Reach Them and Does it Matter?", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Career Goals in High School.pdf", "file": null, "description": "ABSTRACT\r\nDo students know the level of education required to achieve their career objectives? Is this information related to their education pathways? To address these questions, I compare high school students' perceptions of the level of education they will require for the job they intend to hold at age 30, with the level required according to professional job analysts. About three out of four students intending to work in a job requiring a university degree know the level of education that is required to obtain the job. Moreover, students who know that a university degree is required are more likely to attend university. Finally, higher university attendance rates are observed when students learn earlier (rather than later), that a university degree is required for their intended job.\r\nRÉSUMÉ\r\nLes élèves savent-ils quelles études leur permettront d’atteindre leurs objectifs de carrière? Ces renseignements sont-ils associés à leur parcours scolaire? Afi n de répondre à ces questions, je compare, d’une part, la perception qu’ont les élèves du secondaire quant au niveau d’instruction qui leur est requis pour travailler dans la profession qu’ils souhaitent exercer à l’âge de 30 ans avec, d’autre part, le niveau réellement requis selon les analystes du marché professionnel. Ainsi, environ trois étudiants sur quatre ayant l’intention d’exercer une profession qui nécessite un grade universitaire sont conscients du niveau d’instruction requis. Par ailleurs, les élèves qui sont conscients de la nécessité d’un grade universitaire ont plus de chances de fréquenter l’université. Enfi n, on observe un taux de fréquentation universitaire plus élevé chez les élèves qui ont pris conscience, plus tôt dans leur parcours, de la nécessité d’un grade universitaire pour réaliser leur aspiration professionnelle.", "visits": 878, "categories": [3]}}, {"model": "links.link", "pk": 594, "fields": {"created_time": "2011-08-14T11:41:28Z", "updated_time": "2015-05-18T00:40:45.015Z", "title": "Community College Students and Applied Research", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Community_College_Students_and_Applied_Research.pdf", "file": null, "description": "Abstract:\r\nStudent participation in applied research as a form of experiential learning in community colleges is relatively new. Ontario Colleges today participate at different levels with different numbers of projects and faculty involved. A few colleges in Ontario are more established in doing applied research including having basic infrastructure for research and having defined in which disciplines they will conduct research. This study took place in a college with a more established applied research program with the study goal of hearing and listening from the students and their teacher/research leaders as to their perceived benefit from the research program. The findings showed that the students found the program very beneficial and that student learning in areas considered important for the workplace was occurring that would not have been possible in the regular classroom.", "visits": 945, "categories": [6]}}, {"model": "links.link", "pk": 595, "fields": {"created_time": "2011-08-14T11:45:11Z", "updated_time": "2015-05-18T00:40:45.815Z", "title": "Dividing Time Between Work and Study: Are Tuition Fees a Factor?", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Dividing Time Between Work and Study.pdf", "file": null, "description": "ABSTRACT\r\nThis article examines whether rising tuition fees for post-secondary education are a contributing factor in students’ labour market decisions. When labour market decisions for total number of working hours and for participation were measured, the results suggested that concerns about increased tuition fees leading to more work and compromising academic studies were unwarranted. The tuition fee effect was highly seasonal in nature. When tuition fees increased, students devoted more hours and participated more in labour market activities, but they did so only during the summer period, a time when most students are typically not involved in study activities.\r\n\r\nRÉSUMÉ\r\nDans cet article, les auteurs examinent comment les facteurs d’augmenter ou de maintenir les frais de scolarité, au niveau des études post-secondaires, peuvent infl uencer les étudiants et leurs décisions en ce qui concerne le marché du travail. Elles ont mesuré les décisions des étudiants en considérant toutes les heures travaillées ainsi que le taux de participation. Les résultats indiquent qu’une augmentation de frais de scolarité ne mène ni à plus d’heures travaillées ni à plus d’études académiques compromises. L’effet des frais de scolarité est très saisonnier. Lorsqu’il y a une augmentation de frais de scolarité, les étudiants travaillent plus d’heures et participent plus dans le marché du travail, mais ceci uniquement pendant la période d’été lorsqu’ils ne sont pas impliqués aux études.", "visits": 793, "categories": [8]}}, {"model": "links.link", "pk": 596, "fields": {"created_time": "2011-08-14T11:48:59Z", "updated_time": "2015-05-18T00:40:41.722Z", "title": "Educational Pathways of Youth In Ontario", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Educational Pathways of Youth in Ontario.pdf", "file": null, "description": "Obtaining a postsecondary education (PSE) is a crucial requirement both for Ontario and for the province's youth. With a cross-section of all demographic and socioeconomic groups in PSE, a dual benefit ensues: the province acquires the human capital needed for Ontario’s economic success (HEQCO, 2010, p. 31), and graduates experience lower rates of unemployment, greater job stability and higher earnings (Berger, Motte, & Parkin, 2009, p. 7-21).\r\nObjective of this Report\r\nThis report seeks to establish trends in factors that are impacting PSE decision making among Ontario's youth and to identify features that are strong predictors of PSE participation. The research is a collaborative effort of Human Resources and Skills Development Canada (HRSDC) and the Higher Education Quality Council of Ontario (HEQCO).\r\nThe decision to pursue a postsecondary education is influenced by a number of factors, including parental involvement, career counselling, parental income and education levels, and student location. In this report, student, household and external factors are examined to determine their impact on postsecondary pathways of Ontario youth of both linguistic sectors.\r\nComparisons between Ontario and the rest of Canada are also explored.", "visits": 846, "categories": [3]}}, {"model": "links.link", "pk": 597, "fields": {"created_time": "2011-08-14T11:51:23Z", "updated_time": "2015-05-18T00:40:42.864Z", "title": "Differences in Faculty Development Needs: Implications for Educational Peer Review Program Design", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Educational Peer Review Program Design.pdf", "file": null, "description": "ABSTRACT\r\nThe purpose of faculty development in terms of the educational role is to assist faculty in becoming better educators. Educational peer review (EPR) is one method of faculty development. This article is based on a study that explored the different development needs of nursing faculty within a school of nursing at an Ontario university. The study explored on three variables of interest: level of skill acquisition, type of faculty appointment, and type of teaching. A qualitative research design in the case-study tradition was employed. Findings indicated that faculty challenges could be grouped into three themes: job knowledge, skills development, and systems challenges. Job knowledge and skills development challenges varied by level of skill acquisition and type of teaching, while identifi ed systems challenges were related to type of appointment. A fl exible EPR program that allows for some customization may lead to an increased ability to meet individual faculty development needs and greater faculty buy-in.\r\nRÉSUMÉ\r\nLe but du développement de faculté dans le rôle éducatif est d’aider la faculté à devenir des meilleurs éducateurs. L’évaluation éducative par les pairs (EEP) est une méthode de développement de faculté. Cette étude a exploré les différences dans les besoins de développement de faculté d’une faculté d’infi rmiers dans une école d’infi rmiers à une université d’Ontario basée sur trois variables d’intérêt : niveau d’acquisition de compétence, type de désignation de faculté et type d’enseignement. Un protocole de recherche qualitatif dans la tradition d’étude de cas a été 54 CJHE / RCES Volume 40, No. 1, 2010 utilisé. Les résultats ont indiqué que des défi s de faculté pourraient être groupés dans trois thèmes: la connaissance de travail, le développement de compétences et les défi s du système. La connaissance de travail et les défi s de développement de compétences ont varié par le niveau de l’acquisition de compétence et le type d’enseignement, alors que\r\ndes défi s du système identifi és étaient liés au type de désignation. Un programme fl exible de EEP, qui tient compte de personnalisation, peut mener à la capacité accrue de répondre aux différents besoins de développement de faculté et au plus d’acceptation de faculté.", "visits": 877, "categories": [7]}}, {"model": "links.link", "pk": 599, "fields": {"created_time": "2011-08-14T11:58:42Z", "updated_time": "2015-05-18T00:40:47.278Z", "title": "Learning (About) Outcomes: How the Focus on Assessment Can Help Overall Course Design", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Learning_Outcomes_How_Focus_on_Assessment_Can_Help.pdf", "file": null, "description": "Abstract\r\nThe demand for quantitative assessment by external agencies and internal administrators can leave post-secondary instructors confused about the nature and purpose of learning outcomes and fearful that the demand is simply part of the increasing corporatization of the university system. This need not be the case. Developing learning outcomes has a number\r\nof benefits for course design that go beyond program assessment. This article clarifies some key aspects of the push toward using learning outcomes and introduces a tripartite nomenclature for distinguishing among course outcomes, outputs, and objectives. It then outlines a process for instructors to use these three categories to develop and design courses\r\nthat meet institutional assessment demands while also improving overall teaching effectiveness.\r\nRésumé\r\nL’évaluation quantitative que demandent les agences externes et les administrateurs internes peut confondre les instructeurs de niveau postsecondaires quant à la nature et à l’objectif des « résultats d’apprentissage », et leur faire craindre que cette demande ne fasse simplement partie de la privatisation croissante du système universitaire. Ce n’est pas forcément le cas. La création de résultats d’apprentissage présente de nombreux avantages sur le plan de la conception de cours, avantages qui vont au-delà de l’évaluation de programme. L’article clarifie quelques aspects principaux de la poussée vers l’utilisation de « résultats d’apprentissage » et présente\r\nune nomenclature tripartite pour faire la distinction entre les résultats de cours, le rendement et les objectifs. Il décrit ensuite un processus pour que les instructeurs emploient ces trois catégories afin de concevoir des cours qui répondent aux exigences en évaluation de l’institution, tout en améliorant l’efficacité de l’enseignement dans son ensemble.", "visits": 862, "categories": [6]}}, {"model": "links.link", "pk": 600, "fields": {"created_time": "2011-08-14T12:07:58Z", "updated_time": "2015-05-18T00:40:43.678Z", "title": "Following the Ontario Transfer Student:From College to University Inception", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Following_the_Ontario_Transfer_Student.pdf", "file": null, "description": "PROLOGUE\r\nWhat sources and resources do college students utilize to assist them in the transfer process? What factors influence students’ transfer decisions? What information do students possess about transfer and of what quality is the transfer information students receive? This investigation interviews students of two-year College of Applied Arts and Technology (CAAT) and Institute of Technology and Advanced Learning (ITAL) programs in the province of Ontario, Canada who identify intentions to transfer to university within their first semester in college. Grounding all analysis in Spence (1973), Akerlof (1970) and Stiglitz’s (1990) work on asymmetric information, adverse selection and signaling, this study examines students' knowledge of transfer and their attainment of that knowledge. Policy recommendations for the further development of transfer assistance mechanisms and timing of implementation are provided.\r\nKeywords: transfer credit; seamless education; asymmetric information; signalling.\r\nPROLOGUE\r\nQuelles sources et ressources les étudiants de collège utilisent-ils pour faciliter leur transfert ? Quels sont les facteurs qui influencent leur décision d’être transférés? Quelles informations possèdent-ils sur les transferts, et quelle est la qualité de ces informations ? Cette enquête interroge des étudiants de deuxième année du Collège d’arts appliqués et de technologie (CAAT) et de l’Institut de technologie et d’enseignement supérieur (ITAL) ; ces collèges offrent des programmes de deux ans dans la province de l’Ontario, au Canada pour identifier les décisions des étudiants d’être transférés dans une université durant leur premier semestre au collège. Fondée sur l’analyse de Spence (1973), d’Akerlof (1970) et de Stiglitz (1990) sur l’information asymétrique et les sélections erronées, elle signale les connaissances que les étudiants ont du transfert et comment ils les ont acquises. Le texte fournit des recommandations sur la politique à suivre pour développer davantage les mécanismes d’aide au transfert et le choix du moment de l’effectuer. Mots clés: crédit de transfert, éducation continue, information asymétrique, signaler", "visits": 895, "categories": [17]}}, {"model": "links.link", "pk": 601, "fields": {"created_time": "2011-08-14T12:11:22Z", "updated_time": "2015-05-18T00:40:42.174Z", "title": "Immigrant Parents' Investments in Their Children's Post-Secondary Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Immigrant Parents Investment in PSE.pdf", "file": null, "description": "ABSTRACT\r\nThis paper examines relationships between the resources available to immigrant families and the amount parents are willing and able to save for their children's post-secondary education (PSE). We use data from Statistics Canada's 2002 Survey of Approaches to Educational Planning to compare immigrant and native-born PSE saving. The results indicate that income and asset wealth constrain PSE savings in some immigrant families. However, immigrants share with non-immigrants a set of parenting beliefs and practices that encourage both groups to invest in their children’s educational futures.\r\nRÉSUMÉ\r\nCet article examine les relations entre les ressources disponibles aux familles immigrantes et le montant que les parents veulent et peuvent épargner pour les études postsecondaires (EPS) de leurs enfants. Afi n de comparer les épargnes pour les EPS des immigrants et des non-immigrants, nous avons eu recours aux données de l’Enquête sur les approches en matière de planifi cation des études, effectuée en 2002 par Statistique Canada. Les résultats révèlent que l’état de l’actif et des revenus freine l’épargne pour les EPS chez certaines familles immigrantes. Toutefois, les immigrants et non-immigrants partagent un ensemble de croyances et de pratiques parentales communes qui encouragent les deux différents groupes à investir dans l’avenir éducationnel de leurs enfants.", "visits": 876, "categories": [14]}}, {"model": "links.link", "pk": 602, "fields": {"created_time": "2011-08-14T12:15:45Z", "updated_time": "2015-05-18T00:40:41.529Z", "title": "A Look Back at the Decision on the Transfer Function at the Founding of Ontario's Colleges of Applied Arts and Technology", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Transfer Function CAATS.pdf", "file": null, "description": "ABSTRACT\r\nCommunity 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\r\narticle 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.\r\nRÉSUMÉ\r\nDepuis le début des années 1960 et jusqu’au début des années 1970, lorsqu’on créait des réseaux de collèges communautaires partout en Amérique du Nord, deux modèles majeurs étaient proposés pour ces nouveaux réseaux. Dans un des modèles, le collège combinait l’enseignement général universitaire de division inférieure avec les programmes d’enseignement technique ; dans l’autre, la plupart des collèges, sinon tous, se concentraient sur l’enseignement technique. L’Ontario était la plus importante parmi les provinces et les États en Amérique du Nord qui ait opté pour le deuxième modèle. Beaucoup des défis auxquels les planifi cateurs ont été confrontés lorsqu’ils ont conçu le réseau des collèges sont encore présents ou sont réapparus au cours des dernières années. Cet article réexamine l’ancien débat sur la conception des collèges de l’Ontario et considère ses implications actuelles.", "visits": 942, "categories": [5]}}, {"model": "links.link", "pk": 603, "fields": {"created_time": "2011-08-14T12:19:27Z", "updated_time": "2015-05-18T00:40:48.275Z", "title": "Negative Social Experiences of University and College Students", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Negative Social Experiences.pdf", "file": null, "description": "ABSTRACT\r\nIn this article we investigate Canadian university and college students’interpersonal confl icts and exposure to abuse and violence during their postsecondary studies and assess the emotional, social, and academic impact of these experiences. Our findings, based on a sample 1174 university and college students in Southwestern Ontario, revealed that although most of the incidents reported were verbal in nature and had relatively little emotional or academic impact, a small proportion of students reported experiencing serious violent incidents including sexual assault or rape, and these incidents have had a significant impact on their lives. Female students living on their own reported greater impact of negative social experiences than those who were living in college or university residences. In addition, students who reported confl icts involving institutional policies or rules, including what they perceived to be unfair workloads or grading practices, indicated that such experiences had a negative impact on their academic performance. We discuss these fi ndings in the context of maintaining safe, healthy climates on university and college campuses.\r\nRÉSUMÉ\r\nDans cet article, nous étudions les confl its interpersonnels et l’exposition à l’abus et à la violence des étudiantes et étudiants canadiens des niveaux collégial et universitaire au cours de leurs études postsecondaires, ainsi que l’impact émotionnel, social et académique de ces expériences. Les résultats sont basés sur un échantillon de 1174 étudiantes et étudiants du sud-ouest de l’Ontario. Les résultats démontrent que, bien que la plupart des incidents signalés soient des confl its de nature verbale qui ont eu peu d’impact émotionnel ou académique, une petite proportion d’étudiantes et d’étudiants ont quand même signalé des incidents violents, y compris l’agression sexuelle et le viol, et ces expériences ont eu un impact signifi catif sur leur qualité de vie. Les étudiantes vivant seules ont signalé un plus grand impact que celles vivant en résidence au collège ou à l’université. Les étudiantes et étudiants qui ont signalé des expériences reliées aux politiques institutionnelles et aux règles d’évaluation telles que des charges de travail et des évaluations perçues comme inéquitables ont indiqué que ces expériences ont eu un impact négatif sur leur rendement académique. Nous discutons de ces résultats dans le contexte des efforts visant à maintenir un climat sain de sécurité dans les universités et les collèges.", "visits": 846, "categories": [17]}}, {"model": "links.link", "pk": 604, "fields": {"created_time": "2011-08-14T12:24:46Z", "updated_time": "2015-05-18T00:40:43.244Z", "title": "Sustainability in Higher Education: Psychological Research for Effective Pedagogy", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Psychological Research for Effective Pedagogy.pdf", "file": null, "description": "ABSTRACT\r\nPsychological theory and research can make key contributions to sustainability scholarship and practice, as is demonstrated here in the fi eld of higher education pedagogy. College students undergo profound changes in epistemological assumptions and in identity during their undergraduate years. Data on the Measure of Intellectual Development for students participating in learner-centred pedagogies at Western Washington University in Bellingham, Washington, showed a trend toward more complex thinking by these students (N=153). Qualitative data on student identity development associated with transdisciplinary, project-based campus sustainability courses were collected at Canada’s University of Prince Edward Island and at Western Washington University in Bellingham. Findings revealed the identity of “learner” blending with that of “change agent”; a greater sense of identity in relation to the campus community and the different perspectives of its stakeholders, the sustainability movement; and a sense of empowerment backed up by practical skills. Sustainability poses new challenges for intellectual-moral development and identity development. Psychological theory gives insights into how pedagogies should be designed to challenge students just beyond their level of intellectual, moral, and identity development, in order to expose them to intellectual-moral growth and identity alternatives conducive to the complexities of sustainability advocacy and practice.\r\nRÉSUMÉ\r\nLes théories psychologiques ainsi que la recherche peuvent apporter d’importantes contributions clés à la recherche et à la pratique de la durabilité, comme cette étude le démontre dans le domaine de la pédagogie dans l’éducation\r\nsupérieure. Les étudiants collégiaux subissent de profonds changements en terme de réfl exion épistémologique et d’identité lors de leurs années d’études au premier cycle. Nous présentons d’abord des données se rapportant à la Mesure du Développement Intellectuel (Measure of Intellectual Development) pour des étudiants de Western Washington University à Bellingham dans l’état de Washington aux Etats-Unis qui ont participé à des pédagogies centrées sur l’apprenant ; les résultats démontrent une tendance à une pensée plus complexe chez ces étudiants (N=154). Ensuite, nous analysons des données qualitatives sur le développement de l’identité des étudiants de l’Université de l’Île-du-Prince-Édouard au Canada et des étudiants de Western Washington University aux États-Unis qui ont assisté à des cours sur la durabilité sous forme de projets transdisciplinaires appliqués au campus universitaire ; les résultats révèlent la superposition de l’identité de « l’apprenant » et de celle d’ «agent\r\nde changement », mais aussi un sentiment identitaire plus fort envers la vie de campus et les différentes perspectives de ses partenaires, le mouvement de la durabilité, et enfi n un sentiment de confi ance consolidé par un savoir-faire pratique. Les théories psychologiques éclairent la manière dont les nouvelles pédagogies devraient être conçues afi n de stimuler les étudiants juste au-delà de leur niveau de développement intellectuel, moral et identitaire, pour les exposer à des alternatives identitaires, et soutenir leur engagement envers des identités d’un genre nouveau en matière de durabilité.\r\n\r\n", "visits": 1043, "categories": [13]}}, {"model": "links.link", "pk": 605, "fields": {"created_time": "2011-08-14T12:27:14Z", "updated_time": "2015-05-18T00:40:45.976Z", "title": "Easing the Transfer of Students from College to University Programs: How Can Learning Outcomes Help?", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Transfer of Students from College to University.pdf", "file": null, "description": "Abstract\r\nIncreasingly, students are seeking transfer from college to university educational programs. This challenges universities to assess the effectiveness of transfer policies and also challenges colleges to prepare students for continued education. This paper reviews the various transfer procedures used by Canadian universities, barriers experienced by students seeking\r\ntransfer, and strategies for improving the transfer process. The authors propose the use of learning outcomes, which identify student knowledge and skills following an educational experience, to develop block transfer strategies that ease student transfer between educational programs.\r\nRésumé\r\nLes étudiants cherchent de plus en plus à transférer leurs projets d’études collégiales vers un programme universitaire. Les universités doivent donc relever le défi d’évaluer l’efficacité de leurs politiques de transfert, tandis que les collèges doivent réfléchir sur la façon de mieux préparer leurs étudiants aux programmes de formation continue. Le présent article passe en revue les diverses procédures utilisées par les universités canadiennes,\r\nles obstacles que doivent surmonter les étudiants cherchant à effectuer un transfert et les stratégies d’amélioration du processus de transfert. Les auteurs proposent l’utilisation de résultats d’apprentissage, qui identifient\r\nles connaissances et les compétences acquises par les étudiants d’un programme donné, afin d’élaborer des stratégies générales qui faciliteront le transfert d’étudiants entre programmes éducatifs.", "visits": 915, "categories": [17]}}, {"model": "links.link", "pk": 606, "fields": {"created_time": "2011-08-14T12:29:30Z", "updated_time": "2015-05-18T00:40:48.190Z", "title": "Why Ontario universities should welcome the academic enhancement of the colleges of applied arts and technology", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Why On Universities Welcome Academic Enhancement.pdf", "file": null, "description": "One of the important questions to consider in a review of policy for postsecondary education is what kind o f system do we need. To provide a reasonably complete answer to that question would require addressing many different dimensions of postsecondary education including structures, processes, and relationships. In this paper, I will concentrate on two important and closely related subsidiary questions within the broader question of what kind of system we need. Those subsidiary questions are what is the most appropriate mix of different types of postsecondary institutions, and what should be their relationships with one another?1 As those are pretty large questions, within them my principal focus will be even narrower, on the balance and relationship between universities and community colleges.", "visits": 940, "categories": [17]}}, {"model": "links.link", "pk": 608, "fields": {"created_time": "2011-10-09T13:08:48Z", "updated_time": "2015-05-18T00:40:46.865Z", "title": "Alignment PSE Programs Labour Market", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Algnment PSE Programs Labour Market.pdf", "file": null, "description": "The school-to-work transition of Ontario postsecondary graduates is a growing concern within Canada’s “knowledge-based” economy, with increasing attention given to the skills possessed by recent graduates. There is some debate about whether the skills developed within postsecondary programs provide a good fit with the requirements of the evolving “knowledge” economy. While some argue that graduates require technical and applied skills for this economy, others assert that generic skills offered by liberal arts programs, such as communication and critical thinking skills, are also in demand by employers. Therefore, although technological skills are required for the creation of new technology in this economy, an alternate perspective identifies a need for a variety of educated workers, including those who can evaluate, interpret, and communicate information in the knowledge economy. The field of study of recent postsecondary graduates is thus a salient aspect of their labour\r\nmarket outcomes. Previous research indicates that there was little difference in outcomes between graduates of different fields of study in the 1980s and early 1990s; however, information about more recent cohorts is needed. The impact of new information technology and a greater concentration on producing workers for the knowledge economy has influenced changes in human resources needs and business activities. It is therefore important to study a recent cohort of graduates who made their school-to-work transitions during a time of rapid technological change.\r\nThe primary purpose of this study is to explore issues relating to the labour market outcomes of recent graduates of various field of study and levels of schooling in Ontario. While stratification based on fields of study is the focus of this research, attention is also given to gender when examining the employment outcomes of recent graduates. Enrolment across trades, college, and university programs remain segregated by gender, leading to gender differences in occupational choice and technical training. Thus, the reproduction of the gendered division of labour may result. This study will provide important information for policy officials involved with allocating government funding to education and may inform decisions about tuition levels for different programs. Results may also be of interest to administrators of college, trades, and university programs who are concerned with admissions strategies and enrolment across different fields of study. The findings from this study will also be of assistance to students.", "visits": 827, "categories": [5]}}, {"model": "links.link", "pk": 609, "fields": {"created_time": "2011-10-09T13:37:21Z", "updated_time": "2015-05-18T00:40:46.048Z", "title": "Educational Assessment: Designing a System for More Meaningful Results", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-educational-assessment-2011.pdf", "file": null, "description": "Educational Assessment: Designing a System for More\r\nMeaningful Results\r\n\r\nThe past few years have ushered in more strident calls for accountability across institutions of higher learning. Various internal and external stakeholders are asking questions like \"Are students learning what we want them to learn?\" and \"How do the students' scores from one institution compare to its peers?\" As a result, more institutions are looking for new, more far-reaching ways to assess student learning and then use assessment findings to improve students' educational experiences.\r\nHowever, as Trudy Banta notes in her article An Accountability Program Primer for Administrators, “just as simply weighing a pig will not make it fatter, spending millions simply to test college students is not likely to help them learn more.” (p. 6)\r\nWhile assessing institutional effectiveness is a noble pursuit, measuring student learning is not always easy, and like so many things we try to quantify, there’s much more to learning than a number in a datasheet. As Roxanne Cullen and Michael Harris note in their article The Dash to Dashboards, “The difficulty we have in higher education in defining and measuring our outcomes lies in the complexity of our business: the business of learning. A widget company or a fast-food chain has clearly defined goals and can usually pinpoint with fine accuracy where and how to\r\naddress loss in sales or glitches in production or service. Higher education is being called on to be able to perform similar feats, but creating a graduate for the 21st century workforce is a very different kind of operation.” (p. 10)\r\nThis special report Educational Assessment: Designing a System for More Meaningful Results features articles from Academic Leader, and looks at the assessment issue from a variety of different angles. Articles in the result include:\r\n• The Faculty and Program-Wide Learning Outcome Assessment\r\n• Assessing the Degree of Learner-Centeredness in a Department or Unit\r\n• Keys to Effective Program-Level Assessment\r\n• Counting Something Leads to Change in an Office or in a Classroom\r\n• An Accountability Program Primer for Administrators\r\nWhether you’re looking to completely change your approach to assessment, or simply improve the efficacy of your current assessment processes, we hope this report will help guide your discussions and eventual decisions.", "visits": 838, "categories": [5]}}, {"model": "links.link", "pk": 610, "fields": {"created_time": "2011-10-10T14:01:21Z", "updated_time": "2015-05-18T00:40:41.609Z", "title": "The Patterns of Persistence in Post-Secondary Education Among College Students in Ontario:", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report_patterns_of_persistence_ontario.pdf", "file": null, "description": "This paper reports the results of an analysis of persistence in post-secondary education (PSE) for college students in Ontario based on the extremely rich YITS-B dataset that has been used for other recent studies at the national level. We calculate hazard or transition rates (and cumulative transition rates) with respect to those who i) graduate, ii) switch programs, and iii) leave PSE (perhaps to return later). We also look at the reasons for switching and leaving, subsequent re-entry rates among leavers, and graduation and persistence rates once switchers and re-entrants are taken into account. These patterns are then probed in more detail using hazard (regression) models where switching and leaving are related to a variety of individual characteristics, family background, high school outcomes, and early pse experiences. Student pathways are seen to be varied. Perhaps the single most important finding is that the proportion of students who either obtain a degree or continue to be enrolled somewhere in the PSE system in the years after entering a first program remains close to the 80 percent mark for the five years following entry. Seventy-one percent of students graduate within five years of starting, while another 6 percent are still in the PSE system.", "visits": 849, "categories": [3]}}, {"model": "links.link", "pk": 611, "fields": {"created_time": "2011-10-10T14:16:14Z", "updated_time": "2015-05-18T00:40:48.286Z", "title": "Effective Strategies for Improving College Teaching and Learning", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-effective-strategies-for-improving-college-teaching.pdf", "file": null, "description": "When teachers think the best, most important way to improve their teaching is by developing their content knowledge, they end up with sophisticated levels of knowledge, but they have only simplistic instructional methods to convey that material. To imagine that content matters more than process is to imagine that the car is more important than the road. Both are essential. What we teach and how we teach it are inextricably linked and very much dependent on one another.\r\nThis special report features 11 articles pulled from the pages of The Teaching Professor to help you discover new ways to build connections between what you teach and how you teach it. The report offers tips on how to engage students, give feedback, create a climate for learning, and more. It also provides fresh perspectives on how faculty should approach their development as teachers.\r\nIt’s been said that few things can enhance student learning more than an instructor’s commitment to ongoing professional development. Here’s a sample of the articles you will find in Effective Strategies for Improving College Teaching and Learning:\r\n• Faculty Self-Disclosures in the College Classroom\r\n• A Tree Falling in the Forest: Helping Students ‘Hear’ and Use Your Comments\r\n• Understanding What You See Happening in Class\r\n• Can Training Make You a Better Teacher?\r\n• Striving for Academic Excellence\r\nAlthough there is no single best teaching method, approach, or style, this special report will give you a variety of strategies to try. Those that work effectively with your students you should make your own.", "visits": 916, "categories": [7]}}, {"model": "links.link", "pk": 613, "fields": {"created_time": "2011-11-26T13:15:01Z", "updated_time": "2015-05-18T00:40:41.005Z", "title": "Adult learners and success factors: A case study", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Adult_learnersHEP-2004-19.pdf", "file": null, "description": "This article compares aspects of an educational program offered at Nipissing University through the Centre for Continuing Business Education (CCBE) with the guidelines for successful adult learning programs that were developed by the Council for Adult and Experiential Learning. Through the use of a survey, the students of the CCBE were asked to provide their opinions on the evidence of adult learning success factors from their experience with the program. Analysis of the results showed that the students did find evidence of these factors in the program, and other areas for research were identified.\r\nRésumé\r\nCet article compare les aspects d'un programme d'éducation offert à la Nipissing University par le truchement du Centre for Business Education (CCBE) en suivant les lignes directrices que le Council for Adult and Experiential Learning a élaborer pour assurer le succès des programmes d'apprentissage pour adultes. Au moyen d'un questionnaire, et à partir de leur expérience dans le programme, les étudiants du CCBE ont fourni leurs opinions sur les facteurs de succès de l'apprentissage des adultes. L'analyse des résultats a montré que les étudiants avaient trouvé ces facteurs dans le programme et a mis en évidence d'autres points méritant une étude approfondie. 16", "visits": 1185, "categories": [18]}}, {"model": "links.link", "pk": 614, "fields": {"created_time": "2011-11-29T14:53:33Z", "updated_time": "2015-05-18T00:40:45.348Z", "title": "Reconceptualizing the Relationship Between Community Colleges and Universities - Michael Skolnik", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Skolnik Relationship Between Colleges and Univesities.pdf", "file": null, "description": "Abstract\r\nThis article examines the relationship between community colleges and universities in Canada and the United States based on increased involvement of community colleges in offering baccalaureate programs. The article employs a theoretical framework borrowed from the study of jurisdictional conflict between professions. After considering the types of possible and occurring jurisdiction settlement over baccalaureate preparation between universities and community colleges, the author concludes that the older, simplistic criterion—based on credentials awarded—that defined the division of labor between postsecondary sectors should be replaced with newer, more complex and multifaceted criteria that relate to program and client characteristics.\r\n\r\nMichael Skolnik\r\nCommunity Colleges and Universities", "visits": 1867, "categories": [17]}}, {"model": "links.link", "pk": 615, "fields": {"created_time": "2011-11-29T15:54:55Z", "updated_time": "2015-05-18T00:40:42.820Z", "title": "Adult Learns and Success Factors: A Case Study", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Adult_learnersHEP-2004-19.pdf", "file": null, "description": "Abstract\r\nThis article compares aspects of an educational program offered at Nipissing University through the Centre for Continuing Business Education (CCBE) with the guidelines for successful adult learning programs that were developed by the Council for Adult and Experiential Learning. Through the use of a survey, the students of the CCBE were asked to provide their opinions on the evidence of adult learning success factors from their experience with the program. Analysis of the results showed that the students did find evidence of these factors in the program, and other areas for research were identified.\r\nRésumé\r\nCet article compare les aspects d'un programme d'éducation offert à la Nipissing University par le truchement du Centre for Business Education (CCBE) en suivant les lignes directrices que le Council for Adult and Experiential Learning a élaborer pour assurer le succès des programmes d'apprentissage pour adultes. Au moyen d'un questionnaire, et à partir de leur expérience dans le programme, les étudiants du CCBE ont fourni leurs opinions sur les facteurs de succès de l'apprentissage des adultes. L'analyse des résultats a montré que les étudiants avaient trouvé ces facteurs dans le programme et a mis en évidence d'autres points méritant une étude approfondie. 16\r\nhep.oise.utoronto.ca, volume 1, issue 1, 2004, pp. 15-35.\r\nAdult learners", "visits": 1102, "categories": [18]}}, {"model": "links.link", "pk": 616, "fields": {"created_time": "2011-11-29T16:13:47Z", "updated_time": "2015-05-18T00:40:43.657Z", "title": "Aligning and Building Curriculum Knowledge Exchange Project", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Review 2910_2011 Pilot Studies HEQCO.pdf", "file": null, "description": "A consortium of six colleges in Eastern Ontario have been working together for the past eight years to support faculty as they work to design, review, and revise curriculum at both the program and course level. Eight cohorts of faculty from the contributing colleges have participated in a two-part program called Aligning and Building Curriculum (ABC). In fall 2008 this group launched an ABC Curriculum Resource Project. Phase 1 of the project focused on developing a website to house a variety of curriculum resources, tools, and web links that are useful to ABC participants as they engage in curriculum work. The resources are organized to support a conceptual framework for curriculum design (Curriculum Road Map) that was developed by this group to frame curriculum work in college programs. More information about the program can be found on the program website at http://innovation.dc-uoit.ca/abc/.\r\nIn 2009-10, with the support of the Higher Education Quality Council of Ontario (HEQCO) funding, the participating colleges were able to build on this work to engage ABC participants in using a knowledge exchange network (ABC-KEN). ABC-KEN allowed them to share knowledge about curriculum and to contribute to the expansion of curriculum resources available to ABC\r\nparticipants and to others working on curriculum in Ontario’s colleges. Curriculum information, tools, and links to curriculum cases and the ABC-KEN site can be found on the ABC Curriculum Resources website at http://abcresource.loyalistcollege.ca/index.htm.\r\nGiven the success of the 2009-10 project, which provided insights into the use of a knowledge exchange network to mobilize, shape, extend, and share knowledge and tools for aligning and building curriculum, the ABC Planning Team was eager to address an additional research question:\r\nHow can curriculum resource materials (policies, tools, processes, and practices) used in Ontario’s community colleges be identified, shared, adopted, and extended to build capacity for curriculum development in the college system?", "visits": 1331, "categories": [6]}}, {"model": "links.link", "pk": 617, "fields": {"created_time": "2011-11-29T16:20:00Z", "updated_time": "2015-05-18T00:40:48.253Z", "title": "Creating Appreciative Learning Cultures: From Problems to Possibilities", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Appreciative Inquiry.pdf", "file": null, "description": "Appreciative Inquiry (AI) is a way of helping organizations discover their strengths so they can create an alignment of those strengths, making their weaknesses and problems irrelevant. Since the mid-1980s, thousands of organizations in more\r\nthan 100 countries – corporations, businesses, nonprofits, churches, educational and governmental organizations – have used this strengths-based approach to organizational or institutional change and development.", "visits": 882, "categories": [6]}}, {"model": "links.link", "pk": 618, "fields": {"created_time": "2011-11-29T16:32:05Z", "updated_time": "2015-05-18T00:40:42.717Z", "title": "Bill 147 - Act respecting establishment and governance of colleges", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/b147.pdf", "file": null, "description": "An Act respecting the establishment and governance of colleges of applied arts and technology\r\nEXPLANATORY NOTE\r\nNOTE EXPLICATIVE\r\nThe purpose of the Bill is to continue the power formerly con-tained in section 5 of the Ministry of Training, Colleges andUniversities Act to allow the establishment and governance ofcolleges of applied arts and technology. The colleges and theboard of governors for each college are established by regula-tion. Each board is a Crown agent.\r\nLe projet de loi a pour objet de proroger le pouvoir auparavant prévu par l’article 5 de la Loi sur le ministère de la Formation et des Collèges et Universités afin de permettre l’ouverture et la régie des collèges d’arts appliqués et de technologie. Les col-lèges et le conseil d’administration de chacun d’eux sont mis en place par règlement. Chaque conseil est un mandataire de la Couronne.", "visits": 1023, "categories": [15]}}, {"model": "links.link", "pk": 620, "fields": {"created_time": "2011-12-02T13:34:31Z", "updated_time": "2015-05-18T00:40:46.038Z", "title": "Curriculum Development Evaluation: The Need To Look Beyond Behavioral Objectives", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Beyond Behaviour.pdf", "file": null, "description": "The characteristics of appropriately worded behavioral objectives and the advantages for curriculum design and implementation of a clear specification of objectives in advance of any teaching or testing have been articulated by a number of people, for example, Mager, Popham, and Sullivan. Essentially, a behavioral objective is a statement or description of intent. It is not, however, a statement of what a teacher intends to do, but rather, a statement of what the teacher intends that the student will be able to do or produce at the conclusion of some period of instruction.\r\nA properly stated behavioral objective must describe without ambiguity the nature of learner behavior or product to be measured. Two major advantages are claimed for behavioral objectives. First, they provide clear end points toward which all can strive; and second, because they focus on expected terminal performance of students (what students are expected to be able to do), they suggest methods of assessing the extent to which objectives have been realized. The apparent logic of such an approach is obvious to all; to argue against behavioral objectives would seem to be to argue for ambiguity, if not irrationality. Nevertheless, a number of people have drawn attention to some of the difficulties and possible hazards of the approach, for example, Atkin,5 Eisner,6 and this author. It is not my intention here to go over old ground; however, I do wish to draw attention to some very serious dangers in evaluating programs from the simple instructional model implied in the behavioral approach.", "visits": 787, "categories": [6]}}, {"model": "links.link", "pk": 621, "fields": {"created_time": "2011-12-02T13:42:49Z", "updated_time": "2015-05-18T00:40:45.116Z", "title": "The Challenge of Demonstrating Quality in Canadian Post-Secondary Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/PSEChallenges_Up to Par_EN.pdf", "file": null, "description": "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.\r\nAs a starting point for a national dialogue, the Canadian Council on Learning (CCL) has published three annual reports on the state of post-secondary education in Canada over the last four years. These reports provided an overview of the Canadian PSE landscape while highlighting various issues common among education jurisdictions and institutions. For instance, CCL’s 2006 report, Canadian Post-secondary Education: A Positive Record―– An Uncertain Future, identified eight goals common among the post-secondary strategies of provinces and territories. One of these common goals was addressing the issue of quality in PSE.\r\nCCL’s new monograph series, Challenges in Canadian Post-secondary", "visits": 844, "categories": [5]}}, {"model": "links.link", "pk": 622, "fields": {"created_time": "2011-12-02T13:45:59Z", "updated_time": "2015-05-18T00:40:44.073Z", "title": "CATALYSTS OF ECONOMIC INNOVATION: BUILDING ON THE APPLIED RESEARCH CAPACITY OF ONTARIO COLLEGES", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CO_CATALYSTS_INNOVATION.pdf", "file": null, "description": ". Unique value-added in the research “market-place”;\r\n. Experience in applying new knowledge to solve industry problems and achieve industry goals;\r\n. Personnel with expertise and experience across key sectors of the economy;\r\n. The ability to rapidly move innovative ideas through the early stages of development and commercialization;\r\n. State-of-the-art facilities, equipment and space to support the development of new products and applications; and\r\n. A sustained commitment to a culture of innovation.\r\nSystemic barriers that currently limit the degree to which colleges can contribute to the future achievement of Ontario’s productivity and prosperity goals include:\r\n. A permissive but not enabling provincial policy framework for college applied R&D and innovation;\r\n. No operating funding for Ontario colleges supporting applied research activities, resulting in:\r\n. A shortage of funds to strengthen colleges’ institutional capacity to initiate, undertake and manage applied R&D and innovation projects that respond to industry and community needs in a timely way;\r\n. A shortage of funds to support college personnel conducting applied R&D and innovation projects; and\r\n. A shortage of funds to enable college applied R&D personnel to rapidly establish partnerships to address applied R&D challenges and to sustain and foster long-term relationships with key personnel from business, industry and community organizations. To strengthen provincial economic competitiveness and prosperity, Ontario colleges are calling on the government of Ontario to:\r\n. Move beyond merely ermissive policies in relation to applied R&D and innovation activities at Ontario colleges and develop a formal provincial policy and investment framework that recognizes and enables the unique roles colleges can play in support of applied R&D and business and industry innovation activities;\r\n. Explicitly develop Ontario colleges’ applied research, innovation and commercialization\r\ncapacity; and\r\n. Enable colleges to increase their capacity for applied R&D and innovation partnerships\r\nwith business, industry, federal and provincial governments, and com-\r\nEXECUTIVE SUMMARY", "visits": 839, "categories": [8]}}, {"model": "links.link", "pk": 623, "fields": {"created_time": "2011-12-02T13:53:58Z", "updated_time": "2015-05-18T00:40:44.119Z", "title": "Coverage 2011 Yearbook of Technology Innovation in Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Technology Innovation in Education+Report+Yearbook_V.pdf", "file": null, "description": "There are two major forces driving education today. The first is the economic reality that forces schools to make the most effective use of dollars to improve student outcomes. The second is the exponential growth in digital tools — and subsequently digital content — that provides the foundation to transform and improve how instructors teach and how students learn.\r\nLet’s address the economic driver fi rst. For far too long the education sector has lagged behind the private sector in adopting efficiencies and capabilities derived from technology. Virtually every other sector in the economy has been computerized, modularized and transformed over the past 30 years. Although there have been leaders for change, as witnessed by the efforts we applaud in this Yearbook, change has been difficult and delayed. The recent recession has only forced this issue to the forefront.\r\nThe second driver is technological. Digital content, more sophisticated assessment tools and myriad personal and mobile computing devices are emerging and taking center stage — all aimed at improving student achievement and preparing students to thrive in the careers of a digital economy. These emerging technologies, led by a cadre of educational technologists, are leading us down the right path. This Yearbook aims to help the education community continue on the right path. The fi rst part of the Yearbook takes a look at IT spend, funding opportunities and top trends of the 2010-2011 school year to shed some light on what technologies are top of mind and how to fund them. The second part highlights 50 education innovators that have led the way and provided best-practice models to imitate. This look at what was done, who is doing it and where we are going is intended to provide inspiration and guidance to education leaders on their own innovative quests in education.", "visits": 1869, "categories": [4]}}, {"model": "links.link", "pk": 624, "fields": {"created_time": "2011-12-02T18:46:23Z", "updated_time": "2015-05-18T00:40:45.645Z", "title": "Curriculum Development Versus Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Curriculum vs Ed.pdf", "file": null, "description": "The major assertion of this article is that the present curriculum-development approaches to education are limited in the types of tasks they can address and the level of proficiency they can expect from students. Such approaches may be useful as management tools, allowing the systematic management of instructional activities. However, the approaches may interfere with the quality of the educational process. It seems obvious that one of the goals of teaching reading and mathematics is to facilitate the development of proficiency in these skills. We can contrast mediocre competence with proficient performance of a task. A novice who is trained to achieve mediocre competence can follow rules and procedures with satisfactory levels of speed and accuracy, but has difficulty in applying skills to new situations and in acquiring greater expertise. In contrast, the\r\nattainment of proficient performance implies that a person can perform a skill so well and so efficiently that it can be a building block for the acquisition of additional skills, and is easily extended to unfamiliar tasks. The contrast is between young adults who can read 150-200 words per minute, and get most questions right on comprehension tests, and students who read for enjoyment and view libraries as tools for answering questions. The contrast is between students who can generally follow the steps of a mathematical procedure to get an answer right and students who can recognize which type of mathematical\r\nprocedure is needed in order to attack a given problem. Someone who has reached mediocre competence must still concentrate on performing the task correctly. Someone who has achieved proficiency at a task can focus attention on achieving personal and vocational goals.", "visits": 808, "categories": [6]}}, {"model": "links.link", "pk": 625, "fields": {"created_time": "2011-12-02T18:49:50Z", "updated_time": "2015-05-18T00:40:47.835Z", "title": "Designing Online Courses: Models for Improvement", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Designing Online Courses.pdf", "file": null, "description": "Designing an online course shares many of the same elements and processes that go into designing a traditional face-to-face course, however the online environment brings a unique set of challenges that require special attention and a different approach. Faculty charged with developing their own online courses can find learning the new technology particularly frustrating, and those who are not early adopters to technology might resist the process entirely. Indeed, many institutions are realizing that the development and delivery of online courses is an increasingly complicated process, requiring both a specialized pedagogy and a technological expertise – and it’s rare to find both qualifications in the same person. In the article “The Collaborative Approach to Developing Online Courses,” the author explains how one university adopted a centralized and standardized approach to the design, development, and management of online programs that respects the talents of both instructional designers and faculty by allowing each to work in their own specialty. As a result, courses have the same quality standards and a more consistent look and feel. This special report features eight articles pulled from the pages of Distance Education Report, and covers a variety of different aspects of online course design. Some of the articles you will find in\r\nthe report include:\r\n. The Collaborative Approach to Developing Online Courses\r\n. Building Course Quality Systematically\r\n. Who Ya Gonna Call When a Course Needs Help?\r\n. Developing a Course Maintenance Process for Your Online Courses\r\n. What Learning Object Repositories Mean for Your Program\r\nWhether you’re developing a new online course from scratch, or updating one that’s starting to show its age, this report will give you new ideas to consider.", "visits": 1070, "categories": [9]}}, {"model": "links.link", "pk": 626, "fields": {"created_time": "2011-12-02T18:58:33Z", "updated_time": "2015-05-18T00:40:42.568Z", "title": "Digital Teaching and Professional Development", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Digital Teaching and Professional Development.pdf", "file": null, "description": "Technology’s potential to transform education has become a mantra of the 21st century. Much has been said about the tools and solutions that can provide opportunities for enhanced student learning. Frequent discussions have focused on the need for schools to have a robust infrastructure that supports continually evolving educational models. However, not as much has been written about the teacher’s role in this dynamic environment and the fundamentally new and different functions teachers\r\nmay have. The days of teachers covering a defined number of pages in a textbook and assigning work at the end of a chapter are quickly disappearing. Instructors are leveraging technologies that give students access to interactive content from myriad sources. In this digital classroom, the teacher is more than a static oracle of information who delivers lectures. Instead, he or she is an active participant and facilitator in each student’s path of discovery and exploration.", "visits": 934, "categories": [7]}}, {"model": "links.link", "pk": 627, "fields": {"created_time": "2011-12-02T19:04:21Z", "updated_time": "2015-05-18T00:40:45.936Z", "title": "Disappointment, Misunderstanding and Expectations: A Gap Analysis of NSSE, BCSSE and FSSE", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Disappointment Misunderstanding Expectations.pdf", "file": null, "description": "The postsecondary undergraduate educational experience takes place in an environment rife with expectation. Those “bright college years,” destined to be memorialized and celebrated, attract a cluster of sociocultural images and resonances, some realistic and some fanciful. Students see these years as a unique time of opportunity and unprecedented autonomy, a psycho-social moratorium where possibilities open up and they can grow into their own adult skins. And while matriculating students look forward to what awaits them, the other group intensely involved in the educational process — the faculty — looks back, projecting their own experience-derived expectations upon undergraduates who, in fact, may be\r\nexperiencing a generationally-different world. What should new students expect to find when they begin — and settle into — this new, but temporary, university life? And how will those expectations change as they are met, surpassed, or frustrated? What should faculty expect of students, and will they or should they measure up to faculty models? To what extent can faculty expectations serve as a control or calibrating influence on the subjective expectations and experiences of students?\r\nThese are questions that are of vital interest to those attempting to understand the link between student engagement and student success and, in this paper, these questions are explored through three surveys—the National Survey of Student Engagement (NSSE), the Beginning College Survey of Student Engagement (BCSSE), and the Faculty Survey of Student Engagement (FSSE).", "visits": 841, "categories": [5]}}, {"model": "links.link", "pk": 629, "fields": {"created_time": "2011-12-02T19:17:55Z", "updated_time": "2015-05-18T00:40:46.727Z", "title": "Effective Group Work Strategies for The College Classroom", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Effective Group Work Strategies.pdf", "file": null, "description": "Love or hate it, group work can create powerful learning experiences for students. From understanding course content to developing problem solving, teamwork and communication skills, group work is an effective teaching strategy whose lessons may endure well beyond the end of a course. So why is it that so many students (and some faculty) hate it? Although the students may not state their objections verbally, the nonverbal reactions are truly eloquent. They just sit there; only with much urging do they look at those sitting nearby and move minimally in the direction of getting themselves seated as a group. This lack of enthusiasm is at some level a recognition that it is so much easier to sit there and take notes rather than work in a group and take ownership. The resistance also derives from past experiences in groups where not much happened, or where some members did nothing while other did more than their fair share of the work.\r\nOften very little happens in groups because students don’t tackle the tasks with much enthusiasm, but group ineffectiveness also may be the product of poorly designed and uninteresting group tasks. This special report features 10 insightful articles from The Teaching Professor that will help you create more effective group learning activities and grading strategies as well as tips for dealing with group members who are “hitchhiking” (getting a free ride from the group) or “overachieving” (dominating the group effort). Here’s a sample of the articles in the report:\r\n. Leaders with Incentives: Groups That Performed Better\r\n. Dealing with Students Who Hate Working in Groups\r\n. Group Work That Inspires Cooperation and Competition\r\n. Better Understanding the Group Exam Experience\r\n. Use the Power of Groups to Help You Teach\r\n. Pairing vs. Small Groups: A Model for Analytical Collaboration", "visits": 868, "categories": [6]}}, {"model": "links.link", "pk": 630, "fields": {"created_time": "2011-12-02T19:28:48Z", "updated_time": "2015-05-18T00:40:47.389Z", "title": "Enhancing the Role of Colleges in Immigrant Integration to Employment", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/EmployerConsultations.pdf", "file": null, "description": "THE REPORT\r\nImmigrants will represent nearly 100 per cent of net labour market growth in Canada by the year 2011.1 More than ever, employers recognize the need to effectively integrate immigrants into the workplace and they seek solutions to leverage the talents and contributions immigrants bring to the Canadian economy.\r\nFrom January to March 2009, Colleges Ontario and 12 colleges consulted with employers, ethno-cultural business organizations, business associations and unions to find out their views on employing immigrants and how colleges can support the transition of immigrants to the province’s workforce. Input was obtained through a variety of formats including facilitated round-table discussions, one-on-one dialogues, and an online questionnaire. The purpose of these consultations was to obtain advice from employers on how colleges can better address language needs for the workplace and support immigrant integration.\r\nColleges engaged in discussions with 218 organizations. These organizations represented a wide cross-section of large, medium and small businesses in five industry sectors that included health care, hospitality, science and technology, construction and manufacturing. Many of these organizations were interested in participating because they understand the valuable role of immigrants in helping companies respond to current labour and consumer market realities.\r\nThis report presents the findings from these consultations, offering a snapshot of the experiences of the participants, and outlining some suggestions on how colleges can play an even greater role in effectively integrating immigrants into the workplace.\r\nCONSULTING WITH EMPLOYERS\r\nAs part of the Language Skills for the Workplace2 project funded by the federal government, colleges had an opportunity to hold discussions with employers on language needs and immigrant integration. Participants were asked about:\r\n• their experiences in the recruitment, hiring, retention and promotion of immigrants \r\n. training, education and development priorities in the workplace • occupation-specific and workplace-specific language needs\r\n. ways that colleges can effectively help employers in the integration of immigrants\r\ninto employment.\r\nColleges held discussions with their local employer community and Colleges Ontario contacted larger provincewide employers and associations. There were 218 unique organizations that participated: 198 employers, 17 associations and three unions (See Appendix for list of participants). Employers from a broad range of sectors were invited to participate. Approximately 60 per cent of participants were from small- and medium-sized businesses and 40 per cent were large employers (employers with more than 500 employees).\r\n", "visits": 911, "categories": [14]}}, {"model": "links.link", "pk": 631, "fields": {"created_time": "2011-12-02T19:36:17Z", "updated_time": "2015-05-18T00:40:41.776Z", "title": "Empowering Special Education Through Technology", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/empowering special education through technology.pdf", "file": null, "description": "Ensuring students with special needs are receiving the best education is one of the greatest challenges facing school districts around the country. It is a challenge to organize, staff and operate successfully. It is a challenge to determine how best to provide the required curriculum and content but ensure that it is individualized to meet the instructional needs of the student with special needs. It is a challenge to determine how best to evaluate and assess progress. And it is a challenge for the bottom line — special education programs are expensive. Teachers must have better tools if they are to cost effectively engage and teach students who have special learning needs. The toolkit needs to be well stocked with a variety of capabilities to meet the needs of students across the disability spectrum. The breadth and depth of the toolkit allows for teachers to effectively differentiate instruction for students.\r\nRecent advances in technology, and the accompanying curricula that utilize these advances, are rapidly filling that\r\ntoolkit with programs that can provide benefits to students with special needs.", "visits": 1096, "categories": [4]}}, {"model": "links.link", "pk": 634, "fields": {"created_time": "2011-12-02T19:43:51Z", "updated_time": "2015-05-18T00:40:44.646Z", "title": "Financial Leteracy of Low-income Students", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Financial Literacy of Low-income Students.pdf", "file": null, "description": "Executive Summary\r\nThe main objective of this report is to learn about the state of knowledge regarding the role of\r\nfinancial literacy as a complex barrier to postsecondary attendance.1 To achieve this goal, the\r\nreport contains a literature review of existing studies in the area, as well as an environmental scan of existing programs and initiatives. When possible, the focus of the report is on low-income high school students in the context of making decisions regarding postsecondary education. In this ideal setting, financial literacy will be defined as knowledge of all the costs, benefits, and available aid associated with postsecondary education. In reality, there are few studies and existing programs that fit this ideal profile. However, we have identified several studies that share these characteristics to a large extent. Specifically, we describe and discuss 21 related studies and 34 related programs. Although most studies and programs are Canadian, we also broaden the scope somewhat to include countries with similar postsecondary systems as Canada (e.g. the United States, the\r\nUnited Kingdom, Australia, and New Zealand). Our literature review focuses on Canadian and American evidence, and has uncovered several important findings. First, the cost of a postsecondary education is vastly overestimated by the public at large and by low-income youth in particular. In contrast, the economic benefits to attending university are generally underestimated (equally for low- and high-income households). Whether knowing about the costs and benefits matters for pursuing a\r\npostsecondary education is less clear given the lack of convincing evidence in this area.\r\nWhile awareness of student financial aid is not necessarily an issue, it appears that knowledge of aid is limited. This may be related to the complexity of student financial aid, which is not only costly, but may also represent a barrier to some students.\r\nA non-negligible portion of students are loan averse, which means that they will avoid grant opportunities when they are coupled with an optional student loan. This is the case even though the loans can be refused or invested at zero repayable interest.\r\nResearch also demonstrates that helping students complete their financial aid and postsecondary application forms has a large impact on application and admission rates. In contrast, offering information to students (without application assistance) is generally not sufficient to affect behaviour. Finally, once in university, the majority of undergraduates follow a budget and regularly pay off their credit card balance each month. This suggests a certain degree of awareness and control regarding their finances, which may help them repay their loans on time and avoid defaulting.", "visits": 1075, "categories": [8]}}, {"model": "links.link", "pk": 635, "fields": {"created_time": "2011-12-02T19:49:37Z", "updated_time": "2015-05-18T00:40:42.091Z", "title": "The Future of Literacy in Canada's Largest Cities", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/FutureLiteracyLargestCities2010_EN.pdf", "file": null, "description": "The hidden truth about literacy in Canada\r\nMany people find it difficult to believe that Canada—one of the leaders among the G8 industrialized nations—has a literacy problem. However, statistics show that nearly half of all adults in Canada lack the kind of prose literacy skills that are required to cope in a modern society. The Canadian Council on Learning (CCL) first drew attention to this situation more than three years ago in the pages of its State of Learning in Canada: No Time for Complacency report. That report revealed that more than 48% of all Canadian adults (those over the age of 16) had low prose literacy skills, meaning that they have difficulty reading, understanding and functioning effectively with written material, according to the OECD’s International Adult Literacy and Skills Survey (IALSS).\r\nIn 2008 CCL went further, challenging the common belief that adult literacy rates in Canada were improving. Its\r\nlandmark report, Reading the Future: Planning to meet Canada’s future literacy needs, explained that as a result of a number of demographic trends (population growth, aging population and immigration rates) Canada will likely witness little to no overall progress in adult literacy rates over the next two decades.\r\nAccording to the report’s projections, by 2031 about 47% of adults will have low prose literacy skills (below IALSS\r\nLevel 3) meaning that the face of low adult literacy in Canada will remain virtually unchanged for years to come.\r\nThe report also provided regional literacy projections as part of its interactive PALMM1 tool, a free online program that gives users the ability to calculate and compare future literacy rates for 10 provinces and three territories.", "visits": 1465, "categories": [5]}}, {"model": "links.link", "pk": 638, "fields": {"created_time": "2011-12-02T20:01:22Z", "updated_time": "2015-05-18T00:40:44.514Z", "title": "Promising Practices: Increasing and Supporting Participation for Aboriginal Students in Ontario", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Increasing Support Part Aboriginal Students in Ontario.pdf", "file": null, "description": "This study reviewed over 40 programs in Ontario colleges and universities that were designed to increase recruitment, participation and retention of Aboriginal students in postsecondary education (PSE). It involved a literature review, site visits to 6 postsecondary institutions and qualitative interviews with program administrators and coordinators at 28 institutions across the province. Qualitative interviews were also conducted with students at selected institutions. A summary of the research findings is presented below. Overall, researchers found that, relative to only five years ago, colleges and universities in\r\nOntario have made significant progress in developing support programs for Aboriginal students. In 2004, a pan-Canadian study (Malatest, p. 23) looked at best practices in Aboriginal support programs. At that time, Ontario was in the formative stages of developing programs, particularly when compared with Manitoba and other Western provinces. Virtually all colleges and\r\nuniversities in Ontario now have some form of support program. Furthermore, many postsecondary institutions have taken a holistic approach and have implemented a number of programs, each targeting different underlying causes of the lower incidence of PSE success among Aboriginal students. Among the programs offered are the following:\r\n• Aboriginal student services programs,\r\n• Aboriginal access programs,\r\n• Aboriginal studies and Aboriginal designated programs,\r\n• health care programs, and\r\n• Aboriginal teacher education programs.\r\nIt should be noted that the research compiled in this report is largely qualitative. There is widespread agreement among the stakeholders interviewed that these types of programs are valuable; however, there was a distinct lack of outcome data available to allow the researchers to state that the programs reviewed had a “measurable” and positive impact on Aboriginal students’ postsecondary success. Nevertheless, where student outcomes were measured, the results were promising.\r\nDespite the lack of quantitative evidence to support the impact of the programs, the researchers were able to infer that progress has been made on a number of fronts. In addition to the large number of institutions offering one or more of the above programs, in other institutions, Aboriginal management bodies are in place to help inform the design and implementation of the\r\nprograms. Aboriginal Elders are being consulted and are playing a more active role on college and university campuses. The number of courses being offered in the native languages of Ontario’s First Nations Peoples has increased, and the number of Aboriginal teachers available to teach and serve as role models has also increased.\r\n", "visits": 1053, "categories": [12]}}, {"model": "links.link", "pk": 639, "fields": {"created_time": "2011-12-03T13:18:38Z", "updated_time": "2015-05-18T00:40:45.284Z", "title": "Focusing New Teachers on Individual and Low Performing Students: The Centrality of Formative Assessment in the Mentor's Repertoire of Practice", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Focusing New Teachers.pdf", "file": null, "description": "Mentoring novice teachers often features buddy support, technical advice, and classroom management tips to meet teacher-centered concerns of survival. Such mentoring aligns with conventional models of teacher development that describe the\r\nnovice concerned with self-image, materials and procedures, and management, and only after the initial years, able to focus on individual student learning. Drawing on the wisdom of practice of 37 experienced teacher induction leaders and case studies of mentor/new teacher pairs, this study found that mentors can interrupt that tendency among new teachers, focusing them on the learning of individual students, especially those underperforming. For this work, mentors tap knowledge of student and teacher learners, pedagogy for classrooms and for tutoring teachers, and especially multilayered knowledge and abilities in several domains of assessment. These include assessment of students, alignment of curriculum with standards, and formative\r\nassessment of the new teacher. Skillful use of this knowledge can bring individual student learning into focus and help new teachers generate methods for shaping instruction to meet students’ varied learning needs. These results challenge developmental models of teaching and conservative mentoring practices, calling for articulation of a knowledge base and relevant mentor development to focus new teachers early on individual student learning. Do students think I’m in charge? What materials should I use in this unit?", "visits": 780, "categories": [7]}}, {"model": "links.link", "pk": 640, "fields": {"created_time": "2011-12-03T13:22:39Z", "updated_time": "2015-05-18T00:40:47.728Z", "title": "Keys to Designing Effective Writing and Research Assignments", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-keys-to-designing-effective-writing.pdf", "file": null, "description": "Writing assignments, particularly for first- and second-year college students, are probably one of those items in the syllabus that some professors dread almost as much as their students do. Yet despite the fact that essays, research papers, and other types of writing assignments are time consuming and, at times, frustrating to grade, they also are vital to furthering student learning. Of course part of the frustration comes when professors believe that students should arrive on campus knowing how to write research papers. Many do not. With as much content as professors have to cover, many feel they simply can’t take time to teach the research skills required to write a quality, college-level term paper. But as teaching professors who support the writing across the curriculum movement would tell you, improving students’ writing skills is everyone’s business, and carries with it many short- and long-term benefits for teachers and students alike. Further, many instructors are finding ways to add relevance to writing assignments by aligning them with the type of writing required in a specific profession as an alternative to the traditional, semester-long research paper. This special report was created to provide instructors with fresh perspectives and proven strategies for designing more effective writing assignments. It features 11 articles from The Teaching Professor, including:\r\n. Revising the Freshman Research Assignment\r\n. Writing an Analytical Paper in Chunks\r\n. Designing Assignments to Minimize Cyber-Cheating\r\n. Chapter Essays as a Teaching Tool\r\n. Writing (Even a Little Bit) Facilitates Learning\r\n. How to Conduct a ‘Paper Slam’", "visits": 881, "categories": [7]}}, {"model": "links.link", "pk": 641, "fields": {"created_time": "2011-12-03T13:27:07Z", "updated_time": "2015-05-18T00:40:44.678Z", "title": "Language Skills for the Workplace", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Language_Skills_for_the_Workplace.pdf", "file": null, "description": "Ontario is Canada's largest provincial destination for immigrants. Language barriers, lack of recognition for foreign credentials and lack of work experience in Canada prevent many from gaining employment in their field of expertise. There is an urgent and growing need for occupation-specific language training in Ontario. Immigrants cannot apply their experience, skills and knowledge without the level of language proficiency needed in the workplace, but there are not enough language training opportunities to meet their needs. Shortages of skilled workers in many sectors will increasingly hinder Ontario’s economic prosperity. This report presents the results of a project undertaken by Colleges Ontario and funded by Citizenship and Immigration Canada to examine existing occupation-specific language training in Ontario colleges. It identifies gaps and opportunities for occupation-specific language training and provides input on guidelines for moving toward a province-wide framework for college delivery of occupation-specific language training.\r\nParticipants in college-delivered occupation-specific language training will have obtained language proficiency at Canadian Language Benchmark (CLB) levels 6 to 8 and need to acquire occupation-specific language skills and knowledge. These may include individuals who are employed or unemployed, who are pursuing career or vocational training, or who need to acquire the language levels required for higher-level occupation-related language programs.\r\nOntario’s colleges are experienced in meeting the language needs of immigrants, and are developing increasing expertise in designing and delivering occupation-specific language training. Ontario colleges are a visible first point of entry for new Canadians seeking information on pathways to employment, credential and skills assessment, language training in English and French, upgrading their skills and knowledge, and postsecondary education and training.\r\nOntario’s colleges currently serve many landed immigrants and refugees. The changing demographic of college enrolment has provided the impetus to examine the language needs of students who are newcomers. Colleges are actively engaged in immigrant-related initiatives, such as Colleges Integrating Immigrants to Employment (CIITE), that provide opportunities to\r\nlink with college-delivered language training.\r\nInformation for this report was collected from the 24 Ontario colleges through a comprehensive consultative process that included in-depth interviews, follow-up and a one-day workshop. Colleges Ontario worked closely with the Colleges of Ontario Network for Education and Training (CON*NECT) and CIITE. Supplementary information was gathered through online research into OSLT activity at other Canadian colleges and universities. Consultations were held with the Ontario Regional LINC Advisory Committee (ORLAC). A working group was convened to provide guidance to Colleges Ontario and helped shape the consultations and research. The college sector in Ontario is made up of 24 independent colleges. Colleges actively collaborate on a wide range of initiatives, but each college brings its unique perspective to the delivery of education and training in Ontario.", "visits": 999, "categories": [14]}}, {"model": "links.link", "pk": 642, "fields": {"created_time": "2011-12-03T13:29:32Z", "updated_time": "2015-05-18T00:40:48.200Z", "title": "Learning and Technology - what have we learnt?", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Learning and Technology.pdf", "file": null, "description": "Abstract: This article considers the evolution of e-learning and some of the factors that have shaped its implementation. It draws on research conducted in the UK from 2001 to 2008 by the Chartered Institute of Personnel and Development (CIPD) focusing on training and learning in corporate organisations rather than courses offered to students enrolled in educational institutions. The article argues that throughout this period there has been insufficient attention given to the way learning takes place in organisations. It considers the emerging wave of enthusiasm for Web 2.0, concluding that successful current applications of e-learning simply use a more diverse range of tools and approaches.\r\nKeywords: corporate e-learning; learning technology; Web 2.0; social networking;\r\nvirtual worlds; Webinars; online support; ", "visits": 887, "categories": [4]}}, {"model": "links.link", "pk": 643, "fields": {"created_time": "2011-12-03T13:34:37Z", "updated_time": "2015-05-18T00:40:48.331Z", "title": "Phase III Report College Mathematics Knowledge Exchange Network", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Math HeQCO.pdf", "file": null, "description": "Mathematics is an integral part of the curriculum in the Ontario community college system. Most students are required to take at least one, often several mathematics courses during their college studies. Almost all students enrolled in business and technology programs take several courses in mathematics. Most colleges administer some form of placement/diagnostic math test. At some colleges, the results of the test will help in the proper placement of first semester students into a developmental (remedial) math course or a first semester math course. For a variety of reasons, many of our students struggle with math. According to the College Mathematics Project report 2009,i 33 per cent of our students received a D or F or withdrew\r\nfrom the course. College faculty who teach mathematics come from diverse backgrounds.\r\nEducation levels range from baccalaureates to PhDs with degrees in mathematics, business, engineering, and education to name a few. Many of our faculty members have had little formal training in education. An opportunity to share, discuss, and learn from one another about teaching and teaching practices can therefore benefit both faculty and students. The Ontario College MathematicsAssociation Math Knowledge Exchange Network (MathKEN) has created an environment in which Ontario college mathematics educators can share exemplary teaching practices and resources in business math, developmental math, technical math, and statistics. It is important that teaching methods be shared amongst faculty to help in identifying and disseminating exemplary teaching practices. These teaching methods or practices could be something that has been tried in the classroom and the teacher feels that it is promising and would like feedback from colleagues on whether they have experienced similar results. For example, students coming into the Ontario college system come with the expectation that their studies in college will prepare them with the skills to immediately be successful in their careers.\r\nFor many of our students, contextual learningii is very important, not only for how they learn, but also for making their studies relevant to their personal and professional lives.\r\nFaculty have learned about ways to teach from their own education and professional training, from their own learning and teaching experiences, attending courses, workshops, and conferences. Many mathematics faculty in Ontario colleges have the opportunity to share teaching practices by attending meetings and conferences sponsored by the Ontario Colleges\r\nMathematics Association (OCMA). Unfortunately, there are also many who are not able to attend face-to-face meetings and so miss the opportunity to share resources. For those who do attend, the long periods between meetings can lead to stagnation and de-energized teaching. Many teach in isolation, without the benefit of input and feedback from others who share the same concerns, challenges, and successes.", "visits": 958, "categories": [6]}}, {"model": "links.link", "pk": 644, "fields": {"created_time": "2011-12-03T13:49:37Z", "updated_time": "2015-05-18T00:40:43.879Z", "title": "Mobile Learning: What It Takes, How to Get There", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Mobile Learning What It Takes.pdf", "file": null, "description": "Why Join the Mobile Learning Movement? Mobile learning has clearly become a major new direction\r\nfor improving student education at all levels: in K-12 schools as well as in colleges and universities. Mobile learning\r\nallows a working adult who is also a part-time college student to use a smartphone to view a video lecture on a lunch break. K-12 students can learn at home, on a trip or in school. A mobile device that is part of students’ lifestyles combines many technologies to engage them and help them learn effectively. In these and many more ways, the power and flexibility of mobile technology are transforming both instruction and learning.\r\nDefinition of Mobile Learning\r\nThe term “mobile learning” has different meanings for different communities. Although related to e-learning and distance education, it is distinct in its focus on learning across contexts, learning collaboratively and learning with mobile devices.\r\nA new direction in mobile learning, or m-learning, enables mobility for the instructor, including creating learning materials on the spot and in the field using mobile devices with layered software such as as Mobl21, Go-Know or Blackboard Mobile Learn. Using web 2.0 and mobile tools become an important part of student engagement and higher achievement.\r\nThe Case for Mobile Learning\r\nWhy is it important for educational institutions to join the mobile learning movement? Consider these factors:\r\n. Mobile devices are now fundamental to the way students communicate and engage in all aspects of their lives. The\r\nPew Internet Project found that 49 percent of Americans ages 18-24 own a smartphone, and that the majority of these young adults also own a laptop computer.\r\n. Student expectations are changing, especially in higher education. Today’s students juggle a complex life of school, work, family and social time.", "visits": 848, "categories": [9]}}, {"model": "links.link", "pk": 645, "fields": {"created_time": "2011-12-03T13:52:44Z", "updated_time": "2015-05-18T00:40:42.204Z", "title": "A New Vision for Higher Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/new_vision_for_higher_education.pdf", "file": null, "description": " In a knowledge economy, it is almost certain that those without a base level of skills will be left behind. We are seeing that now. Martin Prosperity Institute, November 2008 Every developed country is racing to keep up with profound and fundamental changes in the 21st century. The new knowledge economy is creating unprecedented demands for higher levels of expertise and skills, while, at the same time, changing demographics will significantly reduce the numbers of qualified people available in the economy.\r\nThe cumulative impact presents great opportunities and great challenges to Ontario. The province has an opportunity to implement meaningful and transformational changes that exploit the potential for growth in the new economy and drive Ontario’s prosperity to unprecedented levels.\r\nBut the threats to Ontario’s future are just as great. Failing to move forward now with significant measures could leave Ontario unprepared for the challenges ahead, and strand thousands of people as permanently unemployable.\r\nAll developed countries face this challenge. And the jurisdictions that are best prepared to meet these challenges recognize the solution is in their people. A highly educated population that can develop new ideas, master new technologies, and continue to innovate will be the nucleus to new growth and greater prosperity for all.\r\nOntario is fortunate. There is a solid foundation in place and the province is well-served by its large number of universities and colleges. Ontario has one of the highest postsecondary attainment rates in the world.\r\nThe province’s postsecondary system was also strengthened by the Ontario government’s Reaching Higher plan, which was announced in 2005 and will end this fiscal year. The investments made through Reaching Higher, along with subsequent investments in capital improvements and expansions, have helped Ontario’s colleges and universities to better serve a greater number of students.\r\nIndeed, enrolment at Ontario’s public colleges continues to increase and the success rates among Ontario’s college graduates continue to improve.\r\nBut Ontario cannot rest on its laurels. Other jurisdictions are making significant investments in higher education and present a serious challenge to surpass the achievements made in Ontario.\r\nDeveloping countries now have 94 million postsecondary students, which represents 70 per cent of the world’s total. In 2007, Bloomberg News reported that India was planning to set up 30 universities and 6,000 model schools, and was considering ways to establish a college in each of its 340 districts.\r\nIn China, the number of graduates at all levels of higher education has approximately quadrupled in the last six years. The skilled labour supply in China equals about 40 per cent of all OECD Countries.", "visits": 983, "categories": [5]}}, {"model": "links.link", "pk": 646, "fields": {"created_time": "2011-12-03T13:57:57Z", "updated_time": "2015-05-18T00:40:45.685Z", "title": "Participation of Low-Income Students in Ontario", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Participation of Low Income Students in Ontario.pdf", "file": null, "description": "Over the last few decades there has been a great deal of ink spilled about the importance of postsecondary education (PSE) in Canada and globally. We are moving from a mid-20th century idea of postsecondary education as “elite” to a new understanding of “mass” postsecondary education (Trow, 1974), and potentially to a newer view of postsecondary education as “universal.” The growing consensus is that postsecondary education is important to society, in providing the skills workers require in the labour market, in supporting the social and economic health of society, and in ensuring individuals have the necessary abilities to participate and contribute fully in that society and labour market. What once was accepted as the luxury of the upper and middle classes is now understood to be a prerequisite for full inclusion in the benefits and functioning of society.\r\nAs PSE in Ontario grows to “universal” proportions and beyond, youth from low-income backgrounds stand to gain in terms of their socio-economic status. Nevertheless,potential students from low-income backgrounds continue to take up postsecondary education with less frequency than their middle- and high-income counterparts, particularly at the university level (Drolet ,2005; de Broucker, 2005; Berger, Motte and Parkin, 2009; HEQCO, 2010). Income is an important determinant of participation in PSE. Knowing this, the public policy response has long been a focus on keeping tuition relatively low and providing student assistance to students who demonstrate need. However, recent research has revealed that income alone is not as strong a determinant as academic achievement or parental education (Drolet, 2005; Frenette, 2008a; Finnie, Childs and Wismer, 2010).\r\nCharacteristics often associated with income make the barriers to postsecondary more complex and multi-faceted. Furthermore, it has also been shown that changes to student assistance and tuition levels over time have had very little effect on the participation of the lowest income quartile (Berger et al., 2009); meaning that other policy levers may be required to address the complexity of the barriers in a more sophisticated way.\r\nThis is the first in a series of @ Issue Papers that looks at the participation of traditionally under-represented cohorts in postsecondary education.1 The purpose of this @ Issue Paper is to summarize what is currently known about the participation of low-income students in PSE, with a particular emphasis on low-income students in Ontario. Where relevant data or research is not available for Ontario, the discussion will focus on the larger Canadian picture.", "visits": 949, "categories": [3]}}, {"model": "links.link", "pk": 647, "fields": {"created_time": "2011-12-03T14:01:20Z", "updated_time": "2015-05-18T00:40:47.639Z", "title": "Philosophy of Teaching Statements", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-philosophy-of-teaching-statements.pdf", "file": null, "description": "For most educators, writing a philosophy of teaching statement is a daunting task. Sure they can motivate the most lackadaisical of students, juggle a seemingly endless list of responsibilities, make theory and applications of gas chromatography come alive for students, all the while finding time to offer a few words of encouragement to a homesick\r\nfreshman. But articulating their teaching philosophy? It’s enough to give even English professors\r\na case of writer's block.\r\nTraditionally part of the teaching portfolio in the tenure review process, an increasing number of higher education institutions are now requiring a philosophy of teaching statement from job applicants as well. For beginning instructors, putting their philosophy into words is particularly challenging. For one thing they aren’t even sure they have a philosophy yet. Then there's the added pressure of writing one that’s good enough to help them land their first teaching job.\r\nThis Faculty Focus special report is designed to take the mystery out of writing teaching philosophy statements, and includes both examples and how-to articles written by educators from various disciplines and at various stages of their professional careers.\r\nSome of the articles you will find in the report include:\r\n• How to Write a Philosophy of Teaching and Learning Statement\r\n• A Teaching Philosophy Built on Knowledge, Critical Thinking and Curiosity\r\n• My Teaching Philosophy: A Dynamic Interaction Between Pedagogy and Personality\r\n• Writing the “Syllabus Version” of Your Philosophy of Teaching\r\n• My Philosophy of Teaching: Make Learning Fun\r\nAs contributor Adam Chapnick writes, “There is no style that suits everyone, but there is almost certainly one that will make you more comfortable. And while there is no measurable\r\nway to know when you have got it ‘right,’ in my experience, you will know it when you see it!”", "visits": 900, "categories": [7]}}, {"model": "links.link", "pk": 648, "fields": {"created_time": "2011-12-03T14:07:20Z", "updated_time": "2015-05-18T00:40:43.603Z", "title": "Post-High School Pathways of Immigrant Youth", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Post High School Pathways of Immigrant Youth.pdf", "file": null, "description": "Many immigrant youth view postsecondary education (PSE) as an important, even essential, means of economic mobility and social integration (Cheung, 2007). Gaining access to a PSE program builds on a record of academic engagement and achievement in high school. There is, however, mounting evidence of considerable variability in the preferences, performance, and eventual post-high school (PHS) pathways of immigrant students (Anisef et al., 2008; Thiessen, 2009). Many high school graduates enrol in a college or university while others either delay PSE entry or move directly to the labour market and a significant number leave before graduating. The PHS pathways of immigrant youth, then, can involve transitions to the\r\npostsecondary system, the labour market, or both. The bases for these decisions are complex and include personal characteristics, family resources, and community support factors as well as the individual’s school and classroom experiences (McAndrew et al., 2009).\r\nPrevious research on the high-school transitions of immigrant youth in Canada has several limitations (Boyd, 2008). First, studies on school achievement and educational aspirations of immigrants have compared 'immigrant' versus 'non-immigrant' groups. These studies have found few aggregate differences between those born in Canada and those born outside Canada. Such comparisons conceal significant variations among immigrant students that affect the likelihood of PSE participation. Second, PHS planning and preparation are made relatively early in adolescents' educational careers yet most studies have employed cross-sectional or retrospective designs that did not adequately consider the effects of important antecedents on students' PHS pathway choices. Third, previous comparative research has not considered differences in immigrant generational status. First generation immigrant youth1 are those born outside Canada while those considered to be second generation were born in Canada of immigrant parents. To the extent that the school experiences and PHS aspirations of each differ, it is important to distinguish first, second (and third) generations. This is especially the 1 Please note that this term should not be confused with ˜first generation students\", which refers to those who are the first in their family to attend and/or complete PSE, regardless of immigration status.\r\n2 – Post-High School Pathways of Immigrant Youth case in the Toronto District School Board (TDSB) where 42 per cent of students are foreignborn and 38 per cent are born in Canada of immigrant parents. Only 20 per cent of TDSB students have both parents born in Canada. These students comprise the third generation, sometimes referred to as the ‘third plus’ generation, and frequently employed as a reference group in comparative research. (Yau and O’Reilly, 2007).\r\nIn this paper we disaggregate the \"˜immigrant\" designation by source country (region-of-origin) and generational status to examine the PHS pathways of a cohort of TDSB youth who began high school (Grade 9) in September 2000 and were tracked through the high school system until Fall, 2006.\r\nThe specific purposes of the study were to:\r\n1. Construct profiles of the various immigrant (and non-immigrant) groups comprising the 2000 TDSB cohort.\r\nThe elements of each profile include information on students, their school, and neighbourhood characteristics as well as the reported PHS pathways they followed between 2004 and 2006.\r\n2. Predict PHS pathway choices based on this profile information.\r\nThe PHS pathway decisions predicted were defined by: (a) those respondents that confirmed university acceptance; (b) those that confirmed community college acceptance; (c) those that graduated high school but either did not apply to PSE or did not confirm an application; and (d) those that left high school early and did not apply toPSE.\r\nThe cultural and social composition of Ontario is undergoing dramatic change as a consequence of immigration. This is most obvious in its larger metropolitan areas, particularly Toronto. In many ways, Toronto is a precursor of the demographic change the rest of the province (and Canada) will experience within a few years as immigrant youth become the majority of the school-age population. Our aim in studying TDSB immigrant youth as they prepare for the transition from high school is to extend the literature on immigrant settlement and contribute to informed educational policy and practice.", "visits": 920, "categories": [14]}}, {"model": "links.link", "pk": 649, "fields": {"created_time": "2011-12-03T15:40:54Z", "updated_time": "2015-05-18T00:40:47.421Z", "title": "The Pathways of Under-represented Groups", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Postsecondary Application to Labour Market.pdf", "file": null, "description": "The PSE Outcomes Study was commissioned by the Higher Education Quality Council of Ontario (HEQCO) to explore the pathways of applicants from postsecondary education (PSE) application to the Ontario labour market, and their employment experiences during and after PSE. This report provides statistically reliable Ontario data to supplement the findings of national studies such as the Youth in Transition Survey (YITS). It offers insights into the factors that contribute to postsecondary education participation and persistence, the barriers that impede access to higher learning, and the relationship between educational attainment and labour market outcomes. In particular, the analysis considers the experiences of four groups who are traditionally under-represented in PSE: Aboriginal peoples, persons with disabilities, students whose parents did not complete PSE, and students who delayed their entry into PSE after secondary school.\r\nThe results are based on a sample of 45,000 Ontario applicants to college and university who had participated in Academica Group‟s University and College Applicant Surveyâ„¢ (UCASâ„¢) between 2005 and 2009, and had agreed to participate in future research. The 4,029 respondents to the PSE Outcomes survey (including 214 French language respondents) yield an overall survey response rate of 9% and a margin of error of +/- 1.55 at the 95% confidence level. Survey respondents were organized into five mutually exclusive postsecondary education pathways, based on the outcome of their initial PSE application:\r\n“Not offered” respondents did not receive offers of admission following their application to PSE (n=273 or 7% of respondents). “Offered/declined” respondents were offered admission to PSE but declined the offer (n=317 or 8% or respondents). “Still attending” respondents (also referred to as “current PSE students”) were offered admission to PSE and were attending the institution to which they had initially applied when they responded to the PSE Outcomes Survey (n=2,297 or 58% of respondents). “Attended/left” respondents (also referred to as “early leavers”) were offered admission to PSE but left their postsecondary program prior to completion (n=279 or 7% of respondents). “Attended/complete” respondents (also referred to as “PSE graduates”) were offered admission to PSE and had completed the postsecondary program to which they applied (n=766 or 19% of respondents).\r\nOverall, 85% of all respondents who received offers of admission accepted the offer, and about three-quarters had a specific occupation or career goal in mind at the time they applied.\r\nPSE participation rates1 were highest among applicants who were younger than 20 when they applied to PSE, never married, with high household incomes, high grade averages, and interested in full-time study. Participation was lower among applicants who were older, from 4 – From the Postsecondary Application to the Labour Market: The Pathways of Under-represented Groups lower household incomes, married or divorced, interested in part-time study, and with lower grade averages. University applicants were more likely than college applicants to accept offers of admission, while college applicants were twice as likely to decline. The overall rate of PSE participation for under-represented applicants (83%) was lower than the participation rate of applicants who did not fall into one of the four groups (88%).", "visits": 854, "categories": [3]}}, {"model": "links.link", "pk": 650, "fields": {"created_time": "2011-12-03T15:44:46Z", "updated_time": "2015-05-18T00:40:45.795Z", "title": "Promoting Academic Integrity in Online Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-promoting-academic-integrity.pdf", "file": null, "description": "Ask most people who don't teach online about the likelihood of academic dishonesty in an online class and you will likely hear concerns about the many ways that students could misrepresent themselves online. In fact, this concern about student representation is so prevalent it made its way into the Higher Education Opportunities Act (HEOA). Passed into law in 2008, the act brought a few big changes to online education, including a new requirement to “ensure that the student enrolled in an online class is the student doing the coursework Although there'ome disagreement as to whether distance education is more susceptible to academic dishonesty than other forms of instruction, what isn't up for debate is the fact that for as long as there's been exams, there's been cheating on exams. The online environment simply opens up a different set of challenges that aren't typically seen in traditional face-to-face courses.\r\nPromoting Academic Integrity in Online Education was developed to help you understand the latest tools and techniques for mitigating cheating and other unethical behaviors in your online courses. The report features nine articles from Distance Education Report, including:• Combating Online Dishonesty with Communities of Integrity\r\n. 91 Ways to Maintain Academic Integrity in Online Courses\r\n. The New News about Cheating for Distance Educators\r\n. A Problem of Core Values: Academic Integrity in Distance Learning\r\n. Practical Tips for Preventing Cheating on Online Exams\r\nOnline education didn't invent cheating, but it does present unique challenges. This report provides proactive ways for meeting these challenges head on.", "visits": 777, "categories": [7]}}, {"model": "links.link", "pk": 651, "fields": {"created_time": "2011-12-04T13:45:23Z", "updated_time": "2015-05-18T00:40:44.129Z", "title": "Public Attitudes Toward Education in Canada", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Public Attitudes.pdf", "file": null, "description": "Promoting public discussion of key educational issues\r\nWith this report, CEA provides a context for rethinking schools to drive dialogue and critical thinking about the challenges we face in educating all students to take their place in a world of dynamic social, technological and economic change.\r\nCEA encourages reflection and welcomes your feedback on the following questions:\r\n. When it comes to education, what matters most to Canadians?\r\n. Does Canada have a clear picture of what a good school system looks like?\r\n. What are the goals of our education systems in the 21st century?\r\n. Who should decide what children and youth in Canada learn?\r\n. What ideas do people trust when it comes to education, and how do they come to trust new ideas?", "visits": 1096, "categories": [5]}}, {"model": "links.link", "pk": 653, "fields": {"created_time": "2011-12-04T13:54:15Z", "updated_time": "2015-05-18T00:40:47.862Z", "title": "Research Program in Knowledge Mobilization for Exemplary Teaching and Learning", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Review 2910_2011 Pilot Studies HEQCO.pdf", "file": null, "description": "The HEQCO research program in Knowledge Mobilization for Exemplary Teaching and Learning in higher education was launched with a research project and report in 2007-2008. This report introduced the term Faculty Knowledge Exchange Network for the emerging technical and social infrastructures, which enable communities of higher education teachers to access, share, extend, and mobilize knowledge representations and resources to enhance teaching and learning. The report included an analysis of existing models and specific recommendations for research to evaluate new faculty collaborations across Ontario institutions of higher education. Since then, new evidence has been generated by the HEQCO program and by complementary efforts beyond. The current state of knowledge is reflected in Figure 1, which traces the causal\r\nfactors from the high level outcome through a set of intermediate drivers to long-term factors which would support lasting change.\r\nIn this initial section we update the content of the 2008 HEQCO report with the issues arising from the pilot studies in the HEQCO research program and from parallel research initiatives elsewhere. In the next section, we outline the particular contribution to addressing these issues made by faculty Knowledge Exchange Networks, the approach taken in the two HEQCO pilot studies for 2010-2011. We next consider what has been learned about the long-term developments required to fully engage faculty in more transformative teaching practices. We then review the HEQCO 2010-2011 research, to analyze how factors in those projects contributed to their outcomes, and how shortcomings from missing elements could be addressed in future initiatives.", "visits": 920, "categories": [7]}}, {"model": "links.link", "pk": 654, "fields": {"created_time": "2011-12-04T13:57:56Z", "updated_time": "2015-05-18T00:40:43.899Z", "title": "Seamless Pathways: A Symposium on Improving Transitions from High School to College", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/SeamlessPathwaysrpt.pdf", "file": null, "description": "Seamless Pathways: A Symposium on Improving\r\nTransitions from High School to College gathered prominent Ontario educators, policy-makers and government leaders in Toronto on June 6, 2006. The purpose of the symposium was to bring together an expert group of education leaders to:\r\nlearn about other jurisdictions approaches to building meaningful pathways that contribute to higher success rates in secondary school and higher participation in post-secondary education discuss what has been learned from current research; the School/College/Work Initiative projects; and the unique role of colleges and apprenticeship pathways in student success\r\n• identify systemic issues and develop policy advice for creating better school-college linkages in order to raise both participation and success rates for post-secondary students.\r\nThere was a clear need for a high-level strategic discussion on the future of transitions in order to: follow up on the recommendations in Ontario: A Leader in Learning (the Rae report on postsecondary education) respond to the Ontario government's Learning to 18 and Student Success strategies, such as dual credits and high-skills majors.", "visits": 872, "categories": [3]}}, {"model": "links.link", "pk": 655, "fields": {"created_time": "2011-12-04T14:01:11Z", "updated_time": "2015-05-18T00:40:46.279Z", "title": "Shifting from Retention Rates to Retention Risks", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Shifting from Retention Rates to Retention Risk.pdf", "file": null, "description": "In the past, the term “persistence” was used somewhat interchangeably with “retention” to describe the fact of students remaining in a course of studies from one year to the next, typically at a single institution and sometimes within a particular program. Over the last few years, however, persistence has shifted in meaning to refer to the ability of students to continue their PSE studies and ultimately graduate, regardless of switches between programs or institutions or even temporary absences from PSE altogether. There is a growing recognition in Ontario and across Canada that this system-wide perspective on persistence will help government and institutions manage a highly functional, well-integrated PSE system, one in which students can avail themselves of numerous alternative educational opportunities and pathways to success.\r\nIt would be a mistake, however, to assume that these system-wide concerns are the primary arena in which PSE outcomes ought to be managed. Indeed, the concept of persistence as a process whereby students overcome obstacles is of note only in the context of the presence of initial decisions to leave and not return to a particular institution. The central aim of any university ought to be to improve its own retention of students. Indeed, a sustained focus on improving in situ retention outcomes is a vital component of an overall strategy for achieving high system-wide persistence rates. It is in the best interests of government and universities to develop the means by which retention practice efficacy can be reliably assessed, compared amongst institutions and used within institutions to actively improve retention rates.\r\nUnfortunately, two common approaches used to calculate retention rates – the raw rate approach and the natural rate approach – are seriously flawed and cannot be recommended for use by Ontario PSE institutions as tools for managing retention practices.\r\nThe raw rate approach is transparently inadequate. The crux of the problem with raw rates is that they are essentially outcome measures unadjusted for variation in inputs. An institution that is in a position to admit students who are highly prepared academically, financially and culturally for university life at that particular institution can expect to be rewarded with relatively high outcome rates, and this without having to innovate or invest much in retention practices. Evaluating retention practice efficacy on the basis of raw rates favours institutions that are able to offload potential retention risks during the admissions process.\r\nAnother common approach used to calculate retention rates is to calculate the differences between raw rates and “expected” or “natural” rates and then to base evaluations and comparisons on these differences. Natural institutional rates are averages of the estimated probabilities of an event occurring (e.g., being retained after one year, graduating within four years) for each member of a cohort of students at an institution. One key feature of the statistical models upon which the probability estimates are based is the fact that they are system-wide models, pooling data across all institutions in the study and delivering a single set of model coefficients that is applied to all institutions. Another key feature is the fact that probability estimates are based on predictor variables that usually include only pre-entry characteristics of students and sometimes include environmental characteristics such as institution size, the field of study and whether the school primarily serves urban commuters. An institution with a raw rate that exceeds its natural rate is deemed to be performing well at\r\n2 –Shifting from Retention Rates to Retention Risk: An Alternative Approach for Managing Institutional Student Retention Performance retaining students, whereas an institution with a raw rate that is lower than its natural rate is evaluated as performing poorly. This approach has been implemented in the United States but not in Canada.\r\nThree interpretation problems are ingrained in the natural rate approach that impede its meaningful application: normative interpretations given to natural rates are unwarranted; attributions of causation – to students in the case of natural rates and to institutions in the case of differences between natural and raw rates – are also unwarranted and potentially misleading; and a single set of system-wide coefficients is not likely to provide useful characterizations of the realities in play at individual institutions. A large and growing body of research embeds retention processes within the local context of individual institutions and indeed individual students. As research findings accumulate, there is a deeper and growing appreciation of the fact that the PSE system is not homogeneous in terms of the magnitude or direction of relationships between factors influencing retention event occurrence and the actual occurrence of those events. Rather, processes generating retention events operate locally and with considerable variation in form and intensity amongst locales, so system-wide characterizations do not give meaningful summaries of local conditions. The natural rate approach looks like a more sophisticated, finely tuned analysis, but its looks are deceiving.\r\nAn alternative to the raw and natural rate approaches is to move away from retrospective analyses of retention rates in favour of prospective analyses of retention risks. According to this approach, institutions use historical data to develop statistical models of retention risk at the individual student level. These models are then employed to estimate for each student in a currently enrolled cohort the “risk” (expressed as a probability) of continuing with their studies beyond a certain length of time.", "visits": 888, "categories": [3]}}, {"model": "links.link", "pk": 656, "fields": {"created_time": "2011-12-04T14:04:55Z", "updated_time": "2015-05-18T00:40:44.615Z", "title": "Simplifying the Application Process for Institutional Financial Aid", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Simplifying Application Process for Institutional Financial Aid.pdf", "file": null, "description": "Project Background\r\nIn 2008, the Higher Education Quality Council of Ontario (HEQCO) issued an open Request for Proposals (RFP) to Ontario colleges and universities that would allow them to evaluate interventions that already existed at those institutions and that were designed to promote student success in various ways. Brock University was involved in a total of four research projects that were approved for funding at that time, including this project. This research project also has the distinction of being the only one in the RFP which involved a re-examination of institutional financial aid policies.\r\nProject Purpose\r\nInstitutional financial aid applications ask a wide range of questions dealing with both the personal and financial history of the student and his/her family. This process can take a significant amount of the student’s time, and may even intimidate some. Moreover, the level of financial detail required in the application may be a deterrent to students who might be either embarrassed to disclose family details, or uncomfortable asking their parents about the financial situation of their family.\r\nIt is believed that the complex and potentially discouraging application process that exists at many postsecondary institutions (and many government financial aid programs) can be simplified by including fewer fields in the application for funding. This would benefit both student applicants and institutional administrators, and could likely be done without significantly altering\r\nthe output that would have been generated using the original full application.\r\nThe purpose of this project is to compare two approaches to calculating student financial assessed need for the purposes of determining eligibility for the Brock University Entering Student Bursary. The research question being addressed in this project is whether a simplified approach to calculating assessed need would lead to similar outcomes in terms of identifying\r\neligibility for the Entering Student Bursary as the original application process that had been in place for years at Brock University.", "visits": 921, "categories": [8]}}, {"model": "links.link", "pk": 659, "fields": {"created_time": "2011-12-04T14:15:26Z", "updated_time": "2015-05-18T00:40:46.845Z", "title": "Strategies for digital communication skills across disciplines: The importance of digital stories", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Strategies_for_Digital_Communication_Skills_Across_Disciplines_June_2011.pdf", "file": null, "description": "One of the most profound transformations in postsecondary education is coming from the realization that digital communication skills really do matter in everyday life; therefore, it is imperative that digital skills also matter in academic life. Students and enlightened faculty alike understand that the convergence of technical and creative competencies is helping to create new opportunities for a whole new generation of creative professionals. “Imagine a curriculum that is based on achieving comprehensive goals where students must create and produce a computer game, suggests Eric Converse, CEO of ATIV Software, a mobile application development company. “This requires an understanding of physics and math, programming and scripting, story and dialog writing, cinematography, art and design, music, collaboration, teamwork, and delegation.Digital storytelling has become an essential method of enhancing education in the humanities by making abstract or conceptual content more understandable. It engages students through images, audio, and video and provides a compelling way of sharing their work with their peers that, in turn, fosters more collaboration and accomplishment. The availability of increasingly sophisticated audio editing, image editing and video editing tools, such as those provided in Adobe® Creative Suite® software, has given educators and students unprecedented abilities to become master composers in nonprint media and to build digital stories in the humanities that can captivate and teach an audience and connect people like never before. In addition, competencies that have traditionally been associated with art and design professionals are now expected from professionals working in such disciplines as journalism and education. Institutions are also seeing an increasing awareness of the value that subject matter experts with deep technological ability bring to the classroom and the workplace. This realization that the sum of discipline expertise plus technology expertise is even greater than its respective parts is leading to the emergence of fields of study such as informatics, instructional design, and educationaltechnology, areas of study that claim digital proficiencies as core components.\r\nThis paper explores the impact that digital communication skills, using processes associated with digital storytelling, is having on disciplines including liberal arts, humanities, and cross-curricular humanities/ technology collaboratories. In its simplest forms, digital storytelling involves the illustration of story elements using photographs and graphics tools, sometimes using nothing more than free and open source tools that can help make an abstract idea more conceptually complete. Increasingly, however, digital storytelling has evolved to include more complex forms of digital expression requiring video skills, such as micro-documentary production. In some cases, digital storytelling is dependent upon computer programming skills for application development and augmented reality.\r\nTable of contents\r\n1: Background\r\n1: Introduction\r\n2: The evolution of 21st century digital communication skills\r\n2: Digital storytelling for enriched communications\r\n3: Integrated enrichment: digital humanities instruction and practice\r\n3: English language and literature course presentations enhanced by use of Adobe CS5\r\n3: Other notable digital storytelling initiatives\r\n4: Summary\r\n4: References", "visits": 1076, "categories": [4]}}, {"model": "links.link", "pk": 660, "fields": {"created_time": "2011-12-04T14:20:10Z", "updated_time": "2015-05-18T00:40:47.607Z", "title": "Student Course Evaluations: Research, Models and Trends", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Student Course Evaluations.pdf", "file": null, "description": "This document represents the first review and summary of existing research on student course evaluations from a Canadian perspective. The scholarship in this area is vast and of varying quality and scope. Our review is an attempt to capture and synthesize the key issues and findings regarding the validity and utility of student course evaluations. We have organized our research into the following seven sections:\r\nSection 1: Introduction provides an overview of the scope, methodology and limitations of this study.\r\nSection 2: Context identifies the current state of scholarship and interest in course evaluations and the evaluation of teaching more generally. It also reviews student, faculty and administrator perceptions of course evaluation systems.\r\nSection 3: Current Policy and Practice in North America offers an overview of evaluation instruments, policies and processes from 22 post-secondary institutions in Canada and the United States as well as policies related to course evaluations from system-level and government agencies.\r\nSection 4: Reliability, Validity and Interpretation of Course Evaluation Data summarizes and reviews the findings from previous studies conducted over the past 40 years with a particular emphasis on the last two decades.\r\nSection 5: Implementing Effective Evaluation Measures: Recommendations from the Research synthesizes research findings and identifies recommendations for improved administration and interpretation of course evaluations.\r\nSection 6: Emerging Trends, Existing Gaps and Suggestions for Further Research highlights issues currently being considered in the scholarship along with those that have been identified as areas requiring more in-depth analysis.\r\nSection 7: Concluding Remarks provides a brief summary of our most important findings and recommendations.\r\nOverall, our findings indicate that while course evaluation instruments generally provide reliable and valid data, significant barriers to the effective use of such evaluation systems continue to exist due to: Persistent myths and misconceptions about variables affecting evaluation results; Unclear concepts and definitions of effective teaching; Student Course Evaluations: Research, Models and Trends Insufficient education about the goals, uses and validity of course evaluations for students, faculty and administrators; Poor presentation and contextualization of evaluation data; and Inconsistent and inequitable policies and practices regarding the implementation and administration of course evaluations.\r\nOur findings suggest that no matter the reliability and validity of the evaluation instruments themselves, the policies, processes and practices at an institution determine the degree to which evaluations are an effective measure of teaching quality.", "visits": 941, "categories": [6]}}, {"model": "links.link", "pk": 661, "fields": {"created_time": "2011-12-04T14:27:16Z", "updated_time": "2015-05-18T00:40:43.255Z", "title": "Supporting Student Success: The Role of Student Services within Ontario's Postsecondary Institutions", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Supporting Student Success.pdf", "file": null, "description": "Canada is in the midst of unprecedented growth in the postsecondary education (PSE) sector. More students are availing themselves of college and university educational opportunities than at any other time in the nation's history. The students now enrolling bring a diverse set of characteristics rarely seen within the sector previously. They are immigrants, children of immigrants, first in their family to enrol in postsecondary, Aboriginal, visible minorities, and students with disabilities to name just a few.\r\nCollege and university programs and services have grown to meet the needs of these increasingly diverse learners, and are largely referred to as student affairs and services, (SAS). One of the aims of this study was to develop a greater understanding of the scope of student affairs and services and describe the formal organizational structures of these divisions\r\nwithin Ontario’s postsecondary sector.\r\nWe found no consistent title for the senior student affairs and services officer (SSASO) across the sample; titles ranged from Vice President, Student Services to Associate Vice Principal and Dean of Student Affairs. Despite the inconsistency of title, the reporting line was fairly consistent, with SSASOs reporting to the Provost and Vice President, Academic or directly to the President. In only a few cases, dotted line reporting structures existed between the SSASO and these senior administrators.\r\nThe portfolios for SSASOs tended to include new student orientation, student leadership programs and liaison with student government, campus involvement (clubs and organization recognition), community development (service learning and civic engagement initiatives), counselling services, health services, accessibility services (also called services for students\r\nwith disabilities), career and employment services (and in some cases, cooperative education), academic skills or learning services, and services for diverse students (such as Aboriginal student services, international student services, women centres, and mature student centres). Portfolios differed in terms of whether the registrar’s office and related enrolment management functions, residence, and athletics were included within the SSASO's portfolio. In general, we found the college SSASO’s portfolios to be more expansive than the portfolios of the university SSASOs.\r\nThe second aim of this study was to share the voices of the staff who work in student affairs and services divisions across Ontario. Staff shared their perspectives regarding the organizational structure of their institution and how they perceived these organizational structures as helping or hindering their ability to support student success. Staff depicted and described two types of images that correspond with how they perceived the organizational structure of their institution. Spider webs tended to represent institutions where the staff perceived the organizational culture as one where supporting student success was a shared commitment between staff and faculty; where the SSASO's leadership style was directed toward finding the synergy between divisional areas, open to ideas from all areas within the division, and advocated for the division in senior administrative meetings; and where staff understood the vision and mission of the division as it supported and contributed to the institutional mission. Silos tended to represent institutions 4 – Supporting Student Success: The Role of Student Services within Ontarios Postsecondary Institutions where the staff perceived the organizational culture as one in which people worked in their discrete units and were less committed to a shared focus on supporting student success; where the SSASO's leadership style managed departments within the division more as discrete units, less open to ideas from across the division, and with greater hesitation in advocating for the division in senior administrative meetings; and where staff were less clear about how the vision and mission of the division supported and contributed to the institutional mission.\r\nThis imagery was powerful in that it spoke to two different approaches to organizational structure: one was student-focused and the other was institution-focused. Student-focused structures were those that aligned organizational structures (proximal location of departments, sub-unit reporting portfolios, policies and protocols) with the student in mind. Institution-focused\r\nstructures were those that focused on the organization of the institution’s business first, and appeared to value it over how students would encounter the institution as they worked through successful completion of their program of study. The spider web and silo imagery and their relation to the student-focused and institutional focused approaches to structure appeared irrespective of the actual organizational structure of the institution. Institutions were typically centralized, decentralized, or federated (a combination of the two former models). A centralized structure tended to have the various units within the division (health and counselling, residence, registrar, and athletics, for example) headed by a director or manager reporting to the SSASO, and providing programs and services for the institution as a whole. Conversely, a decentralized structure was one in which programs and services were managed and provided for within multiple institutional units, typically within the faculties. Finally, the federated structure (or hub and spoke model) was found at institutions in which programs and services existed with some level of centralization, and customized versions of these central services also existed at typically the individual faculty level. A critical finding from this study was that student-focused or institution-focused approaches to organizational\r\nstructure could be illustrated by any of the three actual structures (centralized, decentralized, or federated). It is as possible to have a student-focused approach with a federated SAS structure as it is to have an institution-focused approach with a centralized SAS structure.", "visits": 850, "categories": [3]}}, {"model": "links.link", "pk": 662, "fields": {"created_time": "2011-12-04T14:30:40Z", "updated_time": "2015-05-18T00:40:45.034Z", "title": "The Instructional Power of Digital Games, Social Networking", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Technology Classroom today.pdf", "file": null, "description": "What is good learning? That may be a subjective question. But it's likely that many educators would give answers that fall in the same ballpark'sstudents collaborating and discussing ideas, possible solutions project-based learning, designed around real world contexts connecting with other students around the world, on topics of study immersing students in a learning experience that allows them to grapple with a problem, gaining higher-order thinking skills from pursuing the solution\r\nTo many educators, these notions are music to their ears. Would it seem terribly strange then to hear that students indeed are doing these things regularly outside of their classrooms? While Timmy or Susie may not be running home from school saying, “What fun, deeply-engaging learning experience can we do today?, they are engaging with new technologies that provide them with the same opportunities. Every day, many students are spending countless hours immersed in popular technologies such as Facebook or MySpace, World of Warcraft, or Sim City which at first glance may seem like a waste of time, and brain cells. But these genres of technologiesSocial Networking, Digital Gaming, and Simulations deserve a second, deeper, look at what is actually going on.", "visits": 1235, "categories": [4]}}, {"model": "links.link", "pk": 663, "fields": {"created_time": "2011-12-04T14:35:23Z", "updated_time": "2015-05-18T00:40:46.954Z", "title": "Technology Innovation in Education Yearbook Bonus Issue", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Technology Innovation in Education+Report+Yearbook_V.pdf", "file": null, "description": "There are two major forces driving education today. The first is the economic reality that forces schools to\r\nmake the most effective use of dollars to improve student outcomes. The second is the exponential growth in digital tools — and subsequently digital content — that provides the foundation to transform and improve how instructors teach and how students learn. Let's address the economic driver first. For far too long the education sector has lagged behind the private\r\nsector in adopting efficiencies and capabilities derived from technology. Virtually every other sector in the economy has been computerized, modularized and transformed over the past 30 years. Although there have been leaders for change, as witnessed by the efforts we applaud in this Yearbook, change has been difficult and delayed. The recent recession has only forced this issue to the forefront.\r\nThe second driver is technological. Digital content, more sophisticated assessment tools and myriad personal and mobile computing devices are emerging and taking center stage — all aimed at improving student achievement and preparing students to thrive in the careers of a digital economy. These emerging technologies, led by a cadre of educational technologists, are leading us down the right path. This Yearbook aims to help the education community continue on the right path. The first part of the Yearbook takes a look at IT spend, funding opportunities and top trends of the 2010-2011 school year to shed some light on what technologies are top of mind and how to fund them. The second part highlights 50 education innovators that have led the way and provided best-practice models to imitate. This look at what was done, who is doing it and where we are going is intended to provide inspiration and guidance to education leaders on their own innovative quests in education.", "visits": 930, "categories": [4]}}, {"model": "links.link", "pk": 665, "fields": {"created_time": "2011-12-04T14:44:23Z", "updated_time": "2015-05-18T00:40:43.234Z", "title": "The Challenge of a Changing Landscape", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/The Challenge of a Changing Landscape.pdf", "file": null, "description": "As Canadaâ's youth consider their increasingly broad and complex array of post-secondary education (PSE) options, they are faced with potentially costly decisions. Moreover, they often do not have the information they need to make appropriate choices, which can negatively impact their participation and persistence in PSE. For many students, it is a challenge to choose, design and follow a post-secondary pathway to its conclusion without deviating from their original plan. Students are increasingly taking non-linear pathways through PSE. Some may need to relocate and attend a different institution. Many students may decide to change the focus of their study, while others may wish to change their program entirely. Some may shift their goals from academic to applied forms of study, or vice versa. However, the structures of post-secondary systems in our provinces, and the various mechanisms that bind them, do not always provide clearly apparent and unobstructed pathways for students, particularly for mobile students. These problems are exacerbated by shifting mandates, roles, and labels of institutions across the Canadian PSE sector.\r\nCanada does not have a clear framework for understanding the many changes that have occurred within its PSE sector over the past 15 years. This monograph sets out to explain these changes, with a view to clarifying their potential effects on students’ comprehension of, and mobility through, the structures that comprise our current PSE landscape.\r\nIn the past, Canadian post-secondary education has been described as binary, a term that indicates the presence of two separate institutional sectors: public universities offering academic and professional programming at the degree-level; and public colleges providing diplomas and certificates in programs of a more technical or vocational nature. However, this conceptualization overlooks private post-secondary institutions and, as Marshall (2006) notes, significant growth in the number and types of degrees offered by a wider variety of Canadian post-secondary institutions over recent decades.1 As a result, the distinction between the university and college sectors has become increasingly blurred, and the nature of some Canadian post-secondary institutions is no longer made clear by their names. Canada's PSE sector is now characterized by a broad and complex mix of institutions for which a clear and comprehensive taxonomy has yet to be developed.\r\nEvolutionary and legislative changes in many Canadian jurisdictions challenge the transparency of current Canadian post-secondary education vocabulary. Students’ ideas about which institutions offer which programs, and which programs lead to which opportunities, may not be aligned with these changes. It is arguable that Canadian PSE has become less transparent in recent years, exacerbating the potential that students make PSE decisions inappropriate to their aspirations. Issues of program choice and fit might be better addressed through the provision of a classification framework aimed at making Canadian PSE more transparent to its users.", "visits": 988, "categories": [3]}}, {"model": "links.link", "pk": 666, "fields": {"created_time": "2011-12-04T17:47:22Z", "updated_time": "2015-05-18T00:40:41.443Z", "title": "The Risk of Social Media", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/The_Risks_of_Social_Media_and_What_Can_be_Done_to_Manage_Them.pdf", "file": null, "description": "Social media, when used in a corporate setting, represents a balancing act of rewards and risks for IT, business and senior management in virtually any organization or industry:\r\n• Rewards in the context of new business opportunities that can be created, the competitive differentiation that a company can enjoy from intelligent use of social media, the ability to build customer loyalty, and the new channels of communications that open up with current and prospective customers. Risks from the inappropriate content that can be posted on social media sites, the malware that can enter a network through short URLs or phishing attacks, and the failure to retain\r\nimportant business records posted on social media. In short, although social media is a relatively new communication and information management channel relative to more traditional tools like email or instant messaging, the same fundamental\r\nmanagement requirements apply: social media must be monitored for malware and inappropriate content, and relevant business records sent through social media must be retained and easily accessible for as long as necessary.\r\nKEY TAKEAWAYS\r\nThere are four important points made in this white paper:\r\nSocial media management – by virtue of the sheer numbers of social media users and the importance of the applications for which the technology is used – cannot be ignored by corporate decision makers.\r\nSocial media creates a number of potential risks for firms of any size and across all industries. These risks are focused primarily on a) the ingress of malware that could wreak financial or other havoc in an organization; b) the potential for employees to post content that could harm their employer; and c) not retaining business records that must be preserved to satisfy legal, regulatory or other obligations. Any organization – whether or not it sanctions the use of social media must develop detailed policies focused on how and when social media can and cannot be used. The technologies exist to monitor and archive social media content in a way that can minimize corporate risk – every organization should evaluate and deploy technologies that will meet their requirements.", "visits": 1354, "categories": [4]}}, {"model": "links.link", "pk": 668, "fields": {"created_time": "2011-12-04T17:55:53Z", "updated_time": "2015-05-18T00:40:48.114Z", "title": "Transition to College: Perspectives of Secondary School Students", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/TRANSITION_COLLEGE.pdf", "file": null, "description": "This research report represents the first phase of a multi-year collaborative research initiative of the Association of Colleges of Applied Arts and Technology of Ontario.1 The initiative is designed to develop a cohesive picture of the pathways from secondary school to college. The major purpose of this phase of the research was to identify secondary school students’ perceptions of Ontario colleges and of college as a possible post-secondary educational destination for them, and to determine the factors that have shaped these perceptions. A second purpose was to identify secondary school student achievement patterns, graduation rates and course enrolments in order to consider their influence on current and future college enrolments.\r\nThe main source of data for the study was a survey of 21,385 Grades 11, 12 and Year 5 students enrolled in 73 Ontario secondary schools. The schools were selected to represent Ontario college regions, school size and school type (i.e., Roman Catholic, public, and serving francophone students). In addition to the survey, the schools were asked to provide school calendars or course option sheets and course enrolments in order to assess the availability of college-destination courses and course sequences that lead to college. Sixty-one schools provided information for this analysis. Data from the Double Cohort Study, Phase 3 (2004) and Phase 4 (2005), were also examined in order to conduct a preliminary analysis of the characteristics of college applicants in terms of their secondary school courses taken and marks obtained.", "visits": 848, "categories": [3]}}, {"model": "links.link", "pk": 669, "fields": {"created_time": "2011-12-04T17:58:59Z", "updated_time": "2015-05-18T00:40:47.682Z", "title": "Enriching Core Courses and Improving Student Engagement with Digital Video Production", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Video Enriching Course Courses.pdf", "file": null, "description": "Kids today spend their lives outside school surrounded by video whether on their TV screens, tablet PCs, laptops or\r\nsmartphones. Too often, the video stream shuts off inside theclassroom doors. But if students are given access to video tools in core classes — especially tools that allow them to produce their own videos — they are not only more engaged in their coursework, but learn valuable 21st-century skills. On average, one-third of high schoolers today don’t graduate; the number is 50 percent or higher for African-Americans and Hispanics. Studies show that one key contributor is lack of engagement:\r\nStudents don’t like school and report being bored. According to the 2010 High School Survey of Student Engagement, 55 percent of students said projects involving technology would help them feel more interested in school (49 percent said art and drama would help; 60 percent said group projects).2 Creating video in the classroom often taps all of these interests.\r\nVideo technology can also help foster vital skills needed for the 21st century. The 21st Century Framework (see graphic below),\r\ndeveloped by the Partnership for 21st Century Skills, sets forth standards for student achievement to ensure success in today's\r\ntechnological world. The framework includes skills that are reinforced by student video creation such as creativity, communication and media mastery.", "visits": 807, "categories": [4]}}, {"model": "links.link", "pk": 670, "fields": {"created_time": "2011-12-04T18:04:15Z", "updated_time": "2015-05-18T00:40:44.554Z", "title": "What is the Future of Learning in Canada?", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/What is the Future of Learning in Canada.pdf", "file": null, "description": "In its final report to Canadians, the Canadian Council on Learning (CCL) reveals that Canada is slipping down the\r\ninternational learning curve. The needs in this area are stark. The potential rewards are enormous. But we are falling behind competitor countries and economies. We are on the wrong road and must make a dramatic change in the course we are taking.\r\nThe principal cause of this unacceptable and deeply troubling state of affairs is that our governments have failed to work together to develop the necessary policies and failed to exhibit the required collective political leadership.\r\nThe necessary approach is voluntary and co-operative, respectful of provincial and territorial responsibility, but involves the development of clear trans-Canadian policies and actions.\r\nThe starting point for the proposed directions is the establishment of a federal/provincial/territorial Council of Ministers on Learning. In addition, there must be: clear and measureable national goals for each stage of learning, as described in this report; permanent, independent monitors to compare Canadian learning results to our stated goals; standing advisory groups, including educators and civil society, to consult on requisite national objectives and the means to reach these goals. Through CCL, Canadians were offered an opportunity to set in place a vision, a mission, and a model for continuous learning which could unite Canadians in a common purpose. It was a much-needed national initiative. Although CCL will close in spring 2012, that need continues. Without a sustained trans-Canadian approach, many learners will not reach their objectives. The country requires a national learning framework in order for its regions, provinces and territories to succeed. Without a national framework, we will miss the east–west learning railroad that should connect Canadians of all regions, generations and languages. The vision of CCL was to link Canadians in sharing learning experiences and promoting the enhancement of learning as a core value of a distinctive Canadian society. Hence the transformative image of a trans-Canadian learning architecture which would entrench and maintain our economic stability and social cohesion. CCL closes; the vision endures. This final report summarizes the state of learning for each stage of the life cycle.", "visits": 853, "categories": [6]}}, {"model": "links.link", "pk": 671, "fields": {"created_time": "2011-12-04T18:06:04Z", "updated_time": "2015-05-18T00:40:42.790Z", "title": "Whose context is it anyway? Workplace e-learning as a synthesis of designer- and learner-generated contexts", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Whose context is it.pdf", "file": null, "description": "Abstract: This article describes the consequences for workplace e-learning of viewing organisations as political systems. Organisations tend to stratify, and potential conflicts develop between “top-down” or designer-generation of workplace systems, and “bottom-up” or learner- and practice-based approaches. The differences in the objectives, procedures, tacit knowledge and conceptions of the value of workplace e-learning between these orientations have led to conflicts that have damaged real e-learning projects in the past. Some cases from the literature are analysed to support this point. However, other examples show how these tensions may also be turned into opportunities for communication, learning and collaborative design by including a measure of operational proximity and organisational citizenship behaviour in workplace e-learning design. It is suggested that through initiatives like these, designer-generation and learner-generation of context may act as complementary checks or balances, each helping compensate for the deficits of the other, thus improving workplace e-learning effectiveness.\r\nKeywords: workplace e-learning; professional development; learner-generated contexts; communities of practice (CoPs); conflict; co-ordination", "visits": 896, "categories": [9]}}, {"model": "links.link", "pk": 672, "fields": {"created_time": "2011-12-04T18:09:07Z", "updated_time": "2015-05-18T00:40:41.312Z", "title": "Willingness to Pay for Postsecondary Education Among Under-represented Groups", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Willingness to Pay for Postsecondary.pdf", "file": null, "description": "Despite Canada having one of the world’s best-educated populations, numerous rationales have been presented to support the continued expansion and broadening of participation in post-secondary education (PSE). Not only do recent federal and provincial occupational projections suggest that future jobs will overwhelmingly require candidates with some form of PSE, the evidence on earnings premiums and private rates of return to PSE provide some indications that the labour market can still absorb large quantities of PSE graduates. Provinces have made higher PSE attainment a priority — for example, in the most recent Ontario budget, the government set as one of its goals to increase the PSE attainment rate from 62 per cent to\r\n70 per cent (Ontario Ministry of Finance, 2010).\r\nYet, demographic trends suggest that maintaining, let alone increasing, the number of postsecondary graduates in coming years will prove challenging. Though there are currently supplyside constraints in some regions (principally urban Ontario), within 20 years, the pool of postsecondary- aged Canadians will be substantially shallower than it is today. To keep the supply of skilled workers at current levels, participation rates will have to keep climbing. As participation rates are already quite high among economically advantaged segments of the population, there is growing consensus that the best opportunity for growth in participation rates may be among groups that are currently under-represented in PSE, such as students from low-income families, students with no history of post-secondary education in their families and Aboriginal students. A strong case can be made as well that governments and PSE institutions should strive to close the gap in participation rates between under-represented groups and the rest of the population on the grounds that all Canadians should be provided with the same chances and opportunities to engage in PSE studies, independently of their socio-economic background. In short, increasing the participation rates of disadvantaged populations is an objective worth pursuing from both an efficiency and equity perspective.", "visits": 903, "categories": [8]}}, {"model": "links.link", "pk": 674, "fields": {"created_time": "2011-12-04T18:14:19Z", "updated_time": "2015-05-18T00:40:42.449Z", "title": "How working boards work- a working paper", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Working_Boards-2004-36.pdf", "file": null, "description": "There are a number of studies that classify governing boards into different types. Some classifications are based on management form. Some are based on the form in which authority is exercised. Some are based on the form of institution that the board serves. Most of these classifications include \"working boards\" but few offer a clear definition of them. Even those that do attempt to define this type of board acknowledge that little is known about how they actually function. This study examines a small public not-for-profit institution with a \"working board\" to determine how that type of board functions, where it succeeds and where it fails, and how it is different from other types of boards.\r\n\r\nDaniel Lang", "visits": 900, "categories": [15]}}, {"model": "links.link", "pk": 675, "fields": {"created_time": "2012-02-18T10:53:07Z", "updated_time": "2019-01-18T20:40:58.648Z", "title": "Ten Principles of Effective Online Teaching", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-10-principles-of-effective-online-teaching.pdf", "file": "", "description": "In the traditional college classroom today, faculty and students arrive with a certain set of expectations, shaped largely by past experiences. And although students may need the occasional (or perhaps frequent) reminder of what’s required of them, there’s usually something very familiar about the experience for both faculty and students alike. In the online classroom, an entirely new set of variables enters the equation. It’s a little like trying to drive in a foreign country. You know how to drive, just like you know how to teach,but it sure is hard to get the hang of driving on the left side of the road, you’re not quite sure how far a kilometer is, and darn it if those road signs aren’t all in Japanese. This special report explains the “rules of the road” for online teaching and learning and features a series of columns that first appeared in the Distance Education Report’s “Between\r\nthe Clicks,” a popular column by Dr. Lawrence C. Ragan, Director of Instructional Design and Development for Penn State’s World Campus.\r\nThe articles contained in the report will help you establish online instructor best practices and expectations, and include the following principles of effective online teaching:\r\n• Show Up and Teach\r\n• Practice Proactive Course Management Strategies\r\n• Establish Patterns of Course Activities\r\n• Plan for the Unplanned\r\n• Response Requested and Expected\r\n• Think Before You Write\r\n• Help Maintain Forward Progress\r\n• Safe and Secure\r\n• Quality Counts\r\n• (Double) Click a Mile on My Connection\r\nThese principles, developed at Penn State’s World Campus, outline the core behaviours of the successful online instructor, and help to define parameters around the investment of time on part of the instructor. In his articles, Ragan identifies potential barriers and limitations to online learning, and specific strategies to assist instructors in achieving the performance expectations.", "visits": 881, "categories": [9]}}, {"model": "links.link", "pk": 676, "fields": {"created_time": "2012-02-18T11:05:46Z", "updated_time": "2015-05-18T00:40:41.620Z", "title": "Social Media Usage Trends Among Higher Education Faculty", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Social Media Usage Higher Education.pdf", "file": null, "description": "Social Media Usage Trends Among Higher Education Faculty\r\nThe numbers surrounding social media are simply mind boggling.\r\n\r\n750 million. The number of active Facebook users, which means if Facebook was a country it would be the third-largest in the world.\r\n\r\n90. Pieces of content created each month by the average Facebook user.\r\n\r\n175 million. The Twitter accounts opened during Twitter's history.\r\n\r\n140 million. The average number of Tweets people sent per day in February 2011.\r\n\r\n460,000. Average number of new Twitter accounts created each day during February 2011.\r\n\r\n120 million. LinkedIn members as of August 4, 2011.\r\nMore than two per second. The average rate at which professionals are signing up to join LinkedIn as of June 30, 2011.\r\n\r\nAll of these stats, which come from the respective companies’ own websites, serve as proof points to what we already knew: social media is growing at breakneck speed. Yet the story of social media is still being written as organizations and individuals alike continue to evaluate the benefits and drawbacks of social media in the workplace. When that workplace is a college or university, there’s a cacophony of opinions in terms of the most effective uses, if any.\r\nFor the past two years, Faculty Focus conducted a survey on Twitter usage in higher education, this year we expanded the survey to include Facebook and LinkedIn, while changing a number of the questions as well. Twitter, Facebook, and LinkedIn are considered \"the big three\" in social media, and we thank those who recommended we take a\r\nbroader look at the landscape.\r\nAll three platforms have their strengths and weaknesses, and are better used for some things than others. But how are the three being used in higher education today? It’s our hope that these survey results provide at least some of the answers while lending new data to the discussion.", "visits": 883, "categories": [4]}}, {"model": "links.link", "pk": 677, "fields": {"created_time": "2012-02-18T11:17:48Z", "updated_time": "2015-05-18T00:40:42.800Z", "title": "Academic Dishonesty in the Canadian Classroom", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Academic Dishonesty.pdf", "file": null, "description": "Academic dishonesty is a persistent problem in institutions of higher education, with numerous short- and long-term implications. This study examines undergraduate students’ self-reported engagement in acts of academic dishonesty using data from a sample of 321 participants attending a public university in a western Canadian city during the fall of 2007. Various factors were assessed for their influence on students’ extent of academic dishonesty. More than one-half of respondents engaged in at least one of three types of dishonest behaviours surveyed during their tenure in university. Faculty of enrolment, strategies for learning, perceptions of peers’ cheating and their requests for help, and perceptions and evaluations of academic dishonesty made unique contributions to the prediction of academic dishonesty. High self-efficacy acted as a protective factor that interacted with instrumental motives to study to reduce students’ propensity to engage in dishonest academic behaviours. Implications of these findings for institutional interventions are briefly discussed.\r\n\r\nRÉSUMÉ\r\nLe comportement académique malhonnête persiste dans les institutions d’enseignement supérieur, et ses implications à court et à long terme sont nombreuses. La présente étude examine l’adoption d’un comportement académique malhonnête par des étudiants de premier cycle, grâce aux données d’un échantillon de 321 participants qui fréquentaient une université publique dans une ville de l’ouest canadien à l’automne 2007. Différents facteurs ont été évalués en fonction de leur influence sur l’étendue du comportement académique malhonnête des étudiants. Plus de la moitié des étudiants échantillonnés ont adopté au moins l’un des trois types de comportements malhonnêtes au cours de leur passage à l’université. La faculté à s’inscrire, les stratégies d’apprentissage, la perception quant au comportement tricheur des pairs et quant à leurs demandes d’aide, et les perceptions et évaluations de la malhonnêteté académique constituent des indices uniques pour ce qui est de prédire le comportement académique malhonnête. Un degré élevé d’auto-efficacité, de même que certains motifs essentiels, avaient un effet protecteur dans la réduction de la propension des étudiants à s’engager dans des comportements académiques malhonnêtes. L’article aborde brièvement les conséquences de ces résultats au cours d’interventions en institution d’enseignement.", "visits": 904, "categories": [6]}}, {"model": "links.link", "pk": 679, "fields": {"created_time": "2012-02-18T11:29:47Z", "updated_time": "2015-05-18T00:40:48.124Z", "title": "Creating Appreciative Learning Cultures: From Problems to Possibilities", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Appreciative Inquiry.pdf", "file": null, "description": "David Cooperrider, the originator of a relatively new approach to organizational or institutional change called Appreciative Inquiry, tells the story of a conversation he had with the father of modern management, Peter Drucker, before his recent death. He asked Drucker, then 93, to distill the essence of what he knew about leadership. Drucker told Cooperrider, “The task of leadership is to create an alignment of strengths, making our weaknesses irrelevant.” Appreciative Inquiry (AI) is a way of helping organizations discover their strengths so they can create an alignment of those strengths, making their weaknesses and problems irrelevant. Since the mid-1980s, thousands of organizations in more than 100 countries – corporations, businesses, nonprofits, churches, educational and governmental organizations – have used this strengths-based approach to\r\norganizational or institutional change and development.", "visits": 1042, "categories": [6]}}, {"model": "links.link", "pk": 680, "fields": {"created_time": "2012-02-18T11:38:50Z", "updated_time": "2015-05-18T00:40:46.604Z", "title": "The Communications Adjust Model: An Innovative Approach to Language and Literacy Remediation for Adult Learners", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Communications Adjunct Model.pdf", "file": null, "description": "Executive Summary\r\nThe significance of literacy for postsecondary success has been demonstrated in numerous\r\nresearch reports showing that attrition and underachievement are strongly linked to low levels of language proficiency (Jennings and Hunn, 2002; Perin, 2004). It has also been shown that Canadian adults with lower literacy levels have significantly lower employment rates and incomes, higher rates of unemployment, and are less likely to be engaged in their community than Canadian adults with higher literacy levels (Statistics Canada, 2005). On a national scale, literacy is a key factor in economic growth, productivity and innovation (Coulombe, Tremblay and Marchand, 2004).\r\nGraduating over 71,000 students per year (MTCU, 2011), colleges play a central role in preparing Ontario adults with varying literacy levels for the labour force. A recent review of literacy-related practices at Ontario’s colleges demonstrated that there is currently a wide range and diversity of activities and models being used to address the language needs of students (Fisher and Hoth 2010). Without the appropriate supports, literacy and language challenges are barriers that prevent students from achieving success in their chosen program of study and subsequent career. All post-secondary institutions struggle with finding workable models to support these students, yet there has been little rigorous research evaluating the effectiveness of various remediation approaches (Levin and Calcagno 2008).\r\nIn fall of 2008, George Brown College piloted an innovative remedial approach in the Practical Nursing program that targets reading, writing, speaking and listening skills while integratingcontent from select core courses, termed the Communications Adjunct Model (CAM). The goal of this research project was to assess the impact of CAM on adult learners with diverse remedial\r\nEnglish language needs in order to provide important lessons for post-secondary institutions. To assess the program’s effectiveness, the academic performance of students placed in CAM was examined in relation to two comparison groups. The first comparison group consisted of students in the same cohort as the CAM group (2008/2009) who were not placed in CAM. The second comparison group included students from two academic years prior to the introduction of CAM (2005/2006 and 2006/2007) who fell below the entrance score cut-offs for selection into the adjunct program.\r\nThe analysis undertaken suggests that CAM did not have a strong effect on overall grade performance (GPA). While two out of the four evaluations of the effectiveness of the program showed that CAM had a positive effect on students’ GPA, the results were weak and did not prove to be reliable across comparison groups. It is important to remember, however, that the analysis assessed the impact of CAM solely on GPA performance. CAM has a number of additional objectives, such as general language skill development, that would require additional data collection and analysis to better determine the effectiveness of the program. Nonetheless, there are many important learnings that can be gleaned from the project based on George Brown\r\nCollege’s experience of developing and administering CAM.", "visits": 922, "categories": [18]}}, {"model": "links.link", "pk": 681, "fields": {"created_time": "2012-02-18T11:44:56Z", "updated_time": "2015-05-18T00:40:46.634Z", "title": "Easing the Transfer of Students from College to University Programs: How Can Learning Outcomes Help?", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Transfer of Students from College to University.pdf", "file": null, "description": "Abstract\r\nIncreasingly, students are seeking transfer from college to university educational programs. This challenges universities to assess the effectiveness of transfer policies and also challenges colleges to prepare students for continued education. This paper reviews the various transfer procedures used by Canadian universities, barriers experienced by students seeking\r\ntransfer, and strategies for improving the transfer process. The authors propose the use of learning outcomes, which identify student knowledge and skills following an educational experience, to develop block transfer strategies that ease student transfer between educational programs.\r\n\r\nRésumé\r\nLes étudiants cherchent de plus en plus à transférer leurs projets d’études collégiales vers un programme universitaire. Les universités doivent donc relever le défi d’évaluer l’efficacité de leurs politiques de transfert, tandis que les collèges doivent réfléchir sur la façon de mieux préparer leurs étudiants aux programmes de formation continue. Le présent article passe en revue les diverses procédures utilisées par les universités canadiennes, les obstacles que doivent surmonter les étudiants cherchant à effectuer un transfert et les stratégies d’amélioration du processus de transfert. Les auteurs proposent l’utilisation de résultats d’apprentissage, qui identifient les connaissances et les compétences acquises par les étudiants d’un\r\nprogramme donné, afin d’élaborer des stratégies générales qui faciliteront le transfert d’étudiants entre programmes éducatifs.", "visits": 896, "categories": [17]}}, {"model": "links.link", "pk": 682, "fields": {"created_time": "2012-02-18T11:50:35Z", "updated_time": "2015-05-18T00:40:41.918Z", "title": "Faculty Development in Distance Education: Issues, Trends and Tips", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-faculty-development-in-distance-education.pdf", "file": null, "description": "One of the many lessons learned from the early years of distance education is the fact that you cannot simply pluck an instructor out of the classroom, plug him into an online course, and expect him to be effective in this new and challenging medium. Some learned this lesson the hard way, while others took a proactive approach to faculty training. All of us continue to refine our approach and discover our own best practices. Today, it’s possible to learn much from the mistakes and successes of those who blazed the trail before us. Faculty development for distance educators is a critical component of all successful distance education programs. Well thought-out faculty development weaves together needed training, available resources, and ongoing support, and carries with it the same expectations for quality teaching that institutions of higher education have for their face-toface classes. This special report, Faculty Development in Distance Education: Issues, Trends and Tips, features 12 articles pulled from the pages of Distance Education Report, including:\r\n• Faculty Development: Best Practices from World Campus\r\n• Developing Faculty Competency in Online Pedagogy\r\n• A Learner-Centered, Emotionally Engaging Approach to Online Learning\r\n• How to Get the Best Out of Online Adjuncts\r\n• Workload, Promotion, and Tenure Implications of Teaching Online\r\n• Four Steps to Just-in-Time Faculty Training\r\nThis report is loaded with practical strategies that can help you build a comprehensive faculty development program, helping ensure that instructors stay current in both online pedagogy and practical technical know-how. No matter what the particular character of your program is, I think you’ll find many ideas you can use in here.", "visits": 1285, "categories": [9]}}, {"model": "links.link", "pk": 683, "fields": {"created_time": "2012-02-18T11:54:11Z", "updated_time": "2015-05-18T00:40:44.384Z", "title": "Online Student Engagement Tools and Strategies", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Online-student-engagement-report.pdf", "file": null, "description": "Online Student Engagement Tools and Strategies\r\nMost online students, even those who are successful, will tell you it takes an extra dose of motivation to stay on top of their assignments compared to the traditional classroom. In fact, the anytime/anywhere convenience of online learning sometimes makes it too convenient … to procrastinate, forget about, and become otherwise disengaged. No wonder online courses have an attrition rate that’s 10 – 20 percent higher than their face-to-face counterparts.\r\nFor faculty teaching in the online classroom, this reality underscores the importance of having activities that build student engagement and help create a sense of community among their geographically dispersed students.\r\nOnline Student Engagement Tools and Strategies features 11 articles pulled from the pages of Online Classroom and provides practical advice from online instructors who recognize the value of engagement and its role in student retention and success.\r\nHere are just a few of the articles you will find in this report:\r\n• Engaging Students with Synchronous Methods in Online Courses\r\n• Indicators of Engagement in the Online Classroom\r\n• Teaching Online With Errol: A Tried and True Mini-Guide to Engaging Online Students\r\n• Engage Online Learners with Technology: A Free Tool Kit\r\n• Promoting Student Participation and Involvement in Online Instruction: Suggestions from the Front\r\nIn short, this special report explains how adjustments in tone, technology, teaching presence and organization can bring positive changes to student learning.", "visits": 1288, "categories": [9]}}, {"model": "links.link", "pk": 684, "fields": {"created_time": "2012-02-18T11:56:39Z", "updated_time": "2015-05-18T00:40:47.134Z", "title": "How Socia Learning Can Create Top Performers", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/How_Social_Learning_Can_Create_Top_Performers.pdf", "file": null, "description": "Top performance in today’s sales environment requires a highly collaborative approach. Reps who have either grown up using tools like email, social networking platforms, and mobile devices (“digital natives”) or who are heavily engaged with such tools are in a much better position to become top performers and win more deals, faster. Accordingly, a collaborative team environment enabled by “social learning” capabilities represents revenue opportunities for forward-thinking sales leaders who want to train, manage, mentor, and coach winning teams.", "visits": 901, "categories": [4]}}, {"model": "links.link", "pk": 686, "fields": {"created_time": "2012-02-18T12:17:19Z", "updated_time": "2015-05-18T00:40:44.000Z", "title": "Mobile Learning: Preparing for BYOD (Bring Your Own Device)", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Mobile Learning.pdf", "file": null, "description": "The BYOD Concept\r\nThe days of students carrying heavy, book-laden backpacks to school are numbered. Increasingly, students at all\r\nlevels expect to access learning materials electronically. And students expect their school to support access to the Internet from anywhere, not just from a classroom computer with a wired connection.\r\nThe push for mobile learning options isn’t just coming from students. Teachers also have high opinions of the educational value of these new tools. A PBS/Grunwald survey in 2010 reported that teachers view laptops, tablets and e-readers as having the highest educational potential of all portable technologies. The movement to mobile and digital learning reflects the exploding popularity of mobile devices among consumers and the parallel growth in wireless network services to support them. Instead of using shared or enterprise-owned computers at work, school or libraries, people now want to use their personally owned mobile devices everywhere, a trend called bring your own device (BYOD). In fact, personal computing devices are fast becoming not just a luxury in both primary and secondary education, but a necessity. The growth of more virtual, personalized learning experiences throughout the educational spectrum is engaging students like never before.\r\nThe 2010 ”Speak Up” education survey conducted by Project Tomorrow found that more than one quarter of middle school students and 35 percent of high school students use online textbooks or other online curricula as a part of their regular schoolwork. The survey also found that nearly two-thirds of parents of school-aged children see digital curriculum as a key component of the ”ideal” classroom for their student, making access to computing devices a key part of today’s educational experience.²\r\nThis trend is creating tremendous new demand levels for wireless networks. For example, one market research firm reports growth of 40 percent in enterprise wireless local area networks (WLANs) in Q2 2011, attributable in part to the BYOD trend and the tremendous popularity of the Apple iPad.³ Gartner Research supports this notion as well, concluding that without adequate preparation, iPads alone will increase enterprise WiFi demands by 300 percent.⁴\r\nSupport for this trend is also found in Center for Digital Education (CDE) interviews with K-12 district IT staff. A notable 27 percent of school IT decision-makers interviewed expressed an intent to pursue a BYOD policy.\r\nWhile the percentage of higher education students with their own devices is significantly higher than at the elementary level, CDE’s Digital Community Colleges Survey reveals that they grapple with many similar technology challenges. A full 92 percent of community colleges report expanded distance learning offerings for online, hybrid and Web-assisted courses, providing ample support for their No. 1 identified technology priority: mobility. The growing popularity of mobile devices isn’t the only factor straining the capacity of educational networks today. Video, interactive learning games and other media-rich content are being\r\nwatched, created and shared by students and teachers to foster learning of both skills and subject matter. These media not only gobble up bandwidth — they may also require priority over other network traffic in order to deliver acceptable performance for in-class use. From a technical perspective, the challenge for educational institutions is supporting BYOD for students and staff with secure wireless and remote access network capabilities. Yet the movement to mobile learning isn’t just about supporting new technologies. It’s also about shifting to new ways of teaching and learning.", "visits": 870, "categories": [9]}}, {"model": "links.link", "pk": 687, "fields": {"created_time": "2012-02-18T12:20:38Z", "updated_time": "2015-05-18T00:40:44.625Z", "title": "Profile of Undergtraduate Student Parents in Canada", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Profile of Undergraduate stusent Parents in Canada.pdf", "file": null, "description": "ABSTRACT\r\nStudent parents are a significant minority population on Canadian post-secondary campuses. As research exploring this population has been extremely limited to date, this study provides the first national profile of Canadian student parents. We explore student parent enrolment patterns over time and examine current demographic characteristics. The data for this study were drawn from two datasets collected by Statistics Canada: the Labour Force Survey 1976–2005 and the Survey of Labour and Income Dynamics 2004 cross-sectional data file. Student parents accounted for between 11% and 16% of all post-secondary enrolment between 1976 and 2005. Further analyses explore participation patterns based on type of institution college/university), study status (full-/part-time study), age, gender, and marital status. Future research directions and implications for policies and institutional practice are discussed.\r\n\r\nRÉSUMÉ\r\nLes étudiants qui sont aussi parents représentent une population minoritaire d’importance sur les campus postsecondaires canadiens. Puisque la recherche portant sur cette population demeure extrêmement limitée à ce jour, l’étude qui suit constitue le premier profil national d’étudiants canadiens qui sont aussi parents. On y explore les modèles d’inscription de ces étudiants au fil du temps et on y examine les caractéristiques démographiques actuelles. Les données de cette étude ont été prises de deux sources recueillies par Statistique Canada : la « Labour Force Survey 1976-2005 » et la « Enquête sur la dynamique du travail et du revenu, 2004 [Canada]: Fichier d’enquête transversale principale ». Les étudiants qui sont aussi parents représentent entre 11 % et 16 % de toutes les inscriptions postsecondaires entre 1976 et 2005. D’autres\r\n\r\nCJHE / RCES Volume 41, No. 3, 2011\r\nanalyses explorent les modèles de participation fondés sur le type d’institution (collège ou université), le statut de l’étudiant (temps plein ou temps partiel), l’âge, le sexe et le statut familial. On y discute également de la direction des recherches futures, ainsi que des implications pour la rédaction de politiques et pour la pratique en milieu institutionnel.", "visits": 865, "categories": [3]}}, {"model": "links.link", "pk": 688, "fields": {"created_time": "2012-02-18T12:27:13Z", "updated_time": "2015-05-18T00:40:41.670Z", "title": "Effective Strategies for Improving College Teaching and Learning", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-effective-strategies-for-improving-college-teaching.pdf", "file": null, "description": "When teachers think the best, most important way to improve their teaching is by developing their content knowledge, they end up with sophisticated levels of knowledge, but they have only simplistic instructional methods to convey that material. To imagine that content matters more than process is to imagine that the car is more important than the road. Both are essential. What we teach and how we teach it are inextricably linked and very much dependent on one another.\r\nThis special report features 11 articles pulled from the pages of The Teaching Professor to help you discover new ways to build connections between what you teach and how you teach it. The report offers tips on how to engage students, give feedback, create a climate for learning, and more. It also provides fresh perspectives on how faculty should approach their development as teachers.\r\nIt’s been said that few things can enhance student learning more than an instructor’s commitment to ongoing professional development. Here’s a sample of the articles you will find in Effective Strategies for Improving College Teaching and Learning:\r\n• Faculty Self-Disclosures in the College Classroom\r\n• A Tree Falling in the Forest: Helping Students ‘Hear’ and Use Your Comments\r\n• Understanding What You See Happening in Class\r\n• Can Training Make You a Better Teacher?\r\n• Striving for Academic Excellence\r\nAlthough there is no single best teaching method, approach, or style, this special report will give you a variety of strategies to try. Those that work effectively with your students\r\nyou should make your own.", "visits": 870, "categories": [7]}}, {"model": "links.link", "pk": 689, "fields": {"created_time": "2012-02-18T12:30:00Z", "updated_time": "2015-05-18T00:40:41.156Z", "title": "The Relationship of the community college to other providers of postsecondary and adult education in Canada and implications for policy", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/SkolnikHEP-2004-4.pdf", "file": null, "description": "Abstract\r\nThe community college is one of many providers of postsecondary and adult education in Canada. In making decisions about how the community college should allocate its efforts among various possible programs and activities, it is important to understand its relationship to other providers of postsecondary and adult education. This article describes and analyzes the relationship between Canada's community colleges and other providers of postsecondary and adult education in Canada. It attempts to identify the comparative strengths and weaknesses of community colleges relative to other providers with respect to particular types of activity, and from that analysis it offers suggestions regarding the emphases that colleges might place on certain of their activities.\r\n\r\nRésumé\r\nLe collège communautaire est un des nombreux fournisseurs d’enseignement supérieur et d’éducation aux adultes au Canada. En prenant des décisions concernant la manière dont les collèges communautaires devraient allouer leurs efforts parmi différents programmes et activités, il est important de comprendre leurs relations avec d’autres fournisseurs d’enseignement supérieur et d’éducation aux adultes. Cet article décrit et analyse la relation entre les collèges communautaires du Canada et les autres fournisseurs d’enseignement supérieur et d’éducation aux adultes au Canada. Il tente d’identifier les forces et faiblesses des collèges communautaires comparativement à d’autres fournisseurs relativement à certains types d’activités, et à partir de cette analyse, il offre des suggestions concernant l’importance que les collèges peuvent accorder à certaines de leurs activités.", "visits": 893, "categories": [17]}}, {"model": "links.link", "pk": 690, "fields": {"created_time": "2012-02-18T12:37:51Z", "updated_time": "2015-05-18T00:40:48.082Z", "title": "Special Needs Students and Transitions to Postsecondy Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Special Needs Students and Transition to PSE.pdf", "file": null, "description": "The education of students with Special Needs (SN) has been well researched at the school level (K-12) and a growing number of studies have been conducted at the postsecondary education (PSE) level. However, there is little research on transitions of SN students between the two systems. Inclusive policies at both the school and postsecondary level are designed to encourage students with SN to continue with their education. However, relatively few do so. Some students with SN fail to complete their schooling and drop. Others graduate from high school but decide against enrolling in a college or university program. While some of these students may prefer direct entry to the labour market others have postsecondary aspirations for which they are not adequately prepared or supported. The social goal of inclusive education is to accommodate the aspirations of all students, including those designated as SN. The existing research on college and university access suggests that students with SN who aspire to PSE face significant barriers. How effectively they meet these challenges requires a better understanding of the basis for their post-high school pathway choices. Socio-demographic factors like gender, ethnicity, and socio-economic status have long been recognized as influencing access to PSE, whether or not the individual is a student with special needs. Whatever their background, high school students who aspire to PSE must meet the academic entrance requirements of the institution (college or university) and, at the same time, develop the self-confidence and dispositions to study that are needed to succeed in a\r\npostsecondary program. Acquiring the necessary capabilities can be especially challenging forat-risk students – those with low levels of achievement and those with special needs. Many, nevertheless, display the resilience needed to plan for, invest in, and realize their PSE aspirations. Schools play a key role in developing these resilient qualities in adolescents. Inclusive policies that emphasize students’ “strengths” rather than “deficits” have led to greater integration into mainstream classrooms. Learning in integrated settings is assumed to enhance opportunities for school engagement that complement and contribute to key student beliefs and behaviours – specifically, their sense of personal competence, dependability, and capacity for self-regulation.\r\n\r\n", "visits": 1048, "categories": [6]}}, {"model": "links.link", "pk": 691, "fields": {"created_time": "2012-02-18T12:41:11Z", "updated_time": "2015-05-18T00:40:47.064Z", "title": "Teaching Large Classes", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Teaching Large classes.pdf", "file": null, "description": "Over the past decade, the Ontario postsecondary sector has experienced pressure from a number of societal forces (Clark, Moran, Skolnik & Trick, 2009). The demand for increased access to postsecondary education (PSE), which is moving higher education from an elite model to one of near universal participation, has resulted in undergraduate enrolment increases\r\nof close to 50 per cent over the past decade1. These increases are taking place in an environment where demands in other areas are also being made on institutions and faculty.Demands for increased accountability, demonstrated quality assurance and increased research and development responsibilities have placed higher burdens on institutions and faculty, which are intensified by tight budgets and limited resources. Institutions have responded to these pressures in part, by increasing average class sizes. In 2009, about two thirds of Ontario universities reported that 30 per cent or more of first year courses had more than 100 students.\r\nThe average number of FTE students per full time faculty has increased from 17 in 1987 to 25 in 2007 (Clark, Moran, Skolnik & Trick, 2009, page 99). The consequences of this and other adjustments on educational quality are unknown. Undoubtedly, these pressures will continue and intensify in coming years given projections of demand for PSE in Ontario, particularly for undergraduate degrees. As a result, there is a need for the higher education sector in Ontario to identify the challenges and opportunities that are unique to large class teaching environments, as well as strategies to approach these issues, in\r\norder to maintain the quality of student learning in the face of rising class sizes.\r\nA major problem in identifying trends with large classes is in defining what constitutes a large class. This will differ according to the discipline, the level and nature of the class (such as introductory or upper year, lecture, tutorial or laboratory), and the perceptions of lecturers and individual students. For the purposes of this study, a large class is defined as one in which a change in traditional teaching methods is deemed appropriate or necessary, so it may include an introductory class of 700 students or an upper year seminar with fifty.", "visits": 1054, "categories": [7]}}, {"model": "links.link", "pk": 692, "fields": {"created_time": "2012-02-18T12:52:44Z", "updated_time": "2015-05-18T00:40:43.990Z", "title": "The Evolving Classroom", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/The Evolving Classroom Special Report.pdf", "file": null, "description": "Before the emergence of Internet-based technologies, the classroom was still a room. It featured a teacher at the front delivering learning content to a group of students. Much of today’s teaching and learning is stillconducted within the four walls of the classroom. However, the ubiquity of the Internet, mobile devices, wireless networks and other technologies has torn down the walls of the classroom, enabling a variety of unconventional, location-independent learning environments. By allowing students fl exible learning options, schools can provide more individualized instruction. If implemented properly, online and hybrid learning engage students of all ages, ensure equal access to underserved areas, provide learning opportunities for students with family and job responsibilities, and give older learners a second chance at a college degree. This Special Report will focus on the evolution of learning settings from traditional, instructor-led classrooms to completely virtual, student-centric classes and schools. We will describe and illustrate myriad K-12, college and university learning environments, give examples of how evolving classroom models impact students and teachers, and highlight the technologies that make it possible.\r\nToday’s students use technology to make decisions, manage information and engage socially. They require new ways of learning, communicating, thinking, finding information and problem-solving. To continue to keep students engaged in learning in an environment of ever changing technology, the classroom — be it a familiar on-campus environment or a student’s home or even acoffee shop — must evolve.", "visits": 978, "categories": [7]}}, {"model": "links.link", "pk": 693, "fields": {"created_time": "2012-02-18T12:55:46Z", "updated_time": "2015-05-18T00:40:41.650Z", "title": "The Ideal Professor vs The Typical Professor", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/The Ideal Professor.pdf", "file": null, "description": "It’s a new year and a new semester, with new courses and different students—along with perhaps a few favorite\r\ncourses and students you get to spend time with all over again, and maybe a couple of each you won’t miss at all. In other words, it’s a new beginning. As we begin again, I thought this characterization of “The Ideal Professor” might be of interest. It’s offered by students who were asked to compare their Ideal professors with their Typical ones. This cohort of juniors and seniors rated professorial characteristics in three areas: personal, course design, and policies and behaviors. The\r\nitems were selected for the survey based on research in each of these three areas. Perhaps a bit surprising is the lack of strong distinctions between Ideal and Typical professors. “We found that preferred qualities and behaviors were not wholly absent in the Typical professor—they simply appeared less pronounced than in the Ideal professor.” (p. 182) Despite overall similarities, the research team does describe some of the differences between the two as “striking” and eight of these are listed below. The numbers reflect the percentage of students who endorsed this characteristic for their Ideal professors and the percentage who said they characterized the Typical professor.", "visits": 2463, "categories": [7]}}, {"model": "links.link", "pk": 694, "fields": {"created_time": "2012-02-18T13:01:32Z", "updated_time": "2015-05-18T00:40:44.740Z", "title": "Teaching and Learning Centres: Their Evolving Role Within Ontario Colleges and Universities", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/TL Centres ENG.pdf", "file": null, "description": "One of the primary functions of many Ontario universities and colleges is to provide students with a high quality teaching and learning experience. However, as resources are stretched and postsecondary institutions focus more on research, funding into teaching development and support has been put at risk. A number of additional challenges – including rising student/faculty ratios and class sizes, an aging faculty population, outdated methods of instruction and curriculum design, and uneven access to teaching development for new instructors – are making it even more difficult to develop and maintain quality teaching. Many\r\nstudent associations, faculty and administrators, the general public, as well as provincial government officials have agreed that the quality of the teaching and learning experience available to students at Ontario’s colleges and universities is increasingly at risk.\r\nJust as the roles and goals of postsecondary institutions have changed over the past few decades, so have the operations and priorities of their teaching and learning centres. These centres first emerged in Canada during the late 1960s and early 1970s, accompanying the rise of student activism and the demand for higher quality teaching. Through teaching and learning centres, institutions hoped to consolidate, expand, and promote professional development programs for college and university faculty, and increasingly for graduate and undergraduate teaching assistants. Most Ontario universities and colleges now have teaching and learning centres; in fact, during the past year alone, five universities and several colleges joined the growing list of Ontario postsecondary institutions that have launched, enhanced, or reorganized their teaching and learning centres and services (Miles & Polovina-Vukovic, forthcoming).\r\nOn March 30, 2011, the Higher Education Quality Council of Ontario (HEQCO) hosted a one day workshop attended by several dozen invited experts from Ontario postsecondary institutions to explore the continuing evolution of – and the challenges and opportunities facing – college and university teaching and learning centres.\r\nThis paper is intended for members of the Scholarship of Teaching and Learning (SoTL) community, college and university faculty and administrators, government officials, students, and concerned parents, along with other postsecondary stakeholders. The objective is to summarize and expand upon the presentations and discussions that took place at HEQCO’s workshop in order to provide a background and context for the evolving role and impact of teaching and learning centres within Ontario postsecondary institutions, and to suggest options and opportunities for future practice. This report is divided into five sections: following this brief introduction, the first section provides a background portrait of the context for teaching and learning centres and educational development in Ontario’s postsecondary sector. The following three sections reflect the discussions that took place at the HEQCO workshop, and are divided into the same three broad themes that animated the discussions there:\r\n1. Responsibilities, Pressures, and Strategies\r\n2. Assessing Impact\r\n3. New Ideas\r\nThe concluding section provides some suggestions and recommendations in regards to what needs to be done “Going Forward” when it comes to Ontario’s expanding network of college and university teaching and learning centres, and the growing emphasis on teaching and learning quality in the province’s postsecondary sector.\r\n@ Issue Paper No. 12 – Teaching and Learning Centres: Their Evolving Role Within Ontario Colleges and Universities\r\n", "visits": 977, "categories": [7]}}, {"model": "links.link", "pk": 695, "fields": {"created_time": "2012-02-18T13:04:29Z", "updated_time": "2015-05-18T00:40:48.365Z", "title": "Understanding Universities in Ontario", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Understanding Universities in Ontario.pdf", "file": null, "description": "ABSTRACT\r\nIn analyses of higher education systems, many models and frameworks are based on governance, steering, or coordination models. Although much can be gained by such analyses, we argue that the language used in the present-day policy documents (knowledge economy, competitive position, etc.) calls for an analysis of higher education as an industry. In this paper, the university sector in Ontario’s higher education industry is analyzed by applying Michael Porter’s five forces framework defined by the following forces: the threat of new entrants, supplier power, buyer power, the threat of substitutes, and industry rivalry. Our assessment revealed that competition in Ontario’s higher education industry (university sector) is currently mixed. The findings suggest that policy-makers, the sector, and individual institutions will need to consider more seriously the impact of technology and globalization when seeking a competitive position for the Ontarian higher education system.\r\n\r\nRÉSUMÉ\r\nEn termes d’analyse des systèmes d’enseignement supérieur, de nombreux modèles et cadres de référence sont fondés sur des modèles de gouvernance, de pilotage ou de coordination. Malgré la pertinence de ces analyses, nous soutenons que la langue utilisée dans les documents de politique actuels\r\n(économie du savoir, position concurrentielle, etc.), notamment, incite à une analyse de l’enseignement supérieur en tant qu’industrie. L’article revoit le secteur universitaire de l’industrie de l’enseignement supérieur de l’Ontario en appliquant le modèle des cinq formes de Michael Porter, définies en fonction des forces suivantes : la menace d’entrants potentiels, le pouvoir de négociation des fournisseurs, le pouvoir de négociation des clients, la menace des produits de substitution et l’intensité de la concurrence intrasectorielle. Notre évaluation a révélé que la concurrence au sein de l’industrie de l’enseignement supérieur en Ontario (secteur universitaire) est présentement mixte. Les résultats suggèrent que les décideurs politiques, le secteur et les institutions individuelles devront prendre en compte plus sérieusement les répercussions de la technologie et de la mondialisation pour positionner de manière concurrentielle le système d’enseignement supérieur de l’Ontario.", "visits": 942, "categories": [17]}}, {"model": "links.link", "pk": 696, "fields": {"created_time": "2012-02-18T13:08:33Z", "updated_time": "2015-05-18T00:40:43.465Z", "title": "Out of Step With Ontario: A First Look at the Report of the Drummond Commission", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Drummond Brief 3Feb1612.pdf", "file": null, "description": "Ten months after it was first announced, the Commission on the Reform of Ontario’s Public Services has finally published its report. The Commission, chaired by former bank vice-president Don Drummond, has made 362 separate recommendations. If implemented, Drummond’s plans would permanently change not only our public services, but our province itself. With very few exceptions, the changes Drummond suggests would not be for the better. This paper is called “Out of Step With Ontario” because that is what Drummond’s report is. In December 2011, the Angus Reid polling company conducted a survey of 2,000 Ontarians. What the survey found was that 71 per cent of Ontarians want to see spending on public services either stay the same or go up; 81 per cent support higher income taxes on corporations; 82 per cent support higher income taxes on individuals earning over $300,000 a year; and a whopping 87 per cent chose “job creation” as their preferred method of paying down the provincial deficit. In contrast, Don Drummond wants to take an axe to public services, cutting spending more deeply and for more years than the Mike Harris government did in the 1990s. He wants more privatization, which would drive down wages for workers and increase profits for investors but not provide better services or lower costs to the public. With very few exceptions, Drummond ignores options for generating revenue to pay for public services.\r\nLastly, Drummond forecasts a weak economy for years to come but proposes no ideas to make that economy stronger. Indeed, his “austerity” measures will slow down our economy, thereby cutting jobs and making the provincial budget deficit worse.\r\nDrummond’s plan won’t work.\r\nThis document is a first look at what Drummond has in mind. It is not a comprehensive analysis. Instead, it provides a quick overview that looks at Drummond’s proposals from the perspective of OPSEU members. Some key points have, without a doubt, been overlooked; if so, they will be added to future editions of this document, available on the OPSEU web site.", "visits": 972, "categories": [15]}}, {"model": "links.link", "pk": 697, "fields": {"created_time": "2012-02-18T13:14:33Z", "updated_time": "2015-05-18T00:40:46.289Z", "title": "Drummond Commission Report", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Drummond Commission Report.pdf", "file": null, "description": "Executive Summary\r\nOntarians want excellent public services from their government. The Commission on the Reform of Ontario’s Public Services understands and supports this desire. We see no reason why Ontario cannot have the best public services in the world — with the proviso that they must come at a cost Ontarians can afford. With such a goal, we face three overarching tasks.\r\nFirst, we must understand Ontario’s economic challenges and address them directly. Second, we must firmly establish a balanced fiscal position that can be sustained over the long term. And third, we must sharpen the efficiency of literally everything the government does so Ontarians get the greatest value for money from the taxes they pay. This report addresses\r\nthese issues and offers a road map to a day when Ontarians can count on public services that are both excellent and affordable — the public services Ontarians want and deserve.\r\nThe Need for Strong Fiscal Action\r\nOntario faces more severe economic and fiscal challenges than most Ontarians realize. We can no longer assume a resumption of Ontario’s traditional strong economic growth and the continued prosperity on which the province has built its public services. Nor can we count on steady, dependable revenue growth to finance government programs. Unless policy-makers act swiftly and boldly to prevent such an outcome, Ontario faces a series of deficits that would undermine the province’s economic and social future. Much of this task can be accomplished through reforms to the delivery of public services that not only contribute to deficit elimination, but are also desirable in their own right. Affordability and excellence are not incompatible; they can be reconciled by greater efficiency, which serves both the fiscal imperative and Ontarians’ desire for better-run programs. Balancing the budget, however, will also require tough decisions that will entail reduced benefits for some. Given that many of these benefit programs are not sustainable in their current form, the government will need to decide how best to target benefits to those who need them most. The treatment may bedifficult, but it is worth the effort.\r\nOntario’s $14 billion deficit in 2010–11 was equivalent to 2.3 per cent of gross domestic product (GDP), the largest deficit relative to GDP of any province. Net debt came to $214.5 billion, 35 per cent of GDP. The 2011 Ontario Budget set 2017–18 as the target year to balance the books — at least three years behind any other province. The government asked this Commission to help meet and, if possible, accelerate the deficit-elimination plan.", "visits": 1046, "categories": [15]}}, {"model": "links.link", "pk": 698, "fields": {"created_time": "2012-04-08T07:52:06Z", "updated_time": "2015-05-18T00:40:45.615Z", "title": "Supporting Skills and Competency Development", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Supporting_Skills.pdf", "file": null, "description": "In the knowledge-based economy (KBE), a strong education system should produce a\r\ncitizenry that is equipped with the tools for success: skills,ompetencies, and knowledge. The role of higher education in the development of the KBE is crucial because institutions are the \"creators of, and venues for, cultural and social activity” (OECD, 2007: 39). Around the world, governments are aiming to provide higher education equitably and en masse while ensuring it is both of high quality and of relevance to the labour market. This is a challenge that Ontario, too, faces as it prepares its strategies to enhance the knowledge and skills of its citizens. This research note is the second of a three-part series that examines international trends in strategies for developing knowledge-based economies1. It examines issues pertainingto the development of skills, competencies, and knowledge — areas of focused government attention — and the labour market issues faced by skilled graduates. It draws heavily on the experiences of the United Kingdom, the European Union, and the United States and examines particular fields of government interest in addition to the issues of labour market demand, of skills-matching, and of employer needs. An understanding of these international activities and trends should be of help when Ontario is developing a comprehensive and informed strategy for ensuring students are prepared for the KBE labour market. This research note is structured in three sections, each covering a major theme in the literature. In the first section, debates on the role of higher education within the knowledge based economy are addressed. The role of government in determining future skills needs is discussed, and international trends toward developing a demand-led rather than a supply-led system are addressed. The second section provides an overview of trends in such government activities designed to produce\r\ngraduates with specific skill sets and qualifications in Science, Technology, Engineering,and Mathematics (STEM), Creative Competencies, and Middle Skills which many governments consider priority areas. The third section examines skills-matching in the labour market and deals specifically with skills-matching and valued graduate characteristics by examining Ontario data on skills training.", "visits": 821, "categories": [7]}}, {"model": "links.link", "pk": 699, "fields": {"created_time": "2012-04-08T08:00:19Z", "updated_time": "2015-05-18T00:40:43.454Z", "title": "Assessing Online Learning: Strategies, Challenges and Opportunities", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-assessing-online-learning.pdf", "file": null, "description": "As online education moves from the fringes to the mainstream, one question still persists: “How do I know what my online students have learned?” There are no simple answers, just as there aren’t in face-to-face courses, but with a little creativity and flexibility, you soon discover that the online learning environment opens up a host of new student assessment possibilities. And, just as with traditional courses, the trick is finding the right combination that works best for your particular course.\r\nThis special report features 12 articles from Online Classroom that will cause you to examine your current methods of online assessment, and perhaps add something new to your assessment toolbox. It even talks about some of the common assessment mistakes you’ll want to avoid.\r\nTake a look at some of the articles you will find in Assessing Online Learning: Strategies, Challenges and Opportunities:\r\n• Authentic Experiences, Assessment Develop Online Students’ Marketable Skills \r\n• Four Typical Online Learning Assessment Mistakes\r\n• Assessing Whether Online Learners Can DO: Aligning Learning Objectives with\r\nReal-world Applications\r\n• Strategies for Creating Better Multiple-Choice Tests\r\n• Assessing Student Learning Online: It’s More Than Multiple Choice\r\n• Using Self-Check Exercises to Assess Online Learning\r\n• Measuring the Effectiveness of an Online Learning Community\r\n• Ongoing Student Evaluation Essential to Course Improvement\r\nOnline courses enable a strong student-centered approach to learning and, as a result, assessment. We hope this report helps you design and develop online assessment strategies that take full advantage of the many formal and informal assessment tools now at your fingertips.", "visits": 1006, "categories": [9]}}, {"model": "links.link", "pk": 700, "fields": {"created_time": "2012-04-08T08:04:41Z", "updated_time": "2015-05-18T00:40:42.378Z", "title": "Blended Learning Technology: Navigating the Challenges of Large-Scale Adoption", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Blended Learning Technology.pdf", "file": null, "description": "A blended learning solution often calls for a platform for capturing in-class and out-of-class activities and content, and delivering it live or on demand to students. In just a few short years, colleges and universities have come to understand the many benefits of blended learning, from pedagogical to administrative. Lecture capture is one method of achieving blended learning.\r\nIn many institutions, introducing technology into the classroom presents opportunities – and obstacles to overcome. The introduction of any new technology – no matter how transparent or easy to use – requires changed behaviours. In education, the challenges can be grouped into three key areas: cultural, process, and academic. Any of these can hinder achieving return on investment and the ability to leverage – and scale – blended learning technologies. While the benefits of these technologies are\r\nmany, identifying and building on them requires strategy and preparation. This white paper, based on interviews with five universities as well as Wainhouse Research’s observations of best practices, identifies five compelling lessons about how to best drive adoption of lecture capture. The lessons include:\r\n􀁸 Business value\r\n􀁸 Inter-departmental cooperation\r\n􀁸 Academic quality\r\n􀁸 Student satisfaction\r\n􀁸 Champions\r\nThe paper examines the five universities in detail, describing how each has found its own unique path to successful adoption of blended learning technologies. The paper also offers ten specific steps to overcome cultural, process, or academic obstacles. These are, in short:\r\n1. Understand adoption cycles\r\n2. Involve the right people\r\n3. Clone your champions\r\n4. Identify benefits to your overall institution & map goals of deployment\r\n5. Plan extensively while remaining flexible and open to revising those plans\r\n6. Create a consistent service model\r\n7. Design sustainable policies\r\n8. Create substantive processes for measurement\r\n9. Encourage peer review\r\n10. Leverage best of breed capture and delivery mechanisms\r\nBlended Learning Technology: Navigating the Challenges of Large-Scale Adoption\r\nCopyright © 2012 Wainhouse Research, LLC Page 4\r\nThe paper also offers a number of suggestions for addressing the issue of policy, which is so important in academic settings. Understanding how best to create policy can enable colleges and universities to harness and maximize the return on current or future investments in blending learning technologies.", "visits": 845, "categories": [6]}}, {"model": "links.link", "pk": 701, "fields": {"created_time": "2012-04-08T08:10:24Z", "updated_time": "2015-05-18T00:40:46.448Z", "title": "Changing Times, Changing Places: The Global Evolution of the Bachelor's Degree and the Implications for Ontario", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Changing Times Bachelor Degree.pdf", "file": null, "description": "Over the past decade or so, the bachelor’s degree has undergone major changes in much of the world. The most important set of changes was brought on by the adoption, across Europe,\r\nof the Bologna Process. This led not only to the introduction of bachelor’s degrees in countries where no such qualification had previously existed, but also to a pan-continental harmonization (more or less) of the length of the degree, at three years. More recently, a number of universities in the United States – where a four-year degree has been sacrosanct for decades – have started experimenting with shorter degrees. At the same time that systems have been altering the length of degrees, there has also been a trend for systems in Europe and elsewhere – including Ontario and other parts of Canada – to open up degree provision to non-university Higher Education Institutions (HEIs). This has broken the centuries-long monopoly of\r\nuniversities over the provision of granting degrees. These two major experiments in changing times and changing places are the subject of this report, which was undertaken by Higher Education Strategy Associates for the Higher Education Quality Council of Ontario (HEQCO).\r\nOur approach to this project is not simply to look at global trends in the development of the bachelor’s degree and to collect the views of key Ontario stakeholders regarding these developments. For purposes of organizing material on a very complicated topic, we have chosen to look at the material within two main categories. In Chapter 1, entitled “Changing Times,” we look at how the lengths of bachelor’s degrees have been changing, while in Chapter 2, entitled “Changing Places,” we deal with the provision of higher education in non-university settings. Each chapter begins with an in-depth description of global trends in the area (with a particular focus on recent developments within Canada). These global discussions are then augmented by adding data about the views of two key sets of Ontario stakeholders. In order to understand the views of students, we conducted a survey of over 850 Ontario students in university bachelor’s degree programs (who were members of our student research panel1)about degree lengths and loci. Relevant results from this survey are included in both chapters, and the methodology behind the survey is included as Appendix A. We also solicited the views of key stakeholders concerning the lessons Ontario can learn from global changes – via a multistakeholder seminar held in Toronto on March 21, 2011. A list of attendees is included in this report as Appendix C, and a summary of their discussion can be found in each of the two chapters in this report.\r\n", "visits": 876, "categories": [17]}}, {"model": "links.link", "pk": 703, "fields": {"created_time": "2012-04-08T08:16:10Z", "updated_time": "2015-05-18T00:40:47.314Z", "title": "Coaching Redefined: How Internal Motivation Can Fuel Performance", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Coaching Redefined.pdf", "file": null, "description": "Behind every unmotivated employee is a leadership problem waiting to be solved. Yet many leaders see motivation as a game of rewards and punishment. Forget the cash. Forget the threats. To engage today’s workforce, a leader is well advised to seek the heart of what moves people: their three basic psychological needs.", "visits": 1239, "categories": [15]}}, {"model": "links.link", "pk": 705, "fields": {"created_time": "2012-04-08T08:24:20Z", "updated_time": "2016-07-12T14:31:03.159Z", "title": "Flanders Interaction Analysis Technique", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Flanders%20Interaction%20Analysis%20Technique.pdf", "file": "", "description": "The teaching-learning situations in the class-room involve interaction between the teacher and the students. The success of a teacher may be judged through the degree of effectiveness of his teaching which may be objectively assessed through his class-room behavior or interaction. Thus a systematic or objective analysis of the teacher’s classroom interaction may provide a reliable assessment of what goes on inside the class-room in terms of teaching and learning.", "visits": 13720, "categories": [7]}}, {"model": "links.link", "pk": 707, "fields": {"created_time": "2012-04-08T08:32:49Z", "updated_time": "2015-05-18T00:40:48.319Z", "title": "Academic Engagement of Recent Immigrant Adult Students in Postsecondary Education: A Case Study of Ontario Colleges and Universities", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Immigrant Adult Students.pdf", "file": null, "description": "EXECUTIVE SUMMARY\r\nMany recent immigrant adult students (RIAS) are highly trained in their source countries and anticipate finding suitable employment upon arriving in Canada. (In this study, RIAS are defined as individuals over 24 years of age who have been living in Canada as permanent residents or citizens for less than 10 years.) There is mounting evidence, however, that in recent years the process of obtaining meaningful employment has become significantly more difficult for RIAS in particular. As a consequence, increasing numbers are turning to the Canadian postsecondary education (PSE) system to obtain more credentials and work experience as a means of gaining better access to employment. However, current research suggests that after entering universities and colleges, newcomers such as recent immigrants face a number of unexpected barriers to educational success, including lack of proficiency in either of Canada’s official languages; non-recognition of foreign transcripts and prior work experience; financial constraints; and insufficient knowledge concerning how the Canadian PSE system operates.\r\nWith increasing numbers of RIAS attending Ontario PSE institutions, there is growing concern that their learning needs may not be met, leading to decreased academic and employment success. Unfortunately, it appears that most PSE institutions have not identified RIAS as a group with unique learning needs. Academic success in PSE requires that students be fully\r\nengaged and that they have access to resources that enhance engagement. There is a paucity of research concerning the degree to which RIAS are engaged in both academic and nonacademic components of Canadian PSE. Although all PSE institutions provide a variety of student services, there is no evidence that RIAS utilize them or that any particular benefits accrue in terms of promoting academic and social integration to even those RIAS who do use student services. This multi-institutional research study was conducted with the financial support of the Higher Education Quality Council of Ontario (HEQCO). The study objectives included the following:\r\n• developing a preliminary scale to measure RIAS engagement, consisting of academic and non-academic involvement in PSE,\r\n• describing the demographic and institutional factors that influence RIAS engagement within their academic environment,\r\n• identifying the unique immigration challenges of RIAS in PSE programs,\r\n• identifying service needs and utilization patterns of RIAS, and\r\n• developing recommendations for educational policy and service delivery changes within the Ontario PSE system.\r\nThe study also included exploration of the following research questions:\r\n1. To what extent do RIAS become engaged with the academic community at the PSE institutions that they choose to attend?\r\n2. What demographic and institutional factors influence their degree of academic engagement of RIAS?", "visits": 989, "categories": [3]}}, {"model": "links.link", "pk": 708, "fields": {"created_time": "2012-04-08T08:39:55Z", "updated_time": "2015-05-18T00:40:48.341Z", "title": "Patterns of Persistence in Postsecondary Education: New Evidence for Ontario", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Persistence ENG.pdf", "file": null, "description": "I. Introduction\r\nEntering a (first) postsecondary education (PSE) program represents a critical transition in a person’s life, but it is just the beginning of a whole new set of dynamics that can take many different forms. Some students continue in their programs until graduation, proceeding at faster or slower rates. Others switch to another program at the same institution, at an institution of the same kind (college or university) or at a different level of study. Still others abandon their studies, some to return at a later date.\r\nThose who persist in their initial programs directly through to graduation could be considered cases where the system has successfully helped students realize their PSE aspirations and then move into the labour market, go on to further schooling or pursue other life goals. In short, they could be considered student “success” stories as far as the PSE system is concerned.\r\nThose who obtain a diploma/degree after moving across different programs, institutions or levels of study\r\n– perhaps with a break in their studies along the way – may have taken, to some extent, a wasteful diversion on the path to their preferred postsecondary credential. This may result from an initially flawed program choice or a PSE system that has somehow not served these students as well as it could have.\r\nHowever, such pathways could also represent the student’s acquisition of necessary learning about different programs and the careers they lead to, or they could reflect developments in the student’s personal life apart from his or her schooling, or they may result from an individual’s change of plans. In at least some of these cases, the postsecondary system and the postsecondary institutions with which the individual was involved may have performed as well as could be expected despite the time required and the circuitous pathway that the student took to complete the program. Finally, although individuals who fail to complete their postsecondary studies may be regarded as being part of a system that is not working as it should, such pathways may again represent necessary learning experiences or be related to personal factors that have little to do with the PSE system. In fact, the system may have performed as well as could be expected, including providing an initial opportunity for the individual to pursue or explore their PSE ambitions.\r\nUnderlying many of these dynamics are policy issues relating to ways in which these pathways and outcomes could be improved. Could better information provided in more effective ways help students make more informed and appropriate program choices at an earlier point during their studies? In the case of students who struggle in their PSE studies, could certain interventions help these individuals or targeted groups of students overcome those challenges and complete their programs in a more timely fashion? Are there means of reducing the need for some students to take breaks from their studies or are such pauses a necessary part of the PSE experience for at least some individuals? Answering such questions, and developing the appropriate policy response, could potentially result in more satisfied students, reduced costs for the PSE system and higher graduation rates. Before addressing these issues, however, more information on PSE pathways is needed, including program retention, drop-out and completion rates and student transfers within, between and across programs, institutions and levels of study.\r\nThe general objective of this report is to provide new and unique empirical evidence concerning the patterns of “persistence” (or what is sometimes alternatively referred to as “retention,” especially when viewed from the perspective of individual institutions), as well as educational pathways more generally, of PSE students in Ontario. We present an analysis of the frequency of various trajectories and graduation rates and use both descriptive statistics and econometric modelling to show how pathways and outcomes vary by students’ individual characteristics, family background and educational outcomes at the high school and PSE levels.1 Throughout, the focus is on Ontario, but comparisons are made with the rest of Canada.", "visits": 858, "categories": [3]}}, {"model": "links.link", "pk": 709, "fields": {"created_time": "2012-04-08T08:44:32Z", "updated_time": "2015-05-18T00:40:47.206Z", "title": "Role of New Faculty Orientations in Improving the Effectivenes of University Teaching", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Role of New Faculty Orientations in Improving Effectivness of U Teaching.pdf", "file": null, "description": "The professional development of new university instructors has received considerable investments of resources at Canadian universities, but the impact of these efforts has only rarely been evaluated or studied. Universities in Ontario have witnessed and participated in the formation of teaching and learning units responsible for professional development of academics since the mid-1980s (Landolfi, 2007). These units have been responsible for the development of programs to address the pedagogical needs of university instructors, with the goal of making them more effective (Ibid.).\r\nIn situations of decreased availability of funding, individual university support for central teaching and learning units has oscillated. This has often required that they operate with inadequate financial support and a minimal number of full-time employees. Currently, the four smallest units in Ontario universities operate with only one to three staff members. \r\nWhile the formal training of postsecondary educators and the issue of enforcing mandatory training of academic teaching staff has been broadly accepted in colleges for years (see volume 2 of this report which will follow in 2012), the same issue has recently been discussed more frequently among universities as well at the level of teaching professionals and policy makers, with intense controversy on either side of the debate.\r\nNew Faculty Orientations (NFOs) – an induction program for newly hired faculty members at the beginning of their teaching careers – vary widely in the content delivered across different Ontario universities. While some simply provide a general introduction to a particular university’s settings, and/or a list of local resources for the new faculty members to choose and use as they see fit, others focus on specific teaching skills and organize a series of sessions, which explore a variety of teaching and learning issues and strategies.\r\nSurprisingly, of the 20 institutions surveyed there are only two Ontario universities that still do not organize NFOs for new teaching staff even though they have established teaching and learning centres. In these instances, new faculty members receive a general orientation provided by the President’s Office and Faculty Recruitment departments, as well as their faculties. Other findings from this study include the following:\r\n• The majority of Ontario universities (72 per cent) include both contract instructors and full-time faculty members in their orientation sessions.\r\n• Only in two Ontario universities is orientation mandatory for all newly hired faculty members. In other institutions where NFO attendance is voluntary, participation varies from 40 per cent to 85 per cent.\r\n• In terms of the cost of new faculty orientation, data differ from institution to institution, with a few\r\ninstitutions spending a modest amount of $1,000 and others (the minority) spending about $35,000 on NFOs per annum.\r\nThe top five separate sessions that are typically included for NFOs at Ontario universities are, in this order:\r\na) greetings/conversation with VP Academic Provost,\r\nb) academic policies and procedures,\r\nc) classroom teaching management methods,\r\nd) teaching with technology, and\r\ne) a panel/discussion with experienced faculty members.", "visits": 889, "categories": [7]}}, {"model": "links.link", "pk": 710, "fields": {"created_time": "2012-04-08T08:50:37Z", "updated_time": "2015-05-18T00:40:44.729Z", "title": "Re-conceptualizing the Relationship Between Community Colleges and Universities Using a Conceptual Framework Drawn From the Study of Jurisdictional Conflict Between Professions", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Skolnik Relationship Between Colleges and Univesities.pdf", "file": null, "description": "This article examines the relationship between community colleges and universities in Canada and the United States based on increased involvement of community colleges in offering baccalaureate programs. The article employs a theoretical framework borrowed from the study of jurisdictional conflict between professions. After considering the types of possible and occurring jurisdiction settlement over baccalaureate preparation between universities and community colleges, the author concludes that the older, simplistic criterion—based on credentials awarded—that defined the division of labor between postsecondary sectors should be replaced with newer, more complex and multifaceted criteria that relate to program and client characteristics.\r\n\r\nIn the 1990s, in both the United States and Canada, small but increasing numbers of community colleges began to award the baccalaureate (Floyd, Skolnik, & Walker, 2005). As of October, 2010, according to Russell (2010), 54 community colleges in\r\n18 states had received approval to offer a total of 465 four-year degree programs; up from 21 institutions in 11 states offering 128 programs just six years earlier. Community colleges in four of Canada’s five largest provinces, accounting for two thirds of the population, are now eligible to award the baccalaureate, and 32 colleges are offering 135 baccalaureate programs.1 The surge in community college baccalaureate activity allegedly occurred in response to two related pressures. One is a general increase in the demand for improved opportunities for people to attain a baccalaureate both for their own benefit and for the benefit of society (Clark, Moran, Skolnik, & Trick, 2009; Lumina Foundation for Education, 2009; National Center for Public Policy and Higher Education, 2006). The other is the increased demand for a particular\r\ntype of baccalaureate, what has been called the applied, or workforce-focused, baccalaureate (Floyd & Walker, 2009; Skolnik, 2005; Townsend, Bragg, & Ruud, 2009; Walker & Floyd, 2005). Underlying the increase in demand for the baccalaureate and the growth of the community college baccalaureate in particular are economic pressures\r\nassociated with global competition (Levin, 2004).\r\nAttempts by community colleges to obtain the authority to award the baccalaureate have in nearly all cases been opposed by universities and have injected a significant new competitive element into the relationship between community colleges and universities. For example, in Florida, the community college baccalaureate generated “significant concerns” about competition with universities (Russell, 2010, p. 5), and in Michigan, the attempt by community colleges to get authorization to award bachelor’s degrees has “stirred tensions between community colleges and universities” (French, 2010, p. 4A). In Ontario, there has been open conflict over territory between the universities and community colleges since the colleges obtained the authority to award baccalaureate degrees (Urquhart, 2004), and in British Columbia, the baccalaureate in nursing has become contested territory between community colleges and universities (Chapman & Kirby, 2008). To date, there have not been any in-depth studies of the impact that awarding baccalaureate degrees by community colleges has had on their relationship with universities or on the perceptions of stakeholders from both sectors about the magnitude of any resulting problems. Still, the examples just cited suggest that this might be a fruitful area for investigation. These examples suggest also that the impact on the relationship between community colleges and universities should be an\r\nimportant consideration in state and provincial policy making regarding the community college baccalaureate.\r\n\r\nKeywords\r\ncommunity college baccalaureate, interinstitutional relationships, professional jurisdiction,\r\nuniversities", "visits": 1064, "categories": [17]}}, {"model": "links.link", "pk": 711, "fields": {"created_time": "2012-04-08T08:53:31Z", "updated_time": "2015-05-18T00:40:45.096Z", "title": "Suicide among children and adolescents in Canada: trends and sex differences, 1980–2008", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/suicide cmaj.111867.full.pdf", "file": null, "description": "Background: Suicide is the second leading cause of death for young Canadians (10–19 years of age) — a disturbing trend that has shown little improvement in recent years. Our objective was to examine suicide trends among Canadian children and adolescents.\r\nMethods: We conducted a retrospective analysis of standardized suicide rates using Statistics Canada mortality data for the period spanning from 1980 to 2008. We analyzed the data by sex and by suicide method over time for two age groups: 10–14 year olds (children) and 15–19 year olds (adolescents). We quantified annual trends by calculating the average annual percent change (AAPC).\r\nResults: We found an average annual decrease of 1.0% (95% confidence interval [CI] –1.5 to –0.4) in the suicide rate for children and adolescents, but stratification by age and sex showed significant variation. We saw an increase in suicide by suffocation among female children (AAPC = 8.1%, 95% CI 6.0 to 10.4) and adolescents (AAPC = 8.0%, 95% CI 6.2 to 9.8). In addition, we noted a decrease in suicides involving poisoning and firearms during the study period.\r\nInterpretation: Our results show that suicide rates in Canada are increasing among female children and adolescents and decreasing among male children and adolescents. Limiting access to lethal means has some potential to mitigate risk. However, suffocation, which has become the predominant method for committing suicide for these age groups, is not amenable to this type of primary prevention.", "visits": 966, "categories": [16]}}, {"model": "links.link", "pk": 712, "fields": {"created_time": "2012-04-08T08:56:05Z", "updated_time": "2015-05-18T00:40:45.805Z", "title": "Teaching with Technology: Tools and Strategies to Improve Student Learning", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Teaching with Technology.pdf", "file": null, "description": "If you’re interested in using technology tools to enhance your teaching, it’s easy to get overwhelmed by the mountain of information out there. To make matters worse, much of it is either highly technical or simply not very practical for the college classroom.\r\nTeaching with Technology: Tools and Strategies to Improve Student Learning approaches teaching technologies from your perspective — discussing what works, what doesn’t, and how to implement the best ideas in the best ways. These articles were written by John Orlando, PhD, program director at Norwich University, as part of the Teaching with Technology column on Faculty Focus. You’ll find the articles are loaded with practical information as well as links to valuable resources. Articles in the report include:\r\n• Using VoiceThread to Build Student Engagement\r\n• Wikipedia in the Classroom: Tips for Effective Use\r\n• Blogging to Improve Student Learning: Tips and Tools for Getting Started\r\n• Prezi: A Better Way of Doing Presentations\r\n• Using Polling and Smartphones to Keep Students Engaged\r\nWhether the courses you teach are face-to-face, online, blended, or all of the above, this report explains effective ways to incorporate technology into your courses to create a rich learning experience for students, and a rewarding teaching experience for you.", "visits": 803, "categories": [4]}}, {"model": "links.link", "pk": 713, "fields": {"created_time": "2012-04-08T08:59:04Z", "updated_time": "2015-05-18T00:40:48.297Z", "title": "The Flipped Classroom: Increasing Instructional Effectiveness in Higher Education with Blended Learning Technology", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/TheFlippedClassroom.pdf", "file": null, "description": "A New Model for Effective Teaching\r\nHow might education change if classrooms become places of active learning, not just passive listening? Higher education students are already active learners, using e-books, Web content, and social media to explore and discover in their daily lives. But what happens when these students go to the classroom, especially for high-enrollment courses? They sometimes experience the curiosity-stifling thud of having to listen to and take notes on a lecture, with its mostly one-way communication format. And with limited opportunities for Q&A during the class session and no ability to review the lecture content later to study a difficult concept, it’s no wonder students may become discouraged and disengaged.\r\nThis traditional learning model won’t cut it with students who are accustomed to active learning, either on their own or in small groups of classmates. Students increasingly expect a classroom experience that helps them develop knowledge for themselves, not just passively receive one-dimensional information. Students want to do something meaningful with content instead of just listening to a lecture. They also expect to meet with discussion groups and project teams and\r\ndo much of their assigned work during class time instead of meeting separately.\r\nAnother factor that is playing a role in student perceptions: the value gained from education in a tough economy. Instructors need to make education worth a student’s investment of time and money by ensuring the classroom experience is productive and meaningful. These expectations are leading higher education toward “flipped” classrooms and a learning model that blends online and in-class learning. Respondents to the Center for Digital Education’s 2011 Community Colleges Survey indicated the majority of their students enroll in online or blended courses and that more than two-thirds of online courses used some type of online collaboration tools to promote learning.", "visits": 951, "categories": [6]}}, {"model": "links.link", "pk": 714, "fields": {"created_time": "2012-04-08T09:53:12Z", "updated_time": "2015-05-18T00:40:43.689Z", "title": "Faculty Experiences with and Perceptions of Work-Integrated Learning in the Ontario Postsecondary Sector", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Work Integrated Learning.pdf", "file": null, "description": "In the emerging knowledge-based economy, employers are requiring new levels of skill from labour market entrants. As employers’ expectations of postsecondary graduates increase, Ontario’s publicly funded colleges and universities are working to provide students with much of the knowledge, skills, and training needed for success in the community and in the changing workplace. As a result, there has been a movement within the postsecondary education (PSE) sector to provide a closer integration of learning and work as a strategy for workforce skills development (Fisher, Rubenson, Jones, & Shanahan, 2009).\r\nIn particular, work-integrated learning (WIL) programs such as co-operative education, internship, and apprenticeship are frequently endorsed as educational modes of delivery to support such integration. Offering work-integrated learning experiences for students requires a significant investment of human and financial resources to be effective. Faculty in particular play an important role in designing, supporting, and implementing WIL opportunities for students. Despite a growing recognition of the essential role played by faculty, very little is known about their perceptions of and experiences with WIL. To shed light on this issue, this report provides the results of the WIL Faculty Survey conducted by the Higher Education Quality Council of Ontario (HEQCO) in partnership with 13 Ontario postsecondary institutions.\r\nThe report is part of a broader multi-phase project being undertaken by HEQCO on WIL in Ontario’s PSE sector.\r\nThe WIL Faculty Survey was designed to better understand faculty experiences with and perceptions of WIL as an element of postsecondary curriculum. Guided by a Working Group comprised of representatives from the 13 participating postsecondary institutions, the study sought to address four primary research questions:\r\n1) How do faculty perceive the value and benefits of WIL to students, faculty members, and postsecondary institutions?\r\n2) Do faculty views about WIL differ by employment status, program, gender, years of teaching, previous employment experience, or their own past WIL experience?\r\n3) How do faculty integrate students’ work experiences into the classroom?\r\n4) What concerns do faculty have about introducing or expanding WIL opportunities in postsecondary institutions?\r\nThe survey instrument was developed in consultation with the Working Group and was pre-tested with 25 faculty members. The survey was administered online from March to May, 2011, with e-mail invitations to participate sent to 18,232 faculty from the 13 partner institutions (6,257 college faculty and 11,975 university faculty). In total, 1,707 college faculty and 1,917 university faculty completed the survey to an acceptable cut-off point, for an overall response rate of 19.9%. Close to two-thirds of college faculty and roughly half of university faculty respondents reported having experience teaching in a program in which students participate in a co-op or apprenticeship. Fewer faculty had experience personally teaching a course with a WIL component, with 47.5% of college faculty and 28.9% of university faculty currently or previously having taught a course involving WIL. Among those who had taught a course with a WIL component, field placements were the most common type of WIL among college faculty, followed by mandatory professional practice (student placements required for licensure or professional designation). For university respondents, mandatory professional practice was the most common type of WIL taught, followed by applied research projects.", "visits": 849, "categories": [6]}}, {"model": "links.link", "pk": 716, "fields": {"created_time": "2012-05-03T09:15:41Z", "updated_time": "2015-05-18T00:40:46.438Z", "title": "Preparing for the Demands of Digital Learning in Higher Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Demands of Digital Learning Environments.pdf", "file": null, "description": "Higher education leaders have many opportunities today to make changes that can profoundly alter the learning\r\nenvironments they provide students. The digital revolution and rise in the use of both wireless networks and mobile\r\ncomputing devices promise a new paradigm in education, one in which students and faculty need anywhere, anytime access to the network; where learning can be more personalized and customized; where students are more engaged; where remote learning opportunities are optimized; and where collaboration between all stakeholders becomes much easier to achieve.\r\nInstitutions of higher learning, including public and private universities, community colleges and technical schools, are increasingly turning to digital learning approaches. Higher education students expect a more socially engaging and collaborative learning experience and new technology is enabling these opportunities that were once difficult to imagine. The Center for Digital Education’s 2011 Digital Community Colleges Survey found that 92 percent of respondents have expanded distance learning offerings for online, hybrid and Web-assisted courses over the past year. A survey of adult students also found that 33 percent cited blended courses (courses that are part online and part in the classroom) as their preferred learning format. However, layered on top of these digital opportunities are significant budget pressures and rising enrollment rates. Traditional funding sources — like grants and donations — are under tremendous strain, forcing administrators to consider tuition hikes and reduced course offerings, along with other undesirable cost-cutting measures. Along with these budget pressures, colleges and universities are experiencing an increased demand on IT resources,\r\nincluding registrations systems, financial aid delivery, help desk support, mobility management, and online/selfservice applications.\r\nThe challenge that the higher education community faces is how to reduce complexity and costs within their infrastructure and maximize existing resources at a time when funding is in short supply. Colleges and universities need to reduce costs while ensuring they are providing staff and students with technology that enhances learning and leads to improved student success.\r\nSome campuses are solving this problem by streamlining and simplifying their existing IT infrastructure. Improving what’s already in place not only saves money, but also makes it easier to enhance student learning and achievement using today’s technological tools. Here’s a look at how this is possible.", "visits": 901, "categories": [4]}}, {"model": "links.link", "pk": 717, "fields": {"created_time": "2012-05-03T09:19:13Z", "updated_time": "2015-05-18T00:40:42.946Z", "title": "Digital Curriculum and the Wireless Challenge", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Digital Curriculum in the wireless Challenge.pdf", "file": null, "description": "A revolution is occurring in our nation’s schools, and it’s all about the role of technology and the shift from paper and textbooks to digital content. Smartphones,laptops, tablets, e-readers, social media and interactive whiteboards are infiltrating classrooms and changing the way learning happens. Technology makes school fun for kids and inspires collaboration, creativity and selfdirected learning. Apple’s iPad textbook announcement in early 2012 will undoubtedly encourage a new level of innovation, with follow-on offerings from other high-tech companies and publishers.\r\nIn many school districts, this revolution is more of an evolution — but digital teaching is where our future is headed; how you plan to get there could make all the difference in the results for your faculty and students. The right strategy incorporates not only adopting the optimal content providers and hardware platforms for your student population, but devising an A to Z approach for the underlying technology infrastructure.\r\nThis paper will discuss how this digital shift at K-12 schools and community colleges will impact IT decisions, particularly as it relates to wireless networks. Wireless technology is quickly evolving to better meet the needs of schools from a cost, functionality and management perspective. \r\n\r\nImportantly, the right wireless strategy helps schools successfully deliver on the promise of digital education.", "visits": 946, "categories": [4]}}, {"model": "links.link", "pk": 718, "fields": {"created_time": "2012-05-03T09:22:27Z", "updated_time": "2015-05-18T00:40:41.291Z", "title": "Education's 'Invisible' Revolution", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Educations Invisible Revolution.pdf", "file": null, "description": "One-to-one computing is getting a boost from an emerging technology model that combines cloud computing with easy-to-manage laptops called Web clients. The result: Some school districts say technology is finally shedding its disruptive impact on classrooms.", "visits": 1649, "categories": [4]}}, {"model": "links.link", "pk": 719, "fields": {"created_time": "2012-05-03T09:27:27Z", "updated_time": "2015-05-18T00:40:45.574Z", "title": "Evaluating Postsecondary Supports for Ontario Students with Learning Disabilities", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/EvaluatingPSESupportsForStudentsWithLearningDisabilities.pdf", "file": null, "description": "Executive Summary\r\nThis longitudinal mixed method study collected quantitative data from 151 students with Learning Disabilities (LD) and/or Attention Deficit Hyperactivity Disorder (AD/HD). Of these,117 students attended a combination of focus groups and personal interviews and shared their postsecondary education (PSE) experiences as persons with disabilities. The quantitative and qualitative data collection was carried out over two and a half years at the Centre for Students with Disabilities, which provides support and accommodations to college and university students within a shared campus environment at Durham College and the University of Ontario Institute of Technology (UOIT).\r\nThe purpose of this study was to evaluate the educational quality of the existing student service programs designed to ensure PSE access for students with LD and/or ADHD, who are an under-represented and at-risk population. Specifically, the study set out to measure and explore the effect of the Summer Transition Program (STP) and enhanced services on promoting students’ engagement, academic performance and, ultimately, their ongoing success throughout PSE.\r\nThe Ministry’s STP funding is earmarked for students with LD. However, the Ministry recognizes that students with LD have high comorbid rates of AD/HD. The STP is offered prior to the commencement of the fall semester to give students with LD and/or ADHD a chance to learn evidence-based learning strategies, self-determination skills and the use of assistive\r\ntechnologies that promote PSE success without the added pressure and demands of a PSE course load. The STP curriculum is delivered in August, in a classroom setting in the morning and in a computer lab in the afternoon. Each day has a specific theme and content is designed to enhance knowledge and skills, such as time management. LD-specific supports were found to improve student outcomes, and the ongoing enhanced supports were believed to ensure accessibility.\r\nThis study’s most optimistic finding was the positive association between attendance at the STP and use of enhanced services. The study’s findings demonstrate that the STP improves the quality of students’ transition to PSE by first facilitating an earlier intake requirement and then helping students acquire psychoeducational assessments. STP students complete this process before the academic year begins in September.\r\nStudents who did not attend STP (NSTP students) described an overall lengthier and more complicated intake process. Findings from this study demonstrate that the STP improves students’ orientation to campus, orientation to services, disability awareness and willingness to self-advocate. STP also promotes their use of student services. On the other hand, when examining the impact of the STP alone, there were no differences between STP and NSTP students in their likelihood of earning a GPA above 2.0 for any of the first five semesters. The sample groups were self-selected or parentally selected. This sample selection could not be controlled for due to ethical reasons and the limited sample size; this may have decreased the measurable effect. A combination of the two programs was found to enhance academic performance.", "visits": 1082, "categories": [6]}}, {"model": "links.link", "pk": 720, "fields": {"created_time": "2012-05-03T09:32:55Z", "updated_time": "2015-05-18T00:40:45.054Z", "title": "Extedning the Classroom to More Students in Higher Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Extedning the Classroom.pdf", "file": null, "description": "High Enrollment Demands, Stretched Resources Higher education institutions are increasingly caught in a bind: Trying to serve growing enrollment demand with budgets based on the lower student counts of previous years. According to the Campus Computing Project’s 2011 Community Colleges and the Economy Survey, “More than two-thirds (69 percent) of the 448 campus presidents and district chancellors participating in the 2011 survey report increased headcount enrollment in winter 2011; concurrently,\r\nthree-fifths of the presidents participating in the survey report a reduction in the overall operating budget at their institution; two-fifths (41 percent) report that the budget cut was five percent or more.” This situation can lead to issues such as:\r\n• over enrollments, especially in core courses, which creates a less-than-optimal and frustrating learning\r\nexperience for faculty and students;\r\n• delayed graduation for students because of enrollment delays; and\r\n• reduced retention rates as students seek other schools that can offer smaller class sizes and faster\r\ndegree completion.\r\nInstitutions typically can’t solve this problem by adding more sections to a class. They don’t have the budget to hire new faculty or support staff, and increased tuition revenues from higher enrollments may not cover the funding gap. Larger or overflow classroom space also may not be available, especially in an urban campus. From these factors, the core challenge emerges: How do campuses educate and graduate more students — with the same staff and classroom resources — while maintaining high learning levels and teaching standards?\r\nUsing Technology to Scale Classroom Instruction An emerging solution to this challenge is the use of blended learning curriculum design and lecture capture technology. This solution delivers courses through a mix of online and in-class content and participation.\r\nOnline lectures serve as the foundation of the blended learning model. The instructor can associate the lecture\r\nvideo with online content and collaboration tools in order to deliver a complete learning experience to both on-campus and distance students. Availability of a recorded lecture can enable teaching and learning in multiple ways. For example, an inverted\r\nteaching model is possible. Students watch a video lecture before the class, then arrive ready to discuss the lecture’s topic or work on a related activity.\r\nBy reviewing statistics on content access, instructors can identify where additional explanation is needed and\r\nimprove the content of the lecture or study materials.\r\nTechnology also helps instructors better serve students with special learning needs, using tools to create closed captioning of a video lecture and for compatibility with screen readers and other accessibility tools.\r\nFor students, the blended model delivers learning that is convenient and fits within their work schedules and\r\npersonal lives. They can access the lecture video and other content from a PC, tablet or smartphone, and from anywhere they can connect to the Internet.\r\nHow Blended Learning Helps Higher Education Technologies for delivering online access to classroom instruction offers several advantages for students, faculty,and their colleges and universities.\r\n• Students can access the courses they need at the right time, increasing the likelihood they will graduate on\r\nschedule. A clear, certain education path also increases student satisfaction and retention.\r\n", "visits": 855, "categories": [3]}}, {"model": "links.link", "pk": 721, "fields": {"created_time": "2012-05-03T09:39:10Z", "updated_time": "2015-05-18T00:40:41.255Z", "title": "Falling Between the Cracks: Ambiguities of International Student Status in Canada", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Falling Between the Cracks.pdf", "file": null, "description": "ABSTRACT\r\nAs Canadian universities seek to attract more international students, there is a need to recognize and respond to the diversity within this group and to question the binary categories of domestic students and international students.\r\nRelying primarily on 116 qualitative interviews with international undergraduates at the University of British Columbia, we utilize American students as a case study from which to explore the complex and blurred boundaries between these two categories. Americans resemble domestic students in some respects and international students in others, yet they are often less prepared to meet adaptational challenges because they have low expectations of cultural and institutional differences. We compare the experiences of Americans and international students from other countries, as well as other groups of students who fall between the cracks of the domestic and international student classifications. We argue that, by targeting services on the basis of these broad administrative categories, categories that were created for financial purposes, the university reduces the take-up of the very services students need.\r\n\r\nRÉSUMÉ\r\nÀ une époque où les universités canadiennes cherchent à attirer de plus en plus d’étudiants internationaux, il est nécessaire de reconnaître la diversité de ce groupe et d’agir en fonction de celle-ci. Cela demande de s’interroger sur la division binaire des étudiants entre les catégories « canadien » et « international ». En nous appuyant sur 116 entrevues qualitatives avec des étudiants internationaux en études de premier cycle à l’Université de la\r\nColombie-Britannique, nous entreprenons une étude de cas des étudiants américains, afin d’explorer la complexité et l’imprécision des frontières entre ces deux catégories. Sur certains points, le profil des étudiants américains est semblable à celui des étudiants canadiens, mais sur d’autres, il s’apparente plutôt à celui des étudiants internationaux. Pourtant, ces étudiants américains sont souvent moins prêts à faire face à des difficultés d’adaptation, car ils ne s’attendent pas à être confrontés à des différences culturelles et institutionnelles. Nous comparons les expériences des étudiants américains avec celles d’étudiants internationaux provenant d’autres pays, ainsi qu’avec celles d’autres groupes d’étudiants dont la situation ne correspond pas aux classifications « canadien » ou « international ». Nous soutenons que, quand les services d’aide ciblent les étudiants sur la base de vastes catégories administratives conçues pour des raisons financières, l’université contribue à limiter l’utilisation des services dont les étudiants ont précisément besoin.", "visits": 913, "categories": [14]}}, {"model": "links.link", "pk": 723, "fields": {"created_time": "2012-05-03T09:46:52Z", "updated_time": "2015-05-18T00:40:45.076Z", "title": "Green Trends in Higher Education Environment", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Green Trends in HE.pdf", "file": null, "description": "Higher education institutions are hubs of research and intellectual activity, employing experienced scholars and\r\nschooling the future workforce. As such, they are also often the instigators of positive changes or shifts in the outside world around them. As climate change and pollution have become a reality and a threat to our nation’s future prosperity, higher education institutions have been proponents of green initiatives, often leading the way in environmental construction, practice and purchases.\r\nIn addition to protecting the environment, green practices can go a long way in helping schools operate more efficiently and cost-effectively — measures that are desperately needed during tight fiscal times. This paper will look at some of the green trends happening in higher education today as well as the practices — including strategically purchasing technology\r\n— that colleges and universities can employ to lower costs, become more sustainable and help the environment.\r\nBeing Green in Hard Times\r\nThe recession and its attendant effects on the budgets of higher education institutions has understandably deterred\r\ninitiatives and projects proposed during flush economic times. However, green initiatives continue to be important in higher education — spurred on by backing from the federal government. President Obama has made clear his priorities of addressing climate change — in part by reducing greenhouse gases — and lowering energy consumption.\r\nColleges and universities are stepping up to the plate. The higher education sector is now the largest purchaser of wind energy in the U.S. and 500 schools have institution-wide sustainability or environmental committees. In addition, 300 campuses have conducted campus sustainability assessments, with hundreds more working to implement assessments.\r\nHigher education leaders are demonstrating their dedication to environmentally sound practices and serving as an example to the private sector and the general public. The American College & University Presidents’ Climate Commitment (ACUPCC) is a network of over 650 college leaders who are working to eliminate net greenhouse gas emissions from specified campus operations and to promote research and education efforts of higher education to equip society to re-stabilize the Earth’s climate.\r\nCommunity colleges are also working to be more sustainable despite difficult financial times. Results from the Center\r\nfor Digital Education’s 2010 Digital Community Colleges Survey showed that higher education institutions are continuing myriad efforts to put sustainable practices in place.\r\nAccording to the survey:\r\n• 54 percent of responding colleges have instruments to\r\nmeasure energy efficiencies;\r\n• 60 percent use e-waste recycling efforts and Earth-friendly\r\ndisposal; and\r\n• 27 percent of responding community colleges are pursuing transparency about their carbon footprint — a 16 percent increase since last year.", "visits": 1451, "categories": [13]}}, {"model": "links.link", "pk": 724, "fields": {"created_time": "2012-05-03T09:50:33Z", "updated_time": "2015-05-18T00:40:47.454Z", "title": "Indigenous Knowledge in Post-Secondary Educator's Practices: Nourishing the Learning Spirit", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Indigenous Knowledge.pdf", "file": null, "description": "ABSTRACT\r\nFrom 2006 to 2009, Indigenous Elders and scholars shared their insights in the Comprehending and Nourishing the Learning Spirit Animation Theme Bundle of the Aboriginal Learning Knowledge Centre (ABLKC). The ABLKC was an applied research, knowledge exchange, and monitoring program with a mandate to advance Aboriginal education in Canada. One of the six bundles, Nourishing the Learning Spirit, was led by Mi’kmaw education scholar and Academic Director of the Aboriginal Education Research Centre at the University of Saskatchewan, Dr. Marie Battiste. In this paper, the authors discuss how they applied knowledge gained in the Nourishing the Learning Spirit Animation Theme Bundle to their post-secondary classroom practice.\r\nThe authors argue that teachers are better able to nourish the learning spirit of students when they understand themselves as lifelong learners, validate and learn from their students, and use holistic teaching pedagogies.\r\n\r\nRÉSUMÉ\r\nDe 2006 à 2009, les aînés autochtones et les pédagogues ont partagé leur compréhension de l’esprit de l’apprentissage dans un ensemble de trousses d’animation (Comprehending and Nourishing the Learning Spirit Animation Theme Bundle). L’une des six trousses, Nourishing the Learning Spirit, a été chapeautée par la directrice de l’Aboriginal Education Research Centre\r\n(ABLKC) à l’Université de la Saskatchewan, Dre Marie Battiste, chercheure en éducation d’origine micmaque (mi’ kmaq). L’ABLKC était un programme de recherche appliquée, d’échange d’idées et de contrôle, ayant un mandat de reportage visant l’avancement de l’éducation autochtone au Canada. Dans le présent document, les chercheurs discutent des connaissances acquises au cours de l’implantation de la trousse Nourishing the Learning Spirit dans leur salle de classe postsecondaire. Ils affirment que les professeurs peuvent nourrir l’esprit d’apprentissage de leurs élèves quand ils se voient eux-mêmes comme apprenants perpétuels, valorisent et apprennent de leurs élèves, et utilisent des pédagogies d’enseignement holistiques.", "visits": 1030, "categories": [12]}}, {"model": "links.link", "pk": 726, "fields": {"created_time": "2012-05-03T10:00:07Z", "updated_time": "2015-05-18T00:40:45.945Z", "title": "Mobile Learning for Business Schools", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Mobile Learning for Business Schools.pdf", "file": null, "description": "Check the backpack of any higher education student and you’re likely to find a smartphone. The handy handheld tool has long been a favorite of on-the-go college kids to remain on task through the use of calendaring; up-to-date with e-mail and Internet access; and ‘in the know’ by way of social media, IM and text messaging.\r\nMobile computing is mainstream. But despite its ubiquity in the personal lives of students — and the efficiencies it brings — mobile computing has not been utilized by the higher education community to enhance student learning and deliver content and resources with greater efficiency. Until now.\r\n\r\nIdentified as the No. 1 technology to watch for out of more than 110 technologies considered, the Horizon Report predicts that mobile computing will enter mainstream use for teaching and learning within the next 12 months. The set of teaching and learning activities that are well-suited to mobile devices continues to evolve rapidly as mobile devices and networks improve, educators and instructional designers develop innovative uses for those devices and networks as applied to education, and courses and curriculum are redesigned to take advantage of mobile computing as a delivery medium for blended and online programs.\r\n\r\nBusiness programs in particular are poised to take advantage of the benefits mobile computing has to offer, with the following uses becoming commonplace in undergraduate business concentrations and MBA programs:\r\n• Course registration and scheduling\r\nStudents can register for courses via mobile devices and view class schedules and calendars once enrolled. In addition, mobile devices provide the perfect platform for communicating last-minute changes to meeting times or places, as well as accessing other timely alerts.\r\n• Access to assignments and course materials Students can access course content via learning management\r\nsystems, cloud computing solutions and shared portals.\r\nInformation and data can be uploaded, downloaded and revised.\r\n• Collaboration on group projects\r\nGroup work is a substantial and critical component of business\r\nschool curriculum, and mobile computing enables teams of students to communicate and collaborate on projects across space and time.\r\n• In-class polling\r\nSome mobile device platforms are capable of running applications to support in-class polling, effectively eliminating the\r\nneed for standalone clicker systems in lecture halls.", "visits": 1039, "categories": [9]}}, {"model": "links.link", "pk": 727, "fields": {"created_time": "2012-05-03T10:11:34Z", "updated_time": "2015-05-18T00:40:44.950Z", "title": "Keys to Designing Effective Writing and Research Assignments", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-keys-to-designing-effective-writing.pdf", "file": null, "description": "Writing assignments, particularly for first- and second-year college students, are probably one of those items in the syllabus that some professors dread almost as much as their students do. Yet despite the fact that essays, research papers, and other types of writing assignments are time consuming and, at times, frustrating to grade, they also are vital to furthering student learning.\r\nOf course part of the frustration comes when professors believe that students should arrive on campus knowing how to write research papers. Many do not. With as much content as professors have to cover, many feel they simply can’t take time to teach the research skills required to write a quality, college-level term paper. But as teaching professors who support the writing across the curriculum movement would tell you, improving students’ writing skills is everyone’s business, and carries with it many short- and long-term benefits for teachers and students alike. Further, many instructors are finding ways to add relevance to writing assignments by aligning them with the type of writing required in a specific profession as an alternative to the traditional, semester-long research paper.\r\n\r\nThis special report was created to provide instructors with fresh perspectives and proven strategies for designing more effective writing assignments. It features 11 articles from The Teaching Professor, including:\r\n• Revising the Freshman Research Assignment\r\n• Writing an Analytical Paper in Chunks\r\n• Designing Assignments to Minimize Cyber-Cheating\r\n• Chapter Essays as a Teaching Tool\r\n• Writing (Even a Little Bit) Facilitates Learning\r\n• How to Conduct a ‘Paper Slam’\r\nWhile not every approach discussed in this special report will work for every course, every time, I invite you to identify a few that look appropriate for your courses, and implement them next semester. You just might be surprised by the results.", "visits": 827, "categories": [6]}}, {"model": "links.link", "pk": 728, "fields": {"created_time": "2012-05-03T10:15:33Z", "updated_time": "2015-05-18T00:40:42.534Z", "title": "Video Collaboration in Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Video Collaboration in Education.pdf", "file": null, "description": "It’s 4 a.m. in Alaska — not a time when you expect many people, much less teenagers, to be awake. Yet, about 100 eager sophomore world history students are gathered in three high schools spread across the Kenai Peninsula on Alaska’s southern edge, excitedly looking at video screens mounted on their classroom walls. The teens are here to connect with students from the Arab Minority school in Nazareth, Israel. They are joined by students in schools in Louisiana and South Dakota.\r\nFor an hour, a moderator in Manhattan bounces the conversation back and forth, pinging questions from school to school as the students get to know a little more about each other and the different — and similar — worlds in which they live.\r\n”It was so cool,” says Emily Evans, a 16-year-old in Greg Zorbas’ world history class at Kenai Central High School. The students from Israel ”thought so highly of us because we were from America.”\r\nNow, says Evans, when the Middle East is a topic in school, ”it’s a lot more interesting. Before it was just, we’re reading a book on it and it’s not very real to us. But it’s real and you can see them and talk to them and see firsthand how it is. Now I pay more attention in history class.”\r\nThe videoconferencing session Evans and the other students experienced is the type of video communication that is becoming more common in education at all levels around the world, as the walls between classrooms disappear. This Center for Digital Education white paper shows how video collaboration is an essential part of the K-20 education environment that enables cost savings, engages students and creates a more productive learning experience. It prepares students with the skills to thrive in a future workforce that will depend on video collaboration technologies. Indeed, today’s video collaboration is rapidly moving from a ”nice to have” classroom enhancement to a ”must have” necessity.", "visits": 880, "categories": [4]}}, {"model": "links.link", "pk": 729, "fields": {"created_time": "2012-05-03T10:20:02Z", "updated_time": "2015-05-18T00:40:44.209Z", "title": "Work Integrated Learning", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Work Integrated Learning.pdf", "file": null, "description": "In the emerging knowledge-based economy, employers are requiring new levels of skill from labour market entrants. As employers’ expectations of postsecondary graduates increase, Ontario’s publicly funded colleges and universities are working to provide students with much of the knowledge, skills, and training needed for success in the community and in the changing workplace. As a result, there has been a movement within the postsecondary education (PSE) sector to provide a closer integration of learning and work as a strategy for workforce skills development (Fisher, Rubenson, Jones, & Shanahan, 2009).\r\nIn particular, work-integrated learning (WIL) programs such as co-operative education, internship, and apprenticeship are frequently endorsed as educational modes of delivery to support such integration.\r\n\r\nOffering work-integrated learning experiences for students requires a significant investment of human and financial resources to be effective. Faculty in particular play an important role in designing, supporting, and implementing WIL opportunities for students. Despite a growing recognition of the essential role played by faculty, very little is known about their perceptions of and experiences with WIL. To shed light on this issue, this report provides the results of the WIL Faculty Survey conducted by the Higher Education Quality Council of Ontario (HEQCO) in partnership with 13 Ontario postsecondary institutions.\r\nThe report is part of a broader multi-phase project being undertaken by HEQCO on WIL in Ontario’s PSE\r\nsector.\r\n\r\nThe WIL Faculty Survey was designed to better understand faculty experiences with and perceptions of WIL as an element of postsecondary curriculum. Guided by a Working Group comprised of representatives from the 13 participating postsecondary institutions, the study sought to address four primary research questions:\r\n1) How do faculty perceive the value and benefits of WIL to students, faculty members, and\r\npostsecondary institutions?\r\n2) Do faculty views about WIL differ by employment status, program, gender, years of teaching, previous employment experience, or their own past WIL experience?\r\n3) How do faculty integrate students’ work experiences into the classroom?\r\n4) What concerns do faculty have about introducing or expanding WIL opportunities in postsecondary institutions?\r\nThe survey instrument was developed in consultation with the Working Group and was pre-tested with 25 faculty members. The survey was administered online from March to May, 2011, with e-mail invitations to participate sent to 18,232 faculty from the 13 partner institutions (6,257 college faculty and 11,975 university faculty). In total, 1,707 college faculty and 1,917 university faculty completed the survey to an acceptable cut-off point, for an overall response rate of 19.9%.\r\nClose to two-thirds of college faculty and roughly half of university faculty respondents reported having experience teaching in a program in which students participate in a co-op or apprenticeship. Fewer faculty had experience personally teaching a course with a WIL component, with 47.5% of college faculty and 28.9% of university faculty currently or previously having taught a course involving WIL. Among those who had taught a course with a WIL component, field placements were the most common type of WIL among college faculty, followed by mandatory professional practice (student placements required for licensure or professional designation). For university respondents, mandatory professional practice was the most common type of WIL taught, followed by applied research projects.", "visits": 879, "categories": [6]}}, {"model": "links.link", "pk": 730, "fields": {"created_time": "2012-10-05T07:24:21Z", "updated_time": "2015-05-18T00:40:44.782Z", "title": "11 Strategies for Managing Your Online Courses", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/11stratmanageonlinecourse-oc.pdf", "file": null, "description": "Much has been written about the challenges of teaching an online course. While not discounting\r\nthe unique (and sometimes frustrating) aspects of the online learning environment, it could be said that, despite the numerous differences, many of the same course management strategies that are essential to success in a traditional classroom also apply in the online classroom. These strategies include the importance of a strong syllabus, clear directions, well-organized materials, and timely feedback.\r\n\r\nOf course, the big challenge for online instructors is that the very nature of online education amplifies the importance of properly addressing these management issues, while throwing a few more additional obstacles into the mix. Choosing the right communication tools and protocols, addressing technology problems, managing student expectations, and building community are just some of issues that can stretch online instructors to the breaking point.\r\n\r\n11 Strategies for Managing Your Online Courses was created to help online instructors tackle many of the course management issues that can erode the efficiency and effectiveness of an online course. It features 11 articles pulled from the pages of Online Classroom, including:\r\n\r\n• Syllabus Template Development for Online Course Success\r\n• The Online Instructor’s Challenge: Helping ‘Newbies’\r\n• Virtual Sections: A Creative Strategy for Managing Large Online Classes\r\n• Internal or External Email for Online Courses?\r\n• Trial by Fire: Online Teaching Tips That Work\r\n• The Challenge of Teaching Across Generations\r\n\r\nIt’s important to keep in mind that you’re not the only one who may be a little anxious about going online. Students often have anxiety when taking their first online course. It’s up to you to help them feel more confident and secure, all the while keeping your workload at a manageable level. The course management tips in this report will help.", "visits": 2062, "categories": [9]}}, {"model": "links.link", "pk": 731, "fields": {"created_time": "2012-10-05T07:28:28Z", "updated_time": "2015-05-18T00:40:46.993Z", "title": "Leveraging Intelligent Adaptive Learning to Personalize Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Adaptive Learning to Personalize Education.pdf", "file": null, "description": "In this special white paper based upon the Speak Up 2011 national !ndings, Project Tomorrow has partnered with DreamBox Learning to explore a new concept in the use of technology to personalize learning—intelligent adaptive learning™. With intelligent adaptive learning, every action that a student makes while working in a specially designed instructional technology software program is captured, including right and wrong answers, length of time in making decisions and the student’s individual decision-making strategies. The program typically analyzes about 48,000 pieces of information on a single student in a single hour to continuously adjust the student’s learning path. By synthesizing such fine=grained data, the program is able to continuously place students appropriately in lessons with the “just right” amount of difficulty, scaffolding, sequencing and hints, tailored especially to that student’s unique needs. The result is literally millions of individualized learning paths that ensure a high degree of personalized instruction for students as well as a wealth of assessment data that teachers can use to better tailor classroom instruction to their students.\r\n\r\nWhile personalized learning as an important educational concept is not new, the ability to harness technological advancements as demonstrated with intelligent adaptive learning is a significant breakthrough concept for the classroom.", "visits": 1238, "categories": [4]}}, {"model": "links.link", "pk": 732, "fields": {"created_time": "2012-10-05T07:30:43Z", "updated_time": "2015-05-18T00:40:46.095Z", "title": "The Blended & Virtual Learning Frontier Special Report", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Blended and Virtual Learning Frontier.pdf", "file": null, "description": "As more students choose online or hybrid models of learning, challenges are rising as well. Too many\r\ninstructors remain untrained in the use of online pedagogy. Administrators similarly lack training in the unique complexities of managing online\r\ncourses, programs and institutions.\r\nPublic policy sometimes works against successful online learning, such as government seat-time restrictions that limit reimbursement to the hours a student sits in a classroom rather than what a student learns. Entrenched bureaucracies, regulations and attitudes all stand in the way of needed reform.\r\n\r\nThis Special Report examines the\r\nnew blended and virtual learning\r\nfrontier, taking an in-depth look at\r\nits challenges and its promise.", "visits": 899, "categories": [6]}}, {"model": "links.link", "pk": 733, "fields": {"created_time": "2012-10-05T07:33:22Z", "updated_time": "2015-05-18T00:40:46.229Z", "title": "Canada’s Skills Crisis: What We Heard", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Canadas skill crisis.pdf", "file": null, "description": "As Canada confronts growing competition throughout the world, the human resources supporting our business enterprises are becoming ever more important.\r\n\r\nCanadian businesses began to report serious problems finding the workers they needed as the Canadian economy slowly grew out of the recession.\r\n\r\nThe evidence is clear. The demographic shift resulting in retirements, a deepening shortfall of skilled workers and the growing mismatch between the skills needed and those available has evolved into a skills crisis. The Canadian economy faces a deep structural problem.\r\n\r\n2012 has been the tipping point for many Canadian businesses confronting skills and labour shortages. A critical issue that had been hidden by the recession is now fully apparent.\r\n\r\nRBC Economics Research depicts the overall gap that will develop as the number of workers available is outpaced by those needed over the next 20 years.", "visits": 1300, "categories": [5]}}, {"model": "links.link", "pk": 734, "fields": {"created_time": "2012-10-05T07:34:47Z", "updated_time": "2015-05-18T00:40:44.939Z", "title": "Colleges Ontario Annual Report 2011", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Colleges Ontario Annual Report 2011.pdf", "file": null, "description": "Colleges Ontario achieved a number of successes in 2011 to help more students get access to a college education. Highlights of the year included new advertising campaigns promoting the value of college education, and a hugely successful annual conference.", "visits": 884, "categories": [10]}}, {"model": "links.link", "pk": 736, "fields": {"created_time": "2012-10-05T07:40:32Z", "updated_time": "2015-05-18T00:40:45.534Z", "title": "Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Education_for_Life_and_Work_report_brief.pdf", "file": null, "description": "Business, political, and educational leaders are increasingly asking schools to integrate development of skills such as problem solving, critical thinking, and collaboration into the teaching and learning of academic subjects. These skills are often referred to as “21st century skills” or “deeper learning.”\r\n\r\nAt the request of several foundations, the National Research Council appointed a committee of experts in education, psychology, and economics to more clearly define “deeper learning” and “21st century skills,” consider these skills’ importance for positive outcomes in education, work, and other areas of life, address how to teach them, and examine related\r\nissues.", "visits": 837, "categories": [6]}}, {"model": "links.link", "pk": 737, "fields": {"created_time": "2012-10-05T07:42:32Z", "updated_time": "2015-05-18T00:40:46.329Z", "title": "EMPOWERING ONTARIO: transforming Higher Education in the 21st Century", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Empowering Ontario.pdf", "file": null, "description": "The time for meaningful transformation in Ontario’s postsecondary system is now. To meet the needs of the emerging economy, reform must focus on innovation and applied learning that vaults our province ahead of its competition in creating the best-educated, best-prepared workforce in the world. Composed of distinct but equally valued and complementary partners, Ontario’s transformed postsecondary system will ensure that all students can reach their full potential through a broad array of theoretical and applied learning opportunities. Colleges will continue to be student focused, specializing in applied learning that leads to good jobs for graduates, addresses labour market needs and affords access to the broadest possible population. Colleges and universities will offer a range of credentials within their systems and collaborate on a multitude of programs that offer students the best of both. Expanded pathways will give students the opportunity to customize their post-secondary experience to match their interests. Online and blended learning, married to leading-edge technology, will enable students to learn anywhere, anytime, and in ways best suited to their learning styles. Students will be better prepared than ever before to meet the demands of the economy, and they will achieve their goals faster and at less cost.", "visits": 899, "categories": [5]}}, {"model": "links.link", "pk": 738, "fields": {"created_time": "2012-10-05T07:44:05Z", "updated_time": "2015-05-18T00:40:47.240Z", "title": "Faculty Development in Distance Education: Issues, Trends and Tips", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-faculty-development-in-distance-education.pdf", "file": null, "description": "One of the many lessons learned from the early years of distance education is the fact that you cannot simply pluck an instructor out of the classroom, plug him into an online course, and expect him to be effective in this new and challenging medium. Some learned this lesson the hard way, while others took a proactive approach to faculty training. All of us continue to refine our approach and discover our own best practices.\r\n\r\nToday, it’s possible to learn much from the mistakes and successes of those who blazed the trail before us.\r\n\r\nFaculty development for distance educators is a critical component of all successful distance education programs. Well thought-out faculty development weaves together needed training, available resources, and ongoing support, and carries with it the same expectations for quality teaching that institutions of higher education have for their face-to-face classes.\r\n\r\nThis special report, Faculty Development in Distance Education: Issues, Trends and Tips, features 12 articles pulled from the pages of Distance Education Report, including:\r\n• Faculty Development: Best Practices from World Campus\r\n• Developing Faculty Competency in Online Pedagogy\r\n• A Learner-Centered, Emotionally Engaging Approach to Online Learning\r\n• How to Get the Best Out of Online Adjuncts\r\n• Workload, Promotion, and Tenure Implications of Teaching Online\r\n• Four Steps to Just-in-Time Faculty Training\r\n\r\nThis report is loaded with practical strategies that can help you build a comprehensive faculty development program, helping ensure that instructors stay current in both online pedagogy and practical technical know-how. No matter what the particular character of your program is, I think you’ll find many ideas you can use in here.", "visits": 1044, "categories": [9]}}, {"model": "links.link", "pk": 739, "fields": {"created_time": "2012-10-05T07:47:40Z", "updated_time": "2015-05-18T00:40:47.948Z", "title": "Financial Literacy of Low-income Students: Literature Review and Environmental Scan", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Financial Literacy of Low-income Students.pdf", "file": null, "description": "The main objective of this report is to learn about the state of knowledge regarding the role of financial literacy as a complex barrier to postsecondary attendance. To achieve this goal, the report contains a literature review of existing studies in the area, as well as an environmental scan of existing programs and initiatives.\r\n\r\nWhen possible, the focus of the report is on low-income high school students in the context of making decisions regarding postsecondary education. In this ideal setting, financial literacy will be defined as knowledge of all the costs, benefits, and available aid associated with postsecondary education. In reality, there are few studies and existing programs that fit this ideal profile. However, we have identified several studies that share these characteristics to a large extent. Specifically, we describe and discuss 21 related studies and 34 related programs. Although most studies and programs are Canadian, we also broaden the scope somewhat to include countries with similar postsecondary systems as Canada (e.g. the United States, the United Kingdom, Australia, and New Zealand).\r\n\r\nOur literature review focuses on Canadian and American evidence, and has uncovered several important findings. First, the cost of a postsecondary education is vastly overestimated by the public at large and by low-income youth in particular. In contrast, the economic benefits to attending university are generally underestimated (equally for low- and high-income households). Whether knowing about the costs and benefits matters for pursuing a postsecondary education is less clear given the lack of convincing evidence in this area.\r\n\r\nWhile awareness of student financial aid is not necessarily an issue, it appears that knowledge of aid is limited. This may be related to the complexity of student financial aid, which is not only costly, but may also represent a barrier to some students.\r\n\r\nA non-negligible portion of students are loan averse, which means that they will avoid grant opportunities when they are coupled with an optional student loan. This is the case even though the loans can be refused or invested at zero repayable interest.\r\n\r\nResearch also demonstrates that helping students complete their financial aid and postsecondary application forms has a large impact on application and admission rates. In contrast, offering information to students (without application assistance) is generally not sufficient to affect behaviour.\r\n\r\nFinally, once in university, the majority of undergraduates follow a budget and regularly pay off their credit card balance each month. This suggests a certain degree of awareness and control regarding their finances, which may help them repay their loans on time and avoid defaulting.", "visits": 894, "categories": [8]}}, {"model": "links.link", "pk": 740, "fields": {"created_time": "2012-10-05T07:49:41Z", "updated_time": "2015-05-18T00:40:42.304Z", "title": "MyLivePD™ Online Coaching Service: Year One Review", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/MyLivePD Online Coaching Service.pdf", "file": null, "description": "MyLivePD is a completely new model of\r\nPD that focuses on delivering timely,\r\nrelevant and actionable coaching for math teachers through live online sessions with no appointments needed. For the first time, math teachers can connect with an experienced coach to ask a specific question about their teaching on their own schedule from any Internet-enabled computer. The service was created to be\r\ncompletely driven by the teacher. It is also meant to be a continuous process where teachers get help throughout the school year. This level of personalization and privacy does not exist in any other PD model.\r\n\r\nMyLivePD was implemented in three\r\ndistricts and several Teach for America\r\nregions in the fall of 2011. All districts and teachers have been granted access to the service through December 2012. This paper will provide further details on how MyLivePD works, the initial results from the pilot program to date and conclusions on how MyLivePD can be used by schools as part of their PD\r\nprograms.", "visits": 1016, "categories": [7]}}, {"model": "links.link", "pk": 741, "fields": {"created_time": "2012-10-05T07:52:04Z", "updated_time": "2015-05-18T00:40:44.847Z", "title": "Researching Teaching and Student Outcomes in Postsecondary Education: A Guide", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/HEQCO Researching_Student_Outcomes ENG.pdf", "file": null, "description": "Over the past decade there has been an upsurge of interest in the quality of postsecondary education, with a particular focus on learning, engagement, and other student outcomes. Instructors, administrators, and other staff across the postsecondary sector have been investigating innovative approaches and services, while many institutions, faculties, departments, and professional associations have established teaching and learning centres or offices to help enhance student success. Governments and governmental organizations have provided support for new approaches and for research projects evaluating them. \r\n\r\nThis guide, co-sponsored by the McMaster Centre for Leadership in Learning (CLL) and the Higher Education Quality Council of Ontario (HEQCO), and endorsed by the Society for Teaching and Learning in Higher Education (STLHE) and the Canadian Association of College and University Student Services (CACUSS), is intended to assist researchers and evaluators of postsecondary educational outcomes. The intended audiences for this document include, but are by no means restricted to, the following:\r\n• faculty members and educational developers investigating innovative approaches or technologies designed to enhance learning in postsecondary contexts;\r\n• faculty members and administrators leading initiatives for students enrolled in programs or courses that are considered particularly challenging;\r\n• anyone involved in professional development initiatives for faculty, graduate students, and others intended to enhance teaching and learning effectiveness;\r\n• student service providers at postsecondary institutions; and\r\n• students and student associations focusing on effective teaching, learning and student success.", "visits": 804, "categories": [6]}}, {"model": "links.link", "pk": 742, "fields": {"created_time": "2012-10-05T07:54:40Z", "updated_time": "2015-05-18T00:40:43.818Z", "title": "Journey of Joy: Teaching Tips for Reflection, Rejuvenation and Renewal", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Journey-of-Joy-FacultyFocus.pdf", "file": null, "description": "Originally, I had thought of using Journey to Joy as a title for this work. However, an actual trip changed my mind. On one leg of a recent summer vacation, I convinced my husband Hank to take a back road rather than the faster highway. I have always loved the back-road route. It’s more scenic, more calming, and usually much more interesting. Having talked my spouse into traveling this way, I was enjoying the scenery when I realized this was the way of joy—not to joy. So also is it in teaching. It is possible to experience joy along the way, not only as a final destination.\r\n\r\nIn May 2010, I was on my way to The Teaching Professor conference. At Chicago’s busy O’Hare Airport a businessman helped me out when we both missed our connecting flights. As we settled at the new gate to await departure, he asked the topic of my upcoming presentation. When I told him that it was about the joy of teaching, he remarked that I must certainly be talking about summer. Too many people have a similar view, and too many of them may even be teachers.\r\n\r\nThis collection is about pursuing a joyful journey in college teaching. It is meant to encourage other faculty who do the challenging work of teaching. Prompted to share these thoughts after hitting a slump in my own teaching a few years ago, this slim volume is part memoir and part advice for others.\r\n\r\nWhen on a journey, you need several things. You need a map, or at least a general idea of where you are going—some kind of a plan. You need fuel or a ticket—some means to move you forward. And, it is often helpful to have a navigator either in the form of a device such as a global-positioning system (GPS) or a companion who will provide directions and assistance to guide you along the way. Most everything else (such as food, shelter, and more fuel) you can obtain along the way. This work is like the navigator that offers direction.\r\n\r\nBeing on a journey requires being open to the unexpected. So, too, is the journey of joy in teaching. My personal journey of joy has entailed acceptance and even anticipation of the surprises along the way. This outlook brings greater satisfaction and pleasure. As a student of teaching for 35 years, I offer my individual perspective as a way to help others find joy along the way.", "visits": 1028, "categories": [7]}}, {"model": "links.link", "pk": 743, "fields": {"created_time": "2012-10-05T07:57:10Z", "updated_time": "2015-05-18T00:40:47.628Z", "title": "Early Labour Market Outcomes of Ontario College and University Graduates, 1982-2005", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Labour Market.pdf", "file": null, "description": "During the past twenty years, the educational attainment level of Ontario’s population has increased dramatically. The number of individuals residing in Ontario with post-secondary education (PSE) has more than doubled since 1990. With such rapid expansion, there is always the concern that there are now too many PSE graduates in Ontario, leading to higher unemployment rates and/or underemployment rates. On the other hand, it has been argued that Ontario is still lacking PSE graduates with the right skill set to match labour market needs (Miner, 2010). Moreover, it is forecast that 70 per cent of new jobs created in Ontario will require PSE. In order to meet this expected need, the Ontario government seeks to increase the percentage of citizens with PSE attainment from 62 per cent to 70 per cent (Throne speech, 2010).\r\n\r\nIs the Ontario labour market able to absorb these PSE graduates? This paper will address this concern through an examination of the early labour market outcomes of graduates in the period between 1982 and 2005. The primary dataset used in this study is from Statistics Canada’s National Graduates Survey (NGS) and Follow-up of Graduates Survey (FOG), which surveyed PSE graduates two and five years after graduation, respectively. There are a total of six cohorts available, including those who graduated in 1982, 1986, 1990, 1995, 2000, and 2005. The class of 2005 does not have a FOG because this survey was terminated after the 2007 NGS. Using all six available cohorts of NGS/FOG data, the following research questions are examined:\r\n\r\n1. What is the trend of Ontario PSE graduates’ labour market outcomes between the cohorts of 1982 and 2005?\r\n2. How do the labour market outcomes of Ontario PSE graduates compare to the rest of Canada?\r\n3. Do Ontario PSE graduates’ labour market outcomes improve between two and five years after graduation?\r\n4. How do labour market outcomes differ among graduates with different levels of credentials?\r\n\r\nAmong the cohorts examined, the unemployment rate of Ontario PSE graduates ranged between 4 per cent and 9 per cent two years after graduation and between 2 per cent and 7 per cent five years after graduation. PSE graduates’ unemployment rate two years after graduation mirrored the overall unemployment rate trend in Ontario and the rest of Canada over the examined period.2 However, Ontario PSE graduates’ unemployment rate five years after graduation was generally lower than the rest of Canada except graduates with advanced degrees from cohorts 1990, 1995 and 2000.\r\n\r\nOver the cohorts examined, neither bachelor’s degree holders nor college graduates saw consistent growth in their real earnings, while the earnings of graduates with advanced degrees increased steadily. Between two and five years after graduation, PSE graduates’ earnings increased by between 15 per cent and 35 per cent, depending on credential level and cohort. Graduates with higher credentials were rewarded with higher earnings, and the earnings gap among credentials increased between two and five years after graduation. Compared with their counterparts in the rest of Canada, Ontario PSE graduates earned more, and the earnings gap was greater five years after graduation than it was two years after graduation.", "visits": 851, "categories": [3]}}, {"model": "links.link", "pk": 744, "fields": {"created_time": "2012-10-05T07:59:09Z", "updated_time": "2015-05-18T00:40:44.699Z", "title": "The NSSE National Data Project: Phase Two Report", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/National Student Engagement Phase Two Report.pdf", "file": null, "description": "The first phase of the NSSE National Data Project indicated the importance of student characteristics and academic discipline mix in explaining institution-level benchmark engagement variation. The institution-level benchmark regression results demonstrated, but did not formally measure, the existence of distinct “engagement dynamics” at the general discipline level. The question raised was whether sub-institutional engagement dynamics (i.e. engagement variation by student subgroup across specific programs, and engagement variation by specific program across student subgroups) were sufficiently different to warrant programand student subgroup-specific engagement strategies.\r\n\r\nThe approach in this second phase was to move from institution-level benchmark models to a series of program-level engagement item models. Nine academic programs met specified criteria and their senior-year students were selected for the analysis. Explanatory models were constructed for each of the nine programs and within each program, for the 42 individual engagement items comprising the five benchmarks. In addition, the engagement profiles for selected student subgroups were examined across programs.\r\n\r\nThe analysis revealed substantial differences in item-based senior-year student engagement patterns across specific academic programs. In one academic program, for example, first generation students showed consistently lower SFI (student-faculty interaction) item scores relative to non-first generation students while in another program, it was their ACL (active and collaborative learning) item scores that are lower. In one program, student composition explained a very high proportion of the variation in numerous engagement items while in another, student composition explained very little. Several dimensions of these contrasting engagement profiles are discussed in detail in the report.\r\n\r\nSince the focus for many engagement improvement strategies lies within academic programs, the findings indicate the appropriateness of a program- and student subgroup-tailored approach to engagement improvement. The figures containing the detailed model results are summarized and reorganized to provide a template for a program- and student subgroup-specific implementation focus.", "visits": 887, "categories": [3]}}, {"model": "links.link", "pk": 745, "fields": {"created_time": "2012-10-05T08:01:17Z", "updated_time": "2015-05-18T00:40:43.331Z", "title": "The NSSE National Data Project Report", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/NSSE National Project Report.pdf", "file": null, "description": "The NSSE National Data Project is an element of ongoing engagement research and implementation practice in Canada. It has two primary objectives. The first is the construction of detailed NSSE reports (items means and frequencies, benchmarks and learning scales) at the academic program- and student subgroup-level for individual institutions rather than for peer groups. The second is the development of statistical (regression) models to measure the relative contribution to engagement variation of student characteristics, program mix and institutional character at both the student record- and institution-level. Both objectives address the broader goals of providing greater focus to engagement improvement efforts, identifying clusters of promising practices and best engagement results, supporting improved interpretation and use of institutional engagement scores, and informing the development of institutional accountability procedures and metrics.\r\n\r\nThe core of the project is a record-level data file containing the approximately 69,000 2008 or 2009 NSSE responses and additional student records system data representing 44 Canadian universities. Student responses were classified into 10 general academic programs (e.g., Social Sciences) and over 75 specific academic programs (e.g., History, Biology) and over 30 student subgroups (including first generation, First Nations and international).\r\n\r\nThe detailed NSSE reports indicate a considerable level of variation in student characteristics and program mix across Canadian universities; large differences in engagement item scores and benchmarks across academic program clusters and specific programs within clusters, and across student subgroups; and wide engagement variability across institutions of differing size. A summary of the results from these detailed reports is presented below. The program- and student subgroup-level NSSE reports provide a more focused basis for comparing engagement university by university, and strongly suggest that institution-level engagement comparisons should take account of student, program and size variation and should not be presented without context in ranked format.\r\n\r\nThe regression models provide a more formal basis for identifying and quantifying the role of student, program and size variation in engagement, and permit a number of conclusions. First, student characteristics, program mix and institutional character all contribute to a comprehensive statistical explanation of engagement variation. Second, the wide variation in institutional engagement scores is reduced considerably when student characteristics, program mix and institutional size are controlled. Third, each engagement benchmark requires a distinct statistical explanation: factors important to one benchmark are often quite different from those important to another. Fourth, Francophone and Anglophone institutions differ with respect to certain key engagement dynamics. And finally, the models suggest several approaches to defining the institutional contribution to engagement and the scope of institutional potential to\r\nmodify engagement level.", "visits": 967, "categories": [3]}}, {"model": "links.link", "pk": 746, "fields": {"created_time": "2012-10-05T08:03:03Z", "updated_time": "2015-05-18T00:40:44.182Z", "title": "Preventing Cyberbullying: A Guide to Safe and Responsible Internet Use in the Digital Age", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Preventing Cyberbullying.pdf", "file": null, "description": "The digital age has brought many advances that have connected us globally like never before. Among the advantages to educators are the expansive resources now available to them that can enrich the learning environment, engage and motivate students and offer more convenient modes of communication to everyone. Benefits range from having access to resources such as the YouTube for Schools service, which delivers hundreds of age-appropriate education videos to schools all over the country, to the ability for individual teachers to set up their own classroom blogs or websites, where they have a venue for posting announcements and homework assignments and in general, establishing a forum for communicating with students on and off-campus.\r\n\r\nHowever, social media sites also have a more ominous side. Stories of minor students being exposed to inappropriate material, sexual predators, and bullying and harassment by peers are becoming all too common.\r\n\r\nThis white paper attempts to explain the issues surrounding social networking among K-12 students and discusses some of the risks schools are facing as they try and contend with the virtually unanimous participation in social media among students. It will examine statistics around student use of social media technology and present some of the risks involved, including cyberbullying. The paper explains the types of cyberbullying that are occurring and how victims can suffer long-term damage as a result. It concludes with a discussion of why experts recommend social networks not be banned in schools and offers practical steps schools can take to manage student online interactions at school and at home. Finally, it offers a solution that gives schools the granular control required to make social media tools safe for students. One that gives schools visibility into and control over social media interactions, to not only help them educate students in the proper use of social media, but to help prevent problems such cyberbullying and other inappropriate activities.", "visits": 2118, "categories": [4]}}, {"model": "links.link", "pk": 747, "fields": {"created_time": "2012-10-05T08:04:52Z", "updated_time": "2015-05-18T00:40:47.907Z", "title": "Ten Guiding Principles for the Use of Technology in Learning", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Ten Guiding Principles for the Use of Technology in Learning.pdf", "file": null, "description": "Ontario colleges, universities, secondary schools, the Ministry of Training, Colleges and Universities, the Ministry of Education, as well as service and technology providers from the public and the private sectors are investing significant funds, time and energy on technology in learning.\r\n\r\nIt may not always be clear how or even whether this investment will add sufficient value to our education system. There are skeptics as well as technology evangelists who rightfully draw attention to the decisions that are made, or not made, and seek explanation and justification.\r\n\r\nAt Contact North | Contact Nord, Ontario’s distance education & training network, we believe there is a critical need to articulate the fundamental guiding principles that drive our decisions and policymaking with respect to technology in learning.\r\n\r\nWe have a set of guiding principles, which has informed our planning and served our network well over the past number of years. Many of these principles, at least the ideas themselves, did not originate with us but were gleaned from a variety of sources. We did, however, synthesize these ideas into a coherent set of principles and provided our own explanations and clarifications.\r\n\r\nIt is most likely that all of our decisions as college, university, and secondary school administrators, instructors, policymakers and funders have already been implicitly driven by some or most of these principles. It is by identifying just what these principles might have been that we are\r\nmore likely to be consistent and on target.\r\n\r\nThe following is a summary of ten principles that have had merit for us at\r\nContact North | Contact Nord over the years, and may have merit for others.", "visits": 883, "categories": [4]}}, {"model": "links.link", "pk": 748, "fields": {"created_time": "2012-10-05T08:07:43Z", "updated_time": "2015-05-18T00:40:46.408Z", "title": "Blended Learning Technology: Connecting with the Online-All-the-Time Student", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Blended Learning Technology2.pdf", "file": null, "description": "Education is undergoing a dramatic transformation. Technology plays a powerful role in the life of today’s students and institutions can no longer meet their needs through classroom-based instruction alone.\r\n\r\nBlended learning is one way institutions can prepare themselves for the next era in education. It combines face-to-face and online instruction by integrating technology into their curriculum.\r\n\r\nMany educators agree that the blended approach is benefi cial. It delivers a fl exible experience and supports learning by allowing students to learn at their own pace. Meanwhile, use of this model helps maximize instructor efficiency, increasing engagement inside the classroom while simultaneously enabling them to reach more students. Institutions see the benefi ts as well. Retention rates increase, recruitment efforts improve and early evidence suggests that use of this approach can improve grades. The ME2U research project, conducted at the University of Sussex1, found that students using blended learning technology to view recorded content prior to assessment often produced higher scores.\r\n\r\nWith these advantages, it’s no surprise that blended learning is experiencing a dramatic upsurge\r\nin popularity. Today, student demand for blended learning courses continues to outpace most institutions’ ability to meet the growing need. Eighty-four percent of surveyed students would like blended learning technology offered in more of their courses.", "visits": 868, "categories": [6]}}, {"model": "links.link", "pk": 750, "fields": {"created_time": "2012-11-25T18:39:31.212Z", "updated_time": "2015-05-18T00:40:48.263Z", "title": "Learning (About) Outcomes: How the Focus on Assessment Can Help Overall Course Design", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Learning_Outcomes_How_Focus_on_Assessment_Can_Help.pdf", "file": null, "description": "Abstract\r\nThe demand for quantitative assessment by external agencies and internal\r\nadministrators can leave post-secondary instructors confused about the\r\nnature and purpose of learning outcomes and fearful that the demand\r\nis simply part of the increasing corporatization of the university system.\r\nThis need not be the case. Developing learning outcomes has a number\r\nof benefits for course design that go beyond program assessment. This\r\narticle clarifies some key aspects of the push toward using learning outcomes\r\nand introduces a tripartite nomenclature for distinguishing among\r\ncourse outcomes, outputs, and objectives. It then outlines a process for\r\ninstructors to use these three categories to develop and design courses\r\nthat meet institutional assessment demands while also improving overall\r\nteaching effectiveness.\r\nRésumé\r\nL’évaluation quantitative que demandent les agences externes et les\r\nadministrateurs internes peut confondre les instructeurs de niveau\r\npostsecondaires quant à la nature et à l’objectif des « résultats d’apprentissage\r\n», et leur faire craindre que cette demande ne fasse simplement partie de\r\nla privatisation croissante du système universitaire. Ce n’est pas forcément\r\nle cas. La création de résultats d’apprentissage présente de nombreux\r\navantages sur le plan de la conception de cours, avantages qui vont au-delà\r\nde l’évaluation de programme. L’article clarifie quelques aspects principaux\r\nde la poussée vers l’utilisation de « résultats d’apprentissage » et présente\r\nune nomenclature tripartite pour faire la distinction entre les résultats de\r\ncours, le rendement et les objectifs. Il décrit ensuite un processus pour\r\nLearning (About) Outcomes / R. S. Ascough 45\r\nCJHE / RCES Volume 41, No. 2, 2011\r\nque les instructeurs emploient ces trois catégories afin de concevoir des\r\ncours qui répondent aux exigences en évaluation de l’institution, tout en\r\naméliorant l’efficacité de l’enseignement dans son ensemble.", "visits": 852, "categories": [6]}}, {"model": "links.link", "pk": 754, "fields": {"created_time": "2012-12-22T19:58:02.709Z", "updated_time": "2015-05-18T00:40:45.066Z", "title": "Ontario Association of Career Colleges Response to Strengthening Ontario's Centres of Creativity, Innovation and Knowledge", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/OACC_Response_strengthening_Ontario.pdf", "file": null, "description": "The Ontario Association of Career Colleges (OACC) is eager to work with the Ontario Government to help shape the vision that is in the best interests of all Ontarians, and we strongly endorse the principle that “Increased innovation in the PSE sector will improve student learning options, meet the needs of lifelong learners, enhance quality, and ensure the long-term financial sustainability of the sector”. By working side-by-side, the Ontario government and all education stakeholders – public and private – can build a world-class postsecondary education system. Career Colleges are an integral component in the\r\ncontinuum of the province’s postsecondary system and are well positioned to inform the government’s consultations and actively address the challenges associated with developing a highly skilled, globally competitive labour force in communities across the province.\r\n\r\nThe modernization and increased productivity that are essential to Ontario’s postsecondary system and the economic prosperity of the Province must recognize the value of, and optimally integrate all four pillars of program delivery – Career Colleges, Community Colleges, Universities, and Apprenticeship Programs. If Ontario is to keep pace globally, we must develop strategic policies and mechanisms that support the Career College sector’s potential to contribute to the province’s economic well-being.\r\n\r\nThe Career College sector in Ontario currently offers more than 5,000 programs at over 600 campuses in 70 communities. It employs 12,000 staff, and annually produces approximately 50,000 skilled graduates at a minimal cost to taxpayers, due to the fact that Career Colleges receive no direct operating funds from the government. By choosing to study at Career Colleges, those 50,000 graduates save taxpayers more than $1 billion per annum. At the same time, the Career College sector generates\r\nmore than $94 million in business and payroll taxes. The sector is efficient, productive, flexible, innovative and accountable. It is able to shape and expand its programming to quickly adjust to market forces, thereby complementing the educational offerings of the other three pillars.", "visits": 952, "categories": [5]}}, {"model": "links.link", "pk": 755, "fields": {"created_time": "2013-01-02T19:55:45.945Z", "updated_time": "2015-05-18T00:40:48.136Z", "title": "Real Learning - Virtual Desktops", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/RealLearning_Virtual_Desktops.pdf", "file": null, "description": "At all levels of education — but particularly in higher education — campuses are revamping their IT environments and policies to accommodate, manage and support emerging technology trends. Desktop virtualization is an approach that addresses many of these needs. This Center for Digital Education issue brief explains how desktop virtualization can support emerging trends such as BYOD, improve access to resources, ensure user authentication and security, and increase efficiencies for the IT department.", "visits": 978, "categories": [4]}}, {"model": "links.link", "pk": 757, "fields": {"created_time": "2013-01-08T19:40:39.033Z", "updated_time": "2015-05-18T00:40:40.985Z", "title": "Impact of Scholarships and Bursaries on persistence and Academic Success in University", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Impact_Scholarship_Universitiespdf.pdf", "file": null, "description": "This paper provides one of the first analyses of the benefits to the university student of scholarships and bursaries in Ontario and Canada and has potentially important policy implications. Entry scholarships and bursaries have two main potential benefits: 1) they may attract stronger students to a given university, and 2) they may promote better performance in university. The first type of benefit mainly accrues to the individual school and not to the student or the province as a whole. The second type of benefit, however, may apply to all students who receive entry scholarships and hence leads to improved academic performance throughout\r\nthe system.", "visits": 1141, "categories": [8]}}, {"model": "links.link", "pk": 758, "fields": {"created_time": "2013-01-08T19:44:24.963Z", "updated_time": "2015-05-18T00:40:42.601Z", "title": "Rick Miner Presentation at OLC Conference", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/RickMiner_PresentationReport[1].pdf", "file": null, "description": "Aging population resulting in lower labour force participation rates\r\n\r\n Knowledge economy requiring a more educated work force\r\n", "visits": 987, "categories": [8]}}, {"model": "links.link", "pk": 759, "fields": {"created_time": "2013-01-10T14:44:13.639Z", "updated_time": "2017-02-17T16:42:13.753Z", "title": "Specialty Classroom Technologies", "url": "https://ucarecdn.com/6084c6bd-1c93-4c88-addf-502a2791269d/", "file": "https://ucarecdn.com/6084c6bd-1c93-4c88-addf-502a2791269d/", "description": "Today’s students are not receiving the specialized training needed to enter fields such as engineering, research, science and the arts. To add to the problem: Students are losing interest in these fields as they progress through their education. Educational institutions recognize the need to train students to enter the future workforce, but face challenges both in trying to interest students in these fields as well as to retain them; funding and a lack of trained educators are also problems. However, a whole new class of specialized technology is emerging that not only can make up for campuses’ limited resources, but can spark student engagement. This Special Report highlights this specialty technology and showcases its use in campuses across the nation. It examines how technology is boosting student interest and transforming areas like STEAM (science, technology, engineering, arts and math), research and supercomputing, and special education — providing educators with valuable tools to ensure all students have the critical skills needed to enter the future workforce prepared.", "visits": 3824, "categories": [4]}}, {"model": "links.link", "pk": 760, "fields": {"created_time": "2013-01-29T20:29:45.524Z", "updated_time": "2015-10-12T03:35:57.558Z", "title": "College-to-University Transfer Arrangements and Undergraduate Education: Ontario in a National and International Context ", "url": "http://www.ucarecdn.com/2221ef0e-6e79-430b-b980-c4b3b5305eab/", "file": "https://ucarecdn.com/2221ef0e-6e79-430b-b980-c4b3b5305eab/", "description": "Toronto, January 29, 2013 – Students who transfer from college to university to complete their undergraduate degree are likely to save themselves and the government money, and they often earn grades equivalent to students who go directly into university from high school, according to a new study from the Higher Education Quality Council of Ontario (HEQCO). \r\n\r\nfinds that in most jurisdictions examined outside Ontario, the total cost to students and the government of a degree earned through two years at college followed by two years at university (2+2) is lower than the cost of a four-year university program, with potential savings of from 8-29% per student over the course of four years. Study author David Trick notes that the 2+2 model is rare in Ontario, with most college-to-university transfer arrangements requiring additional courses that reduce or eliminate the potential financial savings. \r\n\r\nThe study uses published data on the transfer experiences in Alberta, British Columbia, Australia, New Zealand, Scotland and nine U.S. states, supplemented by interviews with higher education officials, and compares these experiences with recent data for Ontario. Trick says that better college-to-university pathways could make an important contribution to meeting the growing demand for baccalaureate education at an affordable cost. His study identifies three pathways for consideration: \r\n\r\n· Creating two-year university transfer programs at colleges in arts and business.\r\n\r\n· Expanding pathways from college career-oriented programs to university.\r\n\r\n· Expanding pathways from college career-oriented programs to college degrees. \r\n\r\nThese pathways are not mutually exclusive, according to Trick, and they could be combined into a system where every graduate from a two- or three-year college program with adequate marks would be guaranteed admission to a baccalaureate program in his or her region. \r\n\r\nThe study notes that transfer policies are part of a broader framework involving institutional structure, academic standards, accessibility, financial assistance and student services. Trick cautions that the transfer policy goals of other jurisdictions -- such as student choice, more spaces, less duplication of credits or smoother administration -- may differ from Ontario’s goals. “The experience of other jurisdictions suggests that policymakers need to establish clear and quantifiable goals, including appropriate deadlines and accountability,” says Trick, a former Ontario assistant deputy minister for postsecondary education and now a consultant in higher education strategy and management. \r\n\r\n\r\n\r\n", "visits": 941, "categories": [17]}}, {"model": "links.link", "pk": 761, "fields": {"created_time": "2013-02-01T17:19:56.177Z", "updated_time": "2017-02-17T16:57:51.266Z", "title": "Producing the Workforce of the 21st Century: Ontario Colleges' submission for the 2013 budget", "url": "https://ucarecdn.com/ee1d74a4-c1fe-45c9-b1d1-190461a0b6ae/", "file": "https://ucarecdn.com/ee1d74a4-c1fe-45c9-b1d1-190461a0b6ae/", "description": "The 2013 Ontario Budget will play an essential part in ensuring the province has the qualified workforce it needs\r\nfor the years ahead.\r\n\r\nThe challenges facing Ontario are significant. Young people throughout the province are struggling to find meaningful\r\nwork. People who have lost their jobs after years at the same company continue to seek opportunities to train for new\r\ncareers.\r\n\r\nMeanwhile, there is an increasing skills mismatch in Ontario and throughout the country, as many employers struggle to\r\nfind qualified people to hire.\r\n\r\nAs Seneca College president emeritus Rick Miner predicted in his seminal report, People Without Jobs, Jobs Without\r\nPeople: Ontario’s Labour Market Future, there is a growing divide between the qualifications sought by employers and\r\nthe education and training of much of the workforce. Growing numbers of job seekers simply aren’t qualified to fill a large\r\nnumber of vacant positions.\r\n\r\nFortunately, Ontario can meet these challenges and become a global leader in the innovation economy. Through a meaningful\r\ntransformation of higher education, Ontario can produce the best-educated, best-prepared workforce in the world.\r\n\r\nThe Ontario colleges’ policy submission to the province – Empowering Ontario: Transforming Higher Education in the\r\n21st Century – has proposed a number of recommendations to ensure students reach their full potential through a broad\r\narray of theoretical and applied learning opportunities.\r\n\r\nThe recommendations include expanding the college sector’s ability to assess and offer degree programs, strengthening the\r\nsystem for the transfer of completed post-secondary credits, expanding online and blended-learning opportunities,\r\nimproving access to apprenticeship programs, and much more ", "visits": 3678, "categories": [8]}}, {"model": "links.link", "pk": 762, "fields": {"created_time": "2013-02-01T21:19:16.134Z", "updated_time": "2015-05-18T00:40:48.157Z", "title": "Assessment of Higher Education Learning Outcomes", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Assessment_of_Higher_Education_Learning_Outcomes.pdf", "file": null, "description": "In 2008, the OECD launched the AHELO feasibility study, an initiative with the objective to assess whether it is possible to develop international measures of learning outcomes in higher education.\r\n\r\nLearning outcomes are indeed key to a meaningful education, and focusing on learning outcomes is essential to inform diagnosis and improve teaching processes and student learning. While there is a long tradition of learning outcomes’ assessment within institutions’ courses and programmes, emphasis on learning outcomes has become more important in\r\nrecent years. Interest in developing comparative measures of learning outcomes has increased in response to a range of higher education trends, challenges and paradigm shifts.\r\n\r\nAHELO aims to complement institution-based assessments by providing a direct evaluation of student learning outcomes at the global level and to enable institutions to benchmark the performance of their students against their peers as part of their improvement efforts. Given AHELO’s global scope, it is essential that measures of learning outcomes are valid across\r\ndiverse cultures and languages as well as different types of higher education institutions (HEIs).\r\n\r\nThe purpose of the feasibility study is to see whether it is practically and scientifically feasible to assess what students in higher education know and can do upon graduation within and across these diverse contexts. The feasibility study should demonstrate what is feasible and what could be feasible, what has worked well and what has not, as well as provide lessons and\r\nstimulate reflection on how learning outcomes might be most effectively measured in the future.", "visits": 945, "categories": [6]}}, {"model": "links.link", "pk": 763, "fields": {"created_time": "2013-02-01T21:25:32.071Z", "updated_time": "2015-05-18T00:40:46.676Z", "title": "Building a World Class Work Force: Partners in Ontario's renewed employment training system", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/BUILDING_A_WORLD_CLASS_WORKFORCE_WEB.pdf", "file": null, "description": "Ontario faces significant challenges to its global competitiveness. At the same time, demographic trends point to growing skills shortages and to increased competition worldwide for skilled labour. In the face of these challenges, there is an urgent need to ensure the economy has the skills it needs and individuals have access to recognized, credentialed education and training that meets their individual aspirations and supports their transition to long-term employment. The proposals contained in this document also address a key priority of the McGuinty government: addressing poverty. For example, with youth unemployment at nearly 14 per cent, Ontario must ensure that at-risk youth, who have even higher unemployment rates, participate in education and training programs such as the Ontario Youth Apprenticeship Program, Job Connect and Learning to 18.\r\n\r\nThere is a need to refocus our employment and training programs and services to respond to identified labour market needs and support long-term labour force attachment.\r\n\r\nOntario’s colleges have a mandate to offer a comprehensive program of career-oriented postsecondary education and training to assist individuals in finding and keeping employment, to meet the needs of employers and the changing work environment, and to support the economic and social development of their local and diverse communities. We represent a significant public investment.\r\n\r\nA government-college partnership that capitalizes on the colleges’ mandate and the public investment in colleges represents a prudent approach to meeting the labour market challenges Ontario faces.\r\n\r\nThe programs and services that individual colleges deliver at the local level vary depending on local needs and circumstances. Within this context, Ontario’s colleges are committed to playing a pivotal role in assisting the province. We represent a stable, accountable, province-wide, publicly funded infrastructure that delivers a comprehensive range of programming in English and in French and provides essential support services to individuals to enhance their potential\r\nfor success.", "visits": 792, "categories": [10]}}, {"model": "links.link", "pk": 764, "fields": {"created_time": "2013-02-01T21:27:57.670Z", "updated_time": "2015-05-18T00:40:46.077Z", "title": "Role of Colleges of Applied Arts and Technology in raising Ontario's labour productivity and contributing to its prosperity: Prism & Donner", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CO_2006_ROLE_OF_COLLEGES_PRISM_DONNER.pdf", "file": null, "description": "This report documents the central role of the college-educated workforce in improving labour productivity across the economy and supporting an innovation culture in the workplace. It describes critical “enabling occupations” that play a key role in allowing companies to build a culture of innovation in the workplace which they need if they are to continually restructure for success. It develops a “Prosperity Cycle” model and demonstrates the importance of college graduates in building a culture of innovation in a dozen key Ontario industries.\r\n", "visits": 944, "categories": [10]}}, {"model": "links.link", "pk": 765, "fields": {"created_time": "2013-02-01T21:31:04.679Z", "updated_time": "2015-05-18T00:40:41.064Z", "title": "Applied Research and Innovation Ontario Colleges - An Underutilized Resources", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CO_APPLIED_RESEARCH_INNOVATION.pdf", "file": null, "description": "In March 2004, a sweeping agenda was unveiled by the Federal government to stimulate the development of “a Canada of success.” The underlying strategy has two fundamental components:\r\n• Support learning by providing young Canadians with tools to success, while encouraging lifelong learning for all; and\r\n• Support innovative Canadian industries and enhance productivity.\r\n\r\nOntario’s 24 Colleges of Applied Arts and Technology have a long-standing track record of successful collaboration with the private sector, the public sector, local communities and regional economic clusters in providing state-of-the-art education and training that fosters leadership, enhances workforce productivity and strengthens the economy.\r\n\r\nIn recent years, Ontario colleges have also been increasingly encouraged to engage in applied research activities by private- and public-sector partners. These partnerships, of which more than 80 examples are provided in this paper, are frequently initiated by small and medium-sized organizations seeking innovation and commercialization opportunities\r\nessential to sustaining their operations. Lacking the capacity to do their own applied research and development, these organizations turn to Ontario colleges, with whom they often have long-standing education and training relationships, to provide the applied research, commercialization expertise and facilities necessary to stay ahead of their competition.\r\n", "visits": 1640, "categories": [10]}}, {"model": "links.link", "pk": 766, "fields": {"created_time": "2013-02-01T21:33:34.125Z", "updated_time": "2015-05-18T00:40:45.635Z", "title": "Canada's Most Important Economic Investment: Increasing Access to College Education and Training", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CO_CANADAS_MOST_IMPORTANT_ECONOMIC_INVESTMENT.pdf", "file": null, "description": "For Canada to succeed, all Canadians must have the opportunity to develop and use their skills and knowledge to the fullest. So said the government of Prime Minister Paul Martin in the Speech from the Throne that opened the 37th Parliament of Canada in February 2004: “Investing in people will be Canada’s most important economic investment.”\r\n\r\nSuch an investment is critical. The new economy demands an increasingly educated and skilled workforce. To remain globally competitive, Canada needs to invest in raising the overall level of education and skills across the country. As well, Canada faces a shortage of skilled workers over the next 10 years, due to both retirement and the country’s low population\r\ngrowth rate. To replace our aging workforce, Canada needs to look beyond traditional sources for future employees. It needs to invest in increasing the education and skill levels of:\r\n• Aboriginal Canadians;\r\n• Canadians with disabilities;\r\n• Immigrants to Canada;\r\n• Youth and adults with low literacy or foundation skills; and\r\n• Canadians living in rural or remote areas of the country.", "visits": 903, "categories": [10]}}, {"model": "links.link", "pk": 767, "fields": {"created_time": "2013-02-01T21:35:49.125Z", "updated_time": "2015-05-18T00:40:41.146Z", "title": "Catalysts of Economic Innovation: Building on the Applied Research Capacity of Ontario Colleges", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CO_CATALYSTS_INNOVATION.pdf", "file": null, "description": "Ontario firms and organizations are being challenged to increase productivity through innovation in order to compete on the fiercely competitive world stage and improve the quality of life of Ontarians. Yet, Ontario suffers from innovation gaps\r\nthat place its productivity and prosperity goals at risk.\r\n\r\nOntario’s 24 Colleges of Applied Arts and Technology have long been recognized for their contributions to career-oriented education and training programs that have strengthened the Ontario economy throughout the latter part of the 20th century.\r\nPoised on the threshold of the 21st century, college-based applied research and development (R&D) and business and industry innovation activities are of ever increasing importance to the achievement of Ontario’s productivity and prosperity\r\ngoals.\r\n\r\nColleges recommend that, beginning in 2006/07, the Government of Ontario establish a new, forward-looking provincial research and innovation policy framework and launch three strategic programs to bolster college capacity to support\r\nbusiness and industry through applied R&D, innovation and commercialization activities over the next decade, at a cost of $50 million over first five years.", "visits": 893, "categories": [10]}}, {"model": "links.link", "pk": 768, "fields": {"created_time": "2013-02-15T19:51:38.303Z", "updated_time": "2015-05-18T00:40:46.964Z", "title": "Producing the Workfoce of the 21st. Century: Ontario Colleges' submission for the 2013 budget", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2013_ProducingTheWorkforceOfThe21stCentury2013_budget.pdf", "file": null, "description": "The 2013 Ontario Budget will play an essential part in ensuring the province has the qualified workforce it needs for the years ahead.\r\n\r\nThe challenges facing Ontario are significant. Young people throughout the province are struggling to find meaningful\r\nwork. People who have lost their jobs after years at the same company continue to seek opportunities to train for new\r\ncareers.\r\n\r\nMeanwhile, there is an increasing skills mismatch in Ontario and throughout the country, as many employers struggle to\r\nfind qualified people to hire.\r\n\r\nAs Seneca College president emeritus Rick Miner predicted in his seminal report, People Without Jobs, Jobs Without\r\nPeople: Ontario’s Labour Market Future, there is a growing divide between the qualifications sought by employers and\r\nthe education and training of much of the workforce. Growing numbers of job seekers simply aren’t qualified to fill a large\r\nnumber of vacant positions.", "visits": 841, "categories": [8]}}, {"model": "links.link", "pk": 769, "fields": {"created_time": "2013-02-15T19:56:19.653Z", "updated_time": "2017-02-17T16:49:34.551Z", "title": "Assessment of Higher Education Learning Outcomes: Feasibility Study Report", "url": "https://ucarecdn.com/01102646-91fc-4988-b1e9-e3aa3facbea2/", "file": "https://ucarecdn.com/01102646-91fc-4988-b1e9-e3aa3facbea2/", "description": "In 2008, the OECD launched the AHELO feasibility study, an initiative with the objective to assess whether it is possible to develop international measures of learning outcomes in higher education.\r\n\r\nLearning outcomes are indeed key to a meaningful education, and focusing on learning outcomes is essential to inform diagnosis and improve teaching processes and student learning. While there is a long tradition of learning outcomes’ assessment within institutions’ courses and programmes, emphasis on learning outcomes has become more important in\r\nrecent years. Interest in developing comparative measures of learning outcomes has increased in response to a range of higher education trends, challenges and paradigm shifts.", "visits": 1039, "categories": [6]}}, {"model": "links.link", "pk": 770, "fields": {"created_time": "2013-02-15T19:58:44.623Z", "updated_time": "2015-05-18T00:40:47.500Z", "title": "Building a World Class Workforce: Partners in Ontario's renewed employment and training system", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/BUILDING_A_WORLD_CLASS_WORKFORCE_WEB.pdf", "file": null, "description": "Ontario faces significant challenges to its global competitiveness. At the same time, demographic trends point to growing skills shortages and to increased competition worldwide forskilled labour. In the face of these challenges, there is an urgent need to ensure the economy has the skills it needs and individuals have access to recognized, credentialed education and training that meets their individual aspirations and supports their transition to long-term employment.\r\n\r\nThe proposals contained in this document also address a key priority of the McGuinty government: addressing poverty. For example, with youth unemployment at nearly 14 per cent, Ontario must ensure that at-risk youth, who have even higher unemployment rates, participate in education and training programs such as the Ontario Youth Apprenticeship Program, Job Connect and Learning to 18.\r\n", "visits": 852, "categories": [10]}}, {"model": "links.link", "pk": 771, "fields": {"created_time": "2013-02-15T20:01:39.753Z", "updated_time": "2015-05-18T00:40:47.478Z", "title": "Role of Colleges of Applied Arts and Technology in raising Ontario's labour productivity and contributing to its prosperity (Prism & Donner)", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CO_2006_ROLE_OF_COLLEGES_PRISM_DONNER.pdf", "file": null, "description": "This report documents the central role of the college-educated workforce in improving labour productivity across the economy and supporting an innovation culture in the workplace. It describes critical “enabling occupations” that play a key role in allowing companies to build a culture of innovation in the workplace which they need if they are to continually restructure for success. It develops a “Prosperity Cycle” model and demonstrates the importance of college graduates in building a culture of innovation in a dozen key Ontario industries.\r\n\r\nOntarians work hard and build for the future, hoping that rising prosperity will improve the quality of life for their families. A higher standard of living seems hard to achieve these days – especially for young people leaving school. Government, businesses, researchers and others believe that Ontario’s prosperity depends on rising productivity that improves the competitiveness of industry. But how is this achieved and how do young people share in the benefits?\r\n", "visits": 850, "categories": [10]}}, {"model": "links.link", "pk": 772, "fields": {"created_time": "2013-02-15T20:04:59.286Z", "updated_time": "2015-05-18T00:40:45.147Z", "title": "Applied Research and Innovation: Ontari Colleges - An Underutilized Resource", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CO_APPLIED_RESEARCH_INNOVATION.pdf", "file": null, "description": "This report, representing the views of Ontario’s 24 colleges, highlights a systemic dearth of applied research and innovation funding opportunities for colleges at the federal level. Applied research and innovation at Ontario colleges are undertaken in collaboration with private and public sector partners. College applied research and innovation regularly lead to innovations and the commercialization of knowledge that result in new products and services benefiting the Canadian economy.", "visits": 1139, "categories": [10]}}, {"model": "links.link", "pk": 773, "fields": {"created_time": "2013-02-15T20:08:01.721Z", "updated_time": "2015-05-18T00:40:47.520Z", "title": "Canada's Most Important Econoic Investment: Increasing Access to College Education and Training", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CO_CANADAS_MOST_IMPORTANT_ECONOMIC_INVESTMENT.pdf", "file": null, "description": "For Canada to succeed, all Canadians must have the opportunity to develop and use their skills and knowledge to the fullest. So said the government of Prime Minister Paul Martin in the Speech from the Throne that opened the 37th Parliament of Canada in February 2004: “Investing in people will be Canada’s most important economic investment.”\r\n\r\nSuch an investment is critical. The new economy demands an increasingly educated and skilled workforce. To remain globally competitive, Canada needs to invest in raising the overall level of education and skills across the country. As well, Canada faces a shortage of skilled workers over the next 10 years, due to both retirement and the country’s low population\r\ngrowth rate. To replace our aging workforce, Canada needs to look beyond traditional sources for future employees.", "visits": 922, "categories": [10]}}, {"model": "links.link", "pk": 774, "fields": {"created_time": "2013-02-15T20:11:06.749Z", "updated_time": "2015-05-18T00:40:45.999Z", "title": "Catalysts of Economic Innovation: Building on the Applied Research Capacity of Ontario Colleges", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CO_CATALYSTS_INNOVATION.pdf", "file": null, "description": "Ontario firms and organizations are being challenged to increase productivity through innovation in order to compete on the fiercely competitive world stage and improve the quality of life of Ontarians. Yet, Ontario suffers from innovation gaps\r\nthat place its productivity and prosperity goals at risk.\r\n\r\nOntario’s 24 Colleges of Applied Arts and Technology have long been recognized for their contributions to career-oriented education and training programs that have strengthened the Ontario economy throughout the latter part of the 20th century.\r\nPoised on the threshold of the 21st century, college-based applied research and development (R&D) and business and industry innovation activities are of ever increasing importance to the achievement of Ontario’s productivity and prosperity\r\ngoals.\r\n", "visits": 860, "categories": [10]}}, {"model": "links.link", "pk": 775, "fields": {"created_time": "2013-02-15T20:13:42.498Z", "updated_time": "2015-05-18T00:40:47.230Z", "title": "Beyond the Stethoscope: Ontario's Human Resource Requirements in a Reformed Health Care System", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CO_HEALTH_BEYONDSTETHOSCOPE.pdf", "file": null, "description": "In recent months, national discussion on the need to reform Canada’s health care system has taken on new urgency as First Minister meetings have taken place and evidence of the medical, economic, and social effects of the current system mounts. The increasing costs of human care services and new technologies, combined with an aging population and changing roles of health care providers, are creating unprecedented pressures on our health care system.\r\n\r\nIn terms of human resources, the public has been focused on an acute shortage of physicians and nurses. In Ontario, efforts to improve supply through innovative projects such as Ontario’s International Medical Graduate program (IMG) and CARE bridging program for internationally trained nurses are meeting with some success.", "visits": 949, "categories": [10]}}, {"model": "links.link", "pk": 776, "fields": {"created_time": "2013-02-15T20:16:48.726Z", "updated_time": "2015-05-18T00:40:45.854Z", "title": "Focus on Mental Health", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CO_MentalHealth_Report_2012_WEB.pdf", "file": null, "description": "One of the most challenging issues post-secondary campuses face today is mental health. Unlike most other health issues, mental illness still has a stigma attached to it, so the temptation is to cover up the problem—but this can lead to serious, and sometimes tragic, consequences.\r\n\r\nAddressing this challenge is a priority for colleges and universities, whose leaders are committed to providing help for everyone who needs it. While much has been done to more effectively deliver these services, there is still more to do. This task is particularly important at post-secondary institutions, since young people age 15 to 24 are the least likely to seek assistance.\r\n", "visits": 952, "categories": [16]}}, {"model": "links.link", "pk": 777, "fields": {"created_time": "2013-02-15T20:21:53.408Z", "updated_time": "2015-05-18T00:40:44.524Z", "title": "Transition to College: Perspectives of Secondary School Students", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/TRANSITION_COLLEGE.pdf", "file": null, "description": "This research report represents the first phase of a multi-year collaborative research initiative of the Association of Colleges of Applied Arts and Technology of Ontario.1 The initiative is designed to develop a cohesive picture of the pathways from secondary school to college. The major purpose of this phase of the research was to identify secondary school students’ perceptions of Ontario colleges and of college as a possible post-secondary educational destination for them, and to determine the factors that have shaped these perceptions. A second purpose was to identify secondary school student achievement patterns, graduation rates and course enrolments in order to consider their influence on current and future college enrolments.\r\n", "visits": 884, "categories": [10]}}, {"model": "links.link", "pk": 778, "fields": {"created_time": "2013-02-15T20:23:57.576Z", "updated_time": "2017-02-20T15:03:16.098Z", "title": "Developing Skills Through Partnerships", "url": "https://ucarecdn.com/f43b8cdc-4d21-4faf-966b-ce0995bbede8/", "file": "https://ucarecdn.com/f43b8cdc-4d21-4faf-966b-ce0995bbede8/", "description": "In November 2005, the province of Ontario and the federal government signed two historic agreements – the Canada-\r\nOntario Labour Market Development Agreement and the Canada-Ontario Labour Market Partnership Agreement. One\r\nyear later, on Nov. 24, 2006, key labour market stakeholders, including users, delivery agents and government came together\r\nto collectively take stock of progress and to explore how partners can help governments move forward with successfully\r\nimplementing the agreements.\r\n\r\nThe symposium, Developing Skills through Partnerships, was co-hosted by Colleges Ontario, the Ontario Chamber of\r\nCommerce, ONESTEP, and the Canadian Policy Research Networks.\r\n", "visits": 3404, "categories": [10]}}, {"model": "links.link", "pk": 779, "fields": {"created_time": "2013-02-15T20:27:18.276Z", "updated_time": "2017-02-17T16:50:51.974Z", "title": "Emerging Stronger: A Transformative Agenda for Ontario", "url": "https://ucarecdn.com/2ff7b111-43d8-4eaf-9521-124b4afa80d9/", "file": "https://ucarecdn.com/2ff7b111-43d8-4eaf-9521-124b4afa80d9/", "description": "The global economic downturn has accelerated the need to identify a new economic path for the 21st century. Many Ontarians are concerned about the future of their businesses, families, and livelihoods.\r\n\r\nCanada and Ontario have weathered the recent economic downturn better than most, and as a result we stand on more solid ground than many of our competitors. But the high levels of government debt among many of our most important trading partners, a large provincial deficit, and high levels of North American household debt, present challenges for Ontario\r\nbusinesses. The Ontario Chamber of Commerce, the Mowat Centre, and Leger Marketing have partnered to initiate a discussion and identify a vision for our collective future.\r\n", "visits": 3220, "categories": [8]}}, {"model": "links.link", "pk": 780, "fields": {"created_time": "2013-02-15T20:30:26.760Z", "updated_time": "2015-05-18T00:40:46.915Z", "title": "Understanding Student Attrition in the six Greater Toronto Area (GTA) Colleges", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Final_Formatted_Seneca_Student_Attrition.pdf", "file": null, "description": "This study is a collaboration between the six colleges in the Greater Toronto Area (GTA) – Centennial College, Durham College, George Brown College, Humber College, Seneca College and Sheridan College. The research seeks to better understand why students leave their programs before completion, and the pathways they take after they leave.", "visits": 893, "categories": [3]}}, {"model": "links.link", "pk": 781, "fields": {"created_time": "2013-02-15T20:31:58.131Z", "updated_time": "2015-05-18T00:40:47.014Z", "title": "The Student Success Program: From Pilot to Implementation", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/FINAL_HEQCO_GBC_Student_Success_ENG.pdf", "file": null, "description": "The Student Success Program (SSP) at George Brown College is designed to foster a supportive college environment for first-year students. The College committed to fund the SSP for a five-year period beginning in 2008-2009. As part of the SSP, a range of academic and non-academic activities are offered to first-year students in order to promote collaborative learning and peer interaction. Some of these activities take place in class, while others are offered outside of class. The SSP components are tailored to programs within individual centres or schools, so as to provide the types of activities best suited to assist first-year students in those areas.", "visits": 833, "categories": [3]}}, {"model": "links.link", "pk": 782, "fields": {"created_time": "2013-02-15T20:34:30.458Z", "updated_time": "2015-05-18T00:40:44.031Z", "title": "Information Literacy Competency Standards for Students: A Measure of the Effectiveness of Information Literacy Initiatives in Higher Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Information_Literacy_Competency.pdf", "file": null, "description": "This research project was a two-year study that measured the effectiveness of information literacy models delivered to a sample of convenience, yielding 503 students in college diploma, college applied degree, collaborative degree, and university undergraduate programs at Georgian College, located in Barrie, Ontario. The project differentiates between four information literacy delivery models (Course-based, Embedded, Common Hour, and Online Tutorial) in order to identify best practices to organizations of different nature, size, and scope. Students’ information literacy skills and the benefits and challenges of the information literacy model are examined. This study also explored faculty knowledge and their\r\nperception of the importance of information literacy skill development and application.\r\n", "visits": 870, "categories": [6]}}, {"model": "links.link", "pk": 783, "fields": {"created_time": "2013-02-15T20:38:05.933Z", "updated_time": "2015-05-18T00:40:46.584Z", "title": "Investing in Prosperity: Helping small business innovate and create jobs", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/investing_in_prosperity.pdf", "file": null, "description": "Because innovation is an inherently social process – requiring people to make connections, develop ideas, and orchestrate implementation – colleges have built relationships to help their clients increase their scope of innovative practices. Each college is directly involved with many local economic development and innovation networks.", "visits": 804, "categories": [10]}}, {"model": "links.link", "pk": 784, "fields": {"created_time": "2013-02-15T20:40:13.940Z", "updated_time": "2015-05-18T00:40:46.428Z", "title": "Language Skills in the workplace: Developing a Framework for College Delivery of Occupation-specific Language Training In Ontario", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Language_Skills_for_the_Workplace.pdf", "file": null, "description": "Ontario is Canada’s largest provincial destination for immigrants. Language barriers, lack of recognition for foreign credentials and lack of work experience in Canada prevent many from gaining employment in their field of expertise.\r\n\r\nThere is an urgent and growing need for occupation-specific language training in Ontario. Immigrants cannot apply their experience, skills and knowledge without the level of language proficiency needed in the workplace, but there are not enough language training opportunities to meet their needs. Shortages of skilled workers in many sectors will increasingly hinder Ontario’s economic prosperity.\r\n", "visits": 852, "categories": [10]}}, {"model": "links.link", "pk": 785, "fields": {"created_time": "2013-02-15T20:44:07.632Z", "updated_time": "2015-05-18T00:40:41.899Z", "title": "A new Vision for Higher Education in Ontario", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/new_vision_for_higher_education.pdf", "file": null, "description": "Every developed country is racing to keep up with profound and fundamental changes in the 21st century. The new knowledge economy is creating unprecedented demands for higher levels of expertise and skills, while, at the same time, changing demographics will significantly reduce the numbers of qualified people available in the economy.\r\n\r\nThe cumulative impact presents great opportunities and great challenges to Ontario.\r\n\r\nThe province has an opportunity to implement meaningful and transformational changes that exploit the potential for growth in the new economy and drive Ontario’s prosperity to unprecedented levels.\r\n\r\nBut the threats to Ontario’s future are just as great. Failing to move forward now with significant measures could leave Ontario unprepared for the challenges ahead, and strand thousands of people as permanently unemployable.\r\n", "visits": 1043, "categories": [10]}}, {"model": "links.link", "pk": 786, "fields": {"created_time": "2013-02-15T20:46:33.898Z", "updated_time": "2015-05-18T00:40:48.050Z", "title": "Paths to Prosperity: Higher Learning for Better Jobs", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Pc_White_Paper_on_Education.pdf", "file": null, "description": "Post-secondary education is the great equalizer. It gives us all a chance to reach higher no matter where we come from or whatever our background. Both of my parents came from very modest upbringings and saw a university degree as a ticket to a good job and an entry to Ontario’s middle class. They, in turn, placed a high importance on post-secondary education and encouraged my sister and I to follow in their footsteps.\r\n\r\nThere is a lot about Ontario’s colleges and universities that we can be proud of, but we need to ensure our students are getting the best value for their tuition. In Ontario today, we see far too many students graduate with degrees and deep debts who can’t find a job.\r\n\r\nWe are spending a lot more money as a province, but we aren’t seeing the results. Government funding has\r\nincreased by 84% since 2003, yet Ontario universities are slipping in international rankings, tuition keeps rising, new graduates keep heading out West and there are many jobs in the skilled trades that can’t be filled.\r\n\r\nThis has got to change. We need to make the necessary changes to ensure our schools are the best in the world at preparing students for a career. The key will be incenting excellence, harnessing market forces, encouraging specialization and being honest.", "visits": 805, "categories": [8]}}, {"model": "links.link", "pk": 787, "fields": {"created_time": "2013-02-15T20:49:03.559Z", "updated_time": "2015-05-18T00:40:46.461Z", "title": "Realizing the Full Potential of Blended Learning", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Realizing_the_Full_Potential_of_Blended_Learning.pdf", "file": null, "description": "Every higher education institution today faces the complex challenges of serving increased enrollment levels within tight budgets. Adding to the complexity are new student expectations for the when, where and how of learning — where passive listening and doing classwork in isolation are no longer acceptable.\r\n\r\nThese challenges are prompting many colleges and universities to explore new approaches, especially blended learning, for delivering courses. Blended learning delivers higher levels of learning interactivity and collaboration and \r\n— more importantly for student and institutional success\r\n— higher levels of student engagement.", "visits": 867, "categories": [6]}}, {"model": "links.link", "pk": 788, "fields": {"created_time": "2013-02-15T20:52:59.788Z", "updated_time": "2015-05-18T00:40:43.797Z", "title": "Seamless Pathways: A symposium on Improving Transition from High School to College", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/SeamlessPathwaysrpt.pdf", "file": null, "description": "Seamless Pathways: A Symposium on Improving Transitions from High School to College gathered prominent Ontario educators, policy-makers and government leaders in Toronto on June 6, 2006. The purpose of the symposium was to bring together an expert group of education leaders to:\r\n• learn about other jurisdictions’ approaches to building meaningful pathways that contribute to higher success rates in secondary school and higher participation in post-secondary education\r\n• discuss what has been learned from current research; the School/College/Work Initiative projects; and the unique role of colleges and apprenticeship pathways in student success\r\n• identify systemic issues and develop policy advice for creating better school-college linkages in order to raise both participation and success rates for post-secondary students.", "visits": 805, "categories": [3]}}, {"model": "links.link", "pk": 790, "fields": {"created_time": "2013-02-15T20:57:54.061Z", "updated_time": "2015-10-12T03:34:58.075Z", "title": "College-to-University Transfer Arrangements and Undergraduate Education: Ontario in a National and International Context", "url": "http://www.ucarecdn.com/b2c97a7e-cba1-4f6a-a6b7-3972a20076c8/", "file": "https://ucarecdn.com/b2c97a7e-cba1-4f6a-a6b7-3972a20076c8/", "description": "This paper examines the implications of expanding the number and scope of college-to-university transfer arrangements as a means of meeting the demand for undergraduate degrees in Ontario. It focuses on two research questions:\r\n1. What are the differences in the learning outcomes of students in college-to-university transfer arrangements compared with those in four-year university programs?\r\n2. What are the differences in the cost per student for college-to-university transfer arrangements compared with four-year university programs?", "visits": 936, "categories": [14]}}, {"model": "links.link", "pk": 792, "fields": {"created_time": "2013-02-26T16:06:36.640Z", "updated_time": "2015-05-18T00:40:45.655Z", "title": "Adaptability to Online Learning: Differences Across Types of Students and Academic Subject Areas", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/adaptability-to-online-learning.pdf", "file": null, "description": "Using a dataset containing nearly 500,000 courses taken by over 40,000 community and technical college students in Washington State, this study examines how well students adapt to the online environment in terms of their ability to persist and earn strong grades in online courses relative to their ability to do so in face-to-face courses. While all types of students in the study suffered decrements in performance in online courses, some struggled more than others to adapt: males, younger students, Black students, and students with lower grade point averages. In particular, students struggled in subject areas such as English and social science, which was due in part to negative peer effects in these online courses.", "visits": 799, "categories": [6]}}, {"model": "links.link", "pk": 794, "fields": {"created_time": "2013-02-26T16:11:16.828Z", "updated_time": "2015-05-18T00:40:47.124Z", "title": "Disability in Ontario: Postsecondary education participation rtes, student experience and labour market outcomes", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/At_Issue_-_Disability_in_ON_ENG.pdf", "file": null, "description": "The Ontario government recognizes the importance of ensuring equality of access to postsecondary\r\neducation (PSE). One group that has been and continues to be underrepresented in PSE is students with\r\ndisabilities. As a response, the Ontario government has made improvements to the Accessibility for Ontarians with Disabilities Act, 2005, with the end goal of making Ontario a more accessible province for people with disabilities by 2025. In addition to making changes to legislation, there has been increased funding for students with disabilities, with more than $47 million allocated in 2010-2011 to help these students achieve success in PSE. The Ontario government now also provides targeted funding for students with learning disabilities (Tsagris and Muirhead, 2012).", "visits": 1096, "categories": [3]}}, {"model": "links.link", "pk": 795, "fields": {"created_time": "2013-02-26T16:13:21.170Z", "updated_time": "2015-05-18T00:40:41.040Z", "title": "Graduating Globally Competive Workers: Language learning gives students an advantage in today's workforce", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CDE13STRATEGYRosettaStone_V.pdf", "file": null, "description": "In March 2012, the U.S. Council on Foreign Relations released its ”U.S. Education Reform and National Security” report calling attention to a distressing truth that many people have known for years: American students are lagging behind their international peers. This report laid out the implications in stark terms with a sense of urgency reminiscent of President Obama’s 2011 State of the Union Address, in which he called for the U.S. to ”outeducate” the rest of the world.", "visits": 865, "categories": [6]}}, {"model": "links.link", "pk": 796, "fields": {"created_time": "2013-03-15T20:17:52.144Z", "updated_time": "2015-05-18T00:40:43.715Z", "title": "Canada Digital Fute in Focus 2013", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2013-Canada-Digital-FutureinFocus.pdf", "file": null, "description": "Executive Summary\r\nMedia fragmentation is occurring at light speed in today’s multi-platform environment, which features not only computers, but smartphones, tablets, gaming platforms and a seemingly ever-increasing number of emerging devices.\r\n\r\nThe strong swelling of mobile audiences, devices and consumption habits have shown us that consumers have become more platform agnostic in their digital media consumption and happily switch devices throughout the day and into the night to stay up to date on email, news, social media etc.\r\n\r\ncomScore has been preparing for a future scenario where most people will consume content on the go and PCs would no longer be the center of the digital universe. This future is quickly becoming a reality.\r\n\r\nThe following report examines how the latest trends in web usage, online video, digital advertising, mobile, social media and e-commerce are currently shaping the Canada digital marketplace and what that means for the coming year", "visits": 1524, "categories": [4]}}, {"model": "links.link", "pk": 797, "fields": {"created_time": "2013-03-15T20:19:19.227Z", "updated_time": "2015-05-18T00:40:43.213Z", "title": "Adaptability to Online Learning: Differences Across Typoes of Students and Academic subject Areas", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/adaptability-to-online-learning.pdf", "file": null, "description": "Using a dataset containing nearly 500,000 courses taken by over 40,000 community and technical college students in Washington State, this study examines how well students adapt to the online environment in terms of their ability to persist and earn strong grades in online courses relative to their ability to do so in face-to-face courses. While all types of students in the study suffered decrements in performance in online courses, some struggled more than others to adapt: males, younger students, Black students, and students with lower grade point averages. In particular, students struggled in subject areas such as English and social science, which was due in part to negative peer effects in these online courses.", "visits": 1077, "categories": [9]}}, {"model": "links.link", "pk": 798, "fields": {"created_time": "2013-03-15T20:22:32.128Z", "updated_time": "2015-05-18T00:40:46.624Z", "title": "Addressing a Mismatch of skills and Jobs in the Canadian Labour Market", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Addressing_Mismatch_of_skills_and_Jobs.pdf", "file": null, "description": "The Canadian labour market suffered a severe blow during the last recession, with more than 430,000 persons losing their jobs and the unemployment rate reaching levels unseen since the latter half of the 1990s.\r\n\r\nSubsequently, the labour market has shown great resilience, and there are now 900,000 more Canadians employed since the beginning of the recovery. Important weaknesses remain, however: long-term and youth unemploymentstill stand at obstinately high levels – despite a recent growth in job vacancies.\r\n\r\nThis E-Brief argues the best way to further support the Canadian labour market would be through policies that enhance labour mobility and emphasize skills training to help ensure unemployed Canadians have the right skill sets to\r\nintegrate into the workforce.", "visits": 985, "categories": [8]}}, {"model": "links.link", "pk": 800, "fields": {"created_time": "2013-03-15T20:27:45.097Z", "updated_time": "2017-02-17T16:46:36.605Z", "title": "Active Learning in Education: New technologies give students the tools and motivation to make the most of classroom time", "url": "https://ucarecdn.com/170fec35-4ec0-4ccd-9dba-bff5f061145c/", "file": "https://ucarecdn.com/170fec35-4ec0-4ccd-9dba-bff5f061145c/", "description": "Walk into any college classroom and you’ll likely see some students concentrating intently on their note taking or on watching the instructor’s presentation. You’ll also likely see some students texting on their phones, checking Facebook\r\non their laptops or whispering with their neighbors. And perhaps some students have that distant look of daydreaming or the droopy head that signals a nap.\r\n\r\nAll of these behaviors reflect what students have come to expect while in the classroom: slide after slide of content, with barely enough time to write it all down, much less understand it on the spot. Even raising a hand for clarification can sometimes be out of the question if the instructor has already moved on or if a student is too embarrassed to ask in front of the entire class. And so students cope by either scrambling to keep up during class or by tuning out and hoping to catch up on the content later.\r\n", "visits": 1229, "categories": [6]}}, {"model": "links.link", "pk": 801, "fields": {"created_time": "2013-03-15T20:29:30.346Z", "updated_time": "2015-05-18T00:40:44.229Z", "title": "Community College Students and Applied Research", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Community_College_Students_and_Applied_Research.pdf", "file": null, "description": "Student participation in applied research as a form of experiential learning in community colleges is relatively new. Ontario Colleges today participate at different levels with different numbers of projects and faculty involved. A few colleges in Ontario are more established in doing applied research including having basic infrastructure for research and having defined in which disciplines they will conduct research. This study took place in a college with a more established applied research program with the study goal of hearing and listening from the students and their teacher/research leaders as to their perceived benefit from the research program. The findings showed that the students found the program very beneficial and that student learning in areas considered important for the workplace was occurring that would not have been possible in the regular classroom.", "visits": 771, "categories": [6]}}, {"model": "links.link", "pk": 802, "fields": {"created_time": "2013-03-15T20:31:47.727Z", "updated_time": "2015-05-18T00:40:47.742Z", "title": "Use of Campus Support Services by Ontario College Students", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Dietsche_Support_services.pdf", "file": null, "description": "Offering an array of support services to meet the diverse needs of post-secondary learners assumes that these services improve success by providing students with compensatory resources and opportunities for engagement (Purnell & Blank,\r\n2004). Little Canadian research, however, has examined students’ use of support services. This study describes how campus support services are used by Ontario college students and factors that influence the uptake of those services. Results show that despite relatively high student-reported need, the majority of Ontario college students did not utilize most campus services. Age, gender and ethnicity, receptivity to support, negative college experiences, faculty referral, studying with peers, and poor grades were associated with increased use of some services. The findings argue for a proactive service delivery model using web-based resources to minimize location-based barriers and to more effectively promote services dedicated to student success.", "visits": 821, "categories": [6]}}, {"model": "links.link", "pk": 803, "fields": {"created_time": "2013-03-15T20:33:24.929Z", "updated_time": "2015-05-18T00:40:43.414Z", "title": "Following the Ontario Transfer Student: From College to University Inception", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Following_the_Ontario_Transfer_Student.pdf", "file": null, "description": "What sources and resources do college students utilize to assist them in the transfer process? What factors influence students’ transfer decisions? What information do students possess about transfer and of what quality is the transfer information students receive? This investigation interviews students of two-year College of Applied Arts and Technology (CAAT) and Institute of Technology and Advanced Learning (ITAL) programs in the province of Ontario, Canada who identify intentions to transfer to university within their first semester in college. Grounding all analysis in Spence (1973), Akerlof (1970) and Stiglitz’s (1990) work on asymmetric information, adverse selection and signaling, this study examines students’ knowledge of transfer and their attainment of that knowledge. Policy recommendations for the further development of transfer assistance mechanisms and timing of implementation are provided.\r\nKeywords: transfer credit; seamless education; asymmetric information; signalling.", "visits": 788, "categories": [3]}}, {"model": "links.link", "pk": 804, "fields": {"created_time": "2013-03-15T20:35:37.327Z", "updated_time": "2015-05-18T00:40:43.393Z", "title": "Bridging the Gap: The Impact of the 'Teachin in the Canadian Classroom' Program", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/ITAs_ENG.pdf", "file": null, "description": "The programs featured in this research represent the two main approaches to international teaching assistant (ITA) preparation in Canada. The first is a traditional or general Teaching Assistant Training Program (TATP), in which ITAs participate in twenty hours of preparation for teaching in an interdisciplinary cohort, together with Canadian graduate students. The second program, ‘Teaching in the Canadian Classroom’ (TCC), is a training program designed especially for ITAs. ITAs participate in twenty hours of preparation for teaching in an interdisciplinary cohort, but only with other ITAs. Both programs include video-recorded microteaching sessions, during which teaching assistants (TAs) receive detailed feedback on a ten-minute lesson that they teach. Both programs also include modules on effective teaching techniques. What makes the ‘Teaching in the Canadian Classroom’ program unique is that it includes a substantial intercultural communication\r\ncomponent. This component addresses cultural differences in the role of instructors and students, expectations for student engagement in Canadian classrooms, and communication strategies that may help ITAs bridge cultural differences in communication styles with their students and their supervisors.", "visits": 1089, "categories": [14]}}, {"model": "links.link", "pk": 805, "fields": {"created_time": "2013-03-15T20:38:10.879Z", "updated_time": "2015-05-18T00:40:45.756Z", "title": "The Role of New Faculty Orientations in Improving the Effectiveness of Postsecondary Teaching", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Role of New Faculty Orientations in Improving Effectivness of U Teaching.pdf", "file": null, "description": "New Faculty Orientations in Improving the Effectiveness of University Teaching.’ In the earlier published report, attention was directed at New Faculty Orientation (NFO) programs offered across Ontario’s twenty publicly-funded universities. The survey-derived data presented in the first report provide insights into the composition, strengths and drawbacks of the range of services offered to foster the pedagogical development of Ontario’s university faculty.\r\n\r\nThe purpose of this second report is to inquire into the availability of NFO programs across Ontario’s 24 publicly-funded community colleges.1 As in the first report, research presented herein is derived from an online survey instrument. Also like its counterpart, the present paper draws on survey-derived data in order to extend beyond questions about the prevalence of NFO programs in Ontario’s community college sector to also include discussion of more general teaching development services offered to faculty working within Ontario’s publicly-funded community colleges.\r\n", "visits": 1209, "categories": [7]}}, {"model": "links.link", "pk": 806, "fields": {"created_time": "2013-03-15T20:40:08.899Z", "updated_time": "2015-05-18T00:40:46.028Z", "title": "Sense of Belonging and First-Year Academic Literacy", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Sense_of_belonging_and_first-year_academic_literacy..pdf", "file": null, "description": "In this article, we analyze a broad range of factors that affect the sense of belonging of undergraduate students taking a first-year academic literacy course (ALC) at a multicultural, multilingual university in Vancouver, Canada. Students who fail to meet the university’s language and literacy requirements are required to pass ALC before they can enrol in writing courses across the disciplines. Consequently, many of those students feel that they have yet to be accepted as fully legitimate members of the university community. We present data from a two-year, mixed-method study, which involved asking students in surveys and interviews about their sense of belonging, as well as analyzing their reflective writing samples for issues related to their sense of belonging. We found that the participants’ perceptions of sense of belonging are multilayered and context-dependent, relating to changes in time and space, classroom pedagogy, and other social, cultural, and linguistic factors. Implications for higher education are discussed.", "visits": 805, "categories": [6]}}, {"model": "links.link", "pk": 807, "fields": {"created_time": "2013-03-15T20:42:20.696Z", "updated_time": "2015-05-18T00:40:44.239Z", "title": "The Impact on Writing Skills of Tablets in College Development english Classes", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Tablets_Teaching_Writing_Skills_ENG.pdf", "file": null, "description": "Incoming students at Seneca College and at most other community colleges in Ontario undergo a post-admission\r\nEnglish language skills assessment. The assessment is used to diagnose their writing needs and\r\nto place them into a course appropriate to their level of proficiency. \r\n\r\nOver the past five years, an increasing number of incoming students at Seneca have been placed into a developmental English course called EAC149 (in 2005, 38.0 per cent; in 2009, 43.4). EAC149 is a four-hourper- week, non-credit reading and writing course designed to prepare students for college-level English.\r\n\r\nWhile developmental or remedial classes are not necessarily associated with lower academic success (Attewell, Lavin, Domina & Levey, 2006), our records indicate that a lower success rate in EAC149 puts students at a pronounced risk of not graduating from Seneca College. Effective methods to encourage successful completion of EAC149 may thus increase students’ chances of graduating from their programs.\r\n\r\nThis project assessed the impact of tablet technology and DyKnow interactive software on the development of\r\nstudents’ writing skills in EAC149. Tablets enable individuals to use a pen-like instrument called a stylus to\r\ntake notes, record marginal comments and modify digital text in a manner similar to writing with a pen on\r\npaper. DyKnow interactive software enables teachers to share and record digital content and collaborate with\r\nstudents individually and collectively as a classroom session proceeds. With each tablet linked to DyKnow\r\ninteractive software, a teacher can display the work of individual students anonymously on a screen for\r\nviewing by all class members and incorporate notations and marginal comments as they discuss the text.", "visits": 975, "categories": [4]}}, {"model": "links.link", "pk": 810, "fields": {"created_time": "2013-04-10T18:10:05.377Z", "updated_time": "2015-05-18T00:40:43.485Z", "title": "State of Mind: Addressing mental health issues on university campuses", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/mental-health-state-of-mind-university-manager-article-summer-2012.pdf", "file": null, "description": "University leaders are actively addressing the issue of mental health on campuses across Canada. No longer seen as simply a question of crisis management, mental health issues are being approached in more proactive and systematic ways, as universities increasingly appreciate the advantages of prevention over reaction. “We are exploring what we need as a sector to deal with mental health issues in the post-secondary setting,” says Dr. Su-Ting Teo, Director of Student Health and Wellness at Ryerson University. Dr. Teo is co-chair of a working group on mental health for the Canadian Association of College and University Student Services (CACUSS), one of several inter-institutional organizations focusing on the issue. The key is to identify best practices and then put into action strategies and plans that work best for an individual institution\r\nand its specific circumstances.", "visits": 961, "categories": [16]}}, {"model": "links.link", "pk": 811, "fields": {"created_time": "2013-04-10T18:13:45.837Z", "updated_time": "2015-05-18T00:40:47.969Z", "title": "Protecting the Gains We’ve Made", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/OCUFA-Pre-Budget-Submission-to-SCFEA-2013-FINAL.pdf", "file": null, "description": "SUMMARY OF RECOMMENDATIONS\r\nThe OCUFA plan aims to dramatically enhance the quality and affordability of university education in Ontario by 2020 through increased government investment. We are also sensitive to the financial constraints the province is facing. As such, our recommendations reflect both the estimated minimum and maximum cost of our proposals. The Government of Ontario can choose to make a smaller investment as finances dictate. The important thing is that reinvestment begin now.\r\nWe recommend:\r\n1. Increasing per-student public investment in universities to the national average by 2020.\r\nCost in 2013-14: A minimum of $120 million and a maximum of $280 million\r\n2. Bringing the student-faculty ratio to the national average by 2020 by hiring new fulltime\r\nfaculty.\r\nCost in 2013-2014: A minimum of $16 million and a maximum of $110 million\r\n3. Freezing tuition fees and consulting with students, faculty, and administrators on a new\r\nfunding framework that preserves quality while ensuring affordability.\r\nCost in 2013-14: $170 million.\r\n4. Increasing research funding to universities by phasing out ineffective tax credits for private sector research and development.\r\nCost in 2013-14: No additional cost.\r\n5. Respecting faculty collective bargaining rights.\r\n6. Engaging faculty meaningfully in pension reform.", "visits": 862, "categories": [8]}}, {"model": "links.link", "pk": 812, "fields": {"created_time": "2013-04-10T18:16:28.852Z", "updated_time": "2015-05-18T00:40:42.738Z", "title": "The Peer Helper Program at the University of Guelph: Analysis of Skills Objectives", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Peer_Helper_ENG.pdf", "file": null, "description": "Undergraduate Peer Helpers score higher on some skill competencies than do other students.\r\n\r\nPeer Helpers, or Peers, are students who are trained through the University of Guelph’s Peer Helper Program (PHP) to assume paraprofessional roles focused on helping other students make successful transitions to, through and from the postsecondary learning environment. This study, funded by the Higher Education Quality Council of Ontario (HEQCO), gathered data over three years, starting in 2009, to compare the skills levels of Peer Helpers to those of two groups of students: those engaged in student government and those not engaged as Peer Helpers or in student government roles. The study used a skills model called The Bases of Competence (Evers, Rush and Berdrow, 1998), which consists of four groupings of skills: ‘Managing Self,’ ‘Communicating,’ ‘Managing People & Tasks,’ and ‘Mobilizing Innovation & Change.’ Peers were found to have significantly higher competency scores on the ‘Mobilizing Innovation & Change’ competency than\r\nstudents in the other two groups.", "visits": 899, "categories": [6]}}, {"model": "links.link", "pk": 813, "fields": {"created_time": "2013-04-10T18:18:36.072Z", "updated_time": "2015-05-18T00:40:44.772Z", "title": "Postsecondary Education Latecomers: Profile and Labour Market Outcomes of Ontario PSE Graduates", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/PSE_Latecomers_ENG.pdf", "file": null, "description": "The traditional pathway into postsecondary education (PSE) is to enter college or university directly after graduating from high school. Not all students follow the traditional pathway into PSE. The Ontario government recently set a goal “to raise the postsecondary [attainment] rate to 70 per cent” (Speech from the Throne, 2010). In 2011, 64 per cent of Ontario residents aged between 25 and 64 held a PSE credential.1 One way to help reach the target educational attainment rate of 70 per cent is for Ontario colleges and universities to attract and retain learners who follow non-traditional pathways. Therefore, one of the priorities of the Higher Education Quality Council of Ontario (HEQCO) is to evaluate the adequacy and efficiency of non-traditional pathways in obtaining a PSE credential. This study mainly examined one non-traditional pathway, delayed\r\nentry into PSE. Graduates who have taken more years than expected to graduate are also included in the discussion. The purpose of this paper is to address the following research questions:\r\n• What is the demographic profile of these non-traditional graduates?\r\n• Are their program choices and pathways through PSE different from those of direct entrants?\r\n• Do their labour market outcomes differ from those of direct entrants?", "visits": 817, "categories": [3]}}, {"model": "links.link", "pk": 814, "fields": {"created_time": "2013-04-10T18:22:57.056Z", "updated_time": "2017-02-17T16:46:13.810Z", "title": "Work-Integrated Learning in Ontario’s Postsecondary Sector: The Experience of Ontario Graduates", "url": "https://ucarecdn.com/eda39fbb-71f7-4790-a76b-a45467966240/", "file": "https://ucarecdn.com/eda39fbb-71f7-4790-a76b-a45467966240/", "description": "Recognition of the importance of a high-quality system of postsecondary education (PSE) in meeting the demands of Canada’s knowledge-based economy has focused recent media and policy attention on the role of Ontario’s colleges and universities in facilitating the successful transition of postsecondary graduates to the labour market. In particular, there is growing interest in the expansion of postsecondary work-integrated learning (WIL) programs – which include co-op, clinical placements, internships, and more – as a means of improving students’ employment prospects and labour market outcomes.\r\nThese programs are also believed to benefit students in other ways, for example, by enhancing the quality of the postsecondary experience and improving learning outcomes. Yet despite assumptions about the benefits of postsecondary WIL programs, relatively little empirical research has been conducted to assess students’ perspectives on the\r\nvalue of WIL and the learning outcomes associated with WIL participation.\r\n\r\nThis report presents findings from the Graduating Student Survey on Learning and Work, conducted as part of a multi-phase study launched by the Higher Education Quality Council of Ontario in 2009 to build the knowledge base about postsecondary workintegrated learning in Ontario. In addition to the survey of graduating students, the study also includes surveys of Ontario employers and postsecondary faculty, as well as a follow-up study to assess the post-graduation outcomes of graduating student respondents.", "visits": 3516, "categories": [18]}}, {"model": "links.link", "pk": 815, "fields": {"created_time": "2013-04-10T18:25:19.946Z", "updated_time": "2015-05-18T00:40:44.405Z", "title": "The University Productivity We need: The Ontario Faculty Perspective", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/University_Productity_Faculty_Perspective.pdf", "file": null, "description": "The idea of “productivity” in higher education is becoming a concern for some policymakers and observers of Ontario’s universities. This interest is fuelled by the province’s challenging deficit situation, which has put a premium on “doing more with less”. Productivity is featured in the Government of Ontario’s recent discussion paper, Strengthening Ontario’s Centres of Creativity, Innovation, and Knowledge, and was a prominent focus of the Ministry of Training, Colleges, and Universities\r\nstrategic mandate agreement process.\r\n", "visits": 944, "categories": [17]}}, {"model": "links.link", "pk": 816, "fields": {"created_time": "2013-04-10T18:30:59.994Z", "updated_time": "2015-05-18T00:40:43.859Z", "title": "Understanding PLAR as an asset-based approach to increase participation in adult learning", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/understandingPLAR_EN.pdf", "file": null, "description": "This research report examines how PLAR as an asset-based practice might broaden the participation of adults in lifelong learning, particularly those adults who are under-represented in existing learning activities.\r\n\r\nSpecifically, the report uses short composite narratives to describe how PLAR users (academic and workplace settings), PLAR service providers, and PLAR stakeholders (persons from literacy organizations, human resources, career development, and government) understand the effectiveness of PLAR as an asset-based approach to adult learning. These composite narratives are derived from data documented in a 2008 report, Effectiveness of PLAR: A qualitative study of the voices of Canadians, prepared by the Canadian Association of Prior Learning and Assessment (CAPLA).", "visits": 934, "categories": [18]}}, {"model": "links.link", "pk": 817, "fields": {"created_time": "2013-04-26T18:57:00.899Z", "updated_time": "2015-05-18T00:40:47.510Z", "title": "Colleges Serving Aboriginal Learns and Communities 2010 Emvironmental Scan", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Serving_Aboriginal_Learners.pdf", "file": null, "description": "Trends in post-secondary education participation in Canada continue to show that Aboriginal1 people rely significantly on\r\nCanada’s publicly-funded colleges, institutes, polytechnics, cégeps, and universities with a college mandate (hereinafter\r\nreferred to as “colleges”). ACCC is the national voluntary membership association which serves Canada’s publicly-funded\r\ncolleges and informs and advises various levels of government, business, industry and labour. Aboriginal peoples’ access\r\nto post-secondary education, inclusion and community development has been one of the Association’s strategic priorities\r\nsince its creation in 1972.", "visits": 916, "categories": [12]}}, {"model": "links.link", "pk": 818, "fields": {"created_time": "2013-04-26T19:01:01.957Z", "updated_time": "2015-05-18T00:40:43.767Z", "title": "Case Studies of Aboriginal Programs and Services at Canadian Colleges and Institutes", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Aboriginal_CaseStudies.pdf", "file": null, "description": "The ACCC 2009-2010 survey of Aboriginal programs and services demonstrated that most colleges and institutes across the country offer targeted programs and services for Aboriginal learners. Many are expanding their reach and working with Aboriginal communities to deliver tailored post-secondary programs.\r\n\r\nThe following case studies, collected in 2011-2012, show that colleges and institutes are creating partnerships for future generations by reaching out to Aboriginal youth through innovative recruitment activities and by supporting adults’ access to learning and employment opportunities. Based on a commitment to improving outcomes for Aboriginal learners, colleges and institutes operate as institutions of inclusion, and provide the support services needed for student success. Programs\r\ndelivered in partnership with Aboriginal institutions ensure the specific needs of Aboriginal communities are met. The promotion of Aboriginal culture, art and knowledge is achieved through awareness activities on campuses and specialized programs that teach and celebrate Aboriginal worldviews. Programs in Aboriginal governance prepare the leaders of tomorrow.", "visits": 1368, "categories": [12]}}, {"model": "links.link", "pk": 819, "fields": {"created_time": "2013-04-26T19:06:25.627Z", "updated_time": "2015-05-18T00:40:46.905Z", "title": "Colleges Serving Aboriginal Learners and Communities 2010 Survey Highlights", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/aboriginalbrochure.pdf", "file": null, "description": "Colleges Serving Aboriginal Learners and Communities 2010 Survey Highlights", "visits": 1018, "categories": [12]}}, {"model": "links.link", "pk": 820, "fields": {"created_time": "2013-04-26T19:09:32.750Z", "updated_time": "2015-05-18T00:40:45.225Z", "title": "ACCC Annual Report 2010-2011", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/ACCCannualreport2010-2011.pdf", "file": null, "description": "Association of Canadian Community Colleges Annual Report 2010-2011", "visits": 1070, "categories": [5]}}, {"model": "links.link", "pk": 822, "fields": {"created_time": "2013-04-26T19:28:45.966Z", "updated_time": "2015-05-18T00:40:46.124Z", "title": "Colleges, Institutes and Polytechnics: Stimulation Innovation for Small Businesses and Communities", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/ACCC-Stimulating_Innovation-April2013.pdf", "file": null, "description": "Canada’s colleges, institutes and polytechnics stimulate innovation, enhance curriculum and produce highly skilled, innovative graduates through applied research partnerships with firms and community organizations. Closely linked with regional public and private enterprises, colleges play a central role in advancing innovation.\r\n\r\nIn its 2012 economic survey of Canada, the Organisation for Economic Co-operation and Development (OECD) recognized that Canadian “colleges are becoming proactive in directly meeting the needs of small businesses in areas of problem solving, process innovation and technical skills.” In 2011-12, more than 24,000 college students and 1,700 faculty and staff collaborated with 4,586 companies across 524 research areas.", "visits": 760, "categories": [8]}}, {"model": "links.link", "pk": 823, "fields": {"created_time": "2013-04-26T19:32:45.542Z", "updated_time": "2015-05-18T00:40:42.072Z", "title": "Access to Postsecondary Education: How Ontario Compares", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Access_PSE_Ontario_Compares.pdf", "file": null, "description": "This research uses the Youth in Transition Survey (YITS) to compare participation in postsecondary education (PSE) in Ontario to such participation in other Canadian regions. We begin by presenting access rates by region, which reveals some substantial differences. University participation rates in Ontario are in about the middle of the pack, while college rates are relatively high. We then undertake an econometric analysis, which reveals that the effects of parental income are quite strong in the Atlantic provinces but much weaker elsewhere, including within Ontario. We also find that the relationship between high school grades and Programme for International Student Assessment (PISA) test scores (measures of academic “performance” and “ability”) differ by region and are generally strongest in Ontario. From this perspective, Ontario would appear to have a relatively “meritocratic” system, where those who are more qualified are more likely to go to university and where overall attendance rates are less affected by family income. Interestingly, the effects of parental education, which are generally much stronger than family income, are similar across provinces. Understanding the reasons underlying these patterns might warrant further investigation.", "visits": 1052, "categories": [10]}}, {"model": "links.link", "pk": 824, "fields": {"created_time": "2013-04-26T19:34:59.096Z", "updated_time": "2015-05-18T00:40:46.983Z", "title": "Assessment of Higher Education Learning Outcomes", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Assessment_of_Higher_Education_Learning_Outcomes.pdf", "file": null, "description": "In 2008, the OECD launched the AHELO feasibility study, an initiative with the objective to assess whether it is possible to develop international measures of learning outcomes in higher education.\r\n\r\nLearning outcomes are indeed key to a meaningful education, and focusing on learning outcomes is essential to inform diagnosis and improve teaching processes and student learning. While there is a long tradition of learning outcomes’ assessment within institutions’ courses and programmes, emphasis on learning outcomes has become more important in\r\nrecent years. Interest in developing comparative measures of learning outcomes has increased in response to a range of higher education trends, challenges and paradigm shifts.", "visits": 842, "categories": [6]}}, {"model": "links.link", "pk": 825, "fields": {"created_time": "2013-04-26T19:39:39.202Z", "updated_time": "2015-05-18T00:40:40.943Z", "title": "Benchmarking Alumni Relations in Community Colleges", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Alumni_Benchmarking_in_Community_Colleges.pdf", "file": null, "description": "In 2011, CASE founded the Center for Community College Advancement to provide training and resources to help community colleges build and sustain effective fundraising, alumni relations and communications and marketing programs. A goal for the center is to collect data on best practices in community colleges. This white paper summarizes the results of a groundbreaking survey on alumni relations programs at community colleges across the United States and Canada. The purpose of the survey was to help community college staff benchmark their experiences and programs in alumni relations with peers.", "visits": 910, "categories": [3]}}, {"model": "links.link", "pk": 826, "fields": {"created_time": "2013-04-26T19:42:24.756Z", "updated_time": "2015-05-18T00:40:45.245Z", "title": "Adult Learners in Ontario Postsecondary Institutions", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/At-Issue-Adult-Learners-ENG.pdf", "file": null, "description": "An important goal of Ontario’s postsecondary education system is to provide the appropriate level of educational attainment to meet the current and future human capital needs of the province (HEQCO, 2009: 19). This purpose reflects the recognition that education and training contribute to the human capital of individuals and make them more productive workers and better informed citizens. Attainment of further education not only provides for individual returns such as higher earnings and\r\nlower levels of unemployment , improved health and longevity, and greater satisfaction with life, but it is also strongly linked to social returns such as safer communities, healthy citizens, greater civic participation, stronger social cohesion and improved\r\nequity and social justice (Riddell, 2006). In order for the province to maintain and enhance its economic standing in the changing global economy, and to provide its citizens with the social benefits that higher education affords, it must ensure that the\r\nhuman capital needs of its society are met.", "visits": 1084, "categories": [18]}}, {"model": "links.link", "pk": 827, "fields": {"created_time": "2013-04-26T19:51:08.827Z", "updated_time": "2015-05-18T00:40:41.027Z", "title": "Defining, Measuring and Achieving \"Student Success\" in Ontario Colleges and Universities", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Student Success Ontario Colleges Universities.pdf", "file": null, "description": "Drawing mainly from HEQCO’s own research, this @Issue paper:\r\n• Describes how the definition of student success has gradually broadened at Ontario colleges and universities;\r\n• Summarizes some of the underlying institutional and student population factors that also impact on most current measures of student success;\r\n• Provides broad observations about some recent findings as they relate to the awareness, utilization and impact of various student service, course-based and other initiatives designed to promote student success;\r\n• Recommends what can be measured – as well as how and what outcomes can be expected – when it comes to initiatives and interventions designed to improve student success.", "visits": 839, "categories": [10]}}, {"model": "links.link", "pk": 828, "fields": {"created_time": "2013-04-26T19:54:41.603Z", "updated_time": "2017-02-17T16:45:55.214Z", "title": "Student Engagement as a Quality Measure in the Postsecondary System", "url": "https://ucarecdn.com/9bfbb276-8cbb-4b0b-ac2c-6545fe22d998/", "file": "https://ucarecdn.com/9bfbb276-8cbb-4b0b-ac2c-6545fe22d998/", "description": "In recent years, there has been a great and growing interest in measuring educational quality in the Ontario postsecondary education sector (PSE). Colleges and universities are interested in quality measures for academic planning purposes. Reliable indicators would allow them to identify effective educational practices as well as areas for improvement and to develop strategies in the hopes of improving educational experiences for students.\r\n\r\nThe government is interested for accountability reasons. Quality has become an increasingly prominent focus of the McGuinty government, which seeks not only to increase the number of PSE graduates in the province but also to ensure the quality of\r\ndegrees being awarded. Robust quality measures could be used to monitor individual institutional performance and to address issues at the sector level. Reliable and comparable provincial-level quality indicators could provide answers to questions such\r\nas how the Ontario PSE system is doing compared to other jurisdictions.", "visits": 3302, "categories": [3]}}, {"model": "links.link", "pk": 830, "fields": {"created_time": "2013-04-26T20:00:09.324Z", "updated_time": "2017-01-25T17:37:09.182Z", "title": "\"What About the Boys?\" An Overview of Gender Trends in Education and the Labour Market in Ontario", "url": "https://ucarecdn.com/73c2f2bb-99ec-4752-913d-28caa646afa9/", "file": "https://ucarecdn.com/73c2f2bb-99ec-4752-913d-28caa646afa9/", "description": "Ontario’s educational sector has experienced numerous changes in recent years, with increasing rates of participation in postsecondary education (PSE), declining secondary school drop-out rates, and strong performance by Ontario students on international academic assessments. Within these signs of progress, however, are indications that all students are not advancing equally (McMullen, 2004). The example that has attracted attention from the media as well as from educators and policy makers is the male population. Males have been referred to as the “new, disadvantaged minority” (Millar, 2008) and the “second sex” (Conlin, 2003). In the United States, a male high school student sued his school district, claiming that schools routinely discriminate against males (Jan, 2006). More recently, the Toronto District School Board, the largest in Canada, proposed the development of a single-gender school, boys-only classes and “boy-friendly” instruction (Wingrove & Reinhart, 2009). The concept of affirmative action on behalf of males has been raised and opposed at Canadian universities (Millar, 2008;\r\nCoates & Keen, 2007). Is the male population becoming an under-represented group in postsecondary education, as some reports in the media seem to suggest?", "visits": 3498, "categories": [3]}}, {"model": "links.link", "pk": 831, "fields": {"created_time": "2013-04-26T20:03:05.221Z", "updated_time": "2015-05-18T00:40:47.917Z", "title": "Signalling Abilities and Achievement: Measuring and Reporting on skill and Competency Development", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Measuring_Skills_Competencies.pdf", "file": null, "description": "Ensuring a nation’s capacity to compete in today’s knowledge based economy (KBE) has placed increased attention on each nation’s higher education systems. In order to maintain or develop a highly skilled and qualified workforce, governments must ensure that students have access to higher education. Those responsible in postsecondary education institutions must\r\nensure that the curricula offered in varied programs of study provide students with opportunities to strengthen and further develop the knowledge, skills, and competencies essential for success in current and future labour markets. Considering the globalization of labour markets, Governments must also ensure that, through assessment of the knowledge, skills and\r\ncompetencies of their students, they can provide accurate reports and appropriate recognition in documents that describe in commonly accepted terms the graduates’ competencies. It is the identification, measurement, and designation of qualifications that inures transparency of the credential to the benefit of the students/graduates and their institutions, as well as to future\r\nnational and international employers.", "visits": 831, "categories": [6]}}, {"model": "links.link", "pk": 832, "fields": {"created_time": "2013-04-26T20:06:17.349Z", "updated_time": "2015-05-18T00:40:47.821Z", "title": "Background Characteristics and Patterns of Access to Postsecondary Education in Ontario", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Pattern_of_Access.pdf", "file": null, "description": "This paper exploits longitudinal tax-filer data to provide new empirical evidence for Ontario on i) overall PSE\r\nparticipation rates on an annual basis over the last decade, ii) how access is related to a number of important\r\nindividual and family characteristics, including sex, family income, area size of residence and family type, and iii) how these relationships have changed over time. This is done for Ontario as a whole, in comparison to the rest of Canada, and then broken down by region within Ontario. The findings are informative, in some cases surprising, and highly relevant to public policy regarding access to postsecondary education.", "visits": 858, "categories": [10]}}, {"model": "links.link", "pk": 833, "fields": {"created_time": "2013-04-26T20:08:32.775Z", "updated_time": "2017-02-17T16:45:35.390Z", "title": "Performance Indicators: Ontario Postseondary Education System Performance", "url": "https://ucarecdn.com/8e492a0d-3847-4479-8a04-5c18b540c560/", "file": "https://ucarecdn.com/8e492a0d-3847-4479-8a04-5c18b540c560/", "description": "In three of the four postsecondary performance domains examined for HEQCO’s first annual performance indicator report, Ontario fares reasonably well. Comparatively, the system is efficient and productive. Its considerable investments in creating an accessible system places Ontario at the forefront of Canada and among world leaders in enrolment and attainment. Educated Ontarians (and their fellow Canadians) are more likely to be civically engaged and satisfied with their lives than citizens of other OECD nations. It’s largely a good news story, but one that demands a new headline: It’s time to focus on quality. And therein lies the caveat for this report and the challenge ahead for higher education systems in search of definitive quality measures.", "visits": 3036, "categories": [17]}}, {"model": "links.link", "pk": 834, "fields": {"created_time": "2013-04-26T20:10:21.111Z", "updated_time": "2015-05-18T00:40:41.126Z", "title": "Civic Engagement in the Digital Age", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/PIP_CivicEngagementintheDigitalAge.pdf", "file": null, "description": "This study examines online and offline political engagement and pays special attention to the role of social networking sites in people's political activities.", "visits": 1157, "categories": [9]}}, {"model": "links.link", "pk": 837, "fields": {"created_time": "2013-04-26T20:19:18.864Z", "updated_time": "2015-05-18T00:40:46.319Z", "title": "Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Success_assessment_Grades_1-12.pdf", "file": null, "description": "This document supersedes the sections outlining assessment, evaluation, and reporting policy in The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000 and in curriculum policy documents for Grades 1 to 8, Grades 9 and 10, and Grades 11 and 12 published before the release of this document, with the following exception: The achievement charts in all current curriculum policy documents remain in effect.", "visits": 819, "categories": [6]}}, {"model": "links.link", "pk": 838, "fields": {"created_time": "2013-04-26T20:21:41.295Z", "updated_time": "2015-05-18T00:40:46.339Z", "title": "Supporting Skills and Competency Development", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Supporting_Skills.pdf", "file": null, "description": "In the knowledge-based economy (KBE), a strong education system should produce a citizenry that is equipped with the tools for success: skills, competencies, and knowledge. The role of higher education in the development of the KBE is crucial because institutions are the \"creators of, and venues for, cultural and social activity” (OECD, 2007: 39). Around the world, governments are aiming to provide higher education equitably and en masse while ensuring it is both of high quality and of relevance to the labour market. This is a challenge that Ontario, too, faces as it prepares its strategies to enhance the knowledge and skills of its citizens.", "visits": 805, "categories": [6]}}, {"model": "links.link", "pk": 839, "fields": {"created_time": "2013-04-26T20:23:37.567Z", "updated_time": "2015-05-18T00:40:43.909Z", "title": "Teaching and Learning Centres: Their Evolving Role Within Ontario Colleges and Universities", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/TL Centres ENG.pdf", "file": null, "description": "One of the primary functions of many Ontario universities and colleges is to provide students with a high quality teaching and learning experience. However, as resources are stretched and postsecondary institutions focus more on research, funding into teaching development and support has been put at risk. A number of additional challenges – including rising\r\nstudent/faculty ratios and class sizes, an aging faculty population, outdated methods of instruction and curriculum design, and uneven access to teaching development for new instructors – are making it even more difficult to develop and maintain quality teaching. Many student associations, faculty and administrators, the general public, as well as provincial government officials have agreed that the quality of the teaching and learning experience available to students at Ontario’s colleges and universities is increasingly at risk.", "visits": 807, "categories": [6]}}, {"model": "links.link", "pk": 840, "fields": {"created_time": "2013-04-26T20:25:36.929Z", "updated_time": "2015-05-18T00:40:47.257Z", "title": "Students Who Transfer Between Ontario Colleges and Universities", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Transfer_Colleges_Universities.pdf", "file": null, "description": "The conventional pathway model in postsecondary education (PSE) has traditionally been one of simple, linear choices, where enrolment after secondary school in either college or university ultimately leads to the attainment of a credential and entry into the labour force. Today, however, PSE pathways are no longer as direct. Fewer students are entering PSE programs directly from high school (Bayard and Greenlee, 2009: 11) and students are more likely to have previous PSE experience or to attain multiple credentials than students in the past (Boothby and Drewes, 2006: 6; Bayard and Greenlee, 2009: 11; Colleges Ontario (CO), 2009). Students are opting to alternate between part- and full-time studies, switch programs, return to PSE after an\r\nabsence or time in the workforce, pursue further credentials, or transfer between postsecondary institutions and even sectors.", "visits": 811, "categories": [17]}}, {"model": "links.link", "pk": 841, "fields": {"created_time": "2013-08-20T20:05:46.423Z", "updated_time": "2015-05-18T00:40:44.083Z", "title": "11 Strategies for Managing Your Online Courses", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/11stratmanageonlinecourse-oc.pdf", "file": null, "description": "Much has been written about the challenges of teaching an online course. While not discounting the unique (and sometimes frustrating) aspects of the online learning environment, it could be said that, despite the numerous differences, many of the same course management strategies that are essential to success in a traditional classroom also apply in the online classroom. These strategies include the importance of a strong syllabus, clear directions, well-organized materials, and timely feedback.\r\nOf course, the big challenge for online instructors is that the very nature of online education amplifies the importance of properly addressing these management issues, while throwing a few more additional obstacles into the mix. Choosing the right communication tools and protocols, addressing technology problems, managing student expectations, and building community are just some of issues that can stretch online instructors to the breaking point.\r\n\r\n11 Strategies for Managing Your Online Courses was created to help online instructors\r\ntackle many of the course management issues that can erode the efficiency and effectiveness\r\nof an online course. It features 11 articles pulled from the pages of Online Classroom,\r\nincluding:\r\n• Syllabus Template Development for Online Course Success\r\n• The Online Instructor’s Challenge: Helping ‘Newbies’\r\n• Virtual Sections: A Creative Strategy for Managing Large Online Classes\r\n• Internal or External Email for Online Courses?\r\n• Trial by Fire: Online Teaching Tips That Work\r\n• The Challenge of Teaching Across Generations\r\nIt’s important to keep in mind that you’re not the only one who may be a little anxious\r\nabout going online. Students often have anxiety when taking their first online course. It’s\r\nup to you to help them feel more confident and secure, all the while keeping your\r\nworkload at a manageable level. The course management tips in this report will help.\r\nRob Kelly\r\nEditor\r\nOnline Classroom", "visits": 1076, "categories": [4]}}, {"model": "links.link", "pk": 842, "fields": {"created_time": "2013-08-20T20:08:14.544Z", "updated_time": "2015-05-18T00:40:44.474Z", "title": "Social Media Usage Trends Among Higher Education Faculty", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Social Media Usage Higher Education.pdf", "file": null, "description": "Social Media Usage Trends Among Higher Education Faculty\r\nThe numbers surrounding social media are simply mind boggling.\r\n750 million. The number of active Facebook users, which means if Facebook was a country it would be the third-largest in the world.\r\n90. Pieces of content created each month by the average Facebook user.\r\n175 million. The Twitter accounts opened during Twitter's history.\r\n140 million. The average number of Tweets people sent per day in February 2011.\r\n460,000. Average number of new Twitter accounts created each day during February 2011.\r\n120 million. LinkedIn members as of August 4, 2011.\r\nMore than two per second. The average rate at which professionals are signing up to join\r\nLinkedIn as of June 30, 2011.\r\nAll of these stats, which come from the respective companies’ own websites, serve as proof points to what we already knew: social media is growing at breakneck speed. Yet the story of social media is still being written as organizations and individuals alike continue to evaluate the benefits and drawbacks of social media in the workplace. When that workplace is a college or university, there’s a cacophony of opinions in terms of the most effective uses, if any.\r\nFor the past two years, Faculty Focus conducted a survey on Twitter usage in higher education, this year we expanded the survey to include Facebook and LinkedIn, while changing a number of the questions as well. Twitter, Facebook, and LinkedIn are considered \"the big three\" in social media, and we thank those who recommended we take a broader look at the landscape.\r\nAll three platforms have their strengths and weaknesses, and are better used for some things than others. But how are the three being used in higher education today? It’s our hope that these survey results provide at least some of the answers while lending new data to the discussion.\r\nMary Bart\r\nEditor\r\nFaculty Focus", "visits": 718, "categories": [9]}}, {"model": "links.link", "pk": 843, "fields": {"created_time": "2013-08-20T20:09:46.290Z", "updated_time": "2015-05-18T00:40:42.294Z", "title": "Active Learning Strategies in Introductory Financial Accounting Classes", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Active_Learning_Strategies_ENG.pdf", "file": null, "description": "The study presented in this report provides a systematic look at how students experienced and approached their learning in Introductory Financial Accounting at four Ontario postsecondary institutions. Most introductory courses serve a number of important purposes: they provide students with an introduction and a common background to a subject area; they recruit students into a discipline; they foster new skills and attitudes; they bring the opportunity to successfully transition to a new learning environment; and so on. Typically some of the largest courses taught on campus and full of novice learners, introductory courses are arguably also some of the most challenging for instructors and students alike. Anecdotal evidence suggests that on many campuses, Introductory Financial Accounting is no different in this respect. Despite its importance as a gateway to virtually all business or commerce programs, instructors report that student preparation and interest can be inconsistent and that many students find the course unduly challenging.", "visits": 808, "categories": [6]}}, {"model": "links.link", "pk": 844, "fields": {"created_time": "2013-08-20T20:12:44.938Z", "updated_time": "2015-05-18T00:40:42.334Z", "title": "ASSESSMENT OF HIGHER EDUCATION LEARNING OUTCOMES AHELO FEASIBILITY STUDY REPORT VOLUME 2 DATA ANALYSIS AND NATIONAL EXPERIENCES", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Assessment_of_Higher_Education_Learning_Outcomes.pdf", "file": null, "description": "In 2008, the OECD launched the AHELO feasibility study, an initiative with the objective to assess whether it is possible to develop international measures of learning outcomes in higher education.\r\nLearning outcomes are indeed key to a meaningful education, and focusing on learning outcomes is essential to inform diagnosis and improve teaching processes and student learning. While there is a long tradition of learning outcomes’ assessment within institutions’ courses and programmes, emphasis on learning outcomes has become more important in\r\nrecent years. Interest in developing comparative measures of learning outcomes has increased in response to a range of higher education trends, challenges and paradigm shifts.\r\nAHELO aims to complement institution-based assessments by providing a direct evaluation of student learning outcomes at the global level and to enable institutions to benchmark the performance of their students against their peers as part of their improvement efforts. Given AHELO’s global scope, it is essential that measures of learning outcomes are valid across\r\ndiverse cultures and languages as well as different types of higher education institutions (HEIs).", "visits": 1008, "categories": [7]}}, {"model": "links.link", "pk": 845, "fields": {"created_time": "2013-08-20T20:15:32.050Z", "updated_time": "2015-05-18T00:40:42.749Z", "title": "Disability in Ontario: Postsecondary education participation rates, student experience and labour market outcomes", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/At_Issue_-_Disability_in_ON_ENG.pdf", "file": null, "description": "The Ontario government recognizes the importance of ensuring equality of access to postsecondary education (PSE). One group that has been and continues to be underrepresented in PSE is students with disabilities. As a response, the Ontario government has made improvements to the Accessibility for Ontarians with Disabilities Act, 2005, with the end goal of making Ontario a more accessible province for people with disabilities by 2025. In addition to making changes to legislation, there has been increased funding for students with disabilities, with more than $47 million allocated in 2010-2011 to help these students achieve\r\nsuccess in PSE. The Ontario government now also provides targeted funding for students with learning disabilities (Tsagris and Muirhead, 2012).\r\nThe 2005 Postsecondary Review, “Ontario: a Leader in Learning,” authored by Bob Rae, addressed issues facing students with disabilities. Key recommendations1 included:\r\nRequire institutions to reach out to students with disabilities at their schools and in their communities to ease the transition to postsecondary education. Provide funding for enhanced academic and career counselling on campus. Allow for the evolution of centres of research and service excellence and distribute funding to institutions for supports and services on the basis of the size of a given institution’s population of students with disabilities (Rae, 2005: 32).", "visits": 1165, "categories": [6]}}, {"model": "links.link", "pk": 846, "fields": {"created_time": "2013-08-20T20:16:44.429Z", "updated_time": "2017-02-17T16:45:08.348Z", "title": "Beyond Labs and Libraries: Career Pathways for Doctoral Students", "url": "https://ucarecdn.com/2580ff79-b217-43e4-ad21-c60cf750bddd/", "file": "https://ucarecdn.com/2580ff79-b217-43e4-ad21-c60cf750bddd/", "description": "Approaches to higher education have been evolving at an increasingly rapid pace over the past decade, and graduate education is a critical part of that evolution. In Ontario alone, the number of new programs offered at our institutions has increased dramatically since 2004, and between 1999 and 2009, the number of PhD students enrolled in Ontario universities has nearly doubled (Maldonado, Wiggers, & Arnold, 2013). Students are coming to graduate school at different stages of their lives (Wiggers, Lennon, & Frank, 2011) and, in today’s economy, many are leaving graduate schools with increased uncertainty and anxiety about their career prospects (Maldonado et al., 2013; Patton, 2012).\r\nWhereas in the past it was considered the norm for graduate students to move on to careers in academia, recent studies have confirmed what is apparent to most casual observers: the standard path is no longer into academia. For example, a 2010 study estimated that about 50 per cent of US PhD graduates now take positions outside of academia (Wendler, Bridgeman, Cline, Millett, Rock, Bell, & McAllister, 2010), and those who end up in academia are less likely to hold full-time tenure-stream positions. From 1975 to 2009, the proportion of full-time tenured and tenure-track faculty positions decreased as a proportion of the total number of instructional staff at US universities from approximately 45 to 24 per cent (AAUC), with part-time faculty positions comprising the majority of instructional positions (41%) by 2009. Within the Canadian context, current estimates suggest that less than 25 per cent of PhD students will end up in full-time tenure-stream research and teaching positions (Charbonneau, 2011; Tamburri, 2010).", "visits": 1015, "categories": [6]}}, {"model": "links.link", "pk": 847, "fields": {"created_time": "2013-08-20T20:17:59.140Z", "updated_time": "2015-05-18T00:40:42.664Z", "title": "Non-Traditional Pathways to Postsecondary Education: A Qualitative Study of the Experiences of Students in College Preparatory Programs", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/College_Preparatory_Programs.pdf", "file": null, "description": "News reports warn of an upcoming labour shortage that will be accompanied by high unemployment rates due to a large pool of workers who do not have the skills to participate in the Canadian labour market. Researchers and economists have suggested focusing on training populations of individuals who have historically been underrepresented in the labour market as a way of addressing this upcoming shortage.\r\nThrough its Employment Ontario – Literacy and Basic Skills program, the Ministry of Training, Colleges and Universities funds preparatory programs at all Ontario public colleges. These programs provide a pathway for non-traditional learners to access postsecondary education and training that would allow them to attain education, training and meaningful employment. Preparatory programs cater to prospective students interested in attending postsecondary programs, trades training or apprenticeships but who lack the admission requirements or who have been out of school for an extended period of time. Preparatory programs provide adult learners with the opportunity to improve their mathematics, communications, computer and science skills up to the level expected for college entry. The courses students take can also fulfill prerequisite requirements for entry into college programs. Other reasons students attend preparatory programs include personal development, career exploration, upgrading for employment purposes or interest in obtaining their high school equivalency.", "visits": 814, "categories": [3]}}, {"model": "links.link", "pk": 848, "fields": {"created_time": "2013-08-20T20:20:06.446Z", "updated_time": "2015-05-18T00:40:43.960Z", "title": "Strategies for Supporting Youth Education: A Snapshot of Early Intervention Programs in Ontario", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Early_Interventions_ENG.pdf", "file": null, "description": "While Canada leads other OECD member countries in postsecondary education (PSE) participation rates, there still remain underrepresented segments of the population which are less likely to pursue PSE. Ontarians who come from low-income households, have parents with no PSE, live in a rural area, identify as an Aboriginal person, and/or have a disability are less likely to enrol in PSE (Norrie & Zhao, 2011).\r\nYouth from some ethnic and racial groups are also less likely to pursue PSE, particularly university (Abada, Hou, & Ram, 2008).\r\nThis paper focuses on early intervention programs as one approach to support underrepresented youth to complete secondary school and make the transition to PSE. These programs are intended to provide youth with the resources, support and information necessary to avoid dropping out of school and to increase their chances of participating in PSE (Chambers & Deller, 2011). Early intervention programs can originate within the elementary and secondary school systems, colleges, universities, community centres or other community-based organizations.\r\n\r\nThe first section of this report is a literature review summarizing the key thinking on the role of early\r\nintervention programs in supporting access. Much of what we know in Canada about these programs is\r\ndrawn from the American context, where research on the topic has been extensive. As a result, the\r\nliterature review draws heavily from American sources, making links to the Canadian context where\r\npossible.\r\n", "visits": 940, "categories": [3]}}, {"model": "links.link", "pk": 849, "fields": {"created_time": "2013-08-20T20:21:35.670Z", "updated_time": "2015-05-18T00:40:43.950Z", "title": "Measuring Student Success and Satisfaction in Technology-Enhanced Learning Studio Environments", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Enhanced_Learning_Studios.pdf", "file": null, "description": "A learning studio is a classroom or specialized learning space that typically features enhanced teaching and learning technologies, comfortable seating, flexible furniture and an open layout. The learning studio concept is gaining popularity in many educational institutions. The increasing use of the learning studios, with the concomitant construction and equipment costs, inevitably raises questions regarding their effectiveness.\r\nThis study poses and tests five questions concerning the effectiveness of learning studios when compared to the traditional classroom.\r\n Do the students better achieve course learning outcomes in a learning studio?\r\n Do the students experience greater course completion rates in a learning studio?\r\n Are students more satisfied with the learning experience in a learning studio?\r\n Are the instructors more satisfied teaching in a learning studio?\r\n Does the learning studio enable and allow for greater use of technologies or alternative teaching methods than the traditional classroom?\r\nAs Lambton College converted a few classrooms into learning studios and the faculty migrated courses from the former to the latter, the opportunity arose to examine the effect of the learning studios. For this study, 11 courses were identified in which a section of the course was taught one year in a classroom and the following year in a learning studio. In the successive deliveries of each of these courses, the instructor, course outline, evaluation scheme and student academic program remained constant, and the student demographics remained relatively steady. With the classroom as the control and the learning studio as the experimental venue, the achievement of the learning outcomes and the completion of the course by the students, and the satisfaction of the students and of the faculty could be compared for the two venues.\r\n", "visits": 701, "categories": [6]}}, {"model": "links.link", "pk": 850, "fields": {"created_time": "2013-08-20T20:27:06.285Z", "updated_time": "2015-05-18T00:40:44.635Z", "title": "How Online Learning Affects Productivity, Cost and Quality in Higher Education: An Environmental Scan and Review of the Literature", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/How_online_Learning_affects.pdf", "file": null, "description": "This paper reviews the use of online learning in higher education in Canada and internationally. The paper focuses on the following questions:\r\n• What are the cost implications of a shift to online learning? Specifically, does a greater use of online instruction save institutions or systems money and, if so, under what circumstances?\r\n• What do we know about the relationship between online learning and important variables\r\nthat are often considered when discussing the “quality” of an institution or of a system?\r\nThe methodology combines a review of published literature and an environmental scan of recent developments, recognizing the rapidly evolving nature of the subject matter.\r\nThe evidence reviewed suggests that, for a range of students and learning outcomes, fully online instruction produces learning that is on par with face-to-face instruction. The students most likely to benefit are those who are academically well prepared and highly motivated to learn independently.\r\nStudents who are not well prepared to learn at the postsecondary level or do not devote the necessary time to learning are less likely to benefit from online learning and may in fact do better in a face-to-face setting.", "visits": 1411, "categories": [9]}}, {"model": "links.link", "pk": 851, "fields": {"created_time": "2013-08-20T20:29:30.803Z", "updated_time": "2015-05-18T00:40:45.905Z", "title": "HOW AMERICA PAYS FOR COLLEGE 2013", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/howamericapays2013.pdf", "file": null, "description": "Six years ago, Sallie Mae started a conversation with American families, asking them important questions about how they meet the cost of higher education and how they view the value of that investment.\r\nThe How America Pays for College study, conducted by Ipsos Public Affairs, shows that American families are settling into a post-recession reality with regards to how they pay for college. Since 2010, families have reduced how much they spend on college, with parents’ contributions in particular seeing a significant decline.\r\nThe use of grants and scholarships, now the largest contributor, and student borrowing have increased to make up for some of this deficit. In 2013, the use of college savings plans has also increased to its highest level ever.\r\n", "visits": 798, "categories": [8]}}, {"model": "links.link", "pk": 852, "fields": {"created_time": "2013-08-20T20:30:52.159Z", "updated_time": "2015-05-18T00:40:44.574Z", "title": "The Impact of Multiple Electronic Learning Resources on Student Academic Performance", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Impact_of_Multiple_Electronic_Learning_Resources_on_Student_Academic_Performance.pdf", "file": null, "description": "Under the broad research question, “Can multiple electronic learning resources improve students’ academic performance in a large first-year General Chemistry course?”, this study examines how students used a wide range of online resources during the Fall 2011 and Winter 2012 academic terms and correlates this information with their academic success, measured by their grades on two midterms, a final exam and their final course grade.\r\nSince 1996, Professor Robert Burk has taught Carleton University’s large first-year chemistry course, CHEM 1000. The course was a full credit course and spanned the fall and winter terms. In 2010, the Department of Chemistry adjusted the curriculum and the course has since then been offered as two half-credit courses – CHEM 1001, which runs in the fall term, and CHEM 1002, which runs in the winter term. Only students who achieve a passing mark in the fall term are eligible to enroll in the winter section of the course. Course enrollment has increased from 350 in 1996 to 700 in 2011.", "visits": 701, "categories": [6]}}, {"model": "links.link", "pk": 853, "fields": {"created_time": "2013-08-20T20:33:25.142Z", "updated_time": "2015-05-18T00:40:43.726Z", "title": "ALL THE WORKERS WE NEED: DEBUNKING CANADA’S LABOURSHORTAGE FALLACY", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/labour-shortages-final.pdf", "file": null, "description": "its use of temporary foreign workers, it led politicians and pundits to scrutinize and question the growing use by Canadian firms of imported, short-term labour. The Royal Bank was accused of misusing a system designed to help employers who could not find Canadian workers by using it, instead, to find cheaper foreign labourers to replace higher-cost Canadians. But the incident raises a bigger question than simply how one bank makes use of Canada’s Temporary Foreign Worker Program (TFWP): Whether the program is, in fact, interfering with the natural supply and demand responses of the labour market. And if we want\r\nto make better use of available Canadian labour, the time has come for the federal government to start cutting back on the use of TFWP.\r\nThe number of admissions under the TFWP has nearly tripled in 25 years, from 65,000 to 182,000 in 2010. The primary justification for the expansion of the program has been the widespread assumption that Canada is suffering from a growing shortage of labour. Yet, it is hard to find any evidence to support this belief.\r\n", "visits": 801, "categories": [8]}}, {"model": "links.link", "pk": 854, "fields": {"created_time": "2013-08-20T20:37:32.912Z", "updated_time": "2015-05-18T00:40:41.116Z", "title": "Learning and Earning The Impact of Taxation in the Higher Education Debates", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Learming_and_Earning.pdf", "file": null, "description": "Equity and Access to Higher Education?\r\nParticipation rates in both university and college vary based on the student’s\r\nfamily income. That variation is relatively small for college students, but\r\nskews toward children from wealthy families for universities. College students\r\ncome almost evenly from the family income quartiles; regardless of\r\nfamily income, about 25% of students come from each family income quartile.\r\nIn contrast, more university students come from wealthy families than\r\nlow-income ones. Almost 35% of all university students come from the top\r\nquartile, compared to just under 20% from the poorest quartile.", "visits": 843, "categories": [8]}}, {"model": "links.link", "pk": 855, "fields": {"created_time": "2013-08-21T17:24:01.727Z", "updated_time": "2015-05-18T00:40:46.792Z", "title": "PATHS TO PROSPERITY HIGHER LEARNING FOR BETTER JOBS", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Pc_White_Paper_on_Education.pdf", "file": null, "description": "Post-secondary education is the great equalizer. It gives us all a chance to reach higher no matter where we come from or whatever our background. Both of my parents came from very modest upbringings and saw a university degree as a ticket to a good job and an entry to Ontario’s middle class. They, in turn, placed a high importance on post-secondary education and encouraged my sister and I to follow in their footsteps.\r\nThere is a lot about Ontario’s colleges and universities that we can be proud of, but we need to ensure our \r\nstudents are getting the best value for their tuition. In Ontario today, we see far too many students graduate\r\nwith degrees and deep debts who can’t find a job.\r\nWe are spending a lot more money as a province, but we aren’t seeing the results. Government funding has increased by 84% since 2003, yet Ontario universities are slipping in international rankings, tuition keeps rising, new graduates keep heading out West and there are many jobs in the skilled trades that can’t be filled. This has got to change. We need to make the necessary changes to ensure our schools are the best in the world at preparing students for a career. The key will be incenting excellence, harnessing market forces, encouraging specialization and being honest. We cannot ignore the fact that increasingly university students end up in colleges, after accumulating significant student debt. We need a culture shift in our sytem. Promoting a ‘College First’ approach in our high schools will recognize the hundreds of thousands of jobs in the skilled trades and applied learning at risk of going unfilled and will help alleviate pressure on our universities while preparing those students who decide to\r\ncontinue on to pursue a university degree.\r\nWe also cannot ignore the fact that our university rankings on the global stage have been slipping for some time. Our universities should be focused on quality, not quantity. Allowing undergraduate instructors to focus on teaching full time will improve the student experience by incenting excellence in teaching. Let us make no mistake about the promise we can offer our young graduates and the taxpayers who fund the system. A purposeful evolution of post-secondary education has the potential to do more for the long term health of Ontario than any other program or policy imaginable.\r\n\r\nProgressive Conservatives Ontario", "visits": 820, "categories": [8]}}, {"model": "links.link", "pk": 856, "fields": {"created_time": "2013-08-21T17:25:53.312Z", "updated_time": "2015-05-18T00:40:43.161Z", "title": "OACC Recommendations for Amendments to the 2005 PCC Act", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/PCC_Act_Recommendations.pdf", "file": null, "description": "In February 2013, the Canadian Chamber of Commerce released a report that identified the growing skills crisis as the greatest impediment to the success of Canadian business. In his 2012 discussion paper, the Minister of Training, Colleges and Universities, Glen Murray, put forward a platform outlining the need to lower rates of spending growth for publicly-funded universities within the context of an increased labour market demand for greater levels of knowledge and skills, combined with burgeoning enrolment rates.\r\nSometimes great opportunities come from insoluble problems. The review of the Private Career Colleges Act presents such an opportunity. Career Colleges are an essential component of the solution. Estimated to save Ontario taxpayers over $1 billion annually* through the provision of state-of-the-art skills training and upgrading to over 67,000 students each year, the Career College sector and the people of Ontario deserve an Act that provides a strategic framework for the future and that enables innovative, creative growth to propel this province’s postsecondary education (PSE) system, and that of Canada, towards global competitiveness.\r\nThe recommendations in this Report are written on the premise that the government of Ontario strives for excellence in education and the economic growth that it can bring; and further, that it recognizes the value, strength and potential of the Career College sector to help realize those goals.\r\n\r\nPrivate Colleges", "visits": 1015, "categories": [10]}}, {"model": "links.link", "pk": 857, "fields": {"created_time": "2013-08-21T17:28:24.845Z", "updated_time": "2015-05-18T00:40:42.633Z", "title": "Post-Secondary Student Mental Health: Guide to a Systemic Approach", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/PSSMH_GuideToSystemicApproach_CACUSS-CMHA_2013.pdf", "file": null, "description": "This guide outlines a framework for addressing student mental health in post-secondary institutions. It is the result of a commitment undertaken by the Canadian Association of College and University Student Services (CACUSS) and the Canadian\r\nMental Health Association (CMHA) to strengthen student mental health. Another product of that commitment, Mental health and well being in postsecondary education settings: A literature and environmental scan to support planning and action in Canada (MacKean, 2011) outlines the current status of post-secondary student mental health and recommends a more system wide approach that extends the focus from “treating individuals... to promoting positive mental health at a population level...” (page 10). The framework presented in this guide continues this work by outlining a systemic approach that focuses on the creation of campus communities that foster mental well-being and learning.\r\n\r\nMental Health", "visits": 948, "categories": [16]}}, {"model": "links.link", "pk": 858, "fields": {"created_time": "2013-08-21T17:38:37.012Z", "updated_time": "2015-05-18T00:40:43.736Z", "title": "10 Principles of Effective Online Teaching: Best Practices in Distance Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-10-principles-of-effective-online-teaching.pdf", "file": null, "description": "In the traditional college classroom today, faculty and students arrive with a certain set of expectations, shaped largely by past experiences. And although students may need the occasional (or perhaps frequent) reminder of what’s required of them, there’s usually something very familiar about the experience for both faculty and students alike. In the online classroom, an entirely new set of variables enters the equation. It’s a little like trying to drive in a foreign country. You know how to drive, just like you know how to teach, but it sure is hard to get the hang of driving on the left side of the road, you’re not quite sure how far a kilometer is, and darn it if those road signs aren’t all in Japanese.\r\nThis special report explains the “rules of the road” for online teaching and learning and features a series of columns that first appeared in the Distance Education Report’s “Between the Clicks,” a popular column by Dr. Lawrence C. Ragan, Director of Instructional Design and Development for Penn State’s World Campus.\r\nThe articles contained in the report will help you establish online instructor best practices and expectations, and include the following principles of effective online teaching:\r\n• Show Up and Teach\r\n• Practice Proactive Course Management Strategies\r\n• Establish Patterns of Course Activities\r\n• Plan for the Unplanned\r\n• Response Requested and Expected\r\n• Think Before You Write\r\n• Help Maintain Forward Progress\r\n• Safe and Secure\r\n• Quality Counts\r\n• (Double) Click a Mile on My Connection\r\nThese principles, developed at Penn State’s World Campus, outline the core behaviors of the successful online instructor, and help to define parameters around the investment of time on part of the instructor. In his articles, Ragan identifies potential barriers and limitations to online learning, and specific strategies to assist instructors in achieving the performance\r\nexpectations.", "visits": 1147, "categories": [9]}}, {"model": "links.link", "pk": 859, "fields": {"created_time": "2013-08-21T17:40:55.427Z", "updated_time": "2015-05-18T00:40:41.476Z", "title": "11 Strategies for Getting Students to Read What’s Assigned", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-11-strategies-getting-students-to-read.pdf", "file": null, "description": "Getting students to take their reading assignments seriously is a constant battle. Even syllabus language just short of death threats, firmly stated admonitions regularly delivered in class, and the unannounced pop quiz slapped on desks when nobody answers questions about the reading don’t necessarily change student behaviors or attitudes. Despite the correlation between reading and course success, many students remain committed to trying to get by without doing the reading, or only doing it very superficially, or only doing it just prior to exam dates. In return, some exasperated instructors fall into the trap of using\r\nvaluable class time to summarize key points of the readings. It’s not a new problem, and clearly we can’t simply bemoan the fact that students don’t read. Furthermore, doing what we’ve been doing — the threats, the endless quizzes, the chapter summaries — has failed to solve the problem. The better solution involves designing courses so that students can’t do well without reading, and creating assignments that require students to do more than just passively read.\r\nFeaturing 11 articles from The Teaching Professor, this special report was created to give faculty new ways of attacking an age-old problem. Articles in the report include:\r\n• Enhancing Students’ Readiness to Learn\r\n• What Textbook Reading Teaches Students\r\n• Helping Students Use Their Textbooks More Effectively\r\n• Text Highlighting: Helping Students Understand What They Read\r\n• When Students Don’t Do the Reading\r\n• Pre-Reading Strategies: Connecting Expert Understanding and Novice Learning\r\nWhether your students struggle with the material or simply lack the motivation to read what’s\r\nassigned, this report will help ensure your students read and understand their assignments.\r\nMaryellen Weimer\r\nEditor\r\nThe Teaching Professor", "visits": 973, "categories": [6]}}, {"model": "links.link", "pk": 861, "fields": {"created_time": "2013-08-21T18:08:39.915Z", "updated_time": "2015-05-18T00:40:47.533Z", "title": "Academic Leadership Development: How to Make a Smooth Transition from Faculty to Administrator", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-academic-leadership-development.pdf", "file": null, "description": "Remember how you felt during your first semester of teaching? Excited? Nervous? A little over-whelmed? At times you even might have wondered how the school could give you a job with so much responsibility and so little training.\r\nNow you’re a seasoned educator making the move from faculty to administration. And guess what? You’re excited, nervous, and a little overwhelmed. And, once again, you wonder how the school could give you a job with so much responsibility and so little training. Inadequate preparation, unrealistic expectations, and increased workload can create undue stress on faculty members making the transition to department chair or other levels of administration. This special report features 14 articles from Academic Leader newsletter that address many of the challenges faced by new leaders, from establishing a leadership\r\nstyle to redefining relationships with former peers.\r\nHere are some of the articles you will find in Academic Leadership Development: How to Make a Smooth Transition from Faculty to Administrator:\r\n• Look Before You Leap: Transitions from Faculty to Administration\r\n• Translating Teaching Skills to Leadership Roles\r\n• The First 1,000 Steps: Walking the Road from Academic to Administrator\r\n• Why New Department Chairs Need Coaching\r\n• 10 Recommendations toward Effective Leadership\r\nThis report will help new administrators navigate the potential minefields and find their\r\nvoice when it comes to leading effectively. It also may remind experienced leaders what it\r\nwas like that first year in hopes that they might reach out to help make someone else’s\r\ntransition a little easier.\r\nRob Kelly\r\nEditor\r\nAcademic Leader", "visits": 1105, "categories": [19]}}, {"model": "links.link", "pk": 863, "fields": {"created_time": "2013-08-21T18:40:06.700Z", "updated_time": "2015-05-18T00:40:47.958Z", "title": "Academic Leadership Qualities for Meeting Today’s Higher Education Challenges", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-academic-leadership-qualities.pdf", "file": null, "description": "It’s been said that no one dreams of becoming an academic leader when they grow up. It’s a tough job that’s only gotten more challenging as budgets shrink, public scrutiny rises, and responsibilities continue to grow. It requires a unique skill set – part field general, part mediator, part visionary, and part circus barker – to name just a few. But what does it really take to be an\r\neffective leader?\r\n\r\nFeaturing 13 articles from Academic Leader this special report seeks to answer that question and provide guidance for anyone in a campus leadership role. For example, in the article “Leadership and Management: Complementary Skill Sets,” Donna Goss\r\nand Don Robertson, explain the differences between management and leadership, and share their thoughts on how to develop leadership skills in yourself and others.\r\n\r\nIn “Zen and the Art of Higher Education Administration,” author Jeffrey L. Buller shows how the Buddhist practice features many principles for daily life that could benefit academic leaders. Such advice includes “Walk gently, leaving tracks only where they can make a difference.” In “Techniques of Leadership,” authors Isa Kaftal Zimmerman and Joan Thormann outline specific\r\nleadership skills for effectively running meetings, building consensus, and communicating across the institution.\r\nThe article “A Formal Approach to Facilitating Change” explains how Northwestern University’s Office of Change Management is structured as well as its operating principles for effectively managing change at the university. The key is to articulate how a change can benefit those directly affected and others not directly affected, to be accountable, and to provide clear criteria for\r\nmeasuring success Other articles in the report include:\r\n• Factors That Affect Department Chairs’ Performance\r\n• Changing Roles for Chairs\r\n• Becoming a More Mindful Leader\r\n• Creating a Culture of Leadership\r\n• There’s More to Leadership than Motivation and Ability\r\nAcademic leadership roles are constantly changing. We hope this report will help you be a more\r\neffective leader during these challenging times.\r\nRob Kelly\r\nEditor\r\nAcademic Leader", "visits": 907, "categories": [19]}}, {"model": "links.link", "pk": 864, "fields": {"created_time": "2013-08-21T18:42:38.746Z", "updated_time": "2015-05-18T00:40:44.198Z", "title": "Assessing Online Learning: Strategies, Challenges and Opportunities", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-assessing-online-learning.pdf", "file": null, "description": "Strategies, Challenges and Opportunities\r\nAs online education moves from the fringes to the mainstream, one question still persists:\r\n“How do I know what my online students have learned?” There are no simple answers, just as there aren’t in face-to-face courses, but with a little creativity and flexibility, you soon discover that the online learning environment opens up a host of new student assessment possibilities. And, just as with traditional courses, the trick is finding the right combination that works best for your particular course.\r\n\r\nThis special report features 12 articles from Online Classroom that will cause you to examine your current methods of online assessment, and perhaps add something new to your assessment toolbox. It even talks about some of the common assessment mistakes you’ll want to avoid.\r\n\r\nTake a look at some of the articles you will find in Assessing Online Learning: Strategies,\r\nChallenges and Opportunities:\r\n• Authentic Experiences, Assessment Develop Online Students’ Marketable Skills\r\n• Four Typical Online Learning Assessment Mistakes\r\n• Assessing Whether Online Learners Can DO: Aligning Learning Objectives with\r\nReal-world Applications\r\n• Strategies for Creating Better Multiple-Choice Tests\r\n• Assessing Student Learning Online: It’s More Than Multiple Choice\r\n• Using Self-Check Exercises to Assess Online Learning\r\n• Measuring the Effectiveness of an Online Learning Community\r\n• Ongoing Student Evaluation Essential to Course Improvement\r\nOnline courses enable a strong student-centered approach to learning and, as a result,\r\nassessment. We hope this report helps you design and develop online assessment strategies\r\nthat take full advantage of the many formal and informal assessment tools now at\r\nyour fingertips.\r\nRob Kelly\r\nEditor\r\nOnline Classroom", "visits": 746, "categories": [9]}}, {"model": "links.link", "pk": 865, "fields": {"created_time": "2013-08-21T18:45:24.117Z", "updated_time": "2015-05-18T00:40:43.645Z", "title": "Building Student Engagement: 15 Strategies for the College Classroom", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Student-engagement.pdf", "file": null, "description": "The reasons why students need to be involved and engaged when they attend college are well established. Engagement can be the difference between completing a degree and dropping out. Research has sought to identify what makes student involvement more likely. Factors like student-faculty interaction, active and collaborative learning experiences, involvement in extracurricular\r\nactivities, and living on campus have all been shown to make a difference. Not surprisingly, faculty play a critical role in student engagement … from the obvious: facilitating discussions in the classroom; to the often overlooked: maximizing those brief encounters we have with students outside of class. This special report features 15 articles that provide perspectives and advice for keeping students actively engaged in learning activities while fostering more meaningful interactions between students and faculty members, and among the students themselves. For example, in “Student Engagement: Trade-offs and Payoffs” author E Shelley Reid, associate professor at George Mason University, talks about how to craft engagement-focused questions\r\nrather than knowledge questions, and explains her willingness to take chances in ceding some\r\ncontrol over students’ learning.\r\n\r\nIn “The Truly Participatory Seminar” authors Sarah M. Leupen and Edward H. Burtt, Jr., of Ohio Wesleyan University, outline their solution for ensuring all students in their upperdivision seminar course participate in discussion at some level. In “Reminders for Improving Classroom Discussion” Roben Torosyan, associate director of the Center for Academic Excellence at Fairfield University, offers very specific advice on balancing student voices, reframing discussions, and probing below the surface of group discussions.\r\n\r\nAnd finally, in “Living for the Light Bulb” authors Aaron J. Nurick and David H. Carhart of Bentley College provide tips on setting the stage for that delightful time in class “when the student’s entire body says ‘Aha! Now I see it!’” Who wouldn’t like to see more light bulbs going on more often? One of the most challenging tasks instructors face is keeping students engaged. Building\r\nStudent Engagement: 15 Strategies for the College Classroom will help you meet that challenge while ensuring your classroom is a positive and productive learning environment.\r\nMaryellen Weimer\r\nEditor\r\nThe Teaching Professor", "visits": 813, "categories": [7]}}, {"model": "links.link", "pk": 866, "fields": {"created_time": "2013-08-21T18:52:48.042Z", "updated_time": "2015-05-18T00:40:41.763Z", "title": "Course Design and Development Ideas That Work", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-course-design-development-ideas.pdf", "file": null, "description": "So much of what determines the overall success or failure of a course takes place well in advance of the first day of class. It’s the thoughtful contemplation of your vision for the course — from what you want your students to learn, to selecting the instructional activities, assignments, and materials that will fuel that learning, to determining how you will measure\r\nlearning outcomes. Course Design and Development Ideas That Work examines this multifaceted issue from a variety of fronts to bring you proven course design alternatives implemented in courses of varying sizes and disciplines. Featuring 12 articles pulled from the pages of The Teaching Professor, the report will inspire you to rethink some components of your course.\r\nFor example, in the article titled A Large Course with a Small Course Option, we learn about an innovative course design for a large 300-level course. Essentially, the instructor created two options: in one, students attend lectures and take four exams. In the second option, students are responsible for those same lectures and exams, but they also participate in small group\r\ndiscussions and complete a set of writing assignments. The second option was most valued by students who are not very good test-takers or who have a keen interest in the subject.\r\n\r\nIn the article The Placement of Those Steppingstones, the University of Richmond’s Joe Ben Hoyle compares the placement of steppingstones in a koi pond to the educational processes teachers use to help their students get from point A to point B. Hoyle theorizes that “education stumbles when either the learning points are not sequenced in a clearly logical order or they are not placed at a proper distance from each other.”\r\nOther articles in Course Design and Development Ideas That Work include:\r\n• A Course Redesign that Contributed to Student Success\r\n• Pairing vs. Small Groups: A Model for Analytical Collaboration\r\n• How Blended Learning Works\r\n• Should Students Have a Role in Setting Course Goals?\r\n• In-Class Writing: A Technique That Promotes Learning and Diagnoses Misconceptions\r\nIf you’re looking to update an existing course, this report will give you sound strategies to\r\nconsider.\r\nMaryellen Weimer\r\nEditor\r\nThe Teaching Professor", "visits": 999, "categories": [7]}}, {"model": "links.link", "pk": 867, "fields": {"created_time": "2013-08-21T18:55:09.368Z", "updated_time": "2015-05-18T00:40:46.565Z", "title": "Distance Learning Administration and Policy: Strategies for Achieving Excellence", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-distance-learning-administration.pdf", "file": null, "description": "When building an online program, there are certain big questions that need to be answered. Among them are: What kind of program you want it to be – high tech or low tech? Professor intensive or adjunct driven? Blended learning or fully online? What kind of technology will be used to deliver course content? What about opportunities for collaboration? Indeed, even though distance learning is no longer in its infancy, and there are a whole discipline- full of best practices learned by those who blazed the trail before you, it’s easy to get overwhelmed by the questions and the possibilities of what you want your program to look\r\nlike today and five years from now.\r\nWe created this special report to suggest some responses to the big questions about distance education: About pedagogy, technology, philosophy and administration of distance learning programs. In this report, you will find concise, informative articles on distance education administration and policy that have appeared in Distance Education Report. Titles include:\r\n• Seeing Where the Distance Education Opportunities Lie\r\n• Dumb is Smart: Learning from Our Worst Practices\r\n• Building a Distance Education Program: Key Questions to Answer\r\n• Eight Steps to On-Campus/Online Parity\r\n• Creating a Business Continuity Plan for Your Distance Education Program\r\n• Integrating Distance Education Programs into the Institution\r\n• Solving the Problems of Faculty Ownership with Online Courses\r\nThe mass of program and policy issues confronting distance education administrators grows\r\nevery day. We hope this special report will help you conceptualize, manage and grow the\r\ndistance education program at your school.\r\nChristopher Hill\r\nEditor\r\nDistance Education Report", "visits": 1005, "categories": [9]}}, {"model": "links.link", "pk": 868, "fields": {"created_time": "2013-08-21T18:57:55.566Z", "updated_time": "2017-02-17T16:43:16.256Z", "title": "Educational Assessment: Designing a System for More Meaningful Results", "url": "https://ucarecdn.com/fb880b7f-b92b-40e1-a9fd-b47bb403c2df/", "file": "https://ucarecdn.com/fb880b7f-b92b-40e1-a9fd-b47bb403c2df/", "description": "The past few years have ushered in more strident calls for accountability across institutions of higher learning. Various internal and external stakeholders are asking questions like \"Are students learning what we want them to learn?\" and \"How do the students' scores from one institution compare to its peers?\" As a result, more institutions are looking for new, more far-reaching ways to assess student learning and then use assessment findings to improve students' educational experiences.\r\nHowever, as Trudy Banta notes in her article An Accountability Program Primer for Administrators, “just as simply weighing a pig will not make it fatter, spending millions simply to test college students is not likely to help them learn more.” (p. 6)\r\n\r\nWhile assessing institutional effectiveness is a noble pursuit, measuring student learning is not always easy, and like so many things we try to quantify, there’s much more to learning than a number in a datasheet. As Roxanne Cullen and Michael Harris note in their article The Dash to Dashboards, “The difficulty we have in higher education in defining and measuring our outcomes\r\nlies in the complexity of our business: the business of learning. A widget company or a fast-food chain has clearly defined goals and can usually pinpoint with fine accuracy where and how to address loss in sales or glitches in production or service. Higher education is being called on to be able to perform similar feats, but creating a graduate for the 21st century workforce is a very\r\ndifferent kind of operation.” (p. 10)\r\n\r\nThis special report Educational Assessment: Designing a System for More Meaningful Results features articles from Academic Leader, and looks at the assessment issue from a variety of different angles. Articles in the result include:\r\n• The Faculty and Program-Wide Learning Outcome Assessment\r\n• Assessing the Degree of Learner-Centeredness in a Department or Unit\r\n• Keys to Effective Program-Level Assessment\r\n• Counting Something Leads to Change in an Office or in a Classroom\r\n• An Accountability Program Primer for Administrators\r\nWhether you’re looking to completely change your approach to assessment, or simply improve the\r\nefficacy of your current assessment processes, we hope this report will help guide your discussions\r\nand eventual decisions.\r\nRob Kelly\r\nEditor\r\nAcademic Leader", "visits": 1195, "categories": [7]}}, {"model": "links.link", "pk": 869, "fields": {"created_time": "2013-08-21T18:59:55.707Z", "updated_time": "2015-05-18T00:40:44.141Z", "title": "Effective Strategies for Improving College Teaching and Learning", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-effective-strategies-for-improving-college-teaching.pdf", "file": null, "description": "When teachers think the best, most important way to improve their teaching is by developing their content knowledge, they end up with sophisticated levels of knowledge, but they have only simplistic instructional methods to convey that material. To imagine that content matters more than process is to imagine that the car is more important than the road. Both are essential. What we teach and how we teach it are inextricably linked and very much dependent on one another.\r\n\r\nThis special report features 11 articles pulled from the pages of The Teaching Professor to help you discover new ways to build connections between what you teach and how you teach it. The report offers tips on how to engage students, give feedback, create a climate for learning, and more. It also provides fresh perspectives on how faculty should approach\r\ntheir development as teachers.\r\n\r\nIt’s been said that few things can enhance student learning more than an instructor’s commitment to ongoing professional development. Here’s a sample of the articles you will find in Effective Strategies for Improving College Teaching and Learning:\r\n• Faculty Self-Disclosures in the College Classroom\r\n• A Tree Falling in the Forest: Helping Students ‘Hear’ and Use Your Comments\r\n• Understanding What You See Happening in Class\r\n• Can Training Make You a Better Teacher?\r\n• Striving for Academic Excellence\r\nAlthough there is no single best teaching method, approach, or style, this special report\r\nwill give you a variety of strategies to try. Those that work effectively with your students\r\nyou should make your own.\r\nMaryellen Weimer\r\nEditor\r\nThe Teaching Professor", "visits": 982, "categories": [7]}}, {"model": "links.link", "pk": 870, "fields": {"created_time": "2013-08-21T19:02:41.974Z", "updated_time": "2015-05-18T00:40:46.716Z", "title": "Faculty Development in Distance Education: Issues, Trends and Tips", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-faculty-development-in-distance-education.pdf", "file": null, "description": "One of the many lessons learned from the early years of distance education is the fact that you cannot simply pluck an instructor out of the classroom, plug him into an online course, and expect him to be effective in this new and challenging medium. Some learned this lesson the hard way, while others took a proactive approach to faculty training. All of us continue to refine our approach and discover our own best practices.\r\n\r\nToday, it’s possible to learn much from the mistakes and successes of those who blazed the trail before us. Faculty development for distance educators is a critical component of all successful distance education programs. Well thought-out faculty development weaves together needed training, available resources, and ongoing support, and carries with it the same expectations for quality teaching that institutions of higher education have for their face-to-face\r\nclasses.\r\n\r\nThis special report, Faculty Development in Distance Education: Issues, Trends and Tips, features 12 articles pulled from the pages of Distance Education Report, including:\r\n• Faculty Development: Best Practices from World Campus\r\n• Developing Faculty Competency in Online Pedagogy\r\n• A Learner-Centered, Emotionally Engaging Approach to Online Learning\r\n• How to Get the Best Out of Online Adjuncts\r\n• Workload, Promotion, and Tenure Implications of Teaching Online\r\n• Four Steps to Just-in-Time Faculty Training\r\nThis report is loaded with practical strategies that can help you build a comprehensive faculty development program, helping ensure that instructors stay current in both online pedagogy and practical technical know-how. No matter what the particular character of your program is, I think you’ll find many ideas you can use in here.\r\nChristopher Hill\r\nEditor\r\nDistance Education Report\r\nchill@magnapubs.com", "visits": 850, "categories": [9]}}, {"model": "links.link", "pk": 871, "fields": {"created_time": "2013-08-21T19:05:02.792Z", "updated_time": "2015-05-18T00:40:44.868Z", "title": "Keys to Designing Effective Writing and Research Assignments", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-keys-to-designing-effective-writing.pdf", "file": null, "description": "Writing assignments, particularly for first- and second-year college students, are probably one of those items in the syllabus that some professors dread almost as much as their students do. Yet despite the fact that essays, research papers, and other types of writing assignments are time consuming and, at times, frustrating to grade, they also are vital to furthering student learning.\r\n\r\nOf course part of the frustration comes when professors believe that students should arrive on campus knowing how to write research papers. Many do not. With as much content as professors have to cover, many feel they simply can’t take time to teach the research skills required to write a quality, college-level term paper. But as teaching professors who support the writing across the curriculum movement would tell you, improving students’ writing skills is everyone’s business, and carries with\r\nit many short- and long-term benefits for teachers and students alike. Further, many instructors are finding ways to add relevance to writing assignments by aligning them with the type of writing required in a specific profession as an alternative to the traditional, semester-long research paper.\r\n\r\nThis special report was created to provide instructors with fresh perspectives and proven strategies for designing more effective writing assignments. It features 11 articles from The Teaching Professor, including:\r\n• Revising the Freshman Research Assignment\r\n• Writing an Analytical Paper in Chunks\r\n• Designing Assignments to Minimize Cyber-Cheating\r\n• Chapter Essays as a Teaching Tool\r\n• Writing (Even a Little Bit) Facilitates Learning\r\n• How to Conduct a ‘Paper Slam’\r\nWhile not every approach discussed in this special report will work for every course, every\r\ntime, I invite you to identify a few that look appropriate for your courses, and implement\r\nthem next semester. You just might be surprised by the results.\r\nMaryellen Weimer\r\nEditor\r\nThe Teaching Professor", "visits": 929, "categories": [7]}}, {"model": "links.link", "pk": 872, "fields": {"created_time": "2013-08-21T19:08:01.127Z", "updated_time": "2015-05-18T00:40:46.759Z", "title": "Online Course Quality Assurance: Using Evaluations and Surveys to Improve Online Teaching and Learning", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-online-course-quality.pdf", "file": null, "description": "Many higher education institutions use student satisfaction surveys given at the end of a course to measure course and instructor quality. But is that really a true measure of quality? All things being equal, an instructor who teaches a rigorous course will likely score much lower than an instructor whose course is a little less demanding. Then there’s the whole timing of the satisfaction surveys. For the most part, students are simply glad the course is over (even if they liked it) and put little thought or time into completing the survey. Unless of course they know they failed, in which case you will get a detailed assessment of how you are boring, inflexible, out of touch, or otherwise unfit to teach.\r\n\r\nNo wonder surveys get such a bad rap. If end-of-course evaluations are the only surveys you use, there’s a lot more you can, and should, be doing. Done correctly, surveys can deliver tremendous insight into what’s working, what’s not, and why. This special report features 10 articles from Online Classroom, including a three-part and a five-part series that provides stepby-step guidance on how to use surveys and evaluations to improve online courses, programs, and instruction. You’ll learn when to use surveys, how to design effective survey questions, why it’s important to ensure anonymity, and the advantages and disadvantages of Web-based surveys.\r\n\r\nArticles in Online Course Quality Assurance: Using Evaluations and Surveys to Improve Online Teaching and Learning include:\r\n• Online Teaching Fundamentals: What to Evaluate, parts 1-3\r\n• Course and Instructor Evaluation: If It’s So Good, Why Does It Feel So Bad?\r\n• Getting Evaluation Data through Surveys: What to Consider before Getting Started\r\n• Using Surveys to Improve Courses, Programs, and Instruction, parts 1-5\r\nIf you’re dedicated to continuous improvement, this special report is loaded with practical advice that will help you create more effective surveys before, during, and after your course ends. \r\nRob Kelly\r\nEditor\r\nOnline Classroom", "visits": 895, "categories": [9]}}, {"model": "links.link", "pk": 873, "fields": {"created_time": "2013-08-21T19:10:36.665Z", "updated_time": "2015-05-18T00:40:43.266Z", "title": "Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-philosophy-of-teaching-statements.pdf", "file": null, "description": "For most educators, writing a philosophy of teaching statement is a daunting task. Sure they can motivate the most lackadaisical of students, juggle a seemingly endless list of responsibilities, make theory and applications of gas chromatography come alive for students, all the while finding time to offer a few words of encouragement to a homesick freshman. But articulating their teaching philosophy? It’s enough to give even English professors a case of writer’s block.\r\n\r\nTraditionally part of the teaching portfolio in the tenure review process, an increasing number of higher education institutions are now requiring a philosophy of teaching statement from job applicants as well. For beginning instructors, putting their philosophy\r\ninto words is particularly challenging. For one thing they aren’t even sure they have a philosophy yet. Then there’s the added pressure of writing one that’s good enough to help them land their first teaching job.\r\n\r\nThis Faculty Focus special report is designed to take the mystery out of writing teaching philosophy statements, and includes both examples and how-to articles written by educators from various disciplines and at various stages of their professional careers. Some of the articles you will find in the report include:\r\n• How to Write a Philosophy of Teaching and Learning Statement\r\n• A Teaching Philosophy Built on Knowledge, Critical Thinking and Curiosity\r\n• My Teaching Philosophy: A Dynamic Interaction Between Pedagogy and Personality\r\n• Writing the “Syllabus Version” of Your Philosophy of Teaching\r\n• My Philosophy of Teaching: Make Learning Fun\r\nAs contributor Adam Chapnick writes, “There is no style that suits everyone, but there is almost certainly one that will make you more comfortable. And while there is no measurable way to know when you have got it ‘right,’ in my experience, you will know it when you see it!”\r\nMary Bart\r\nContent Manager\r\nFaculty Focus", "visits": 816, "categories": [7]}}, {"model": "links.link", "pk": 874, "fields": {"created_time": "2013-08-21T19:26:07.127Z", "updated_time": "2015-05-18T00:40:47.788Z", "title": "Promoting Academic Integrity in Online Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-promoting-academic-integrity.pdf", "file": null, "description": "Ask most people who don’t teach online about the likelihood of academic dishonesty in an online class and you will likely hear concerns about the many ways that students could misrepresent themselves online. In fact, this concern about student representation is so prevalent it made its way into the Higher Education Opportunities Act (HEOA).\r\nPassed into law in 2008, the act brought a few big changes to online education, including\r\n\r\na new requirement to “ensure that the student enrolled in an online class is the student doing the coursework.” Although there’s some disagreement as to whether distance education is more susceptible to academic dishonesty than other forms of instruction, what isn’t up for debate is the fact that for as long as there’s been exams, there’s been cheating on exams. The online environment simply opens up a different set of challenges that aren’t typically seen in traditional face-to-face courses.\r\nPromoting Academic Integrity in Online Education was developed to help you understand the latest tools and techniques for mitigating cheating and other unethical behaviors in your online courses. The report features nine articles from Distance Education Report, including:\r\n• Combating Online Dishonesty with Communities of Integrity\r\n• 91 Ways to Maintain Academic Integrity in Online Courses\r\n• The New News about Cheating for Distance Educators\r\n• A Problem of Core Values: Academic Integrity in Distance Learning\r\n• Practical Tips for Preventing Cheating on Online Exams\r\nOnline education didn’t invent cheating, but it does present unique challenges. This report\r\nprovides proactive ways for meeting these challenges head on.\r\nChristopher Hill\r\nEditor\r\nDistance Education Report\r\nchill@magnapubs.com", "visits": 897, "categories": [9]}}, {"model": "links.link", "pk": 876, "fields": {"created_time": "2013-08-21T19:30:38.976Z", "updated_time": "2015-05-18T00:40:45.523Z", "title": "Synchronous and Asynchronous Learning Tools: 15 Strategies for Engaging Online Students Using Real-time Chat, Threaded Discussions and Blogs", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Synchronous and Asynchronous Learning Tools.pdf", "file": null, "description": "In a traditional face-to-face class, students have many opportunities to interact with their instructor and fellow students. Whether it’s an informal chat before or after class, or participating in the classroom discussion, interaction can be an important factor in student success.\r\n\r\nCreating similar opportunities for participation and collaboration in an online course is one of the biggest challenges of teaching online. Yet, opportunities for meaningful interaction online are plentiful, provided you design and facilitate your course in the correct manner and with the proper tools. Asynchronous and synchronous learning tools, such as threaded discussions, instant\r\nmessaging, and blogs play an important role in humanizing online courses by replicating the classroom experience of information exchange and community building, not just between students and teacher but among the students as well.\r\nThis Faculty Focus special report features 15 articles from Online Classroom newsletter, and will provide you with specific strategies on how to use synchronous and asynchronous learning tools to engage your online students. \r\n\r\nHere are just some of the articles you will find in this report:\r\n• A Plan for Effective Discussion Boards\r\n• Using Video Clips to Stimulate Discussion\r\n• Using Individual and Group Instant Messaging to Engage Students\r\n• Nine Strategies for Using IM in Your Online Course\r\n• Four Ways to Improve Discussion Forums\r\nSynchronous and Asynchronous Learning Tools: 15 Strategies for Engaging Online Students\r\nUsing Real-time Chat, Threaded Discussions and Blogs is loaded with practical advice from\r\neducators who’ve found effective ways to promote learning and build community in their\r\nonline courses.\r\nRob Kelly\r\nEditor\r\nOnline Classroom", "visits": 930, "categories": [9]}}, {"model": "links.link", "pk": 877, "fields": {"created_time": "2013-08-21T19:33:33.498Z", "updated_time": "2015-05-18T00:40:43.148Z", "title": "Faculty Development in Distance Education: Issues, Trends and Tips", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report-faculty-development-in-distance-education.pdf", "file": null, "description": "One of the many lessons learned from the early years of distance education is the fact that you cannot simply pluck an instructor out of the classroom, plug him into an online course, and expect him to be effective in this new and challenging medium. Some learned this lesson the hard way, while others took a proactive approach to faculty training. All of us continue to refine our approach and discover our own best practices.\r\n\r\nToday, it’s possible to learn much from the mistakes and successes of those who blazed the trail before us. Faculty development for distance educators is a critical component of all successful distance education programs. Well thought-out faculty development weaves together needed training, available resources, and ongoing support, and carries with it the same expectations for quality teaching that institutions of higher education have for their face-to-face classes.\r\n\r\nThis special report, Faculty Development in Distance Education: Issues, Trends and Tips, features 12 articles pulled from the pages of Distance Education Report, including:\r\n• Faculty Development: Best Practices from World Campus\r\n• Developing Faculty Competency in Online Pedagogy\r\n• A Learner-Centered, Emotionally Engaging Approach to Online Learning\r\n• How to Get the Best Out of Online Adjuncts\r\n• Workload, Promotion, and Tenure Implications of Teaching Online\r\n• Four Steps to Just-in-Time Faculty Training\r\nThis report is loaded with practical strategies that can help you build a comprehensive\r\nfaculty development program, helping ensure that instructors stay current in both online\r\npedagogy and practical technical know-how. No matter what the particular character of\r\nyour program is, I think you’ll find many ideas you can use in here.\r\nChristopher Hill\r\nEditor\r\nDistance Education Report\r\nchill@magnapubs.com", "visits": 891, "categories": [9]}}, {"model": "links.link", "pk": 878, "fields": {"created_time": "2013-08-21T19:36:11.791Z", "updated_time": "2015-05-18T00:40:41.710Z", "title": "Teaching Mistakes from the College Classroom", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Teaching-mistakes.pdf", "file": null, "description": "Think back to your first few years of teaching. If you’re like most educators, you probably ade your share of mistakes. To be sure, we all do things differently now than we did when we were first starting out. Thank goodness for that! When Faculty Focus put out a call for articles for this special report on teaching mistakes, we really didn’t know what to expect. Would faculty be willing to share their earlier missteps for all to see? Would the articles all talk about the same common mistakes, or would the range of\r\nmistakes discussed truly reflect the complexities of teaching today?\r\n\r\nWe were delighted at the response, not only in terms of the number of instructors willing to share their stories with our readers, but by the variety of mistakes in the reflective essays. For example, in “You Like Me, You Really Like Me. When Kindness Becomes a Weakness,” Jolene Cunningham writes of her discovery that doing everything you can for your students is not\r\nalways the best policy.\r\n\r\nIn “If I Tell Them, They Will Learn,” Nancy Doiron-Maillet writes about her realization that it’s not enough to provide information to students if they don’t have opportunities to then apply what you are trying to teach them.\r\n\r\nOther articles in Teaching Mistakes from the College Classroom include:\r\n• When Expectations Collide\r\n• Things My First Unhappy Student Taught Me\r\n• Understanding My Role as Facilitator\r\n• Don’t Assume a Student’s Previous Knowledge\r\n• What Works in One Culture May Not Work in Another\r\nWe thank all the authors who shared their stories and know that the lessons learned will help\r\nprevent others from making these same mistakes.\r\nMary Bart\r\nEditor\r\nFaculty Focus", "visits": 766, "categories": [7]}}, {"model": "links.link", "pk": 879, "fields": {"created_time": "2013-08-21T19:39:18.533Z", "updated_time": "2015-05-18T00:40:44.395Z", "title": "The Right Employee May Already Be on Campus", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Right_Employee.pdf", "file": null, "description": "Faculty and students may hold center stage in society’s image of higher education institutions, but a whole variety of influential behind-the scenes personnel are also essential to running institutions successfully. Faculty and staff alike bring knowledge and skills that often go beyond their current job descriptions. However, the wealth of talent on campus has traditionally been\r\ndifficult to identify, track and integrate with the institution’s present needs and long-term strategic plans.\r\n\r\nAlthough education institutions are focused on learning outcomes, they are also businesses. Typically, only about half of the staff\r\nare instructors. The rest are administrators, business professionals, support staff and operational titles. A well-run entity must have a way to track and manage relevant personnel data and competencies across all of these job types. To meet this need, colleges and universities are implementing an integrated system for performance and talent management. “Don’t think of talent management as an isolated topic,” says Dave Jones, organizational effectiveness specialist in the Housing and Food Services Division at Purdue University in Indiana. “It has to be part of the organization’s bigger picture in order to be successful.”", "visits": 1046, "categories": [19]}}, {"model": "links.link", "pk": 880, "fields": {"created_time": "2013-08-21T19:41:11.788Z", "updated_time": "2015-05-18T00:40:42.524Z", "title": "Succeeding with Disabilities: Graduates with Disabilities and the Factors Affecting Time-to-Completion", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Succeeding_with_disabilities_ENG.pdf", "file": null, "description": "Abstract\r\nThis report presents the results of a study examining the experiences of students with disabilities who graduated from five Ontario colleges between 2007 and 2010. The five colleges were representative of four geographical areas (central, eastern, western and northern) and of differing sizes, from small to large. The study used administrative data obtained from each college’s disability service office to examine two groups: graduates with disabilities (GwD) and graduates without disabilities (GwoD). These groups were compared in order to determine whether GwD required a longer time to graduate than GwoD. Program and academic factors related to the length of time taken to complete the program, such as the type of disability and the use of accommodations and services, were examined. The results show that when graduates with disabilities are compared to a similar group of students without disabilities, they require slightly but significantly more time to graduate. In addition, regression models show that within the GwD population, the credential type, program area, type of disability and GPA score all influence whether a graduate takes extra time to complete his or her program.", "visits": 833, "categories": [16]}}, {"model": "links.link", "pk": 881, "fields": {"created_time": "2013-08-21T19:43:08.725Z", "updated_time": "2015-05-18T00:40:45.785Z", "title": "Teaching with Technology: Tools and Strategies to Improve Student Learning", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Teaching with Technology.pdf", "file": null, "description": "If you’re interested in using technology tools to enhance your teaching, it’s easy to get overwhelmed by the mountain of information out there. To make matters worse, much of it is either highly technical or simply not very practical for the college classroom.\r\n\r\nTeaching with Technology: Tools and Strategies to Improve Student Learning approaches teaching technologies from your perspective — discussing what works, what doesn’t, and how to implement the best ideas in the best ways.\r\nThese articles were written by John Orlando, PhD, program director at Norwich University, as part of the Teaching with Technology column on Faculty Focus. You’ll find the articles are loaded with practical information as well as links to valuable resources. Articles in the report include:\r\n• Using VoiceThread to Build Student Engagement\r\n• Wikipedia in the Classroom: Tips for Effective Use\r\n• Blogging to Improve Student Learning: Tips and Tools for Getting Started\r\n• Prezi: A Better Way of Doing Presentations\r\n• Using Polling and Smartphones to Keep Students Engaged\r\nWhether the courses you teach are face-to-face, online, blended, or all of the above, this report\r\nexplains effective ways to incorporate technology into your courses to create a rich learning\r\nexperience for students, and a rewarding teaching experience for you.\r\nMary Bart\r\nEditor\r\nFaculty Focus", "visits": 814, "categories": [4]}}, {"model": "links.link", "pk": 882, "fields": {"created_time": "2013-08-21T19:50:17.101Z", "updated_time": "2015-05-18T00:40:48.092Z", "title": "The trouble with course choices in Ontario high schools ", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/trouble-with-course-choices-in-high-school-2013.pdf", "file": null, "description": "Over the last decade, Ontario has had great success increasing high school graduation rates (5 year rates have improved from approximately 68% to 82%1), and sending more graduates on to university, college, or apprenticeships. But some students—Aboriginal, low-income, disabled, and those from the English-speaking Caribbean and Central and South America—still do not share equally in educational success.\r\n\r\nImproved graduation rates stem largely from the province’s Student Success Strategy, which has created more caring,\r\nmotivating environments for students in grades 7 to 12, with focused support for at-risk learners and at key transitions.\r\nOntario has also expanded co-operative education, developed ways to make up components of failed courses through a\r\nsystem known as “credit recovery,” created focused programs called Specialist High Skills Majors, and designed programs\r\nthat let students earn dual credits that count toward both their high-school diploma and a post-secondary diploma, degree or\r\ncertification.", "visits": 1028, "categories": [3]}}, {"model": "links.link", "pk": 884, "fields": {"created_time": "2013-08-21T19:54:07.836Z", "updated_time": "2017-02-17T18:06:53.368Z", "title": "The University of Waterloo and Work-Integrated Learning: Three Perspectives", "url": "https://ucarecdn.com/fd05a55e-00dd-4a7c-8ad9-b3ab2f7bc416/", "file": "https://ucarecdn.com/fd05a55e-00dd-4a7c-8ad9-b3ab2f7bc416/", "description": "This report was requested and partially funded by the University of Waterloo’s Centre for the Advancement of Co-operative Education (WATCACE), along with funding from the Higher Education Quality Council of Ontario. It presents a customized analysis of findings from three surveys, undertaken in spring 2011 and spring 2012, to gather perspectives from graduating college and university students, postsecondary faculty, and Ontario employers on work-integrated learning (WIL) within a postsecondary program of study. The three surveys were funded by the Higher Education Quality Council of Ontario (HEQCO) and conducted by Academica Group Inc., in partnership with the Ministry of Training, Colleges and Universities (MTCU), the Ministry of Economic Development and Innovation (MEDI), as well as 14 Ontario postsecondary institutions and a variety of student associations and other stakeholders. The surveys were designed to gain a better understanding of student, faculty, and employer experiences with WIL, including motivations and barriers to participation, and perceptions of challenges and benefits. The results presented in this report provide insights into the attitudes and opinions of students and faculty from the University of Waterloo and the Ontario employers most likely to hire University of Waterloo graduates.", "visits": 952, "categories": [6]}}, {"model": "links.link", "pk": 885, "fields": {"created_time": "2013-08-21T19:56:46.800Z", "updated_time": "2015-05-18T00:40:46.737Z", "title": "GLOBAL EMPLOYMENT TRENDS FOR YOUTH 2013", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Youth_Employment_Trends.pdf", "file": null, "description": "The weakening of the global recovery in 2012 and 2013 has further aggravated the youth jobs crisis and the queues for available jobs have become longer and longer for some unfortunate young jobseekers. So long, in fact, that many youth are giving up on\r\nthe job search. The prolonged jobs crisis also forces the current generation of youth to be less selective about the type of job they are prepared to accept, a tendency that was already evident before the crisis. Increasing numbers of youth are now turning to available part‐time jobs or find themselves stuck in temporary employment. Secure jobs, which were once the norm for previous generations – at least in the advanced economies – have become less easily accessible for today’s youth.\r\n\r\nThe global youth unemployment rate, estimated at 12.6 per cent in 2013, is close to its crisis peak. 73 million young people are estimated to be unemployed in 2013.1 At the same time, informal employment among young people remains pervasive and\r\ntransitions to decent work are slow and difficult. The economic and social costs of unemployment, long‐term unemployment,\r\ndiscouragement and widespread low‐quality jobs for young people continue to rise and undermine economies’ growth potential. ", "visits": 852, "categories": [8]}}, {"model": "links.link", "pk": 886, "fields": {"created_time": "2013-10-18T13:35:17.727Z", "updated_time": "2017-02-20T15:07:14.917Z", "title": "ACCC Pre-Budget Consultations for the 2014 Federal Budget", "url": "https://ucarecdn.com/841a5773-e8de-4c8d-a3f5-61b24ce31f5f/", "file": "https://ucarecdn.com/841a5773-e8de-4c8d-a3f5-61b24ce31f5f/", "description": "Canada’s long-term prosperity depends on providing Canadians with the education and skills needed to participate fully in our economy, and on enhancing the ability of companies, particularly small-and- medium-sized enterprises, to become more productive and innovative.\r\nThe recommendations of the Association of Canadian Community Colleges (ACCC) focus on investments in education and skills training, infrastructure improvements and innovation and commercialization.\r\n", "visits": 1673, "categories": [8]}}, {"model": "links.link", "pk": 887, "fields": {"created_time": "2013-10-18T13:37:45.185Z", "updated_time": "2015-11-23T22:27:41.909Z", "title": "So You Want to Earn a PhD?", "url": "https://ucarecdn.com/2ce3f25b-4cd5-4bba-9cf9-5f47b1429166/", "file": "https://ucarecdn.com/2ce3f25b-4cd5-4bba-9cf9-5f47b1429166/", "description": "While it requires a significant amount of time and persistence, completing a PhD is not now – nor has it ever been – a guaranteed path to a lucrative end, and its general value has come under increasing scrutiny in recent years. This paper is written for aspiring doctoral students, current doctoral students or candidates, recent doctoral graduates, as well as their families and friends. It provides detailed information about the evolution of the PhD and of the broader labour market and educational environment in which it is embedded. The analyses provided in this paper also lead to recommendations to government and institutions about PhD programs. The paper:\r\n1. provides a detailed explanation of the PhD as an academic credential;\r\n2. outlines the expectations that accompany admission to a doctoral program;\r\n3. chronicles the recent rise in doctoral enrolments in Ontario universities;\r\n4. explores the various labour market pathways available to doctoral graduates;\r\n5. offers recommendations to doctoral candidates, graduate programs and governments.", "visits": 2930, "categories": [18]}}, {"model": "links.link", "pk": 888, "fields": {"created_time": "2013-10-18T13:40:30.268Z", "updated_time": "2017-02-18T16:04:19.870Z", "title": "Strategies To Improve The Design And Delivery Of College And Financial Aid Information", "url": "https://ucarecdn.com/9767a9de-675a-4197-a3ac-6c63fa595af8/", "file": "https://ucarecdn.com/9767a9de-675a-4197-a3ac-6c63fa595af8/", "description": "INTRODUCTION\r\nPolicy-makers have invested in a range of strategies over the last several decades to reduce disparities in college entry and completion by family income. Historically, many of these interventions have focused on improving students’ academic readiness and increasing college affordability for low-income students and their families. i More recently, however, policy-makers and researchers have devoted increasing attention to how the accessibility and presentation of college information impacts whether students apply to college or for financial aid, and the college choices students make. A number of studies have documented, for instance, that students and families from disadvantaged backgrounds either do not know or tend to\r\nsubstantially overestimate the actual cost of college tuition. Other research has documented how complexities in the Free Application for Federal Student Aid (FAFSA) may deter many students who would qualify for substantial grant and loan assistance from even applying for financial aid A separate line of research suggests that a surprisingly large share of students who have sufficient high school achievement to attend academically-rigorous institutions often only apply to and enroll at essentially open-enrollment colleges and universities.", "visits": 1162, "categories": [8]}}, {"model": "links.link", "pk": 889, "fields": {"created_time": "2013-10-18T13:43:51.355Z", "updated_time": "2017-02-18T16:10:54.539Z", "title": "Degrees of Uncertainty - Changing Terrain of University Financing", "url": "https://ucarecdn.com/6a503c6b-5267-452c-a92c-c2e89746f44f/", "file": "https://ucarecdn.com/6a503c6b-5267-452c-a92c-c2e89746f44f/", "description": "Some provincial governments are taking notice of and responding to growing public concern over student debt loads, economic and employment uncertainty, and the long-term ramifications being felt by students and their families.\r\nThese responses have not resulted in across-the-board fee reductions; provincial governments have largely preferred to go the route of directed assistance measures, either before (two-tiered fee structures or nearly-universal targeted grants or bursaries) or after-the-fact (tax credits, debt caps and loans forgiveness) directed at in-province students as part of a retention strategy, and to mitigate the poor optics of kids being priced out of their local universities. While this does impact in-province affordability, it undermines any commitment to universality because it creates a situation where the only students\r\nwho leave the province to pursue a degree are the ones who can afford to.\r\nThe increasing number of exceptions and qualifiers makes the system of university finance far more difficult to navigate, and makes it harder to compare provincial policies. Additionally, the system becomes much more unpredictable.\r\nFinancial assistance applied in this manner is anything but certain; programs can change or be eliminated at any time, while the only thing students can be relatively certain of is that fees will likely continue to increase.", "visits": 1134, "categories": [8]}}, {"model": "links.link", "pk": 890, "fields": {"created_time": "2013-10-18T13:47:54.917Z", "updated_time": "2017-02-20T14:41:11.439Z", "title": "QUALITY: SHIFTING THE FOCUS A Report from the Expert Panel to Assess the Strategic Mandate Agreement Submissions", "url": "https://ucarecdn.com/874a8c13-08fb-4057-b75d-6d1215097062/", "file": "https://ucarecdn.com/874a8c13-08fb-4057-b75d-6d1215097062/", "description": "The Strategic Mandate Agreement (SMA) exercise was intended to address at least three desired\r\noutcomes:\r\n1. To promote the government’s stated goal1 of increasing the differentiation of the Ontario postsecondary system by asking each Ontario postsecondary institution to articulate an institutional mandate statement identifying its distinctive strengths or aspirations and to identify key objectives aligned with that aspiration.\r\n2. To advance and inform the discussion about how the Ontario system could increase its productivity to deliver a quality education to more students within the financial constraints expected in the public sector.\r\n3. To elicit the best thinking from institutions about innovations and reforms that would support higher quality learning and, in its most ambitious form, transform Ontario’s public postsecondary system.\r\nTo assist with the evaluation of the SMAs, the Ministry of Training, Colleges and Universities (MTCU)\r\n“…instructed the Higher Education Quality Council of Ontario (HEQCO) to establish a peer review panel to evaluate…mandate submissions … for their ability to achieve significant improvements in productivity, quality and affordability through both innovation and differentiation.” The members of the Expert Panel are listed in Appendix 1.", "visits": 989, "categories": [10]}}, {"model": "links.link", "pk": 891, "fields": {"created_time": "2013-10-18T14:17:07.169Z", "updated_time": "2017-02-20T14:56:51.848Z", "title": "Integrating Online Writing Assistance into the Classroom Creates Challenges", "url": "https://ucarecdn.com/29b7bf62-0995-4783-976e-f55309b35f25/", "file": "https://ucarecdn.com/29b7bf62-0995-4783-976e-f55309b35f25/", "description": "In an effort to improve writing skills, the Writing Centre at Wilfrid Laurier University developed a series of free online resources and tools for students. However, a recent study by the Higher Education Quality Council of Ontario (HEQCO) found that even when integrated into the classroom experience, only a small number of students actually used the tool as they felt it was not relevant to them, and those who did saw no impact on their grades. The authors feel further research is needed into how to best\r\nintegrate the service into the classroom, including potentially assigning grades for its use.\r\nProject Description\r\nWilfrid Laurier University’s online assignment planner (AP) gives students access to timelines, resources and advice for information gathering, citations and effective writing. Writing Instruction Using an Online Assignment Planner examined students in four large first-year classes and one fourth-year seminar class. Students from the large first-year programs were randomly assigned to either a group with explicit integration of the AP into classroom activities, or a control group with no integration. The study tracked the number of times students accessed the AP, writing marks, conducted in-class surveys and professor interviews.", "visits": 1019, "categories": [7]}}, {"model": "links.link", "pk": 892, "fields": {"created_time": "2013-10-18T14:19:57.043Z", "updated_time": "2017-02-20T14:30:02.577Z", "title": "Good Jobs: The New Global Standard", "url": "https://ucarecdn.com/5bc86a84-4129-4031-be8e-638c82cff332/", "file": "https://ucarecdn.com/5bc86a84-4129-4031-be8e-638c82cff332/", "description": "What the whole world wants is a good job. When asked about the most important problem they face, people worldwide consistently mention the availability of jobs. But just any job is not enough. Leaders need to make quality jobs available to help their people thrive and to ensure their country prospers. Good jobs can lift individuals out of poverty and put entire countries on the path to progress. Global leaders today are rightfully making job creation a top priority. But until now, they did not have the measures they needed to determine whether they are creating good jobs. When thinking about jobs, leaders and nearly everyone else generally thinks about unemployment. But there are several problems with focusing solely on this measure.", "visits": 1538, "categories": [8]}}, {"model": "links.link", "pk": 893, "fields": {"created_time": "2013-10-18T14:23:00.465Z", "updated_time": "2017-01-25T17:37:36.363Z", "title": "SPOTLIGHT ON SCIENCE LEARNING: The High Cost of Dropping Science and Math", "url": "https://ucarecdn.com/52e44311-4b0f-495f-b7e3-a9ce06c03841/", "file": "https://ucarecdn.com/52e44311-4b0f-495f-b7e3-a9ce06c03841/", "description": "Science and technology are increasingly important to Canada’s economic well-being and quality of life. A critical element for\r\nour long-term success—as individuals and as a country—is learning in science, technology, engineering and math (STEM).\r\nIn the 2012 Spotlight on Science Learning1, developed by Let’s Talk Science in partnership with Amgen Canada, key\r\nbenchmarks and recommendations were identified to further STEM learning in Canada.\r\nOne key benchmark the 2012 report recommended was monitoring participation in high school STEM courses.\r\nThe current report goes deeper and recommends that better connections be built between job forecasts and STEM learning\r\ndemands so youth and parents are more aware of future employment opportunities. It investigates the financial, opportunity and social costs related to the current drop-off in secondary school participation in science, technology and math courses.", "visits": 260550, "categories": [6]}}, {"model": "links.link", "pk": 894, "fields": {"created_time": "2013-10-18T14:24:21.904Z", "updated_time": "2017-02-17T16:40:49.521Z", "title": "Non-Traditional Postsecondary Education Pathways of Adult Learners in the Toronto District School Board: Evaluating the Influence of Individual and Neighbourhood Characteristics", "url": "https://ucarecdn.com/7aa2c68d-740c-4be0-a74a-e69440423446/", "file": "https://ucarecdn.com/7aa2c68d-740c-4be0-a74a-e69440423446/", "description": "Though once considered a marginal aspect of education studies, the unique pathways of adult learners have become a research topic of interest in recent years. Existing studies have focused primarily on either adult learning at the postsecondary level or adult education programs for low-skilled immigrants. For the most part, continuing education has been overlooked as a strategy employed by native-born and immigrant adults for updating credentials towards accessing postsecondary education (PSE). Our research addresses this gap in the literature by investigating postsecondary outcomes for Canadian-born and immigrant adults who seek to upgrade their credentials through continuing education at the secondary level or at adult day schools through the Toronto District School Board (TDSB). Due to a dearth of research, it is difficult to assess how many individuals pursue this pathway as a route towards PSE, the factors affecting the PSE plans formulated by adult learners at the secondary level, and whether and how these pathways and outcomes differ for immigrants and non-immigrants. An extensive literature review led the researchers to conclude that adult learners in continuing education likely face multiple barriers in upgrading their skills and credentials when engaged in an effort to attain a postsecondary education. In addition to experiencing difficulties common to adult learners, such as financial and time constraints, immigrant adult students often contend with a secondary set of challenges that include grappling with a new academic culture, single parenthood, and serious language challenges that pose a risk to successful integration into Canadian society and the labour force.", "visits": 2823, "categories": [18]}}, {"model": "links.link", "pk": 895, "fields": {"created_time": "2013-10-18T14:25:55.845Z", "updated_time": "2017-01-25T17:36:20.281Z", "title": "Innovation Imperative: Enhancing Higher Learning Outcomes", "url": "https://ucarecdn.com/580fefc0-e5aa-4000-ab4f-0138a5164239/", "file": "https://ucarecdn.com/580fefc0-e5aa-4000-ab4f-0138a5164239/", "description": "Survey fielded between August 16-28, 2013 among a nationally representative sample of American adults (N = 1,000) conducted via landline and cell phone. The margin of error for a sample of 1,000 is ±3.1%.\r\nThe national poll was supplemented by a survey of business hiring decision-makers (N = 263) fielded online during July 10-15, 2013. The business elite sample included hiring decision-makers and hiring executives from a cross-section of companies, ranging from small companies to larger businesses with a global presence.", "visits": 930, "categories": [18]}}, {"model": "links.link", "pk": 896, "fields": {"created_time": "2013-10-18T14:26:52.578Z", "updated_time": "2017-02-20T15:12:45.395Z", "title": "Gallup News Service", "url": "https://ucarecdn.com/4466c7cb-37a8-4dc6-90c0-a339a53d6bf2/", "file": "https://ucarecdn.com/4466c7cb-37a8-4dc6-90c0-a339a53d6bf2/", "description": "Results are based on telephone interviews with –1,025– national adults, aged 18+, conducted October 5-6, 2013. For results based on the total sample of National Adults, one can say with 95% confidence that the margin of error is ±4 percentage points.\r\nInterviews are conducted with respondents on landline telephones and cellular phones, with interviews conducted in Spanish for respondents who are primarily Spanish-speaking. Each sample of national adults includes a minimum quota of 50% cell phone respondents and 50% landline respondents, with additional minimum quotas by region. Landline and cell phones numbers are selected using random digit dial methods. Landline respondents are chosen at random within each household on the basis of which member had the most recent birthday.", "visits": 1142, "categories": [9]}}, {"model": "links.link", "pk": 897, "fields": {"created_time": "2013-10-18T14:30:01.921Z", "updated_time": "2017-02-18T16:00:50.559Z", "title": "Postsecondary Education Latecomers: Profile and Labour Market Outcomes of Ontario PSE Graduates", "url": "https://ucarecdn.com/b745f1ca-f5e6-485f-9881-6aafe45c390c/", "file": "https://ucarecdn.com/b745f1ca-f5e6-485f-9881-6aafe45c390c/", "description": "The traditional pathway into postsecondary education (PSE) is to enter college or university directly after graduating from high school. Not all students follow the traditional pathway into PSE. The Ontario government recently set a goal “to raise the postsecondary [attainment] rate to 70 per cent” (Speech from the Throne, 2010). In 2011, 64 per cent of Ontario residents aged between 25 and 64 held a PSE credential.1 One way to help reach the target educational attainment rate of 70 per cent is for Ontario colleges and universities to attract and retain learners who follow non-traditional pathways. Therefore, one of the priorities of the Higher Education Quality Council of Ontario (HEQCO) is to evaluate the adequacy and efficiency of non-traditional pathways in obtaining a PSE credential. This study mainly examined one non-traditional pathway, delayed entry into PSE. Graduates who have taken more years than expected to graduate are also included in the discussion. The purpose of this paper is to address the following research questions:\r\n• What is the demographic profile of these non-traditional graduates?\r\n• Are their program choices and pathways through PSE different from those of direct entrants?\r\n• Do their labour market outcomes differ from those of direct entrants?\r\n", "visits": 1103, "categories": [8]}}, {"model": "links.link", "pk": 898, "fields": {"created_time": "2013-10-18T14:34:59.794Z", "updated_time": "2017-01-25T17:36:41.083Z", "title": "Hybrid Learning in a Canadian College Environment", "url": "https://ucarecdn.com/f1543860-1a55-43ed-90e5-3c47b726366d/", "file": "https://ucarecdn.com/f1543860-1a55-43ed-90e5-3c47b726366d/", "description": "A great deal of research has been conducted and published on the topic of hybrid or “blended” learning in university settings, but relatively little has been conducted within the college environment. The purpose of this multi-method study was to identify the impact of hybrid course delivery methods on student success and course withdrawal rates, and to evaluate faculty and student experience of hybrid instruction from within the Canadian college environment.\r\nQuantitative findings suggest that students achieved slightly lower final marks in hybrid courses as compared to the face-to-face control courses offered in the previous year, though the magnitude of this effect was very small, in the order of -1%. Further analysis revealed that students with high academic standing were successful regardless of course mode, while students with low GPAs performed slightly worse in hybrid classes. Course mode did not have an effect on withdrawal from the course, suggesting that the format does not impact course completion.\r\nOverall both students and faculty responded positively to the hybrid format. Students enjoyed learning and engaging online, but did express concerns about reduced access to instructors and/or a sense that lectures were rushed. Open-ended survey responses and focus group feedback made clear that it is essential to provide well-defined direction and orientation to web-based tools for a hybrid course to be successful. Suggestions for improvement include providing additional technical support for students and faculty, mandatory tutorials introducing students to online tools, and hybrid course development training for faculty.\r\n", "visits": 930, "categories": [6]}}, {"model": "links.link", "pk": 899, "fields": {"created_time": "2013-10-18T16:03:01.041Z", "updated_time": "2017-02-20T15:03:34.645Z", "title": "Hybrid Learning in a Canadian College Environment", "url": "https://ucarecdn.com/f10914f7-8b89-4f0b-9c5e-00fce96a4b12/", "file": "https://ucarecdn.com/f10914f7-8b89-4f0b-9c5e-00fce96a4b12/", "description": "A great deal of research has been conducted and published on the topic of hybrid or “blended” learning in university settings, but relatively little has been conducted within the college environment. The purpose of this multi-method study was to identify the impact of hybrid course delivery methods on student success and course withdrawal rates, and to evaluate faculty and student experience of hybrid instruction from within the Canadian college environment. \r\n\r\nQuantitative findings suggest that students achieved slightly lower final marks in hybrid courses as compared to the face-to-face control courses offered in the previous year, though the magnitude of this effect was very small, in the order of -1%. Further analysis revealed that students with high academic standing were successful regardless of course mode, while students with low GPAs performed slightly worse in hybrid classes. Course mode did not have an effect on withdrawal from the course, suggesting that the format does not impact course completion. ", "visits": 3976, "categories": [6]}}, {"model": "links.link", "pk": 900, "fields": {"created_time": "2013-10-18T16:29:14.631Z", "updated_time": "2017-02-18T16:03:16.576Z", "title": "ECARStudy of Undergraduate Students and Information Technology, 2013", "url": "https://ucarecdn.com/f446c5c7-5112-436d-b103-0d24a27c1367/", "file": "https://ucarecdn.com/f446c5c7-5112-436d-b103-0d24a27c1367/", "description": "Students' relationship with technology is complex. They recognize its value but still need guidance when it comes to better using it for academics. The affinity of undergraduates for multimedia, mobile devices, and multitasking is well documented. What is less well recognized is the circumspect way in which students think about integrating technology into their academic lives, a characteristic of college students that has persisted for many years.", "visits": 1190, "categories": [4]}}, {"model": "links.link", "pk": 901, "fields": {"created_time": "2013-10-18T16:30:35.562Z", "updated_time": "2017-02-20T15:02:40.531Z", "title": "Teens, Social Media, and Privacy", "url": "https://ucarecdn.com/c5004ff1-8ad5-448b-9935-5734269890a8/", "file": "https://ucarecdn.com/c5004ff1-8ad5-448b-9935-5734269890a8/", "description": "Teens share a wide range of information about themselves on social media sites;1 indeed the sites themselves are designed to encourage the sharing of information and the expansion of networks. However, few teens embrace a fully public approach to social media. Instead, they take an array of steps to restrict and prune their profiles, and their patterns of reputation management on social media vary greatly according to their gender and network size. These are among the key findings from a new report based on a survey of 802 teens that examines teens’ privacy management on social media sites:\r\n Teens are sharing more information about themselves on social media sites than they did in the\r\npast. For the five different types of personal information that we measured in both 2006 and\r\n2012, each is significantly more likely to be shared by teen social media users in our most recent\r\nsurvey.\r\n Teen Twitter use has grown significantly: 24% of online teens use Twitter, up from 16% in 2011.\r\n The typical (median) teen Facebook user has 300 friends, while the typical teen Twitter user has\r\n79 followers.\r\n Focus group discussions with teens show that they have waning enthusiasm for Facebook,\r\ndisliking the increasing adult presence, people sharing excessively, and stressful “drama,” but\r\nthey keep using it because participation is an important part of overall teenage socializing.\r\n 60% of teen Facebook users keep their profiles private, and most report high levels of\r\nconfidence in their ability to manage their settings.\r\n Teens take other steps to shape their reputation, manage their networks, and mask information\r\nthey don’t want others to know; 74% of teen social media users have deleted people from their\r\nnetwork or friends list.\r\n Teen social media users do not express a high level of concern about third-party access to their\r\ndata; just 9% say they are “very” concerned.\r\n On Facebook, increasing network size goes hand in hand with network variety, information\r\nsharing, and personal information management.\r\n In broad measures of online experience, teens are considerably more likely to report positive\r\nexperiences than negative ones. For instance, 52% of online teens say they have had an\r\nexperience online that made them feel good about themselves.", "visits": 1289, "categories": [4]}}, {"model": "links.link", "pk": 902, "fields": {"created_time": "2013-10-18T16:34:37.298Z", "updated_time": "2017-02-18T16:06:23.427Z", "title": "Developing Teaching Assistants as Members of the University Teaching Team", "url": "https://ucarecdn.com/6c3c0db7-c40d-441e-9920-35d96681d0fc/", "file": "https://ucarecdn.com/6c3c0db7-c40d-441e-9920-35d96681d0fc/", "description": "Responding to trends in research, National Survey of Student Engagement (NSSE) institutional data and curriculum renewal processes, several recent initiatives at the University of Toronto focus on the complementary role of the teaching assistant (TA) as part of a teaching team. Particularly, these initiatives focus on the establishment of learner-centred environments, support for deep student learning, and the development of core skills and competencies for both undergraduate and graduate students.\r\n\r\nThis study examined the influence of two teaching assistant (TA) models – the Advanced University Teaching Preparation Certificate (AUTP), offered by the University of Toronto’s Teaching Assistants’ Training Program (TATP), Centre for Teaching Support & Innovation, and the Writing Instruction for TAs (WIT) Program, offered in the Faculty of Arts & Science. Both of these TA models aim to improve undergraduate student learning by ensuring that TAs are integral members of the teaching team and that they receive sufficient training and guidance in order to effectively support deep student learning. Both of these TA models utilize peer training as a core dimension.", "visits": 1155, "categories": [7]}}, {"model": "links.link", "pk": 903, "fields": {"created_time": "2013-10-18T16:36:23.764Z", "updated_time": "2017-01-25T17:33:27.830Z", "title": "Writing Instruction Using an Online Assignment Planner Appendices", "url": "https://ucarecdn.com/b1b8f29d-0575-4e9b-9cdd-ecd1ecff2dc3/", "file": "https://ucarecdn.com/b1b8f29d-0575-4e9b-9cdd-ecd1ecff2dc3/", "description": "I am a Research Assistant on a project entitled Writing Instruction Using an Online Assignment Planner. I am here to invite you to participate in this study. This study is designed to assess how teachers and students use the Assignment Planner in large classes", "visits": 1156, "categories": [9]}}, {"model": "links.link", "pk": 904, "fields": {"created_time": "2013-10-18T16:37:34.772Z", "updated_time": "2017-02-20T15:05:54.358Z", "title": "Writing Instruction Using an Online Assignment Planner", "url": "https://ucarecdn.com/121978d4-a720-40d9-a1da-5e6c72f2d365/", "file": "https://ucarecdn.com/121978d4-a720-40d9-a1da-5e6c72f2d365/", "description": "Online writing resources have the potential to improve writing instruction for university students, particularly in large classes where frequent writing assignments are often not possible. The Assignment Planner (AP) is an online resource created by the Writing Centre at Wilfrid Laurier University and is freely available to all students through the Writing Centre website. The AP guides students through the process of researching and writing an academic paper. It projects a timeline for each paper and breaks down the research and writing process into 11 steps. Our research project was designed to examine whether integrating use of the AP into large classes has benefits for students and/or professors.\r\nIn this quasi-experimental research project, four large first-year classes and one fourth-year seminar class were studied. The first-year classes were randomly assigned to either a control condition (no classroom integration) or intervention condition (explicit integration of the AP into the classroom). The fourth-year seminar class, in which integration of the AP was already underway, was a post hoc addition to the study. Data collection included frequency counts of students’ online access to the AP, student in-class surveys, student writing marks and professor interviews.", "visits": 1080, "categories": [9]}}, {"model": "links.link", "pk": 906, "fields": {"created_time": "2014-01-21T20:09:48.108Z", "updated_time": "2015-05-18T00:40:47.074Z", "title": "Integrating Online Writing Assistance into the Classroom Creates Challenges", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/000096.pdf", "file": null, "description": "In an effort to improve writing skills, the Writing Centre at Wilfrid Laurier University developed a series of free online resources and tools for students. However, a recent study by the Higher Education Quality Council of Ontario (HEQCO) found that even when integrated into the classroom experience, only a small number of students actually used the tool as they felt it was not relevant to them, and those who did saw no impact on their grades. The authors feel further research is needed into how to best\r\nintegrate the service into the classroom, including potentially assigning grades for its use.", "visits": 735, "categories": [9]}}, {"model": "links.link", "pk": 908, "fields": {"created_time": "2014-01-21T20:14:12.489Z", "updated_time": "2015-05-18T00:40:41.232Z", "title": "Developing Skills Through Partnerships", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2007_DEVELOPING_SKILLS.pdf", "file": null, "description": "In November 2005, the province of Ontario and the federal government signed two historic agreements – the Canada-Ontario Labour Market Development Agreement and the Canada-Ontario Labour Market Partnership Agreement. One year later, on Nov. 24, 2006, key labour market stakeholders, including users, delivery agents and government came together to collectively take stock of progress and to explore how partners can help governments move forward with successfully\r\nimplementing the agreements.\r\nThe symposium, Developing Skills through Partnerships, was co-hosted by Colleges Ontario, the Ontario Chamber of\r\nCommerce, ONESTEP, and the Canadian Policy Research Networks.", "visits": 865, "categories": [3]}}, {"model": "links.link", "pk": 909, "fields": {"created_time": "2014-01-21T20:15:51.299Z", "updated_time": "2015-05-18T00:40:44.279Z", "title": "Annotated Bibliography: PSE Retention Programs/Interventions", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/annotated_bibliography_retention.pdf", "file": null, "description": "The following research reports detail the results of programs or inventions designed to increase the retention of post-secondary students. This bibliography is intended as a sample of the recent literature on this topic, rather than an exhaustive list. For inclusion, articles or reports generally described experimental research studies of PSE retention programs. Preference was given to larger scale projects focused on colleges in jurisdictions outside of Ontario (in several cases, progress reports from ongoing, large-scale initiatives were also included). Where possible, links to the original research are provided.", "visits": 976, "categories": [3]}}, {"model": "links.link", "pk": 910, "fields": {"created_time": "2014-01-21T20:17:31.912Z", "updated_time": "2015-05-18T00:40:46.219Z", "title": "Transforming Ontario’s Apprenticeship Training System", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/apprenticeship_transformation.pdf", "file": null, "description": "Ontario’s colleges share the provincial government’s belief that apprenticeship must play a greater role in addressing skills shortages and contributing to innovative, high-performance workplaces that enhance Ontario’s competitiveness.\r\nGiven the severity of the economic downturn, Ontario faces an immediate, serious challenge as apprenticeship workplace training is disrupted. Businesses are less able to take on apprentices and registrations drop as apprentices are often last on a company’s payroll and first off. To help apprentices and their employers, Ontario’s colleges propose that the government:", "visits": 758, "categories": [3]}}, {"model": "links.link", "pk": 912, "fields": {"created_time": "2014-01-21T20:20:38.166Z", "updated_time": "2017-02-18T16:01:41.111Z", "title": "Building College Wide Support for a Coordinated Student Retention Plan", "url": "https://ucarecdn.com/c256bcfe-6f66-428e-b2f0-d59055f08ce7/", "file": "https://ucarecdn.com/c256bcfe-6f66-428e-b2f0-d59055f08ce7/", "description": "Overview\r\nHow we, at Sheridan:\r\n•\r\ngot the discussion started\r\n•\r\nfacilitated College-wide involvement\r\n•\r\nbegan to gain buy-in\r\n•\r\ndeveloped and implemented phase one initiatives\r\n•\r\nare planning forward", "visits": 1518, "categories": [3]}}, {"model": "links.link", "pk": 914, "fields": {"created_time": "2014-01-21T20:24:53.370Z", "updated_time": "2015-05-18T00:40:41.786Z", "title": "ONTARIO’S COLLEGES CREATING A HIGHLY SKILLED WORKFORCE FOR THE NEW ECONOMY", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CO_WORKFORCE_Report_2013_WEB_Singles.pdf", "file": null, "description": "Public colleges are the only academic institutions in Canada that deliver a robust range of career-focused programs and training to all segments of the population.\r\nThe colleges’ labour-market programs, such as Second Career, employment counselling, academic upgrading and apprenticeship training serve more than 160,000 students each year.\r\nOntario’s public college programs are affordable and reach students in all socioeconomic groups – from people who need upgrading in order to qualify for full-time college programs, to university graduates seeking marketable skills.\r\nGraduates of Ontario’s 24 public colleges earn credentials that have met the province’s rigorous standards for post-secondary education and are valued by employers.\r\nCollege graduates continue to be in high demand.", "visits": 750, "categories": [6]}}, {"model": "links.link", "pk": 915, "fields": {"created_time": "2014-01-21T20:26:39.408Z", "updated_time": "2017-02-18T15:59:48.240Z", "title": "Degrees of Success: The Payoff to Higher Education in Canada", "url": "https://ucarecdn.com/f0008694-111f-4802-a863-0fdcb50c9cf1/", "file": "https://ucarecdn.com/f0008694-111f-4802-a863-0fdcb50c9cf1/", "description": "The proportion of adults in Canada with a post-secondary education is the highest among all OECD countries, and the cost of that education is roughly double the OECD average. Yet, more and more of those degree holders fall behind in the earnings scale. The share of Canadian university graduates who make less than half the national median income is the largest among all OECD countries. Sure, on average it pays to get a post-secondary education, but with the education premium narrowing, the number of low-income outliers is rising. And despite the overwhelming evidence that one’s field of study is the most important factor determining labour market outcomes, today’s students have not gravitated to more financially advantageous fields in a way that reflects the changing reality of the labour market.", "visits": 1208, "categories": [6]}}, {"model": "links.link", "pk": 916, "fields": {"created_time": "2014-01-21T20:29:10.363Z", "updated_time": "2015-05-18T00:40:44.564Z", "title": "Ontario’s Differentiation Policy Framework for Postsecondary Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/PolicyFramework_PostSec.pdf", "file": null, "description": "Over the past decade, the Government of Ontario has increased investment in postsecondary education significantly, including\r\nincreasing operating grants by 80 per cent since 2002–03.\r\nThese investments helped to improve access to postsecondary education, supported significant enrolment growth at universities and colleges, and drove community and economic development.\r\nThe tremendous expansion of Ontario’s postsecondary education system was made possible thanks to the commitment of our\r\npostsecondary education institutions to access, and their willingness to respond to the demand.\r\nThe 2008 economic downturn and the ensuing precarious state of the global economy have made Ontario’s fiscal environment\r\nchallenging. Substantial new investment by the government at levels comparable to the previous decade is not feasible. Also,\r\nas enrolment growth is expected to slow in the near future so too will operating grant funding. With institutions’ costs outpacing\r\ngrowth in revenues from operating grants and tuition, existing cost structures are under pressure. Measures that help to mitigate these pressures are needed in order to ensure the continued sustainability of our postsecondary education system.", "visits": 787, "categories": [10]}}, {"model": "links.link", "pk": 917, "fields": {"created_time": "2014-04-04T17:12:01.083Z", "updated_time": "2015-05-18T00:40:42.780Z", "title": "Horizon Report 2014", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2015-nmc-horizon-report-HE-EN.pdf", "file": null, "description": "The internationally recognized NMC Horizon Report series and regional NMC Technology Outlooks are\r\npart of the NMC Horizon Project, a comprehensive research venture established in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe. This volume, the NMC\r\nHorizon Report: 2014 Higher Education Edition, examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry within the environment of higher education. While there are many local factors affecting the practice of education, there are also issues that transcend regional boundaries and questions common to higher education; it was with these questions in mind that this report was created. The NMC Horizon Report: 2014 Higher Education Edition is the\r\n11th in the annual higher education series of reports and is produced by the NMC in collaboration with the EDUCAUSE Learning Initiative (ELI).", "visits": 805, "categories": [19]}}, {"model": "links.link", "pk": 918, "fields": {"created_time": "2014-04-04T17:16:58.392Z", "updated_time": "2015-05-18T00:40:43.524Z", "title": "All The Workers We Need: Debunking Canada's Labour Shortage Fallacy", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/labour-shortages-final.pdf", "file": null, "description": "When the Royal Bank of Canada was recently caught up in a maelstrom of bad publicity over its use of temporary foreign workers, it led politicians and pundits to scrutinize and question the growing use by Canadian firms of imported, short-term labour. The Royal Bank was accused of misusing a system designed to help employers who could not find Canadian\r\nworkers by using it, instead, to find cheaper foreign labourers to replace higher-cost Canadians. But the incident raises a bigger question than simply how one bank makes use of Canada’s Temporary Foreign Worker Program (TFWP): Whether the program is, in fact, interfering with the natural supply and demand responses of the labour market. And if we want\r\nto make better use of available Canadian labour, the time has come for the federal government to start cutting back on the use of TFWP.\r\n\r\nThe number of admissions under the TFWP has nearly tripled in 25 years, from 65,000 to 182,000 in 2010. The primary justification for the expansion of the program has been the widespread assumption that Canada is suffering from a growing shortage of labour. Yet, it is hard to find any evidence to support this belief.\r\n", "visits": 753, "categories": [8]}}, {"model": "links.link", "pk": 919, "fields": {"created_time": "2014-04-04T17:18:53.109Z", "updated_time": "2015-05-18T00:40:41.700Z", "title": "Assessing the Impact of Interactive Sampling Using Audience Response Systems", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/iclicker.pdf", "file": null, "description": "Audience response systems (ARS) are electronic applications in which a receiver captures information entered by students via keypads or hand-held devices. Students’ responses can be displayed instantly, usually in the form of a histogram. Professors typically use ARS to increase student interaction and for formative assessment (to measure students’ understanding of material during a lecture; Micheletto, 2011). In some cases, audience response systems have also been used to pose real research questions and follow an interactive sampling approach (not to be confused with experiment data collection). For example, imagine that a research study concluded that females respond more quickly to red stimuli than do males. An interactive sampling session in the classroom would present students with coloured stimuli, and the instructor would ask students to respond, as quickly as possible and using the ARS, when they see the red stimuli. The instructor would then display the students’ responses and compare the students’ data to results from the published research study. Barnett & Kriesel (2003) propose three criteria that classroom interactive sampling should meet if it is to stimulate discussion among students:", "visits": 767, "categories": [4]}}, {"model": "links.link", "pk": 920, "fields": {"created_time": "2014-04-04T17:22:08.994Z", "updated_time": "2015-05-18T00:40:46.378Z", "title": "An Assessment of a Blended Learning Model for Information and Geospatial Leteracy", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Assessment_Blending_Learning_Model.pdf", "file": null, "description": "Among the most prevalent emerging trends in postsecondary education is a migration from traditional face-to-face instruction to models that leverage online and digital learning resources. Whether instruction takes place completely online or involves a hybridization of online and traditional approaches (e.g., “blended learning”), technology-mediated learning modules have the potential to address student preferences for “24/7” access to resources.\r\n", "visits": 665, "categories": [6]}}, {"model": "links.link", "pk": 921, "fields": {"created_time": "2014-04-04T17:24:15.646Z", "updated_time": "2015-05-18T00:40:46.925Z", "title": "Reducing alcohol harms among university students: A summary of best paractices", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Best_Practices_alcholUniversity_Research.pdf", "file": null, "description": "Efforts to reduce harmful alcohol use by university students require a concentrated examination of the culture of alcohol use on campus and within the broader community. Drinking heavily among young people, even before university, is often viewed as normal and expected behaviour by youth and frequently condoned by their parents and the community because it is viewed \r\nas a rite of passage. Adults can turn a blind eye to the practice, frequently hoping or feeling relieved that their\r\nchildren aren’t using something “worse”.\r\n", "visits": 1034, "categories": [16]}}, {"model": "links.link", "pk": 922, "fields": {"created_time": "2014-04-04T17:28:11.003Z", "updated_time": "2015-05-18T00:40:47.776Z", "title": "Beyond the Traditional Classroom: Teaching and Learning in Contemporary Higher Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Beyond_the_Traditional_Classroom.pdf", "file": null, "description": "OUSA asked students to answer questions about their experience with high-impact learning, active and participatory learning, work-integrated learning, and online courses. Students were also asked to provide their impressions about what resources\r\nshould be prioritized within their university, as well as how they viewed the balance between teaching and learning at their institution.\r\nWe’ve found that, for the most part, students are accessing high-impact and work-integrated learning at greater rates than ever, and are having a broad selection of pedagogical experiences, We’ve also found that more than half of students have\r\nexperienced and online course. Generally, students are either neutral or positive about the impact these experiences have had on their education.\r\nStudents prioritize instructor training to a notable margin over increasing research opportunities and reducing class sizes, and feel that universities generally prioritize research over teaching when balancing the two missions.", "visits": 710, "categories": [7]}}, {"model": "links.link", "pk": 923, "fields": {"created_time": "2014-04-04T17:30:34.856Z", "updated_time": "2015-05-18T00:40:45.595Z", "title": "Wealth Generation: The Financial Challenges for Generations X & Y", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/BMO_WealthInstitute_QR_Q1_2014_EN_LQ.pdf", "file": null, "description": "Similar to the baby boom generation, members of generations X & Y have financial priorities that include home ownership, funding post-secondary education and saving and investing for retirement. Achieving these goals requires a different approach to developing and implementing a financial plan that resonates with generations X & Y.", "visits": 755, "categories": [8]}}, {"model": "links.link", "pk": 924, "fields": {"created_time": "2014-04-04T17:33:02.635Z", "updated_time": "2015-05-18T00:40:40.975Z", "title": "Choosing Courses for High School: Achievement gaps, informed decision-making and inequity", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/choosing-courses-for-high-school-2014.pdf", "file": null, "description": "In Ontario, every winter, students in grade 8 must choose between taking applied or academic courses in their core subjects for grade 9. The decisions they make will have a long-term impact.\r\nThe choice will affect their options during the rest of their years in high school, and after they graduate. It may also\r\nhave an impact on their chances for success.\r\nIt is not clear that grade 8 students and their families have all the information they need to make these important decisions.\r\nPerhaps even more important, international evidence suggests that the fact they have to choose at such an early age may contribute to greater achievement gaps, and greater inequality.", "visits": 663, "categories": [6]}}, {"model": "links.link", "pk": 925, "fields": {"created_time": "2014-04-04T17:36:10.948Z", "updated_time": "2015-05-18T00:40:41.322Z", "title": "ONTARIO’S COLLEGES CREATING A HIGHLY SKILLED WORKFORCE FOR THE NEW ECONOMY", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CO_WORKFORCE_Report_2013_WEB_Singles.pdf", "file": null, "description": "Public colleges are the only academic institutions in Canada that deliver a robust range of career-focused programs and training to all segments of the population. The colleges’ labour-market programs, such as Second Career, employment counselling, academic upgrading and apprenticeship training serve more than 160,000 students\r\neach year.\r\nOntario’s public college programs are affordable and reach students in all socioeconomic groups – from people who need upgrading in order to qualify for full-time college programs, to university graduates seeking marketable skills.\r\nGraduates of Ontario’s 24 public colleges earn credentials that have met the province’s rigorous standards for post-secondary education and are valued by employers. College graduates continue to be in high demand.", "visits": 993, "categories": [10]}}, {"model": "links.link", "pk": 926, "fields": {"created_time": "2014-04-04T17:39:16.759Z", "updated_time": "2015-05-18T00:40:42.694Z", "title": "Council of Ontario Universities’ Position Paper on Ancillary Fees and Digital Learning Resources", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/COU-Ancillary-Fees-Position-Paper---Feb11-14-FN.pdf", "file": null, "description": "\r\nDigital resources are changing the ways students engage in learning and provide increased opportunities for student success. New technologies also provide improved assessment tools for measuring learning outcomes and student engagement. These benefits come without an additional cost burden to students.\r\n\r\nThe Ministry of Training, Colleges, and University’s (MTCU) recently released Tuition Fee Framework and Ancillary Fee Guidelines for Publicly-Assisted Universities (December, 2013) indicates support for the use of digital learning materials, including materials used in assessment. The new framework reflects a change in the Ministry policy concerning ancillary fees and enables the use of digital learning resources. This position paper explains Ontario universities’ support of MTCU’s new guidelines.\r\n", "visits": 721, "categories": [8]}}, {"model": "links.link", "pk": 927, "fields": {"created_time": "2014-04-04T17:43:38.724Z", "updated_time": "2015-05-18T00:40:43.277Z", "title": "University Works: 2014 Employment Report", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/COU-University-Works-report---February-2014.pdf", "file": null, "description": "University graduates are more likely to be working at a job related to their studies than college. University graduates' earnings are significantly higher than for any other education group, and these earning premiums start early in graduates' careers.", "visits": 712, "categories": [8]}}, {"model": "links.link", "pk": 929, "fields": {"created_time": "2014-04-04T19:47:08.019Z", "updated_time": "2015-05-18T00:40:46.063Z", "title": "Education Works: Envisioning a Fairer Soceity for Ontario's Youth", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Education-Works-Envisioning-a-Fairer-Society-for-Ontarios-Youth-2014-Budget-Submission-Small1.pdf", "file": null, "description": "OUSA’s 2014 Budget Submission is focused on how the government can leverage post-secondary education to help achieve its vision of creating a fairer society. Despite the current discourse questioning the value of post-secondary education, the evidence demonstrates that attaining a post-secondary credential can significantly change a recipient’s social, economic, and health outcomes for the better.\r\nHowever, to be able to achieve these ends, we must ensure that access to post-secondary is fair, that students have equal opportunities for success upon graduation, and that while students are in postsecondary, their educational experience is equivalent to their increasing investment.", "visits": 682, "categories": [8]}}, {"model": "links.link", "pk": 930, "fields": {"created_time": "2014-04-04T19:55:30.122Z", "updated_time": "2015-05-18T00:40:40.994Z", "title": "Enhancing the Role of Colleges in Immigrant Integration to Employment", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/EmployerConsultations.pdf", "file": null, "description": "Immigrants will represent nearly 100 per cent of net labour market growth in Canada by the year 2011.1 More than ever, employers recognize the need to effectively integrate immigrants into the workplace and they seek solutions to leverage the talents and contributions immigrants bring to the Canadian economy.\r\nFrom January to March 2009, Colleges Ontario and 12 colleges consulted with employers, ethno-cultural business organizations, business associations and unions to find out their views on employing immigrants and how colleges can support the transition of immigrants to the province’s workforce. Input was obtained through a variety of formats including facilitated round-table discussions, one-on-one dialogues, and an online questionnaire. The purpose of these consultations was to obtain advice from employers on how colleges can better address language needs for the workplace and support immigrant integration.\r\nColleges engaged in discussions with 218 organizations. These organizations represented a wide cross-section of large, medium and small businesses in five industry sectors that included health care, hospitality, science and technology, construction and manufacturing. Many of these organizations were interested in participating because they understand the valuable role of immigrants in helping companies respond to current labour and consumer market realities.\r\nThis report presents the findings from these consultations, offering a snapshot of the experiences of the participants, and outlining some suggestions on how colleges can play an even greater role in effectively integrating immigrants into the workplace.", "visits": 680, "categories": [10]}}, {"model": "links.link", "pk": 931, "fields": {"created_time": "2014-04-04T20:07:11.138Z", "updated_time": "2015-05-18T00:40:43.289Z", "title": "Empowering Ontario: Transforming Higher Education in the 21st. Century", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Empowering Ontario.pdf", "file": null, "description": "The time for meaningful transformation in Ontario’s post-secondary system is now. To meet the needs of the emerging economy, reform must focus on innovation and applied learning that vaults our province ahead of its competition\r\nin creating the best-educated, best-prepared workforce in the world. Composed of distinct but equally valued and complementary partners, Ontario’s transformed post- secondary system will ensure that all students can reach their full potential through a broad array of theoretical and applied learning opportunities. Colleges will continue to be student focused, specializing in applied learning that leads to good jobs for graduates, addresses labour market needs and affords access to the broadest possible population. Colleges and universities will offer a range of credentials within their systems and collaborate on a multitude of programs that offer students the best of both. Expanded pathways will give students the opportunity to customize their post-secondary experience to match their interests. Online and blended learn- ing, married to leading-edge \r\ntechnology, will enable students to learn anywhere, anytime, and in ways best suited to their learning styles. Students will be better prepared than ever before to meet the demands of the economy, and they will achieve their goals faster and at less cost.\r\n", "visits": 651, "categories": [10]}}, {"model": "links.link", "pk": 932, "fields": {"created_time": "2014-04-04T20:11:02.691Z", "updated_time": "2015-05-18T00:40:41.185Z", "title": "Expanding Degree Opportunities to Meet the Needs of the New Economy", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/expanidng_degree_opportunities_2009.pdf", "file": null, "description": "The problem\r\nThe Ministry of Training, Colleges and Universities (MTCU) in consultation with the universities \r\nhas estimated that 53,000 to 86,000 more university spaces will be needed by 2021 to meet student \r\ndemand. There will be special pressures in the GTA. Universities’ enrolment plans will not be \r\nsufficient to meet this demand.\r\n\r\nThe opportunity\r\nWith the government’s support, Ontario’s colleges could provide space for tens of thousands of \r\nstudents in high-quality, career-oriented baccalaureate programs over the coming decade and beyond.\r\n\r\n", "visits": 793, "categories": [10]}}, {"model": "links.link", "pk": 933, "fields": {"created_time": "2014-04-05T13:36:12.500Z", "updated_time": "2015-05-18T00:40:42.368Z", "title": "Factors Affecting Attrition at a Canadian College", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/factors_affecting_attrition.pdf", "file": null, "description": "Methodology:\r\n•\r\nLongitudinal tracking of Fanshawe College’s Fall 2007 incoming cohort (n = 6,447) over 3 consecutive semesters\r\n•\r\nAnalysis: correlation of changes in enrolment status with 5 attrition factors", "visits": 729, "categories": [10]}}, {"model": "links.link", "pk": 934, "fields": {"created_time": "2014-04-05T13:40:15.926Z", "updated_time": "2015-05-18T00:40:44.836Z", "title": "Teaching Loads and Research Outputs of Ontario University Faculty Members: Implications for Productivity and Differentiation", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/FINAL_Teaching_Loads_and_Research_Outputs_ENG.pdf", "file": null, "description": "\r\nThe government of Ontario has signalled the need for Ontario’s publicly funded universities to seek additional productivity gains while sustaining access and quality in light of fiscal constraints. It has identified differentiation as a key policy driver to achieve these goals.\r\n\r\nImplementation of these provincial directions likely involves consideration of how universities deploy their faculty to meet their differentiated teaching and research mandates. In fact, a preliminary examination by HEQCO of productivity in the Ontario public postsecondary system suggested that how universities deploy their faculty resources may be one of the most promising \r\nopportunities for universities to increase their productivity (HEQCO, 2012).\r\n", "visits": 1031, "categories": [17]}}, {"model": "links.link", "pk": 935, "fields": {"created_time": "2014-04-05T13:44:33.978Z", "updated_time": "2015-05-18T00:40:41.660Z", "title": "The Impact of the Instructional Skills Workshop on Faculty Approaches to Teaching", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Instructional_Skills_workshop.pdf", "file": null, "description": "The Instructional Skills Workshop (ISW) is an internationally recognized, peer-based, educational development program involving 24 hours of structured intensive instruction designed to strengthen instructors’ skills in planning, teaching, feedback and critical reflection through a student-focussed process. For over 30 years, the ISW has been offered at more than 100 institutions worldwide as a method of facilitating the development of student-centred, reflective instructors (Day, 2004). Although based on best pedagogical principles for teaching adult learners (Day, 2005), little empirical research has been performed to assess the impact on faculty of participating in the ISW (Macpherson, 2011). Research performed to \r\ndate has typically shown that individuals who participate in this workshop report that it is transformative to their teaching in the classroom (Macpherson, 2011). The present study sought to extend these findings by conducting a pre-post analysis of ISW and non-ISW participants. The goal of this research was to investigate the influence of the ISW on developing a student-centred approach to teaching in university and college faculty.\r\n", "visits": 619, "categories": [7]}}, {"model": "links.link", "pk": 936, "fields": {"created_time": "2014-04-05T13:48:53.314Z", "updated_time": "2017-02-18T16:05:25.025Z", "title": "From disconnected to connected: Insights into the Future of Distance Education and Web 2.0 Tools in Higher Education", "url": "https://ucarecdn.com/014bc89c-6ccc-40e4-bd75-ef8ab5ab720f/", "file": "https://ucarecdn.com/014bc89c-6ccc-40e4-bd75-ef8ab5ab720f/", "description": "The integration of information and communications technologies (ICT) in higher education, especially in North America and Europe, has reached a tipping point, where one is hard-pressed to find a classroom utterly devoid of any digital \r\ntechnology. in the developing world, distance education models are increasingly being implemented in postsecondary schools, particularly to promote the development of professional skills. This special issue reviews some distance education models and sheds light on how the exponential growth of on- line social interactions via increased adoption of web 2.0 technologies such as blogs, wikis, and purposeful games has impacted student learning and instructional strategies in post-secondary schools from an international perspective. we critique the most common theoretical underpinnings for distance education and report some empirical evidence of how web 2.0 technologies are being em- ployed to improve performance in higher education\r\nclassrooms in Canada and abroad.\r\n", "visits": 1457, "categories": [9]}}, {"model": "links.link", "pk": 937, "fields": {"created_time": "2014-04-05T16:36:15.406Z", "updated_time": "2015-05-18T00:40:42.439Z", "title": "Grade Change: Tracking Online Education in the United Stes", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/gradechange.pdf", "file": null, "description": "Grade Change - Tracking Online Education in the United State is the eleventh annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group, with data collection conducted in partnership with the College Board. Using responses from more than 2,800 colleges and \r\nuniversities, this study is aimed at answering fundamental questions about the nature and extent of online education.\r\n", "visits": 795, "categories": [9]}}, {"model": "links.link", "pk": 938, "fields": {"created_time": "2014-04-05T16:39:20.928Z", "updated_time": "2015-05-18T00:40:42.842Z", "title": "Making the Grade? Troubling Trends in Postsecondary Student Literacy", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/HEQCO_Literacy_ENG.pdf", "file": null, "description": "While the benefits of strong literacy skills are well established, there is growing concern that Canadians’ literacy skills, including those of students attending postsecondary institutions in Ontario, are not meeting expectations. The timing is especially problematic given that strong literacy skills are critical to students as they graduate into a highly competitive and increasingly globalized labour market.\r\nA review of literacy data from Statistics Canada and the Organisation for Economic Co-operation and Development (OECD), including results from the International Adult Literacy Survey (IALS), the Adult Literacy and Life Skills Survey (ALL) and the Programme for the International Assessment of Adult Competencies (PIAAC), point to some troubling trends in literacy achievement and a lack of consistency in expectations for high school students who go on to postsecondary education.", "visits": 738, "categories": [6]}}, {"model": "links.link", "pk": 939, "fields": {"created_time": "2014-04-05T16:42:57.372Z", "updated_time": "2015-05-18T00:40:44.093Z", "title": "Higher Education Earnings Premium: Value, Variations, and Trends", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Higher-Education-Earnings-Premium-Value-Variation-and-Trends.pdf", "file": null, "description": "Overall, people with a college education do better in the labor market than people with no education beyond high school. Higher levels of education correspond, on average, to higher levels of employment and higher wages. Yet, as college prices rise and as examples of graduates struggling to find remunerative employment despite their credentials become more visible, both potential students and the general public are questioning the value of a college education.\r\n\r\nThe data, however, remain clear: even at current prices, postsecondary education pays off for most people. Promising occupational and personal opportunities are disproportionately available to college graduates. It is increasingly difficult to maintain a middle class lifestyle without a postsecondary credential, and the economic, social, and civic benefits of a more educated population are well documented.\r\n", "visits": 781, "categories": [8]}}, {"model": "links.link", "pk": 940, "fields": {"created_time": "2014-04-05T16:45:56.070Z", "updated_time": "2015-05-18T00:40:45.554Z", "title": "Assessing the Impact of Interactive Sampling Using Audience Response Systems", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/iclicker.pdf", "file": null, "description": "Audience response systems (ARS) are electronic applications in which a receiver captures information entered by students via keypads or hand-held devices. Students’ responses can be displayed instantly, usually in the form of a histogram. Professors typically use ARS to increase student interaction and for formative assessment (to measure students’ understanding of material during a lecture; Micheletto, 2011). In some cases, audience response systems have also been used to pose \r\nreal research questions and follow an interactive sampling approach (not to be confused with experiment data collection). For example, imagine that a research study concluded that females respond more quickly to red stimuli than do males. An interactive sampling session in the classroom would present students with coloured stimuli, and the instructor would ask students to respond, as quickly as possible and using the ARS, when they see the red stimuli. The instructor would then \r\ndisplay the students’ responses and compare the students’ data to results from the published research study. Barnett & Kriesel (2003) propose three criteria that classroom interactive sampling should meet if it is to stimulate discussion among students:\r\n\r\n1. Interactive sampling should be conducted to demonstrate class concepts.\r\n2. Students should be providing responses in a controlled setting.\r\n3. Students’ responses should be compared to behavioural hypotheses derived from theory.\r\n", "visits": 746, "categories": [4]}}, {"model": "links.link", "pk": 941, "fields": {"created_time": "2014-04-05T16:50:11.195Z", "updated_time": "2015-05-18T00:40:41.015Z", "title": "2013 Survey of Education Choices Made by Indigenous Students", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/indspire-2013-survey-of-education-choices.pdf", "file": null, "description": "\r\nThere are many Indigenous perspectives in Canada and a diverse Indigenous student body, enrolled every year in a range of post-secondary programs. Indspire asked a sample of recent recipients of its Building Brighter Futuresi financial awards what led to their educational choices. What resulted was a better understanding of trends and lessons Indigenous learners can teach policy makers and program service delivery agents about what is important to them.\r\n\r\nUnderstanding the motivations and decisions that successful First Nation, Inuit, and Métis students make, contributes to building and supporting Indigenous student success. Do Indigenous students make the same choices about attending post-secondary institutions as other cohorts of students? What drives the choices Indigenous students make, what brought them to their college or university of choice, what keeps them there, and what is contributing to their graduation? Are there things that can be done differently to improve the recruitment, retention, and graduation rate of Indigenous learners?\r\n", "visits": 1029, "categories": [12]}}, {"model": "links.link", "pk": 942, "fields": {"created_time": "2014-04-05T17:21:47.251Z", "updated_time": "2015-05-18T00:40:41.301Z", "title": "The State of E-Learning in Canadian Universities, 2011: If Students Are Digital Natives, Why Don’t They Like E-Learning?", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/InsightBrief42-1.pdf", "file": null, "description": "For many years now, people have been touting the arrival of the “digital native,” or students that were “born digital”. These terms were meant to describe members of a generation who, according to the more fevered sections of the technorati at least, actually have a different set of neural pathways – who, having been exposed since birth to the Internet and hypertext, “think and process information differently” from previous generations.1 In some quarters this has led to calls – on the basis of evidence that can sometimes be alarmingly thin – that curricula and instructional technologies be radically overhauled in order to cater to the “new learner.”\r\n\r\nAt the same time, much has been made about the quality-enhancing – and cost-reducing – potential of using the Internet for learning purposes in universities. The National Center for Academic Transformation in the United States, in particular, has been a leading voice in using course redesign as a means to improve both learning outcomes and resource allocation.2 This has not really been about moving whole courses online – the “disruptive technology” that some commentators suggest is about to change universities completely3 – but rather it has been about deploying e-learning resources in such a way as to complement and amplify what is being done in more traditional courses. The entwining of these kinds of resources into courses that\r\nremain primarily physical and class-based is commonly referred to as “blended learning.”\r\n", "visits": 959, "categories": [9]}}, {"model": "links.link", "pk": 943, "fields": {"created_time": "2014-04-05T17:25:13.898Z", "updated_time": "2015-05-18T00:40:45.235Z", "title": "An Institutional Framework for Retention", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/institutional_framework_for_retention.pdf", "file": null, "description": "Factors that can be controlled\r\n• Factors that can be influenced\r\n• Factors that cannot be controlled or influenced", "visits": 739, "categories": [3]}}, {"model": "links.link", "pk": 944, "fields": {"created_time": "2014-04-05T17:27:59.054Z", "updated_time": "2015-05-18T00:40:43.089Z", "title": "The Impact of the Instructional Skills Workshop on Faculty Approaches to Teaching", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Instructional_Skills_workshop.pdf", "file": null, "description": "The Instructional Skills Workshop (ISW) is an internationally recognized, peer-based, educational development program involving 24 hours of structured intensive instruction designed to strengthen instructors’ skills in planning, teaching, feedback and critical reflection through a student-focussed process. For over 30 years, the ISW has been offered at more than 100 institutions worldwide as a method of facilitating the development of student-centred, reflective instructors (Day, 2004). Although based on best pedagogical principles for teaching adult learners (Day, 2005), little empirical research has been performed to assess the impact on faculty of participating in the ISW (Macpherson, 2011). Research performed to date has typically shown that individuals who participate in this workshop report that it is transformative to their teaching in the classroom (Macpherson, 2011). The present study sought to extend these findings by conducting a pre-post analysis of ISW and non-ISW participants. The goal of this research was to investigate the influence of the ISW on developing a student-centred approach to teaching in university and college faculty.\r\n", "visits": 659, "categories": [7]}}, {"model": "links.link", "pk": 945, "fields": {"created_time": "2014-04-05T17:38:34.881Z", "updated_time": "2015-05-18T00:40:47.365Z", "title": "Investing in prosperity Helping small business innovate and create jobs", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/investing_in_prosperity.pdf", "file": null, "description": "“One of the paradoxes of this time, however, is this: while the global economy lags, innovation continues to surge ahead at a staggering and unprecedented pace.”\r\n2011 Ontario throne speech\r\n\r\n“We [in Ontario] have a wide prosperity gap with other large North American jurisdictions. The source of this gap is our inability to be as innovative as we could be in our economic life.\r\n\r\n“Our business leaders … must relentlessly pursue improved products, services, and processes.”\r\nRoger Martin, Tenth Annual Report, Task Force on Competitiveness, Productivity and Economic \r\nProgress, November 2011\r\n\r\n\r\nBecause innovation is an inherently social process – requiring people to make connections, develop ideas, and orchestrate implementation – colleges have built relationships to help their clients increase their scope of innovative practices. Each college is directly involved with many local economic development and innovation networks.\r\n\r\n“Centennial’s professors and students have provided a pool of talent that has proven invaluable to the development and validation of our cleantech solutions.”\r\nJohn Tuerk, Blue Heron Systems\r\n\r\n“The [Fanshawe College] students exceeded our expectations and not just from the content point of view, but in their professionalism ... the recommendation to track venture capital was a novel idea the company had not considered. 3M later\r\nadopted a similar approach as a global business strategy.” 3M Canada\r\n", "visits": 769, "categories": [10]}}, {"model": "links.link", "pk": 946, "fields": {"created_time": "2014-04-05T17:52:55.113Z", "updated_time": "2015-05-18T00:40:46.706Z", "title": "Canada's Economic Action Plan: Supporting Jobs and Growth", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/jobs-emplois-eng.pdf", "file": null, "description": "Canada’s Economic Action Plan (EAP) is working— creating jobs, keeping the economy growing and returning to balanced \r\nbudgets. Since the beginning of the recovery, Canada has achieved the best job creation record of any Group of Seven\r\n(G-7) country, and one of the best economic performances in the G-7.\r\n\r\nEconomic Action Plan 2014 continues to support jobs and growth by connecting Canadians with available jobs, strengthening Canada’s labour market and investing in the workforce of tomorrow.\r\n\r\n", "visits": 684, "categories": [8]}}, {"model": "links.link", "pk": 947, "fields": {"created_time": "2014-04-05T17:55:43.677Z", "updated_time": "2015-05-18T00:40:44.107Z", "title": "Large First-Year Course Re-Design to Promote Student Engagement and Student Learning", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Large_First_Year_Course_Redesign_ENG.pdf", "file": null, "description": "This paper presents the findings of a research study on a complete course re-design of a large first-year class, which changed the learning environment and reduced boundaries to allow for more meaningful student engagement and improved student learning. The specific purpose of this study was to determine if a blended course design can increase student engagement and influence students’ approach to learning in a large first- year course.\r\n\r\nDuring the fall semester of 2010, GPHY 101: Human Geography was taught at Queen’s University as a traditional large lecture course of 438 students, with three lectures of 50 minutes per week (Model 1) for 12 weeks. In the following winter semester of 2011, the students in GPHY 101 were offered an intensive blended course (Model 2). In this new offering to 157 students, the lectures that were captured during the fall semester were made available for students to view online. Instead of attending actual large lectures, students were required to view the three weekly lectures on their own time prior to attending an interactive class of approximately 50 students for 90 minutes, once per week. In this weekly class with the professor, students were actively engaged in small-group problem solving, discussion, debate and other forms of cooperative learning activities.\r\n", "visits": 752, "categories": [6]}}, {"model": "links.link", "pk": 948, "fields": {"created_time": "2014-04-05T17:58:34.635Z", "updated_time": "2015-05-18T00:40:42.956Z", "title": "Men, Suicide and Society", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Men_Suicide_and_Society_Research_Report_151112.pdf", "file": null, "description": "This report seeks to explain why men of low socio-economic position in their mid-years are excessively vulnerable to death by suicide and provides recommendations to reduce these unnecessary deaths.\r\n\r\nThe report goes beyond the existing body of suicide research and the statistics, to try and understand life for this group of men, and why they may come to feel without purpose, meaning or value.\r\n\r\nThe key message from the report is that suicide needs to be addressed as a health and gender inequality – an avoidable difference in health and length of life that results from being poor and disadvantaged; and an issue that affects men more because of the way society expects them to behave. It is time to extend suicide prevention beyond its focus on individual mental health problems, to understand the social and cultural context which contributes to people feeling they wish to die.", "visits": 824, "categories": [16]}}, {"model": "links.link", "pk": 949, "fields": {"created_time": "2014-04-05T18:02:28.102Z", "updated_time": "2015-05-18T00:40:41.076Z", "title": "A New Vision For Higher Education in Ontario", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/new_vision_for_higher_education.pdf", "file": null, "description": "Every developed country is racing to keep up with profound and fundamental changes in the 21st century The new knowledge economy is creating unprecedented demands for higher levels of expertise and skills, while, at the same time, changing demographics will significantly reduce the numbers of qualified people available in the economy The cumulative impact presents great opportunities and great challenges to Ontario The province has an opportunity to implement meaningful and transformational changes that exploit the potential for growth in the new economy and drive Ontario’s prosperity to\r\nunprecedented levels \r\nBut the threats to Ontario’s future are just as great Failing to move forward now with significant\r\nmeasures could leave Ontario unprepared for the challenges ahead, and strand thousands of\r\npeople as permanently unemployable \r\n\r\n\r\n", "visits": 919, "categories": [10]}}, {"model": "links.link", "pk": 950, "fields": {"created_time": "2014-04-05T18:06:29.726Z", "updated_time": "2015-05-18T00:40:46.855Z", "title": "INVESTING IN A STRONGER WORKFORCE The Ontario colleges’ submission for the 2014 budget", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/oc_budget_submission_2014.pdf", "file": null, "description": "There is little debate about the biggest challenge facing Ontario today. It is unemployment, particularly the unacceptably high unemployment rate for Ontario’s young people.The 2014 Ontario Budget must focus on comprehensive measures to produce a more highly skilled workforce to promote economic prosperity and allow greater numbers of people to find meaningful work.\r\n\r\nNaturally, a key part of that strategy will be to stimulate economic growth.The government needs to continue working with employers and others to create good- paying new jobs and new opportunities throughout the province.\r\n", "visits": 679, "categories": [8]}}, {"model": "links.link", "pk": 951, "fields": {"created_time": "2014-04-05T18:09:40.873Z", "updated_time": "2015-05-18T00:40:47.054Z", "title": "Ontario's Differentiation Policy Framework for Postsecondary Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/PolicyFramework_PostSec.pdf", "file": null, "description": "Over the past decade, the Government of Ontario has increased investment in postsecondary education significantly, including increasing operating grants by 80 per cent since 2002–03. These investments helped to improve access to postsecondary education, supported significant enrolment growth at universities and colleges, and drove community and economic development. The tremendous expansion of Ontario’s postsecondary education system was made possible thanks to the commitment of our postsecondary education institutions to access, and their willingness to respond to the demand.\r\n", "visits": 676, "categories": [6]}}, {"model": "links.link", "pk": 952, "fields": {"created_time": "2014-04-05T18:23:57.817Z", "updated_time": "2015-05-18T00:40:43.970Z", "title": "The Patterns of Persistence in Post-Secondary Education Among College Students in Ontario: New Evidence from Longitudinal Data", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/report_patterns_of_persistence_ontario.pdf", "file": null, "description": "This paper reports the results of an analysis of persistence in post-secondary education (PSE) for college students in Ontario based on the extremely rich YITS-B dataset that has been used for other recent studies at the national level. We calculate hazard or transition rates (and cumulative transition rates) with respect to those who i) graduate, ii) switch programs, and \r\niii) leave PSE (perhaps to return later). We also look at the reasons for switching and leaving, subsequent re-entry rates among leavers, and graduation and persistence rates once switchers and re-entrants are taken into account. These patterns are then probed in more detail using hazard (regression) models where switching and leaving are related to a variety of individual \r\ncharacteristics, family background, high school outcomes, and early pse experiences. Student pathways are seen to be varied. Perhaps the single most important finding is that the proportion of students who either obtain a degree or continue to be enrolled somewhere in the PSE system in the years after entering a first program remains close to the 80 percent mark for the five years following entry. Seventy-one percent of students graduate within five years of starting, while another 6 percent are still in the PSE system.\r\n", "visits": 734, "categories": [3]}}, {"model": "links.link", "pk": 953, "fields": {"created_time": "2014-04-05T18:27:35.449Z", "updated_time": "2017-02-17T18:09:34.322Z", "title": "The Mentoring Effect: Young People’s Perspectives on the Outcomes and Availability of Mentoring", "url": "https://ucarecdn.com/7256a67c-1a68-4f47-a720-513dddb93550/", "file": "https://ucarecdn.com/7256a67c-1a68-4f47-a720-513dddb93550/", "description": "As we work to improve life outcomes for young people, their voices must guide our efforts. The report that follows includes the results st-ever, nationally representative survey of young people’s perspectives on mentoring. Core to our collective work is the fundamental belief that children and adolescents should receive the supports they need and deserve — including consistent and caring relationships with adults. By asking 18- to 21-year-olds across the country to share their opinions on and experiences with mentoring, they shared their realities with us: while the mentoring needs of our young people are not being fully met, for those with quality mentors, there is a powerful effect on their life trajectory.\r\n", "visits": 1360, "categories": [6]}}, {"model": "links.link", "pk": 954, "fields": {"created_time": "2014-04-05T18:30:56.332Z", "updated_time": "2015-05-18T00:40:41.332Z", "title": "An Investment of a Lifetime? The Long-term Labour Market Premiums Associated with a Postsecondary Education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Stats_Can_Benefits_of_PSE.pdf", "file": null, "description": "This paper examines the long-term labour market premiums associated with completing a college certificate and a bachelor's degree, compared to completing a high school diploma. Several labour market outcomes of individuals are examined with longitudinal data over a 20- year period spanning their mid-30s to their mid-50s. The findings show that individuals who have a bachelor's degree or a college certificate have more favourable labour market outcomes over their working lives than individuals who have only a high school diploma. More specifically, the earnings premium associated with a bachelor's degree over the 20-year period ranges, on average, from $728,000 for men to $442,000 for women. For a college certificate, the premium is $248,000 for men and $180,000 for women, on average. The earnings premium associated with a bachelor's degree is much larger at the top of the distribution for men than it is for women. The study also finds that, for both men and women, a bachelor's degree and a college certificate are associated with more years of coverage in an employer-sponsored pension plan\r\nand fewer layoffs than a high school diploma.\r\n", "visits": 804, "categories": [8]}}, {"model": "links.link", "pk": 955, "fields": {"created_time": "2014-04-05T18:33:29.791Z", "updated_time": "2015-05-18T00:40:43.058Z", "title": "Student approaches to learning in relation to online course completion", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Student_approaches_to_learning_in_relation.pdf", "file": null, "description": "This study investigates the relationship between approaches to studying and course completion in two online preparatory university courses in mathematics and computer programming. The students participating in the two courses are alike in age, gender, and approaches to learning. Four hundred and ninety-three students participating in these courses answered the short\r\nversion of the Approaches and Study Skills Inventory for Students (ASSIST). Results show that students demonstrating a deep approach to learning in either course are more likely to complete. In the mathematics course, a combination of deep and strategic approaches correlates positively with course completion. In the programming course, students who demonstrate a surface approach are less likely to complete. These results are in line with the intentions of the course designers, but they also suggest ways to improve these courses. Furthermore, the study demonstrates that ASSIST can be used to evaluate course design.", "visits": 764, "categories": [9]}}, {"model": "links.link", "pk": 956, "fields": {"created_time": "2014-04-05T18:36:28.600Z", "updated_time": "2015-05-18T00:40:43.016Z", "title": "Taking Learning Outcomes to the Gym: An Assignment- Based Approach to Developing and Assessing Learning Outcomes", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Taking_learning_outcomes_to_the_gym_ENG.pdf", "file": null, "description": "Executive Summary\r\nWhile there has been great interest and progress in terms of defining core learning outcomes related to the completion of various postsecondary programs, there has been far less progress in terms of elucidating powerful ways to assess these outcomes. Without clear assessment methods it is difficult to see how one could perform course or program redesign with these learning objectives in mind.\r\n\r\nTo date, attempts to address this “assessment of learning outcomes” gap have focused mostly on the use of qualitative tools that are given to students as they leave some institution or program, tools like the National Survey of Student Engagement (NSSE) questionnaire or the Collegiate Learning Assessment (CLA) index. But these tools rely on subjective report, are often difficult to administer repeatedly at scale, and typically only provide an “after education” snapshot of learning. This report highlights and validates a different assignment- based approach that has much greater potential to provide quantitative data with much higher resolution.\r\n", "visits": 712, "categories": [6]}}, {"model": "links.link", "pk": 957, "fields": {"created_time": "2014-04-05T18:38:24.253Z", "updated_time": "2015-05-18T00:40:41.165Z", "title": "Blended and online higher education: teaching and learning in a wired world", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Teaching_in_a_Wired_World.pdf", "file": null, "description": "What research direction is needed in the scholarship of teaching and learning in higher education? Over a decade ago, Windschitl (1998) advocated for more research on in- creasing student inquiry through the World Wide Web and illuminating web-based stu- dent communication. The release and then extensive development of a model of online communities of inquiry (Garrison, Anderson, & Archer, 2000) responded to Windschitl’s call. In addition to continued work in these two areas, a stronger research focus on learn- ing theory and everyday use of Web 2.0 technologies is required (Greenhow, Robelia, & Hughes, 2009; Zawacki-Richter, Anderson, & Tunca, 2010).\r\n", "visits": 811, "categories": [9]}}, {"model": "links.link", "pk": 958, "fields": {"created_time": "2014-04-05T18:40:42.230Z", "updated_time": "2015-05-18T00:40:43.889Z", "title": "Using blended learning strategies to address teaching development needs: How does Canada compare?", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Using_blended_learning_strategies_to.pdf", "file": null, "description": "\r\nThe provision of blended learning strategies designed to assist academics in the higher education sector with the knowledge, skills, and abilities required for effective teaching with technology has been, and continues to be, a challenge for teaching centres in Canada. It is unclear, first, whether this is an ongoing issue unique to Canada; and, second, if it is not unique to Canada, whether we might be able to implement different and/or more effective strategies based on what others outside Canada are doing. Teaching centre leaders in Australia, Finland, Sweden, Denmark, Britain, Scotland, and the United States (n=31) were interviewed to explore how their units used blended learn- ing strategies. Findings suggest that, as in Canada, \r\nthere is a “value gap” be- tween academics and leaders of teaching centres regarding teaching develop-\r\nment initiatives using blended learning strategies.\r\n", "visits": 845, "categories": [9]}}, {"model": "links.link", "pk": 960, "fields": {"created_time": "2014-05-17T02:00:35.698Z", "updated_time": "2017-02-20T14:54:42.248Z", "title": "Social Returns: Assessing the benefits of higher education", "url": "https://ucarecdn.com/8803b07e-8e7e-427b-95ff-8b5200f0be4f/", "file": "https://ucarecdn.com/8803b07e-8e7e-427b-95ff-8b5200f0be4f/", "description": "While discussions on the value of education often focus on economic gains, the social returns to education are vast and can be reaped at both the individual level (e.g., better health) and societal level (e.g., lower crime rates).\r\nBased on a combination of new and existing analyses, this paper explores the individual benefits and disadvantages associated with education, focusing on civic engagement; health/happiness; crime; and welfare/unemployment. The findings clearly suggest that investing in education has both individual and social benefits. While no causal link can be made between level of education and the returns examined, it is evident that those with some form of postsecondary education (PSE) often fare better than those with no more than a high school education.", "visits": 1346, "categories": [8]}}, {"model": "links.link", "pk": 963, "fields": {"created_time": "2014-06-16T15:42:33.788Z", "updated_time": "2015-05-18T00:40:47.023Z", "title": "Social Returns: Assessing the benefits of higher education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Issue_Social_Returns.pdf", "file": null, "description": "While discussions on the value of education often focus on economic gains, the social returns to education are vast and can be reaped at both the individual level (e.g., better health) and societal level (e.g., lower crime rates).\r\nBased on a combination of new and existing analyses, this paper explores the individual benefits and disadvantages associated with education, focusing on civic engagement; health/happiness; crime; and welfare/unemployment. The findings clearly suggest that investing in education has both individual and social benefits. While no causal link can be made between level of education and the returns examined, it is evident that those with some form of postsecondary education (PSE) often fare better than those with no more than a high school education.", "visits": 753, "categories": [8]}}, {"model": "links.link", "pk": 964, "fields": {"created_time": "2014-06-17T19:10:51.432Z", "updated_time": "2015-05-18T00:40:41.392Z", "title": "2013 National Freshman Attitudes Report Exploring college readiness among entering freshmen", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2013_National_Freshman_Attitudes.pdf", "file": null, "description": "How prepared are today’s entering undergraduates for the challenges that lie ahead of them?\r\nThis annual report goes beyond the usual metrics of standardized test scores and high school transcripts to explore a wide range of non-cognitive attitudes that influence college readiness, such as students’ levels of self-discipline and confi dence in their abilities. The report is based on student survey responses drawn from a sizable national sample of entering undergraduates in 2012.\r\nAmong the highlights:\r\n• Nearly 30 percent of incoming freshmen nationally in 2012 reported they “usually get bored and quit after a few minutes” when they try to study;\r\n• Only 59 percent of incoming freshmen reported that they have developed a solid system of self discipline\r\nfor keeping up with schoolwork;\r\n• Nearly 60 percent of incoming freshmen expressed openness to receiving help with improving their study habits;\r\n• Fully 45 percent of today’s incoming freshmen nationally agreed with the statement, “Math has always been a challenge for me”;\r\n• Only 42 percent of incoming, first-generation freshmen indicated, “I have a very good grasp of the scientific ideas I’ve studied in school”;\r\n• Nearly half (49 percent) of incoming freshmen indicated being receptive to help with improving their math skills;\r\n• Nearly one-quarter (23 percent) of incoming male freshmen wondered if a college education “is really worth all the time, money, and effort”;\r\n• Three-quarters (75 percent) of incoming freshmen ages 25 and older reported being settled on their career direction vs. fewer than two-thirds (64 percent) of traditional-age freshmen; and\r\n• Almost 40 percent of incoming, first-generation freshmen indicated they had “very distracting and troublesome” financial problems—a proportion that has generally held steady over the last six years.\r\n", "visits": 1035, "categories": [3]}}, {"model": "links.link", "pk": 965, "fields": {"created_time": "2014-06-17T19:20:09.457Z", "updated_time": "2017-02-18T15:57:27.087Z", "title": "Skills and Higher Education in Canada Towards Excellence and Equity", "url": "https://ucarecdn.com/3739ff44-35ea-45e1-aa67-278febc0bef2/", "file": "https://ucarecdn.com/3739ff44-35ea-45e1-aa67-278febc0bef2/", "description": "Canada’s performance in higher education and skills development has been fairly strong for many years. On key measures we are at or near the top of international rankings and our highly skilled people contribute to economic competitiveness, social\r\ninnovation, and political and community well-being. But there are troubling indications that Canada’s skills and education performance is deteriorating, that not enough is being done to address a range of economic and social problems, and that opportunities and benefits have been poorly distributed across regions and groups. In short, there are signs that we are not doing enough to achieve the high levels of skills excellence and equity we need. Action is needed to sustain and enhance the performance of higher education and skills development in Canada.", "visits": 1756, "categories": [6]}}, {"model": "links.link", "pk": 966, "fields": {"created_time": "2014-06-17T19:24:56.614Z", "updated_time": "2017-02-17T16:54:14.014Z", "title": "2014 National Freshman Attitudes Report Special focus on career decision-making toward the goal of college completion", "url": "https://ucarecdn.com/e401f7d8-ffa6-467e-9e3e-12fa962ef4e8/", "file": "https://ucarecdn.com/e401f7d8-ffa6-467e-9e3e-12fa962ef4e8/", "description": "This annual report from Noel-Levitz goes beyond the usual metrics of standardized test scores and high\r\nschool transcripts to explore a wide range of non-cognitive attitudes that infl uence student retention and\r\ncollege completion rates for today’s entering college freshmen. Findings are reported separately for four year\r\nand two-year institutions, private and public, as well as for student subsets such as male vs. females.\r\nThe report is based on student survey responses drawn from a sizable national sample of entering\r\nundergraduates in 2013.\r\nThe special focus of this 2014 report is on career decision-making. Just how many (and which) of today’s\r\nentering freshmen are uncertain of their career direction? And how many of these students want help with\r\nchoosing a career direction?", "visits": 1707, "categories": [3]}}, {"model": "links.link", "pk": 967, "fields": {"created_time": "2014-06-17T19:28:58.033Z", "updated_time": "2015-05-18T00:40:41.497Z", "title": "2014 mba.com Prospective Students Survey Report", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2014_surveyreport-mba-com_prospective_web-release.pdf", "file": null, "description": "This 2014 mba.com Prospective Students Survey Report explores the motivations, behaviors, program choices, and intended\r\ncareer outcomes shared by more than 12,000 individuals who registered on mba.com from October 2012 through September\r\n2013. Survey data collected in 2013 are compared with earlier data collected from more than 71,000 prospective business\r\nschool students who have responded to our mba.com registrants’ surveys over the past four years. With survey responses\r\navailable for all world regions as well as 15 specific countries, this is the largest data resource of its kind.", "visits": 965, "categories": [3]}}, {"model": "links.link", "pk": 968, "fields": {"created_time": "2014-06-17T19:32:05.634Z", "updated_time": "2017-02-20T14:59:00.919Z", "title": "Report on Education in Ontario Colleges (OPSEU)", "url": "https://ucarecdn.com/478becba-c3b6-4a9b-9b98-314d74fecd07/", "file": "https://ucarecdn.com/478becba-c3b6-4a9b-9b98-314d74fecd07/", "description": "This report examines community colleges from the perspective of the faculty who deliver their public service – high quality post-secondary education and job training. The report is based on conversations with over 600 faculty at all 24 CAATs,\r\nalong with historical research and present-day inquiry into the sector’s financing, management, and operations. The report is focused primarily on perceptions by college faculty that there is a crisis of quality within the college system today.", "visits": 1546, "categories": [10]}}, {"model": "links.link", "pk": 969, "fields": {"created_time": "2014-06-17T19:35:35.581Z", "updated_time": "2015-05-18T00:40:40.822Z", "title": "Focus on Learning: A Student Vision for Improving Post-Secondary Education in Nova Scotia", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2014-05-21-focus-on-learning.pdf", "file": null, "description": "This report is the first by StudentsNS to focus principally on the organisation’s quality value. This paper conceptualizes quality in post-secondary education (PSE), examines the tools used by PSE institutions in Nova Scotia to uphold and enhance quality,\r\nand finally, recommends policies to develop a more student-centred approach to quality measures and assessments. Our understanding of quality in PSE has shifted overtime from the traditional notions of excellence and exclusivity to a focus on\r\naccess, accountability, learning outcomes, and the student experience. This shift, however, has not been fully realized within the different mechanisms for supporting and measuring PSE quality. As a result, many of these mechanisms do not effectively\r\naddress the real factors affecting learning, institutions are insufficiently accountable for students’ learning, and student voice is not adequately supported. More research is needed to better understand the state of teaching and learning, especially within\r\nuniversities. However, it is clear that, across the system, a greater emphasis needs to be placed on continual improvement in instruction and pedagogy, on learning outcomes, and on effective quality assurance. Recommendations in the report address\r\nthese three themes, envisaging a more student-centred, evidence-based, teaching and-learning-driven PSE system for our province. The report does not provide StudentsNS last word on PSE quality, but represents the first of many projects to explore\r\nways that Nova Scotia’s PSE institutions can better meet students’ expectations\r\nand support their lifelong success.", "visits": 712, "categories": [6]}}, {"model": "links.link", "pk": 970, "fields": {"created_time": "2014-06-17T19:38:57.890Z", "updated_time": "2015-05-18T00:40:44.594Z", "title": "2014 Universum Canada Student Survey", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2014-Canadian-Student-Survey-Insights.pdf", "file": null, "description": "Each year, Universum runs the largest global survey on millennial career preferences. In each of our 30+ survey markets,\r\nwe partner with top universities to survey the most desirable future talent and find out who they want to work for and\r\nwhy. The more votes a company receives, the higher they rank on the Ideal Employer list.\r\nThe 2014 Canadian student survey was conducted online, between mid-October 2013 and late-February 2014, under\r\nUniversum’s student brand, Wetfeet. The results in this report reflect the aggregated perceptions of nearly 30,000\r\nundergraduate students from 107 universities and colleges.*", "visits": 868, "categories": [3]}}, {"model": "links.link", "pk": 971, "fields": {"created_time": "2014-06-17T19:42:04.567Z", "updated_time": "2017-02-18T15:56:38.165Z", "title": "Relationships matter: Supporting Aboriginal graduate students in British Columbia, Canada", "url": "https://ucarecdn.com/ca338ffb-64de-4d6c-8d4b-f9d31652dc26/", "file": "https://ucarecdn.com/ca338ffb-64de-4d6c-8d4b-f9d31652dc26/", "description": "The current Canadian landscape of graduate education has pockets of presence of Indigenous faculty, students, and staff. The reality is that all too often, Aboriginal graduate students are either among the few, or is the sole Aboriginal\r\nperson 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.\r\nThis 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\r\nfosters 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\r\nwithin the institution.", "visits": 1528, "categories": [12]}}, {"model": "links.link", "pk": 972, "fields": {"created_time": "2014-06-17T19:45:49.654Z", "updated_time": "2017-02-20T17:25:00.863Z", "title": "OUSA Policy Paper: Aboriginal Students", "url": "https://ucarecdn.com/8412d76a-1170-447f-81e5-24583ac22561/", "file": "https://ucarecdn.com/8412d76a-1170-447f-81e5-24583ac22561/", "description": "This paper seeks to address the systemic barriers that impact the ability of Aboriginal peoples to access, persist and succeed in post-secondary education. Given histories of discrimination and chronic underfunding of Aboriginal education at both the K-12 and post-secondary level, OUSA believes that action must be taken by all levels of government and institutions. This is particularly pressing as recent figures have shown that the attainment gap for Aboriginal peoples1 may in fact be widening. OUSA affirms the importance of self-determination for Aboriginal peoples, and stresses that any policy intervention must be undertaken in direct partnership and consultation with Aboriginal communities.", "visits": 3400, "categories": [12]}}, {"model": "links.link", "pk": 974, "fields": {"created_time": "2014-06-18T17:03:59.650Z", "updated_time": "2015-05-18T00:40:44.155Z", "title": "Accenture 2014 College", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Accenture-2014-College-Graduates-Survey.pdf", "file": null, "description": "In the area of developing and maintaining their talent supply chain—how employees are hired, developed and deployed to optimally support business strategy—too many companies are neglecting the all-important entry-level positions from which many of their top-performing employees will emerge.\r\nThat’s one of the important implications of the Accenture 2014 College Graduate Employment Survey, which compares the expectations and attitudes of this year’s university graduates with the realities of the working world according to 2012 and 2013 grads. When it comes to talent development, to jobs that match an employee’s education, and even the quest for full-time work, the slightly older peers of today’s graduates tell a cautionary tale about what the job world is really like.\r\nIt’s a story that is cautionary for companies, too. If organizations are to attract and retain top talent, as well as ensure their talent supply chain is developing and deploying the people with the right skills, their management of entry-level positions needs to improve.", "visits": 953, "categories": [8]}}, {"model": "links.link", "pk": 975, "fields": {"created_time": "2014-06-18T17:07:11.363Z", "updated_time": "2015-05-18T00:40:44.544Z", "title": "Accessible by design: Applying UDL principles in a first year undergraduate course", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Accessible_by_design_UDL.pdf", "file": null, "description": "This article presents a case study of a technology-enhanced face-to-face health sciences course in which the principles of Universal Design for Learning (UDL) were applied. Students were offered a variety of means of representation, engagement, and expression throughout the course, and were surveyed and interviewed at the end of the term to identify how the UDL inspired course attributes influenced their perceptions of course accessibility.\r\nStudents responded very positively to the course design, and felt that the weaving of UDL throughout the course resulted in increased flexibility, social presence, reduced stress, and enhanced success. Overall, students felt more in control of their own learning process and empowered to make personal choices to best support their own learning. This course design also led to increased satisfaction from the perspective of the instructor and reduced the need for intervention by the campus disability services department.", "visits": 736, "categories": [6]}}, {"model": "links.link", "pk": 976, "fields": {"created_time": "2014-06-18T17:17:44.971Z", "updated_time": "2015-05-18T00:40:43.444Z", "title": "2013 National College Health Assessment", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/ACHA-NCHA-II_CANADIAN_ReferenceGroup_DataReport_Spring2013.pdf", "file": null, "description": "The ACHA-NCHA II supports the health of the campus community by fulfilling the academic mission, supporting short- and long term healthy behaviours, and gaining a current profile of health trends within the campus community. Canadian Reference Group Data", "visits": 949, "categories": [16]}}, {"model": "links.link", "pk": 977, "fields": {"created_time": "2014-06-18T17:21:56.816Z", "updated_time": "2015-05-18T00:40:42.924Z", "title": "AHELO: The Ontario Experience", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/AHELO_The_Ontario_Experience-ENG.pdf", "file": null, "description": "In 2011 Ontario joined the Organisation for Economic Co-operation and Development’s (OECD) Assessment of Higher Education Learning Outcomes (AHELO) feasibility study. The Higher Education Quality Council of Ontario (HEQCO) led the project on behalf of the Ministry of Training, Colleges and Universities (MTCU) and in cooperation with the Council of Ministers of Education, Canada (CMEC).\r\nInitiated in 2006, AHELO was a feasibility study to determine if standard generic and discipline-specific tests could be used in different countries to measure what university students know and are able to do. Intending to contribute to the international conversation on establishing better indications of learning quality, the study aimed to develop common learning outcomes and assess student performance at the end of a bachelor’s degree (first cycle) in a variety of educational cultures, languages and institutions through standard tests. The feasibility study developed three assessments: one for generic skills and two for discipline-specific skills in economics and civil engineering.\r\nSeventeen countries1 were represented in this global project and Canada was one of nine jurisdictions participating in the engineering strand. Nine out of ten Ontario universities with civil engineering programs participated in the study, representing approximately 61% of all Canadian civil engineering graduating students.\r\nThe following report reviews the experience of Ontario’s participation in the feasibility study, focusing primarily on the implementation and administration activities and the value to institutions. While the institutions did not gain specific insight into their programming, AHELO generated considerable interest in international assessments and comparative understanding and provided significant experience in the administration of large-scale assessments.", "visits": 633, "categories": [6]}}, {"model": "links.link", "pk": 978, "fields": {"created_time": "2014-06-18T17:26:52.788Z", "updated_time": "2015-05-18T00:40:46.747Z", "title": "An emerging profession: The Higher Education Philanthropy Workforce", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/An_emerging_profession-The_higher_education_philanthropy_workforce.pdf", "file": null, "description": "In 2012 HEFCE published a review of philanthropy in UK higher education that showed what tremendous success there has been in growing philanthropic support to universities in the last 10 years. The report concluded that if the current rate of acceleration in philanthropic income continues, UK universities will attract gifts worth £2 billion a year from some 640,000 donors by 2022.\r\nThe report showed that investment in fundraising brings results whatever the size or type of university. If this success is to continue we must have a strong and growing group of educational fundraisers who are skilled in leading development teams and working with academics and institutional leaders.", "visits": 754, "categories": [5]}}, {"model": "links.link", "pk": 980, "fields": {"created_time": "2014-06-18T17:47:59.150Z", "updated_time": "2015-05-18T00:40:47.094Z", "title": "Using blended learning strategies to address teaching development needs: How does Canada compare?", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Using_blended_learning_strategies_to.pdf", "file": null, "description": "The provision of blended learning strategies designed to assist academics in the higher education sector with the knowledge, skills, and abilities required for effective teaching with technology has been, and continues to be, a challenge\r\nfor teaching centres in Canada. It is unclear, first, whether this is an ongoing issue unique to Canada; and, second, if it is not unique to Canada, whether we might be able to implement different and/or more effective strategies based on what others outside Canada are doing. Teaching centre leaders in Australia, Finland, Sweden, Denmark, Britain, Scotland, and the United\r\nStates (n=31) were interviewed to explore how their units used blended learning strategies. Findings suggest that, as in Canada, there is a “value gap” between academics and leaders of teaching centres regarding teaching development\r\ninitiatives using blended learning strategies.", "visits": 611, "categories": [6]}}, {"model": "links.link", "pk": 982, "fields": {"created_time": "2014-06-18T17:57:59.427Z", "updated_time": "2015-05-18T00:40:44.302Z", "title": "IMAGINE: Canada as a leader in international education. How can Canada benefit from the Australian experience?", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Canada_Ledader_International_Education.pdf", "file": null, "description": "Hosting international students has long been admired as one of the hallmarks of internationalization. The two major formative strands of internationalization in Canadian universities are development cooperation and international\r\nstudents. With reduced public funding for higher education, institutions are aggressively recruiting international students to generate additional revenue.\r\nCanada is equally interested in offering incentives for international students to stay in the country as immigrants after completing their studies. In its 2011 budget, the Canadian federal government earmarked funding for an international\r\neducation strategy and, in 2010, funded Edu-Canada—the marketing unit within the Department of Education and Foreign Affairs (DFAIT)—to develop an official Canadian brand to boost educational marketing, IMAGINE:\r\nEducation in/au Canada. This model emulates the Australian one, which rapidly capitalized on the recruitment of international students and became an international success story. Given current Canadian higher education policy trends, this paper will address the cautionary lessons that can be drawn from the Australian case", "visits": 743, "categories": [14]}}, {"model": "links.link", "pk": 985, "fields": {"created_time": "2014-06-18T18:18:08.699Z", "updated_time": "2015-05-18T00:40:46.944Z", "title": "Productivity Implications of a Shift to Competency-Based Education: An environmental scan and review of the relevant literature", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CBE_Report-ENG.pdf", "file": null, "description": "The expansion of public, postsecondary education and the attendant additional costs associated with that expansion are significant concerns to governments everywhere. Ontario is no exception. Innovation in the delivery of academic programs holds the potential to contain costs, improve quality, and enhance accountability. This project is intended to assist the Higher Education Quality Council of Ontario (HECQO) to better understand how a shift to competency-based education might affect the cost and quality of higher education programs, institutions and systems and to investigate how competency-based education might enhance the productivity and accountability of public higher education systems and institutions.", "visits": 751, "categories": [6]}}, {"model": "links.link", "pk": 986, "fields": {"created_time": "2014-06-18T18:22:18.199Z", "updated_time": "2015-05-18T00:40:46.249Z", "title": "Changes in the occupational profile of young men and women in Canada", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Changes_in_occupational_profile_of_young_men_and_women_in_canada.pdf", "file": null, "description": "Between 1991 and 2011, the proportion of employed people aged 25 to 34 with a university degree rose from 19% to 40% among women, and from 17% to 27% among men. Given the increase in the proportion of university graduates, did the occupational profile of young workers change over the period? This article examines long-term changes in the occupation profiles of young men and women, for both those who did and did not have a university degree. Changes in the share of women employed in these occupations are also examined.", "visits": 930, "categories": [3]}}, {"model": "links.link", "pk": 987, "fields": {"created_time": "2014-06-18T18:25:40.408Z", "updated_time": "2015-05-18T00:40:43.535Z", "title": "An Examination of the Changing Faculty: Ensuring Institutional Quality and Achieving Desired Student Learning Outcomes", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CHEA_Examination_Changing_Faculty_2013.pdf", "file": null, "description": "The nature of the American academic workforce has fundamentally shifted over the past several decades. Whereas fulltime\r\ntenured and tenure-track faculty were once the norm, the professoriate is now comprised of mostly non-tenure-track\r\nfaculty. In 1969, tenured and tenure-track positions made up approximately 78.3 percent of the faculty and non-tenuretrack\r\npositions comprised about 21.7 percent (Schuster & Finkelstein, 2006). Forty years later, in 2009, these proportions\r\nhad nearly flipped: tenured and tenure-track faculty had declined to 33.5 percent and 66.5 percent of faculty were ineligible\r\nfor tenure (AFT Higher Education Data Center, 2009). Of the non-tenure-track positions, 18.8 percent were full-time and\r\n47.7percent were part-time.", "visits": 829, "categories": [5]}}, {"model": "links.link", "pk": 988, "fields": {"created_time": "2014-06-18T18:28:11.334Z", "updated_time": "2015-05-18T00:40:44.816Z", "title": "Piloting the CLA in Ontario", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Piloting_CLA_in_Ontario.pdf", "file": null, "description": "In 2011, as part of a comprehensive research agenda on learning outcomes development and measurement, the Higher Education Quality Council of Ontario (HEQCO) began supporting eight Ontario institutions to assess the generic skills acquisition of their students. This report summarizes the activities and results of the eight institutions that piloted the Council for Aid to Education’s Collegiate Learning Assessment (CLA), a written examination designed to assess the critical thinking and problem solving skills of entering and graduating students. It reviews the rationale for the project, the challenges and issues encountered with CLA test administration and implementation, and the institutions’ impressions of the value of the resulting data. While there is significant interest from institutions and programs in measuring the generic skills of students and understanding the amount of learning that can be attributed to the institution, the experiences of the institutions that participated in this project highlight certain administrative and methodological challenges that arise in the move from theory to practice in large scale assessments.", "visits": 786, "categories": [6]}}, {"model": "links.link", "pk": 989, "fields": {"created_time": "2014-06-18T18:30:27.884Z", "updated_time": "2017-02-17T18:10:03.553Z", "title": "Revealing the complexity of community-campus interactions", "url": "https://ucarecdn.com/25f7a1fd-9aa3-48fe-8ab1-ab3d6ff57e1e/", "file": "https://ucarecdn.com/25f7a1fd-9aa3-48fe-8ab1-ab3d6ff57e1e/", "description": "In this paper, four qualitative case studies capture the complex interplay between the social and structural relations that shape community - academic partnerships. Collaborations begin as relationships among people. They are sustained by institutional structures that recognize and support these relationships.\r\nProductive collaborations centralize reciprocity, flexibility, and relationship building between individuals and institutions. Our findings also indicate a synergistic interaction between collaborative processes and outcomes:\r\nan equitable process supports the development of mutually beneficial outcomes, and the ability to sustain a collaborative process requires substantive progress towards shared change goals.", "visits": 1501, "categories": [10]}}, {"model": "links.link", "pk": 990, "fields": {"created_time": "2014-06-18T18:54:21.818Z", "updated_time": "2015-05-18T00:40:42.684Z", "title": "Community service-learning and cultural-historical activity theory", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Community_Service_Learning.pdf", "file": null, "description": "This paper explores the potential of cultural-historical activity theory (CHAT), to provide new insights into community service-learning (CSL) in higher education.While CSL literature acknowledges the influences of John Dewey and Paolo Freire, discussion of the potential contribution of cultural-historical activity theory, rooted in the work of Russian psychologist Lev Vygotsky, is noticeably absent. This paper addresses this gap by examining four assumptions associated with activity theory: the rejection of a theory/practice divide, the development of knowledge as a social collaborative activity, the focus on contradictions\r\nin and across activity systems, and the interventionist approach aimed at transformation.", "visits": 655, "categories": [10]}}, {"model": "links.link", "pk": 992, "fields": {"created_time": "2014-06-18T19:06:55.305Z", "updated_time": "2015-05-18T00:40:46.503Z", "title": "Life After College: Drivers for Young Adult Success", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/wave-3-report.pdf", "file": null, "description": "How do changing economic conditions and uncertain market opportunities affect young adults’ transition from their undergraduate\r\ncollege 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.", "visits": 810, "categories": [18]}}, {"model": "links.link", "pk": 993, "fields": {"created_time": "2014-06-18T19:09:41.672Z", "updated_time": "2015-05-18T00:40:44.454Z", "title": "Predictors of perceived importance and acceptance of digital delivery modes in higher education", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Digital_Delivery_modes.pdf", "file": null, "description": "Teaching and assessment in higher education institutions are increasingly supported by digital tools and services. Students, however, perceive and value the importance of such e-learning offerings in very diverse ways. The goal of this article\r\nis to examine which predictors significantly influence students’ perceptions of the value of digital learning formats. Based onKu¨pper’s acceptance model, we generate hypotheses that are subsequently tested using data from a German student survey.\r\nThe results show that individual-related characteristics, especially motivation and orientation patterns of students, have a high impact on the perceived importance of digital learning formats. Our analyses indicate that besides individual performance\r\nand motivation, the practical orientation of a student is also a key predictor for a high rating of the importance of digital learning formats. An analysis of characteristics regarding the field of study shows that students who major in economic sciences, especially those who frequently work with digital learning formats in their classes, find them significantly more important than students who major in social science. Regarding innovation-based characteristics, students who express a need for flexible course offerings rate the use of digital learning formats as particularly important. The discussion provides an evaluation of the results of the student study based on the hypotheses and presents further implications.\r\nKeywords: digital learning formats; online learning; online learner characteristics;\r\nmotivation; perceived benefit", "visits": 741, "categories": [9]}}, {"model": "links.link", "pk": 994, "fields": {"created_time": "2014-06-18T19:11:48.785Z", "updated_time": "2015-05-18T00:40:47.435Z", "title": "The Effects of a Required Faculty Development Program on Novice Faculty Self-Efficacy and Teaching", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Durham_Required_Faculty_Dev_ENG.pdf", "file": null, "description": "This research was undertaken as a way to explore the effectiveness of a newly implemented required faculty development program at Durham College in Oshawa, Ontario. The Certificate in College Teaching program was launched in 2010, in the context of a period of unprecedented growth in student (and thus faculty) numbers at this college. The growth was perceived as an opportunity to implement a required program of study for new teachers that would support not only the development of their teaching skills and knowledge, but also the development of a commitment to a student-centred approach to teaching as espoused by the college leadership. The research study utilized a multiple-methods approach that combined qualitative techniques (semi-structured interviews and focus groups) with quantitative measures (surveys of teaching skills, self-efficacy and teaching philosophy) to examine two aspects of the program's effectiveness: its impact on measures of teacher self-efficacy, and its impact on the teaching philosophy of the novice teachers.", "visits": 603, "categories": [6]}}, {"model": "links.link", "pk": 995, "fields": {"created_time": "2014-06-18T19:21:08.739Z", "updated_time": "2015-05-18T00:40:43.099Z", "title": "Empowering Community Colleges to Build the Nation's Future: An Implementation Guide", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/EmpoweringCommunityColleges_final.pdf", "file": null, "description": "Two years ago, the American Association of Community Colleges (AACC) and its 21st-Century Commission on the Future of Community Colleges issued a bold call to action: If community colleges are to contribute powerfully to meeting the needs of 21st-century students and the 21st-century economy, education leaders must reimagine what these institutions are—and are capable of becoming.\r\nAt that time, the Commission’s report, Reclaiming the American Dream: Community Colleges and the Nation’s Future, set a goal of increasing rates for completion of community college credentials (certificates and associate degrees) by 50% by 2020, while preserving access,\r\nenhancing quality, and eradicating attainment gaps across groups of students. The report set forth seven major recommendations, all of which are connected to attaining that goal.", "visits": 891, "categories": [10]}}, {"model": "links.link", "pk": 996, "fields": {"created_time": "2014-06-18T19:22:58.145Z", "updated_time": "2015-05-18T00:40:47.352Z", "title": "Evaluating Critical Thinking and Problem Solving in Large Classes: Model Eliciting Activities for Critical Thinking Development", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Evaluating_Critical_Thinking_and_Problem_Solving.pdf", "file": null, "description": "The ability to solve problems and think critically are considered by many to be desired outcomes of the education system, both within K-12 and higher education. They are ever-present skills measured by many accreditation frameworks in the professional and higher education sectors, and consistently rank among the top skills and abilities desired in graduates, according to employer surveys (Hart Research Associates, 2008; 2013). Despite this prevalence, critical thinking and problem solving are often identified by employers as skills that require more emphasis in higher education (Hart Research Associates, 2008; Arum & Roksa, 2011). Recent evidence questions the degree to which current undergraduate education supports the development of critical thinking and complex problem solving skills (Arum & Roksa, 2011; Astin, 1993a; 1993b; Blaich & Wise, 2008; Klein et al., 2009; Pascarella, Blaich, Martin & Hanson, 2011). The development of critical thinking skills (CTS) is itself a complex issue, complicated by a lack of agreement on the definition of critical thinking and on an associated framework for its development (Ku, 2009). Popular frameworks of critical thinking include the Cornell-Illinois model (Ennis, Millman & Tomko, 1985), the Paul-Elder model (Paul & Elder, 2005; Paul & Elder, 1996), the CLA model (Shavelson, 2008), the APA Delphi model (Facione, 1990), and Halpern’s Model for Critical Thinking (Halpern, 1999; Halpern & Riggio, 2002). Each of these frameworks or models proposes a different definition for critical thinking and a different set of skills, traits and abilities that comprise it. Instruction and assessment of CTS is also an area of particular difficulty, with the efficacy of pedagogical strategies for critical thinking development and the authenticity of critical thinking assessment under much scrutiny (Bensley & Murtagh, 2011; Solon, 2003).", "visits": 1085, "categories": [6]}}, {"model": "links.link", "pk": 997, "fields": {"created_time": "2014-06-18T19:26:21.218Z", "updated_time": "2015-05-18T00:40:45.463Z", "title": "Don’t tell it like it is: Preserving collegiality in the summative peer review of teaching", "url": "https://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Formative_summative_peer_review_teaching.pdf", "file": null, "description": "While much literature has considered feedback and professional growth in formative peer reviews of teaching, there has been little empirical research conducted on these issues in the context of summative peer reviews. This article explores faculty members’ perceptions of feedback practices in the summative peer review of teaching and reports on their understandings of why constructive feedback is typically non-existent or unspecific in summative reviews. Drawing from interview data with 30 tenure-track professors in a research-intensive Canadian university, the findings indicated that reviewers rarely gave feedback to the candidates, and when they did, comments were typically vague and/or focused on the positive. Feedback, therefore, did not contribute to professional growth in teaching. Faculty members suggested that feedback was limited because of the following: the high-stakes nature of tenure, the demands for research productivity, lack of pedagogical expertise\r\namong academics, non-existent criteria for evaluating teaching, and the artificiality of peer reviews. In this article I argue that when it comes to summative reviews, elements of academic culture, especially the value placed on collegiality, shape feedback practices in important ways.", "visits": 654, "categories": [7]}}, {"model": "links.link", "pk": 999, "fields": {"created_time": "2014-07-17T18:59:49.987Z", "updated_time": "2017-02-20T16:53:38.252Z", "title": "Assessing Impact of Interactive Sampling Using Audience Response Systems", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/ARS_ENG.pdf", "file": "", "description": "Audience response systems (ARS) are electronic applications in which a receiver captures information entered by students via keypads or hand-held devices. Students’ responses can be displayed instantly, usually in the form of a histogram. Professors typically use ARS to increase student interaction and for formative assessment (to measure students’ understanding of material during a lecture; Micheletto, 2011). In some cases, audience response systems have also been used to pose real research questions and follow an interactive sampling approach (not to be confused with experiment data collection). For example, imagine that a research study concluded that females respond more quickly to red stimuli than do males. An interactive sampling session in the classroom would present students with coloured stimuli, and the instructor would ask students to respond, as quickly as possible and using the ARS, when they see the red stimuli. The instructor would then display the students’ responses and compare the students’ data to results from the published research study. Barnett & Kriesel (2003) propose three criteria that classroom interactive sampling should meet if it is to stimulate discussion among students:\r\n1. Interactive sampling should be conducted to demonstrate class concepts.\r\n2. Students should be providing responses in a controlled setting.\r\n3. Students’ responses should be compared to behavioural hypotheses derived from theory.", "visits": 658, "categories": [4]}}, {"model": "links.link", "pk": 1000, "fields": {"created_time": "2014-07-17T19:06:51.678Z", "updated_time": "2015-05-18T00:40:45.411Z", "title": "ARUCC PCCAT TRANSCRIPT AND TRANSFER CREDIT NOMENCLATURE STUDY", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/arucc_pccat_15_jun_2014_english.pdf", "file": null, "description": "The Association of Registrars of the Universities and Colleges of Canada (ARUCC) and the Pan-Canadian Consortium on Admissions and Transfer (PCCAT) have collaborated to lead an extensive study to understand current transcript and transfer credit nomenclature practices in Canada. These findings will ultimately inform a comprehensive update and expansion of the 2003 ARUCC National Transcript Guide and potentially result in a searchable database of transcript practices and Canadian transfer credit nomenclature. The ultimate goal is to enhance the clarity, consistency and transparency of the academic transcript and transfer credit resources that support student mobility. The specific deliverable for this phase was to identify and summarize Canadian transcript and transfer credit nomenclature practices, review four international jurisdictions as a means to highlight promising practices related to these two areas and, finally, to provide both an overview of systems and an initial examination of emergent perspectives and themes. The report purposefully avoids suggesting prescriptive solutions or outcomes; however, the findings from this study will provide a solid foundation from which to move forward the standards and terminology discourse in Canada. This report collates the findings from the supporting research conducted from January through to April 2014.", "visits": 869, "categories": [19]}}, {"model": "links.link", "pk": 1001, "fields": {"created_time": "2014-07-17T19:09:06.695Z", "updated_time": "2015-05-18T00:40:42.154Z", "title": "Opportunity for Brampton to be a Host Municipality for a New University", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Brampton_Sheridan.pdf", "file": null, "description": "• On April 2, 2014, Council endorsed the City's participation in the Government of Ontario's Major Capacity Expansion Call for Proposals and provided staff w ith authority to pro-actively promote Brampton as a host municipality to interested post-secondary institutions, in alignment with Brampton's Post-Secondary Education Strategy.\r\n\r\n• Through the City's promotional efforts, senior and experienced academic leadership,supported by Centennial College (the Proponents), approached the City of Brampton to be a host municipality for a new university.\r\n\r\n• For Brampton to serve as host to a new university, Council is being asked to endorse the partnership with the Proponents so they may proceed with submitting a Notice of Intent application, which, if accepted, would lead to submitting a proposalto the Ontario Government's Major Capacity Expansion Call for Proposals.\r\n", "visits": 803, "categories": [19]}}, {"model": "links.link", "pk": 1002, "fields": {"created_time": "2014-07-17T19:12:20.373Z", "updated_time": "2015-05-18T00:40:44.962Z", "title": "Building CapaCity Occupation-specifi language training at Ontario Colleges (2008 – 2011)", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Building_Capacity.pdf", "file": null, "description": "In 2007, Colleges Ontario prepared a report for Citizenship and Immigration Canada (CIC) that examined existing occupation-specific language training in Ontario colleges.1 The findings from that report formed the basis of the Occupation-specific Language Training (OSLT) initiative. CIC funded Colleges Ontario, in partnership with ontario colleges and ConneCt strategic alliances, to undertake the oslt initiative to develop curriculum and work with ontario colleges to conduct pilot deliveries of language training for newcomers. This report summarizes the activities conducted from April 1, 2008 to March 31, 2011.\r\nOntario’scolleges are highly experienced in meeting the language needs of immigrants and have a strong track \r\nrecord in designing and delivering occupation-specific language training. For the OSLT initiative, the target participants were defined as newcomers who were permanent residents or protected persons with Canadian Language Benchmarks (CLB) 6 to 8 (or Niveaux de compétence linguistique canadiens 5/6 to 8).These newcomers were working in or wanted to re-enter an occupation related to their training and experience, or they wanted to take a related program of study to bridge to employment.\r\n", "visits": 840, "categories": [19]}}, {"model": "links.link", "pk": 1003, "fields": {"created_time": "2014-07-17T19:18:20.325Z", "updated_time": "2015-05-18T00:40:45.002Z", "title": "Graduates in the Economy: Environmental Scan 2014 Colleges Ontario", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/CO_EnvScan_2014_ECONOMY_WEB.pdf", "file": null, "description": "• Ontario has the world’s third-highest post-secondary attainment rate for young adults (ages 25 to 34). It produces more degrees per capita than the U.S. and most other countries and up to three times as many career-oriented diplomas and trades certificates. Nonetheless, those with disabilities and aboriginal people have a lower share of degrees.\r\n• While 28 per cent of Americans who attend post-secondary institutions eventually drop out without a credential, the Canadian rate is much lower (seven per cent).\r\n• In 2012, Ontario certified 57 per cent as many trades persons as a share of employment as the rest of Canada.\r\n• Canada’s essential skills ratings for young adults are better than the advanced country average, but behind the Nordic countries, Japan and Korea. However, only 15 per cent at the lowest literacy level are engaged in job-related adult education each year.\r\n\r\nMatching skills to jobs\r\n• Ontario’s trades and diploma graduates play a key role in exports (manufacturing, resources and tourism), energy, infrastructure, real estate and health care. Typically, smaller communities rely more heavily on diploma and trades certificate holders – as business owners and employees.\r\n• Ontario’s ability to match skills to job opportunities is above the advanced country average. But it is behind three provinces and 10 countries, notably Switzerland and Germany, which are highly regarded for their ability to match educational programs with employer requirements.", "visits": 694, "categories": [10]}}, {"model": "links.link", "pk": 1004, "fields": {"created_time": "2014-07-17T19:26:37.502Z", "updated_time": "2015-05-18T00:40:47.465Z", "title": "Student and Graduate Profile​ ​: Environmental Scan 2014 Colleges Ontario", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/CO_EnvScan_2014_PROFILES_WEB.pdf", "file": null, "description": "• Each year, more than 500,000 students and clients are served by ontario’s colleges of applied arts and technology (caats) . of this group, approximately 200,000 are full-time students .\r\n• there were 197,433 distinct applicants for the 2012-13 academic year .\r\n• Fifty-eight per cent of new fall 2013 entrants to ontario post-secondary institutions enrolled in a college .\r\n• Sixteen per cent of surveyed college applicants were not born in canada; 22 per cent of these individuals came to Canada from 2002 to 2006, while another 40 per cent arrived since 2007 .\r\n• more than one-quarter of college applicants reported a household income of less than $30,000 \r\nand 55 per cent had incomes of less than $60,000 .\r\n• total funded full-time equivalent (FtE) post-secondary enrollment in the colleges was 220,721 (including funded full-time, part-time and tuition-short programs) .\r\n• more than 23,000 international students enrolled in Ontario colleges in 2013 . \r\n• Fourteen per cent of ontario college students indicated use of special needs/disability services, almost half of whom reported high usage .\r\n• colleges delivered 87 per cent of the apprenticeship in-school training in 2012-13 .\r\n• last year, more than 82,000 students graduated from post-secondary programs, representing a 4 .8 per cent increase over the previous year .\r\n• Eighty-three per cent of 2011-12 graduates in the labour force were working six months after graduation .\r\n• twenty-four per cent of graduates continued their education with full- or part-time studies within six months of graduation .\r\n", "visits": 807, "categories": [10]}}, {"model": "links.link", "pk": 1005, "fields": {"created_time": "2014-07-17T19:29:50.314Z", "updated_time": "2015-05-18T00:40:41.590Z", "title": "Colleges Resources: Environmental Scan 2014 Colleges Ontario", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/CO_EnvScan_2014_RESOURCES_WEB.pdf", "file": null, "description": "Revenues and expenses\r\n• In 2012-13, college system revenues totaled almost $3.7 billion. Grant revenue from all sources accounts for half of college system revenue.\r\n• College system expenses amounted to about $3.5 billion. Like other organizations in both the public and private sectors, salaries and benefits are by far the largest expense item for colleges.\r\n\r\nTrends in college funding\r\n• In 2013-14, real operating funding per student (FTE) was about five per cent higher than in 1998-99 – but 16 per cent lower than during the peak in 2007-08.\r\n• Per student revenue from operating grants and tuition fees for Ontario colleges continues to be the lowest among the provinces. Funding per student for Ontario colleges continues to be significantly lower than that for secondary schools and universities.\r\n• Space per student is much lower for Ontario colleges (90 square feet per student) in comparison to universities and secondary schools.\r\n• In current dollars, the apprenticeship per diem has decreased slightly since 1998-99. However, after inflation is taken into account, the per diem has decreased by 28 per cent. The student in-school fee, which was implemented in 2002-03, has not been increased since its introduction.\r\n\r\nHuman resources\r\n• Colleges employ more than 43,000 people. From 1997-98 to 2012-13, the number of full-time staff employed at colleges increased by 28 per cent, while enrolment increased by 31 per cent.\r\n\r\nStudent financial aid\r\n• In 2012-13, almost 125,000 college students were OSAP recipients. This represents about two-thirds of the total full-time post-secondary enrolment.\r\n• The default rate for student loans for all post-secondary institutions in 2012 was 9.8 per cent. For the college system, it was 13.4 per cent.", "visits": 713, "categories": [10]}}, {"model": "links.link", "pk": 1006, "fields": {"created_time": "2014-07-17T19:32:30.863Z", "updated_time": "2015-05-18T00:40:46.471Z", "title": "Differentiated Evaluation: An Inclusive Evaluation Strategy Aimed at Promoting Student Engagement and Student Learning in Undergraduate Classrooms", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Differentiated_Evaluation_ENG.pdf", "file": null, "description": "This paper presents the findings from a research study on the implementation of an alternative evaluation strategy into a third-year class, which changed the learning environment by allowing students to choose how they would be evaluated. The specific objective of the study was to determine if the implementation of this evaluation strategy would improve student engagement, the quality of the learning experience and address challenges associated with increased diversity in student \r\ncapabilities.\r\n\r\nDuring the Winter 2012 and Winter 2013 semesters, PSY3523: Psychologie de la famille (Psychology of the Family) was taught at the University of Ottawa as a course offered to a maximum of 100 students per semester. The course incorporates various teaching methods, including traditional lectures, the use of documentaries and group discussions, as well as student-led mini-classes. The course implemented an evaluation strategy that combined traditional examinations (midterm and final exams) \r\nwith the option of completing a term project. If students elected to complete a term project, they could choose from two different options (i.e., to prepare a mini-class or to participate in the Community Service Learning program at the University of Ottawa). Additionally, teaching assistant (TA)-led tutorials were scheduled throughout the semester to help students succeed in both the \r\ntraditional examinations and the term project. Finally, material presented in the tutorials, as well as weekly quizzes, were made available online for students to consult as needed throughout the semester to support their engagement and success in the course.\r\n", "visits": 646, "categories": [7]}}, {"model": "links.link", "pk": 1007, "fields": {"created_time": "2014-07-17T19:34:32.540Z", "updated_time": "2015-05-18T00:40:44.604Z", "title": "Opportunities for Non-Traditional Pathways to Postsecondary Education in Ontario: Exploring the Dual Credit and School Within a College Programs", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Dual_Credit_ENG.pdf", "file": null, "description": "\r\nThe Dual Credit and School Within a College (SWAC) programs are both dual enrolment/dual credit programs that address access by creating new pathways to postsecondary education for non-traditional students. The programs allow students who are still in grade 11 and grade 12 to take one or more courses at a local college and earn both a high school credit toward their high school diploma as well as a college credit from the college offering the course. Though these programs have been \r\noffered internationally for over three decades, there is still little research and little conclusive evidence that demonstrate their effectiveness.\r\n", "visits": 818, "categories": [19]}}, {"model": "links.link", "pk": 1008, "fields": {"created_time": "2014-07-17T19:36:23.871Z", "updated_time": "2015-05-18T00:40:47.564Z", "title": "Undergraduates’ Understanding of Skill- Based Learning Outcomes: Can e-Portfolios Help?", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/e-Portfolios_ENG.pdf", "file": null, "description": "\r\nIn recent months, there has been much discussion in the media and among academics about the skills acquired by Canadian university graduates. The issues being raised are threefold. The first concerns the question of whether Canada is facing a “skills gap”. While the Conference Board of Canada (2013a) has argued that we definitely are (and that the long-term economic consequences will be severe), reports by economist Don Drummond and TD Bank indicate that the skills gap is largely a \r\nmyth (TD Economics, 2013; Goar, 2013). Others have indicated that current discussions about a skills gap often lack an appropriate level of specificity, making it difficult to assess the merit of these arguments or to generate potentially necessary\r\nsolutions (Weingarten, 2013)\r\n", "visits": 768, "categories": [9]}}, {"model": "links.link", "pk": 1009, "fields": {"created_time": "2014-07-17T19:39:44.417Z", "updated_time": "2017-02-20T17:14:36.945Z", "title": "Background Characteristics and Patterns of Access to Postsecondary Education in Ontario: Evidence from Longitudinal Tax Data", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Final_LAD_ENG.pdf", "file": "", "description": "\r\nThis paper exploits longitudinal tax-filer data to provide new empirical evidence for Ontario on i) \r\noverall PSE participation rates on an annual basis over the last decade, ii) how access is related to a number of important individual and family characteristics, including sex, family income, area size of residence and family type, andiii) how these relationships have changed over time. This is done for Ontario as a whole, in comparison to the rest of Canada, and then broken down by region within Ontario. The findings are informative, in some cases surprising, and highly relevant to public policy regarding access to postsecondary education.\r\n\r\nThe findings are many, and there is room to mention only a few of the most important ones here. Our focus here was on access to university – although we do present results for college attendance as well. We do this for two main reasons. The first is that the PSE-related tax credit information available in the Longitudinal Administrative Databank (LAD) dataset which we employ to identify participation in PSE do not do as good a job of finding college students, simply because the credits available are not generally worth as much to college students as they are to university students. Secondly, the effects of individual and family background characteristics on PSE ttendance – a principal focus of our study – tend to come out much more strongly in\r\n(net) effects on college attendance are more unambiguous and are almost always found to be much smaller from an empirical perspective.\r\n", "visits": 722, "categories": [8]}}, {"model": "links.link", "pk": 1010, "fields": {"created_time": "2014-07-17T19:41:56.500Z", "updated_time": "2015-05-18T00:40:46.645Z", "title": "Teacher Candidates’ Perceptions of Participating in a Peer Mentorship Practicum Model", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Formatted_Nipissing_2.pdf", "file": null, "description": "\r\nThis three-year study explored the perceptions of pre-service candidates in a five-year concurrent teacher education program who participated in a peer mentorship practicum model. In this practicum model teacher candidates were placed as a dyad, with each novice first-year candidate paired with a second- or third-year candidate who acted as a peer mentor. Ideally, the pair was then placed in the same classroom under the supervision of the same hosting associate teacher. However, each year \r\nconstraints presented by candidates requesting different geographic areas for their placements and/or a lack of associate teachers in some locations who were willing to host two candidates (i.e., a novice and a mentor) necessitated placing between 5 and 8% of candidates in another classroom in the same school as their mentorship partner or in another school in close geographic proximity. The objective of the peer mentorship model was to foster collaborative practice between novice and mentor candidates, which was perceived to hold the potential to provide additional support for both candidates.\r\n", "visits": 608, "categories": [7]}}, {"model": "links.link", "pk": 1011, "fields": {"created_time": "2014-07-17T19:44:35.558Z", "updated_time": "2015-05-18T00:40:41.600Z", "title": "Innovative Practicum Models in Teacher Education: The Benefits, Challenges and Implementation Implications of Peer Mentorship, Service Learning and International Practicum Experiences", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Formatted_Nipissing_Summary_Teaching_and_Learning.pdf", "file": null, "description": "In a project funded by the Higher Education Quality Council of Ontario (HEQCO), a team of researchers completed three related studies exploring and assessing innovative practicum models included in a pre- service concurrent teacher education program across two campuses of an Ontario university. \r\nThese models are integrated into the field experience component of the Bachelor of Education degree and are intended to provide collaborative and diverse learning opportunities for teacher candidates in various practicum settings. Traditionally, teacher candidates in faculties of education complete their practicum in a school classroom for determined periods of time. In recognizing the need for teacher candidates to become contributing members of varied learning communities (Feiman-Nemser, \r\n2001), the innovative practices studied in this project extend beyond the norm of placing a single teacher candidate with an associate teacher in a publicly funded school to include such models as peer mentorship, alternative service learning and international practicum placements.\r\n", "visits": 844, "categories": [7]}}, {"model": "links.link", "pk": 1012, "fields": {"created_time": "2014-07-17T19:46:00.558Z", "updated_time": "2015-05-18T00:40:46.656Z", "title": "Alternative Service Learning Placements for Teacher Candidates", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Formatted_Part_3_Nipissing.pdf", "file": null, "description": "Teaching preparation is enriched by opportunities for teacher candidates to participate in practicum experiences where they integrate classroom theory into practice. Typically, such practicum placements take place in classroom settings where teacher candidates facilitate the learning of school-aged children by teaching the established curriculum of the jurisdiction. However, some teacher education institutions are offering teacher candidates alternative practicum experiences that may take different forms. One of those forms is a service learning practicum. However, the advantages and challenges to a teacher candidate’s professional growth resulting from involvement in this alternative form of community-based practicum are not yet fully understood. This study examines the experiences of two groups of teacher candidates who engaged in 120 hours of pre-service community-based service learning placements in different models, and reports on teacher candidates’ perceptions of their learning. The major difference between the two placement models was the configuration of time allowed for service learning in the programs. On one campus, teacher candidates engaged in service learning for four consecutive weeks in the final term of their five-year program. On the other campus, teacher candidates could configure 120 hours of service learning over an extended time period during their fourth year of the program. The perceptions of each group of participants allow for comparisons of the benefits of each model and provide an overview of the associated learning outcomes of the entire group.", "visits": 712, "categories": [7]}}, {"model": "links.link", "pk": 1013, "fields": {"created_time": "2014-07-22T18:23:25.867Z", "updated_time": "2015-05-18T00:40:46.696Z", "title": "Canadian Labour Market— The Roots of Budding Change", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Canadian_Labour_market.pdf", "file": null, "description": "The highly volatile monthly job creation figures and an unemployment rate that sometimes masks more than it reveals get all the attention. But the real tale of the Canadian labour market is written far away from the spotlights, closer to where the details reside. And there, the emerging picture is of a job market that is fundamentally changing. Canadian employment dances\r\nincreasingly to the tune of structural forces and less to reversible cyclical dynamics. And it’s not only about demographics. Job market mismatches, sticky long-term unemployment, diverging bargaining power, rising entry barriers and increased job tenure and job stability for those who clear the bar, all suggest that monetary policy aimed at the cyclical component of employment slack is aiming at a shrinking target.", "visits": 663, "categories": [8]}}, {"model": "links.link", "pk": 1014, "fields": {"created_time": "2014-07-22T18:26:18.489Z", "updated_time": "2015-05-18T00:40:40.923Z", "title": "The State of Entrepreneurship Education in Ontario’s Colleges and Universities", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Entrepreneurship_report.pdf", "file": null, "description": "The purpose of this study was to identify how entrepreneurship education is delivered in Ontario colleges and universities. In Ontario, as in the rest of Canada, the increase in the number of entrepreneurship courses at universities and colleges, and the concurrent popularization and maturation of entrepreneurship programming, contribute to fostering entrepreneurial skills and mindsets, and the creation of businesses. The overall aim of this report is to inform debate and decision-making on entrepreneurship education through a mapping and assessment of existing programs in the province.", "visits": 885, "categories": [17]}}, {"model": "links.link", "pk": 1015, "fields": {"created_time": "2014-07-22T18:28:52.085Z", "updated_time": "2017-02-20T14:40:44.297Z", "title": "How are Ontarians Really Doing?", "url": "https://ucarecdn.com/e8baa423-3aa5-45c2-83c6-f46f85c7a9d9/", "file": "https://ucarecdn.com/e8baa423-3aa5-45c2-83c6-f46f85c7a9d9/", "description": "While the most traditional metric, Gross Domestic Product (GDP), measures all goods and services produced by a country, it has two critical shortcomings. First, by focusing exclusively on the economy, GDP fails to capture areas of our lives that we care about most like education, health, environmental quality, and the relationships we have with others. Second, it does not identify the costs of economic growth — like pollution.\r\nTo create a robust and more revealing measure of our social progress, the Canadian Index of Wellbeing (CIW) has been working with experts and everyday Canadians since 1999 to determine how we are really doing in the areas of our lives that matter most. The CIW measures overall wellbeing based on 64 indicators covering eight domains of vital importance to Canadians: Education, Community Vitality, Healthy Populations, Democratic Engagement, Environment, Leisure and Culture, Time Use, and Living Standards. The CIW’s comprehensive index of overall wellbeing tracks progress provincially and nationally and allows comparisons to GDP.\r\nComparing the CIW and GDP between 1994 and 2010 reveals a chasm between our wellbeing and economic growth both nationally and provincially. Over the 17-year period, GDP has grown almost four times more than our overall wellbeing. The trends clearly show that even when times are good, overall wellbeing does not keep up with economic growth and when times are bad, the impact on our wellbeing is even harsher. We have to ask ourselves, is this good enough?", "visits": 1243, "categories": [8]}}, {"model": "links.link", "pk": 1016, "fields": {"created_time": "2014-07-22T18:34:27.982Z", "updated_time": "2015-05-18T00:40:42.357Z", "title": "The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom: The Impact of Blended Synchronous Online Courses on Student Performance, Engagement, and Satisfaction", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Factors_Affecting_Attrition_at_a_Canadian_College.wpd", "file": null, "description": "Previous research on blended course offerings focuses on the addition of asynchronous online content to an existing course. While some explore synchronous communication, few control for differences between treatment groups.\r\nThis study investigates the impact of teaching a blended course, using a virtual, interactive, real-time, instructor-led (VIRI) classroom, on student engagement, performance, and satisfaction. We use an experimental design with\r\nboth a control group and a treatment group. Up to 90 students in a large urban university are randomly assigned by the registrar into two sections of an introductory marketing course. Using a pre- and post-semester questionnaire, the study measures student engagement, performance, and satisfaction. There are no statistical differences in student performance between the control and treatment groups. The only student engagement factor with a statistically significant difference between groups is student interest in their courses. Compared with the control group, the treatment group appears to be more interested (+10%) in their courses at the end of the semester. Finally, fewer than 2 in 10 students express dissatisfaction with their participation in a VIRI course. Blended course offerings are increasing in importance in marketing and business\r\neducation. The study provides guidance for fine-tuning the features of those course offerings by demonstrating how a VIRI classroom leverages the capabilities of technology without compromising learning outcomes.\r\nRésumé\r\nDes recherches antérieures portant sur l’offre de cours mixtes ciblent l’ajout de contenu en ligne asynchrone à un cours préexistant. Alors que certains explorent la communication synchrone, d’aucuns effectuent un contrôle des différences entre les groupes de traitement. Cette étude examine l’impact de l’enseignement d’un cours mixte, sur l’engagement, la performance, et la satisfaction des étudiants, en utilisant une classe Virtuelle, Interactive, en temps réel (Real Time), dirigé par un Instructeur ou une Instructrice (VIRI). Nous utilisons un modèle expérimental avec un groupe, à la fois, de contrôle et de traitement. Un nombre d’étudiants qui peu atteindre 90, dans une grande université urbaine, sont aléatoirement répartis par le registraire\r\nen deux sections d’un cours introductoire de marketing. L’étude mesure l’engagement, la performance, et la satisfaction des étudiants en utilisant un questionnaire pré- et post-semestriel. Il n’existe pas de différences statistiques de performance des étudiants entre le groupe de contrôle et celui de traitement. Le seul facteur d’engagement des étudiants ayant une\r\ndifférence statistiquement significative entre les groupes est l’intérêt des étudiants à leurs cours. Comparé aux étudiants du groupe de contrôle, ceux et celles du groupe de traitement semble être plus intéressés (+10%) à leurs cours à la fin du semestre. En définitive, moins que 2 étudiants sur 10 éprouvent une insatisfaction à l’égard de leur participation à un cours VIRI.\r\nLes cours mixtes gagnent en importance, notamment dans les domaines de l’éducation du marketing et des affaires. L’étude fournit des directives pour affiner les caractéristiques de ces offres de cours en démontrant comment une classe VIRI optimise les capacités de la technologie sans compromettre les résultats d’apprentissage.", "visits": 797, "categories": [9]}}, {"model": "links.link", "pk": 1017, "fields": {"created_time": "2014-07-22T19:01:25.890Z", "updated_time": "2015-05-18T00:40:46.812Z", "title": "College and Career Readiness: The Importance of Early Learning", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/ImportanceofEarlyLearning.pdf", "file": null, "description": "As our nation strives to have all students graduate from high school ready for college and other postsecondary learning opportunities, we have to confront the reality that we are far from achieving this goal. The problem is most severe with\r\neconomically disadvantaged students. For example, in states where all eleventh graders take the ACT® college readiness assessment, only 45% of low-income students in 2012 met the ACT College Readiness Benchmarks in English, 30% in reading,\r\n21% in mathematics, and 13% in science. For many students, especially those from disadvantaged backgrounds, learning gaps\r\nappear in early childhood.2 Large numbers of disadvantaged students enter kindergarten behind in early reading and mathematics skills, oral language development, vocabulary, and general knowledge. This situation poses a challenge for\r\nintervention models that presume that 15% or so of students need short-term additional help, 5% or so need long-term intervention, and the regular academic program will take care of the rest. In cases where the great majority of students are\r\nacademically behind and need major assistance, the regular academic program must be upgraded to deliver a richer curriculum to all students. Such a curriculum is highly beneficial for all students, but is especially critical for disadvantaged students, who often arrive from home with limited knowledge and vocabulary. School districts must develop a system of practices that enable such a curriculum to be taught effectively.", "visits": 637, "categories": [6]}}, {"model": "links.link", "pk": 1018, "fields": {"created_time": "2014-07-22T19:06:23.034Z", "updated_time": "2015-05-18T00:40:44.656Z", "title": "Internet research ethics and the policy gap for ethical practice in online research settings", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Internet_Research_Ethincs.pdf", "file": null, "description": "Abstract\r\nA growing number of education and social science researchers design and conduct online research. In this review, the Internet Research Ethics (IRE) policy gap in Canada is identified along with the range of stakeholders and groups that either have a role or have attempted to play a role in forming better ethics policy. Ethical issues that current policy and guidelines fail to address\r\nare interrogated and discussed. Complexities around applying the human subject model to internet research are explored, such as issues of privacy, anonymity, and informed consent. The authors call for immediate action on the Canadian ethics policy gap and urge the research community to consider the situational, contextual, and temporal aspects of IRE in the development\r\nof flexible and responsive policies that address the complexity and diversity of internet research spaces.\r\nRÉSUMÉ\r\nUn nombre croissant de recherchistes en enseignement et en sciences sociales conçoivent et dirigent des recherches en ligne. La présente revue identifie les lacunes en matière de politique d’éthique en recherche Internet (Internet Research Ethics - IRE) au Canada, et reconnaît l’éventail d’intervenants et de groupes qui ont soit joué un rôle, soit tenté d’en jouer un, dans la\r\ncréation d’une meilleure politique d’éthique. On y aborde les enjeux éthiques auxquels les politiques et lignes directrices actuelles ne répondent pas et on s’interroge à ce sujet. On y explore les complexités relatives à l’application du\r\nmodèle humain à la recherche dans Internet, comme les enjeux portant sur l’anonymat, le consentement éclairé et le respect de la vie privée. Les auteurs invitent à passer immédiatement à l’action en ce qui a trait aux lacunes en matière de politique d’éthique au Canada, et pressent le milieu de la recherche afin qu’il prenne en considération les aspects situationnels,\r\ncontextuels et temporels de l’éthique en recherche Internet dans la création de politiques souples et judicieuses qui abordent la complexité et la diversité des espaces de recherche Internet.", "visits": 902, "categories": [9]}}, {"model": "links.link", "pk": 1019, "fields": {"created_time": "2014-07-22T19:10:44.294Z", "updated_time": "2015-05-18T00:40:43.634Z", "title": "The iPad in education: uses, bene\u001fts, and challenges A survey", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/iPad_report_Karsenti-Fievez_EN.pdf", "file": null, "description": "What do 6,000 Quebec (Canada) students do with their iPads every day? What benefits does this technology have for education? What are the challenges for students and teachers? To respond to these questions and to shed more light on this new education trend, we decided to carry out one of the largest studies to date on the use of iPads in education in collaboration with 18 elementary and high schools in the province of Quebec, Canada. By the same token, we wanted to help teachers, students, principals, parents, educators, and other education stakeholders use the iPads for learning in more reflective and educational ways. The results show that the benefits outweigh the challenges. It would appear that incorporating the iPad into education constitutes a necessary risk for schools, and that this technological tool has breathtaking cognitive potential. At\r\nthe same time, introducing it into the classroom does not necessarily make for a smooth transition. On the contrary, this new technology can pose challenges that teachers may find hard to cope with if they are caught unaware. The key to successful integration of the iPad in education is therefore to provide teachers with proper training.", "visits": 714, "categories": [4]}}, {"model": "links.link", "pk": 1020, "fields": {"created_time": "2014-07-22T19:14:23.458Z", "updated_time": "2015-05-18T00:40:42.032Z", "title": "It’s Complicated An Interprovincial Comparison of Student Financial Aid", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/its_complicated_financial.pdf", "file": null, "description": "This report compares eligibility for student financial aid by examining the amount of funds (both repayable and non-repayable) that a student would be eligible to receive in each province, based on their income group (low-, middle- and high-income). Provincial administration of part (or all) of financial aid has resulted in great variability in the type, quantity, and availability of resources offered to students. Individual provinces have demonstrated priorities such as debt reduction strategies, universal grants, and student independence from parental support, to name a few.\r\nKey findings include that:\r\n• The combination of federal, provincial and joint administered student financial aid programs are inherently complex, lack transparency, and thus, remain removed from public scrutiny and discussion.\r\n• Appalling inequities exist in the amount of resources offered to students, based on their province of residence.\r\n• Enormous differences in tuition between provinces are the greatest factor in determining the cost of education and therefore have a great impact on the amount of debt a student may accumulate.\r\n• Provincial grant programs, whether needs-based or universal, are the largest contributor to debt reduction.", "visits": 869, "categories": [8]}}, {"model": "links.link", "pk": 1021, "fields": {"created_time": "2014-07-22T19:17:30.559Z", "updated_time": "2015-05-18T00:40:43.668Z", "title": "PUBLIC OPINION ON UNIVERSITY COSTS AND THE IMPORTANCE OF A DEGREE FOR POST-GRAD EMPLOYMENT", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/June-3-Public-Opinion-On-University-Costs-and-the-Importance-Of-A-Degree-for-Post-Grad-Employment.pdf", "file": null, "description": "Based on recent public opinion polling commissioned by the Ontario Undergraduate Student Alliance (OUSA), an\r\noverwhelming majority of Ontarians (79 per cent) agreed that students and their families have to borrow too much money\r\nto pay for their education. When asked to rank (on a scale of to 5) how important a university degree was to finding a good\r\njob, 53 per cent of those surveyed selected 4 or 5, indicating that a degree was ‘important’ or ‘very important’. Only 11 per\r\ncent of the respondents ranked a degree as ‘unimportant’ or ‘very unimportant’ to securing a good job. Finally, nearly half\r\nof Ontarians indicated that they would be willing to pay more taxes to decrease student costs and increase student financial\r\nassistance.", "visits": 665, "categories": [8]}}, {"model": "links.link", "pk": 1022, "fields": {"created_time": "2014-07-22T19:22:18.918Z", "updated_time": "2015-05-18T00:40:45.421Z", "title": "The Condition of College & Career Readiness 2013 Students from Low-Income Families", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/LowIncomeStudents_US.pdf", "file": null, "description": "ACT has been measuring college readiness trends for several years. The Condition of College & Career Readiness\r\nis ACT’s annual report on the progress of the graduating class relative to college readiness. This year, 54.3% of the graduating class took the ACT® college readiness assessment. The increased number of test takers enhances the breadth and depth of the data pool, providing a comprehensive picture of the current graduating class in the context of readiness levels as well as offering a glimpse of the emerging educational pipeline.", "visits": 774, "categories": [8]}}, {"model": "links.link", "pk": 1023, "fields": {"created_time": "2014-07-22T19:25:45.310Z", "updated_time": "2015-05-18T00:40:43.113Z", "title": "BRINGING LIFE TO LEARNING AT ONTARIO UNIVERSITIES", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/March262014---Experiential-Learning-Report_-_bringing_life_to_learning.pdf", "file": null, "description": "GRADUATES WITH RELEVANT WORK EXPERIENCE ARE AHEAD OF THEIR PEERS.\r\nTHE NATIONAL GRADUATES SURVEY SHOWS BACHELOR’S LEVEL GRADUATES WITH CO-OP EXPERIENCE EARN MORE THAN THEIR PEERS, HAVE HIGHER EMPLOYMENT AND FULL-TIME EMPLOYMENT RATES, AND ARE MORE LIKELY TO HAVE PAID OFF DEBT TWO YEARS AFTER GRADUATION.", "visits": 715, "categories": [6]}}, {"model": "links.link", "pk": 1024, "fields": {"created_time": "2014-07-22T19:28:33.994Z", "updated_time": "2015-05-18T00:40:44.053Z", "title": "MOOCs: Expectations and Reality", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/MOOCs_Expectations_and_Reality.pdf", "file": null, "description": "When Stanford’s Artificial Intelligence MOOC made headline news in 2011, one of the early predictions was that quality education at mass scale and at low cost was around the corner. Given our research center’s interest in the productivity of educational interventions, we have been watching for evidence that MOOCs are cost-effective in producing desirable educational outcomes compared to face-to-face experiences or other online interventions. While the MOOC phenomenon is not mature enough to afford conclusions on the question of long-term cost-effectiveness, this study serves as an exploration of the goals of institutions creating or adopting MOOCs and how these institutions define effectiveness of their MOOC initiatives. We assess the current evidence regarding whether and how these goals are being achieved and at what cost, and we review expectations regarding the role of MOOCs in education over the next five years.", "visits": 1088, "categories": [6]}}, {"model": "links.link", "pk": 1025, "fields": {"created_time": "2014-07-22T19:31:43.177Z", "updated_time": "2015-05-18T00:40:43.373Z", "title": "Labour Market Outcomes: Summary Results of a Survey of 2006 and 2007 Canadian University Baccalaureate Graduates", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/NGOSLabourMarketWeb.pdf", "file": null, "description": "During the spring and summer of 2013, 41 Canadian universities conducted a survey of their baccalaureate graduates six or seven years following graduation (i.e. 2006 and 2007 graduates). Over 21,000 graduates provided information about their current employment situation, educational activity following their bachelor's program and their current social and civic involvement; and they assessed various elements of their academic program and university experience overall and the impacts these have in their lives today.\r\nJune 2014\r\nThe Canadian University Baccalaureate Graduate Outcomes Project\r\nThis report is the first in a series that will report the key findings of the survey. Future reports will cover other survey topics, including the relationship between current occupation and academic program, educational activity following baccalaureate graduation, graduates' assessments of the strengths,weaknesses and impacts of their academic program, and discipline-specific analyses (e.g. for the STEM disciplines, Humanities and Liberal Arts, etc.).", "visits": 721, "categories": [8]}}, {"model": "links.link", "pk": 1026, "fields": {"created_time": "2014-07-22T19:36:04.921Z", "updated_time": "2015-05-18T00:40:43.342Z", "title": "The “Other” University Teachers: Non-Full-Time Instructors at Ontario Universities", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Non-full-time_instructors_ENG.pdf", "file": null, "description": "There is a growing body of research demonstrating that there have been major changes in the work and working conditions of university teachers in many countries over the last few decades. In some cases this has led to the increasing employment of non-full-time university instructors, and questions have been raised, especially in the United States, concerning the working conditions of part-time faculty and the implications of these changes on educational quality. The number of full-time faculty at Ontario universities has not increased at the same pace as the massive growth in student enrolment, raising questions about whether universities have employed non-full-time faculty in larger numbers and whether the balance between full-time and non-full-time instructors is changing. However, very little empirical research has been conducted on non-full-time instructors in Ontario. This study offers a preliminary exploration of the issue by addressing four key questions:\r\na) What categories of non-full-time instructors are employed by Ontario universities?\r\nb) What are the conditions of employment for non-full-time instructors?\r\nc) Has the number of non-full-time instructors employed by Ontario universities changed over time?\r\nd) Has the ratio of full-time to non-full-time instructors employed by Ontario universities changed over time?\r\nThe research method focused on the collection and analysis of publicly available information through a detailed review of collective agreements and related documentation, and the analysis of institutional data on employment. Most institutions do not report data on non-full-time instructor appointments.", "visits": 671, "categories": [7]}}, {"model": "links.link", "pk": 1027, "fields": {"created_time": "2014-07-26T15:17:28.555Z", "updated_time": "2015-05-18T00:40:44.762Z", "title": "The First Report of the White House Task Force to Protect Students From Sexual Assault", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Not_alone_sexual_assualt.pdf", "file": null, "description": "Sexual violence is more than just a crime against individuals. It threatens our families, it threatens our communities; ultimately, it threatens the entire country. It tears apart the fabric of our communities. And that’s why we’re here today -- because we have the power to do something about it as a government, as a nation. We have the capacity to stop sexual assault, support those who have survived it, and bring perpetrators to justice.", "visits": 763, "categories": [16]}}, {"model": "links.link", "pk": 1028, "fields": {"created_time": "2014-07-26T15:20:07.207Z", "updated_time": "2015-05-18T00:40:42.914Z", "title": "How are Ontarians Really Doing?", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/ontarioreport-accessible_0.pdf", "file": null, "description": "While the most traditional metric, Gross Domestic Product (GDP), measures all goods and services produced by a country, it has two critical shortcomings. First, by focusing exclusively on the economy, GDP fails to capture areas of our lives that we care about most like education, health, environmental quality, and the relationships we have with others. Second, it does not identify the costs of economic growth — like pollution.\r\nTo create a robust and more revealing measure of our social progress, the Canadian Index of Wellbeing (CIW) has been working with experts and everyday Canadians since 1999 to determine how we are really doing in the areas of our lives that matter most. The CIW measures overall wellbeing based on 64 indicators covering eight domains of vital importance to Canadians: Education, Community Vitality, Healthy Populations, Democratic Engagement, Environment, Leisure and Culture, Time Use, and Living Standards. The CIW’s comprehensive index of overall wellbeing tracks progress provincially and nationally and allows comparisons to GDP.\r\nComparing the CIW and GDP between 1994 and 2010 reveals a chasm between our wellbeing and economic growth both nationally and provincially. Over the 17-year period, GDP has grown almost four times more than our overall wellbeing. The trends clearly show that even when times are good, overall wellbeing does not keep up with economic growth and when times are bad, the impact on our wellbeing is even harsher. We have to ask ourselves, is this good enough?", "visits": 892, "categories": [16]}}, {"model": "links.link", "pk": 1029, "fields": {"created_time": "2014-07-26T15:22:19.577Z", "updated_time": "2015-05-18T00:40:44.928Z", "title": "THINK NATIONALLY, ACT LOCALLY A pan-Canadian strategy for education and training", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Paul-Cappon-Think-nationally-act-locally-July-4.pdf", "file": null, "description": "5 Think nationally, act locally – Paul Cappon\r\nExecutive summary\r\nWhy should Canadians build a national education strategy? What would it look like? How can we construct it? What role should business play in that strategy?\r\nThese questions are central to optimising learning conditions nationwide.\r\nThis analysis will begin with a review of the declining performance of Canadian education in contrast to comparator countries in the Organisation for Economic Cooperation and Development (OECD). Recent results from the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) are particularly alarming. They confirm the mediocre basic skill levels of Canadian adults. Since the competencies of adult Canadians with post-secondary education (PSE) are near the bottom for all three basic", "visits": 749, "categories": [14]}}, {"model": "links.link", "pk": 1030, "fields": {"created_time": "2014-07-26T15:25:21.790Z", "updated_time": "2015-05-18T00:40:44.021Z", "title": "PAYING OUR WAY A Look at Student Financial Assistance Usage in Ontario The", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Paying-Our-Way-A-Look-at-Student-Financial-Assistance-Usage-in-Ontario-Web-Final.pdf", "file": null, "description": "One of the core principles of the Ontario Undergraduate Student Alliance (OUSA) is that all willing and qualified students should be able to attend post-secondary regardless of their ability to pay. However, students in Ontario face the highest tuition fees in the country and the cost and perceived costs of post-secondary education are consistently identified as barriers to post-secondary education. These barriers are contributing factors to the persistently high attainment gaps for various vulnerable groups\r\nin pursuing an undergraduate degree.", "visits": 696, "categories": [8]}}, {"model": "links.link", "pk": 1031, "fields": {"created_time": "2014-07-26T15:29:51.095Z", "updated_time": "2015-05-18T00:40:47.164Z", "title": "Peer mentorship and transformational learning: PhD student experiences", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Peer_Mentorship_and_Transformational_Eleard_PhD.pdf", "file": null, "description": "Abstract\r\nThe purpose of the paper is to describe our peer mentorship experiences and explain how these experiences fostered transformational learning during our PhD graduate program in educational administration. As a literature backdrop, we discuss characteristics of traditional forms of mentorship and depict how our experiences of peer mentorship was unique. Through narrative inquiry, we present personal data and apply concepts of transformational learning theory to analyze our experiences. Our key finding was that it was the ambiguous boundaries combined with the formal structure of our graduate program that created an environment where peer mentorship thrived. We conclude that peer mentorship has great capacity to foster human and social capital within graduate programs for both local and international students.\r\nRésumé\r\nLe but de cet article est de décrire nos expériences de mentorat par les pairs et d’expliquer comment ces expériences ont favorisé l’apprentissage transformationnel au cours de notre programme d’études supérieures de doctorat. Avec la littérature comme toile de fond, nous discutons des caractéristiques des formes traditionnelles de mentorat et décrivons comment\r\nnotre mentorat par les pairs est unique. Grâce à l’analyse narrative, nous présentons des données personnelles et appliquons les concepts de la théorie de l’apprentissage transformationnel pour analyser nos expériences. L’élément clé de l’étude démontre clairement que les frontières ambiguës, combinées à la structure formelle de notre programme d’études supérieures, créent un environnement favorable au mentorat par les pairs. À la lumière de notre étude, nous concluons que, tant pour les étudiants locaux qu’internationaux, le mentorat par les pairs rehausse le développement humain et social dans les\r\nprogrammes d’études supérieures.", "visits": 670, "categories": [6]}}, {"model": "links.link", "pk": 1032, "fields": {"created_time": "2014-07-26T15:32:46.363Z", "updated_time": "2015-05-18T00:40:47.154Z", "title": "Piloting the CLA in Ontario", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Piloting_CLA_in_Ontario.pdf", "file": null, "description": "In 2011, as part of a comprehensive research agenda on learning outcomes development and measurement, the Higher Education Quality Council of Ontario (HEQCO) began supporting eight Ontario institutions to assess the generic skills acquisition of their students. This report summarizes the activities and results of the eight institutions that piloted the Council for Aid to Education’s Collegiate Learning Assessment (CLA), a written examination designed to assess the critical thinking and problem solving skills of entering and graduating students. It reviews the rationale for the project, the challenges and issues encountered with CLA test administration and implementation, and the institutions’ impressions of the value of the resulting data. While there is significant interest from institutions and programs in measuring the generic skills of students and understanding the amount of learning that can be attributed to the institution, the experiences of the institutions that participated in this project highlight certain administrative and methodological challenges that arise in the move from theory to practice in large scale assessments.", "visits": 688, "categories": [6]}}, {"model": "links.link", "pk": 1033, "fields": {"created_time": "2014-07-26T15:34:37.822Z", "updated_time": "2015-05-18T00:40:43.574Z", "title": "Policy Issues and Challenges in Planning and Implementing e-Learning in Teacher Education", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Policy_Issues_and_Challenges_in_Planning_and_Implementing_e-learin.pdf", "file": null, "description": "This chapter examines the policy issues and challenges in planning and implementing e-learning in teacher education. The most significant issue is that implementing e-learning requires organizational and attitudinal change; in other words, e-learning requires the understanding and support of a wide range of stakeholders if it is to be successfully implemented. This chapter looks\r\nat why e-learning requires organizational and attitudinal change, and suggests some strategies for bringing about such change.", "visits": 791, "categories": [9]}}, {"model": "links.link", "pk": 1034, "fields": {"created_time": "2014-07-26T15:36:59.768Z", "updated_time": "2015-05-18T00:40:47.104Z", "title": "Learning From High-Performing and Fast-Gaining Institutions", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/PracticeGuide.pdf", "file": null, "description": "With growing concern for postsecondary degree attainment sweeping public discourse in state and national circles, the traditional emphasis on access and enrollment headcounts is expanding to include a keen interest in student progress\r\nand completion.\r\nIn many cases, though, conversations among policy experts are well ahead of conversations on college campuses. Too often, many still think it is enough to provide opportunity to students: What they do with that opportunity is up to them.\r\nInstitutions that don’t make the shift — from focusing on access alone to focusing on access and success — aren’t likely to fare well in the new environment of performance-based funding and increasingly hard-edged accountability. More important, neither will their students. In this economy, “some college” won’t get young adults very far; we need to help more of them get the degrees that will.", "visits": 695, "categories": [5]}}, {"model": "links.link", "pk": 1035, "fields": {"created_time": "2014-08-12T18:18:10.013Z", "updated_time": "2017-02-20T17:18:17.483Z", "title": "Making an Impact: Youth Jobs Strategy", "url": "https://ucarecdn.com/a774cd85-70ca-42ef-90ae-2fe2889be281/", "file": "https://ucarecdn.com/a774cd85-70ca-42ef-90ae-2fe2889be281/", "description": "Ontario's youth are among the best educated, most diverse and digitally connected in the world.\r\nOur investments in education, social development and inno-vation helped them weather the recent economic downturn better than their counterparts in many developed countries.\r\nYet the unemployment rate for Ontario youth remains unaccept-ably high and more than double that of workers aged 25-64. For young people facing multiple barriers to employment – Aboriginal youth, recent immigrants, visible minorities, and young people with disabilities – the rates are even higher.\r\nOur future prosperity depends on giving young people the right skills, experiences and supports they need to succeed in today’s global economy.\r\nThat is why we’ve developed an unprecedented $295 million Youth Jobs Strategy that aims to help young Ontarians develop their career skills, find employment, or be their own boss.\r\nAnd to help tackle this challenge and ensure success, we’re partnering with employers, educators, industry, labour and not-for-profits.", "visits": 1383, "categories": [8]}}, {"model": "links.link", "pk": 1036, "fields": {"created_time": "2014-08-12T18:21:27.214Z", "updated_time": "2017-02-20T14:42:17.105Z", "title": "Towards a Youth Job Guarrantee", "url": "https://ucarecdn.com/626ea8b5-9cf8-483b-bbc2-5cba27d07010/", "file": "https://ucarecdn.com/626ea8b5-9cf8-483b-bbc2-5cba27d07010/", "description": "There is a lot of talk about high levels of youth unemployment and underemployment and the increasing difficulties faced by young Canadians as they seek to make a successful transition from education to work. But talk is cheap, and significant government and employer action has been notably lacking.\r\n\r\nThis report details some key dimensions of the youth jobs problem. It highlights the Conservative government’s cuts to federal youth employment programs and calls for concrete action now, from both government and large employers to create more and\r\nbetter jobs for young Canadians. \r\n\r\nWe are urging the development of a bold Youth Job Guarantee that would ensure those under age 25 have access to a good job, paid internship, or training position within four months of leaving formal education or becoming unemployed.", "visits": 1321, "categories": [8]}}, {"model": "links.link", "pk": 1037, "fields": {"created_time": "2014-08-12T18:24:08.275Z", "updated_time": "2017-02-18T15:52:05.538Z", "title": "Work-Integrated Learning in Ontario’s Postsecondary Sector: The Experience of Ontario Graduates", "url": "https://ucarecdn.com/334fc9d7-64f1-47e5-82d4-f8c8081e8b5a/", "file": "https://ucarecdn.com/334fc9d7-64f1-47e5-82d4-f8c8081e8b5a/", "description": "Recognition of the importance of a high-quality system of postsecondary education (PSE) in meeting the demands of Canada’s knowledge-based economy has focused recent media and policy attention on the role of Ontario’s colleges and universities in facilitating the successful transition of postsecondary graduates to the labour market. In particular, there is growing interest in the expansion of postsecondary work-integrated learning (WIL) programs – which include co-op, clinical placements, internships, and more – as a means of improving students’ employment prospects and labour market outcomes.\r\nThese programs are also believed to benefit students in other ways, for example, by enhancing the quality of the postsecondary experience and improving learning outcomes. Yet despite assumptions about the benefits of postsecondary WIL programs, relatively little empirical research has been conducted to assess students’ perspectives on the value of WIL and the learning outcomes associated with WIL participation.", "visits": 1485, "categories": [8]}}, {"model": "links.link", "pk": 1038, "fields": {"created_time": "2014-08-12T18:25:47.750Z", "updated_time": "2017-02-18T15:58:08.904Z", "title": "White Paper on the Future of the PhD in the Humanities", "url": "https://ucarecdn.com/61e7aecc-2bb5-40bc-9639-995a0a28e8fe/", "file": "https://ucarecdn.com/61e7aecc-2bb5-40bc-9639-995a0a28e8fe/", "description": "In this white paper, we report on the chronic problem of humanities PhD academic underemployment, develop an argument for the social value of high-level humanities research and teaching, and outline a series of measures for the reform of the PhD in the humanities. We note that most recent thinking about humanities graduate study has focused on the institution of the academy and the academic labour market. While we agree that these are significant focal points, we nevertheless maintain that it is important to develop a wider viewpoint that sees the university as a participant in the political world.", "visits": 1647, "categories": [17]}}, {"model": "links.link", "pk": 1039, "fields": {"created_time": "2014-08-12T18:29:51.639Z", "updated_time": "2017-02-18T15:55:48.669Z", "title": "We Work Hard For Our Money Student Employment and the University Experience in Ontario", "url": "https://ucarecdn.com/f550ae64-7512-4de2-90da-d979dfcb7a21/", "file": "https://ucarecdn.com/f550ae64-7512-4de2-90da-d979dfcb7a21/", "description": "In November 2013, the Ontario Undergraduate Student Alliance (OUSA) asked students to comment on their experience with summer and in-study employment. Of particular interest were: the number of jobs students were working during these terms;\r\nwhether or not these opportunities were within a student’s field of study; and whether they positively impacted their academic performance.\r\n\r\nResults of OUSA’s 2013 Ontario Post-Secondary Student Survey (OPSSS) were further broken down based on institution and field of study for questions of particular interest. This was done to easily compare the responses from these distinct groups to\r\nsee how consistent the undergraduate employment experience was across academic disciplines and universities.\r\n", "visits": 1242, "categories": [8]}}, {"model": "links.link", "pk": 1040, "fields": {"created_time": "2014-08-12T18:32:22.301Z", "updated_time": "2017-02-18T15:53:51.675Z", "title": "Credential Data Pioneers Forging new partnerships to measure certifications and licenses", "url": "https://ucarecdn.com/76008895-a9ec-4c3f-8aec-b08733aa9c9b/", "file": "https://ucarecdn.com/76008895-a9ec-4c3f-8aec-b08733aa9c9b/", "description": "Workforce development issues have come to the forefront of national discussions as the country continues its recovery from the Great Recession. In this shifting economy, one way that job seekers, students and workers may improve their opportunities is by earning credentials. Colleges, states and the federal government have traditionally tracked the attainment of bachelor’s and associate’s degrees, but recent research suggests that there are other types of credentials that matter to employers. One-quarter of adults in the United States had a non-degree credential in fall 2012, and full-time workers with these credentials have higher median earnings than those without, according to a report released in January 2014 by the U.S. Census Bureau.1 The report shows that non-degree credentials are an important part of the labor market.", "visits": 1264, "categories": [6]}}, {"model": "links.link", "pk": 1041, "fields": {"created_time": "2014-08-12T18:34:50.861Z", "updated_time": "2017-02-17T18:06:26.352Z", "title": "Wages and Full-time Employment Rates of Young High School Graduates and Bachelor’s Degree Holders, 1997 to 2012", "url": "http://www.statcan.gc.ca/pub/11f0019m/11f0019m2014360-eng.htm", "file": "", "description": "This study examines which factors underlie the narrowing of wage differences observed between young bachelor’s degree holders and high school graduates from the 2000-to-2002 period to the 2010-to-2012 period and the widening of differences in full-time paid employment rates between these two groups. The study uncovers three key findings. First, while the oil boom seen during much of the 2000s tended to reduce wage differences across education levels for both young men and young women, the remaining contributing factors differed across gender. Increases in real minimum wages and in the relative supply of bachelor’s degree holders tended to narrow wage differences for young women but not for young men. In contrast, movements in unionization rates and in the relative prevalence of temporary jobs reduced the education wage premium for young men but not for young women. The second finding is that increases in real minimum wages appear to have had a dual impact for young women, narrowing wage differences between young female bachelor’s degree holders and high school graduates but widening differences in full-time paid employment rates between these two groups. The third finding is that the narrowing of wage differences between young bachelor’s degree holders and high school graduates employed in full-time jobs was offset by a widening of differences in full-time paid employment rates between these two education groups. As a result, differences in unconditional average weekly earnings or in average annual wages and salaries between young bachelor’s degree holders and high school graduates displayed no trend during the observation period.", "visits": 1900, "categories": [8]}}, {"model": "links.link", "pk": 1042, "fields": {"created_time": "2014-08-12T18:37:36.224Z", "updated_time": "2017-02-17T18:01:39.536Z", "title": "Universities 2030: Learning from the Past to Anticipate the Future", "url": "https://www.insidehighered.com/blogs/globalhighered/universities-2030-learning-past-anticipate-future", "file": "", "description": "What will the landscape of international higher education look like a generation from now? What challenges and opportunities lie ahead for universities, especially “global” research universities? And what can university leaders do to prepare for the major social, economic, and political changes—both foreseen and unforeseen—that may be on the horizon? The nine essays in this collection proceed on the premise that one way to envision “the global university” of the future is to explore how earlier generations of university leaders prepared for “global” change—or at least responded to change—in the past. As the essays in this collection attest, many of the pat-terns associated with contemporary “globalization” or “internationalization” are not new; similar processes have been underway for a long time (some would say for centuries).1 A comparative-historical look at universities’ responses to global change can help today’s higher-education leaders prepare for the future.", "visits": 1639, "categories": [6]}}, {"model": "links.link", "pk": 1043, "fields": {"created_time": "2014-08-12T18:39:50.611Z", "updated_time": "2017-02-17T17:04:51.357Z", "title": "Tuning: Identifying and Measuring Sector-Based Learning Outcomes in Postsecondary Education", "url": "https://ucarecdn.com/2635a5fc-cee2-493a-a89c-50afa23afeaa/", "file": "https://ucarecdn.com/2635a5fc-cee2-493a-a89c-50afa23afeaa/", "description": "As a key component of a comprehensive research program on learning outcomes, HEQCO initiated a Tuning project to identify and measure learning outcomes in specific “sectors” of postsecondary education (i.e., life and health science, physical science and social science) in Ontario colleges and universities. The term “Tuning” refers to a process of bringing together individuals from across institutions to articulate common student learning outcomes. Quite simply, it is a bottom-up process by those who are “on the ground” to articulate learning outcomes that are relevant, appropriate and useable.", "visits": 1133, "categories": [6]}}, {"model": "links.link", "pk": 1044, "fields": {"created_time": "2014-08-12T18:42:31.451Z", "updated_time": "2017-02-17T17:58:28.318Z", "title": "The Transformation of Teaching and Learning at a Distance", "url": "https://ucarecdn.com/8aac167d-59e7-4dc7-b4bf-d30a5e255b67/", "file": "https://ucarecdn.com/8aac167d-59e7-4dc7-b4bf-d30a5e255b67/", "description": "Section 2 concerns the ways in which teaching and learning at a distance is being transformed in various international and practical contexts. Arguably, distance education has been characterised by transformation since its earliest correspondence days through to the integration of online media. Tony Bates pursues this latter theme in his opening chapter for the section where the range of new media and their implications and transformative features in distance education and from distance education to mainstream educational practices are discussed.\r\n\r\nDistance education, however, is not merely educational which is particularly mediated by communications media; it is also an approach to education in which the educators, designers, support staff and students are engaged differently and often for purposes that have particular social and policy imperatives. As Liz Burge and Jody Polec argue, there are elements of change and consistency for the people involved which can be tracked through the evolution of distance education from its inception. Chère Campbell Gibson explores the ways in which non-formal education in the United States have been transformed by both new technologies and the changing circumstances and needs of the population for non-formal education, especially as lifelong learning.", "visits": 1405, "categories": [9]}}, {"model": "links.link", "pk": 1045, "fields": {"created_time": "2014-08-12T18:47:09.048Z", "updated_time": "2017-02-17T18:05:23.009Z", "title": "Academic Leadership: Fundamental Building Blocks’ Program", "url": "https://ucarecdn.com/c4cfbe13-4c6d-4e4a-a6e5-0db3cec28baa/", "file": "https://ucarecdn.com/c4cfbe13-4c6d-4e4a-a6e5-0db3cec28baa/", "description": "This program has been designed to assist you in your development as an academic leader. More specifically, it has been designed to assist you in acquiring the skills and knowledge needed to perform your academic leadership role more effectively. These roles may have various titles depending on the University within which you work. They may be Program Director or Course Coordinator. Whatever the title, the role is one where you have responsibility to manage the delivery and quality of an academic field of study. For ease of writing, the Academic Coordinator title is used in this book. It is based on the principle that leadership development needs to be tailored to the needs of both the individual and the role, and recognises that you are in an academic leadership role with little or no formal authority or power. This program builds on research on leadership in management as well as research on academic leadership. It utilises critical reflection as a strategy that fosters deep learning. The new understanding will help you to develop your personalised action plans. These will strengthen your professional competence as an academic leader.", "visits": 2675, "categories": [19]}}, {"model": "links.link", "pk": 1046, "fields": {"created_time": "2014-08-12T18:48:58.500Z", "updated_time": "2017-02-18T15:59:01.612Z", "title": "The Value of Education: Springboard for success", "url": "https://ucarecdn.com/a3931576-42c7-4dd2-8646-59bbb2573cd8/", "file": "https://ucarecdn.com/a3931576-42c7-4dd2-8646-59bbb2573cd8/", "description": "Education is a crucial enabler in the modern world, giving children skills that are essential in later life. Parents expect these skills to be learned at different stages of education, with confidence (47%) and competency in the core skills of Maths, Science and English (43%) the most important outcomes of a good primary education.\r\nAt secondary school, parents want a good education to deliver skills in core subjects (40%) and in key areas such as problem solving (35%), computer literacy (32%) and analytical thinking (32%). University is seen as a springboard for success. More than two in five (43%) parents around the world say the ability to compete in the workplace is a key expectation of a good university education.\r\nHowever, parents are united in having high aspirations for their children. Nearly nine in 10 (89%) parents want their child to go to university. Just over three in five (62%) want their child to study to a postgraduate level.", "visits": 1122, "categories": [6]}}, {"model": "links.link", "pk": 1047, "fields": {"created_time": "2014-08-12T18:51:05.872Z", "updated_time": "2017-02-20T14:48:02.663Z", "title": "The Seduction of the Leader in Higher Education", "url": "https://ucarecdn.com/c7cafb4c-9f90-4ae7-a42b-bd9c9e26d492/", "file": "https://ucarecdn.com/c7cafb4c-9f90-4ae7-a42b-bd9c9e26d492/", "description": "This last year has seen a growing number of votes of “no confidence” in institutional leaders. Traditionally targeted at presidents, there are numerous examples of faculty who have taken such steps against provosts, general counsels, deans, and entire administrations (among others).\r\nThe increase in such votes is a troubling diagnostic of the state of leadership in higher education. A vote of no confidence doesn’t just happen. It usually results, over time, from poor communication and a lack of meaningful engagement or inclusion. A\r\nno-confidence vote is a sign of low trust and can derail a campus.\r\nHow do such toxic situations arise and what can be done to prevent them?\r\nLeaders need to engage with their constituents directly and consistently seek feedback and input. Without access to unfiltered information—honest concerns, suggestions, and ideas—leaders risk being seduced into thinking that they are on the\r\nright path and that everyone is firmly behind them.", "visits": 3000, "categories": [19]}}, {"model": "links.link", "pk": 1048, "fields": {"created_time": "2014-08-12T18:53:35.865Z", "updated_time": "2017-02-17T17:04:29.553Z", "title": "Will Video Kill The Clasroom Star? The Threat and Opportunity of Massively Open Online Courses for Full-time MBA Programs", "url": "https://ucarecdn.com/147105ce-1f88-4603-82f3-c366580ad179/", "file": "https://ucarecdn.com/147105ce-1f88-4603-82f3-c366580ad179/", "description": "This report examines the emergence of the Massively Open Online Course (MOOC) and its impact on business schools. Business schools provide a bundle of benefits to students, only one of which is learning specific academic subjects. The focal technology relevant to business schools is not the MOOC but rather a technology embedded within the MOOC — chunked\r\nasynchronous video paired with adaptive testing, a technology we call “SuperText.” The SuperText technology opens up at least three pathways for business schools. Via one pathway, SuperText allows institutions to serve more students better and/or more efficiently.\r\nVia a second pathway, institutions can serve existing students with fewer faculty members. Along a third pathway, the functions of a business school are unbundled and business schools as we know them are substantially displaced by alternatives. These pathways can be thought of as a menu of options for a business school contemplating how to use the new technologies.\r\nAlternatively, these pathways are scenarios that could unfold with or without the active participation of an institution. Although our focus is on business schools, we believe the analysis is relevant to higher education more generally.", "visits": 1621, "categories": [9]}}, {"model": "links.link", "pk": 1049, "fields": {"created_time": "2014-08-12T18:56:03.932Z", "updated_time": "2017-02-17T18:08:37.383Z", "title": "Changing the academic culture: Valuing patents and commercialization toward tenure and career advancement", "url": "https://ucarecdn.com/f5208d56-c5f0-4ce6-b275-3d4363575c40/", "file": "https://ucarecdn.com/f5208d56-c5f0-4ce6-b275-3d4363575c40/", "description": "There is national and international recognition of the importance of innovation, technology transfer, and entrepreneurship for sustained economic revival. With the decline of industrial research laboratories in the United States, research universities are being asked to play a central role in our knowledge-centered economy by the technology transfer of their discoveries, innovations, and inventions. In response to this challenge, innovation ecologies at and around universities are starting to change. However, the change has been slow and limited. The authors believe this can be attributed partially to a lack of change in incentives for the central stakeholder, the faculty member. The authors have taken the position that universities should\r\nexpand their criteria to treat patents, licensing, and commercialization activity by faculty as an important consideration for merit, tenure, and career advancement, along with publishing, teaching, and service.This position is placed in a historical context with a look at the history of tenure in the United States, patents, and licensing at universities, the current status of university tenure and career advancement processes, and models for the future.", "visits": 1083, "categories": [7]}}, {"model": "links.link", "pk": 1050, "fields": {"created_time": "2014-08-12T19:03:36.696Z", "updated_time": "2017-02-17T18:07:47.594Z", "title": "A Roadmap For Federal Action on Student Mental Health", "url": "https://ucarecdn.com/bb3ea8f0-add3-4673-be0a-88d24d4c3cc5/", "file": "https://ucarecdn.com/bb3ea8f0-add3-4673-be0a-88d24d4c3cc5/", "description": "Mental health is a growing concern for all Canadians.\r\nTo date, it is estimated that approximately 20% of Canadians will experience some sort of mental illness in their lifetime. It also\r\nremains a pressing issue for students across Canadian campuses as institutions continue to signal a number of meantal health cases.\r\n\r\n\r\n\r\n\r\n", "visits": 1321, "categories": [16]}}, {"model": "links.link", "pk": 1051, "fields": {"created_time": "2014-08-12T19:05:46.896Z", "updated_time": "2017-02-18T15:54:47.630Z", "title": "June 2014 Survey Results: The Working Student", "url": "https://ucarecdn.com/5cf11591-e010-401a-9edb-f797fc1b3fb8/", "file": "https://ucarecdn.com/5cf11591-e010-401a-9edb-f797fc1b3fb8/", "description": "71% of our StudentVu Panel will be living at home for the summer, without plans for travel (30% simply said ‘no’ to travelling, while 38% stated they didn’t have the money). This leaves a bit of time for relaxing, catching up with friends and, of course, a summer job. We asked the StudentVu Panel about their job plans for the summer, and their answers revealed some interesting\r\nthings about the summer job market.", "visits": 1119, "categories": [8]}}, {"model": "links.link", "pk": 1052, "fields": {"created_time": "2014-08-12T19:08:05.644Z", "updated_time": "2017-02-17T17:59:58.678Z", "title": "Student approaches to learning in relation to online course completion", "url": "https://ucarecdn.com/ee030c6f-1ce4-424c-820e-258dfaf6393b/", "file": "https://ucarecdn.com/ee030c6f-1ce4-424c-820e-258dfaf6393b/", "description": "This study investigates the relationship between approaches to studying and course completion in two online preparatory university courses in mathematics and computer programming. The students participating in the two courses are alike in age, gender, and approaches to learning. Four hundred and ninety-three students participating in these courses answered the short\r\nversion of the Approaches and Study Skills Inventory for Students (ASSIST). Results show that students demonstrating a deep approach to learning in either course are more likely to complete. In the mathematics course, a combination of deep and strategic approaches correlates positively with course completion. In the programming course, students who demonstrate a surface approach are less likely to complete. These results are in line with the intentions of the course designers, but they also suggest ways to improve these courses. Furthermore, the study demonstrates that ASSIST can be used to evaluate course design.", "visits": 1420, "categories": [9]}}, {"model": "links.link", "pk": 1053, "fields": {"created_time": "2014-08-12T19:10:22.968Z", "updated_time": "2017-02-17T16:55:32.122Z", "title": "Spending on research and development in the higher education sector, 2012/2013", "url": "https://ucarecdn.com/9c9248f9-26ec-4c3c-9ac9-57a3be81d77a/", "file": "https://ucarecdn.com/9c9248f9-26ec-4c3c-9ac9-57a3be81d77a/", "description": "Spending on research and development (R&D) in Canada's higher education sector increased 2.3% on a fiscal year basis between 2011/2012 and 2012/2013 to $12.1 billion. The higher education sector is composed of universities and affiliated research hospitals, experimental stations and clinics.\r\n\r\nWhen adjusted for inflation, higher education R&D spending rose 0.6% in 2012/2013, the smallest constant dollar increase in a decade. Provincially, Newfoundland and Labrador, Nova Scotia, Ontario, Alberta and British Columbia increased spending\r\non R&D in the higher education sector in 2012/2013. While Newfoundland and Labrador posted the largest year-over-year percentage increase in spending, Ontario accounted for most of the national gain in 2012/2013.\r\n\r\nTotal expenditures on R&D are classified into two fields of science: natural sciences and engineering as well as social sciences and humanities. Overall, about 80% of total R&D expenditures were concentrated on natural sciences and engineering, which rose 2.2% from 2011/2012 to $9.7 billion. Spending on social sciences and humanities R&D increased 2.6% to $2.4 billion.", "visits": 1146, "categories": [8]}}, {"model": "links.link", "pk": 1054, "fields": {"created_time": "2014-08-12T19:11:58.072Z", "updated_time": "2017-02-17T17:59:42.449Z", "title": "Social Returns: Assessing the benefits of higher education", "url": "https://ucarecdn.com/046d1da5-2206-4de5-9908-bb0cbceb382d/", "file": "https://ucarecdn.com/046d1da5-2206-4de5-9908-bb0cbceb382d/", "description": "While discussions on the value of education often focus on economic gains, the social returns to education are vast and can be reaped at both the individual level (e.g., better health) and societal level (e.g., lower crime rates).\r\nBased on a combination of new and existing analyses, this paper explores the individual benefits and disadvantages associated with education, focusing on civic engagement; health/happiness; crime; and welfare/unemployment. The findings clearly suggest that investing in education has both individual and social benefits. While no causal link can be made between level of education and the returns examined, it is evident that those with some form of postsecondary education (PSE) often fare better than those with no more than a high school education.\r\nFor example, in terms of civic engagement, university graduates are more likely than high school graduates to volunteer and donate money. Higher levels of education also increase the likelihood of voting and other forms of political participation. In terms of health and happiness, university graduates tend to rate their physical and mental health higher than those with fewer years of education and are also less likely to smoke. Finally, happiness and life satisfaction also tend to increase with education.\r\nEducated individuals are less likely to be incarcerated, most notably when comparing high school graduates with those who did not graduate. With that said, certain types of crime are more prevalent among certain populations and individuals with higher levels of education are more likely to commit white collar crimes. Finally, those with more education have lower unemployment rates and fared better during the most recent economic recession. They were less likely to require social assistance and had shorter welfare spells, especially for women.", "visits": 1016, "categories": [6]}}, {"model": "links.link", "pk": 1055, "fields": {"created_time": "2014-08-12T19:13:36.889Z", "updated_time": "2017-02-20T14:41:48.231Z", "title": "Student Mobility Rate Stabilizes", "url": "https://ucarecdn.com/15378d39-0bab-4b2d-ad6a-5b78b12007fb/", "file": "https://ucarecdn.com/15378d39-0bab-4b2d-ad6a-5b78b12007fb/", "description": "Just over 9% of all students attended more than one institution during the 2012-13 academic year.\r\nThe postsecondary student mobility rate is the percentage of students, across all levels of study, who enrolled in more than one institution in a single academic year (including summer and concurrent enrollments.) It provides a current indicator of the prevalence of multi-institutional student pathways.", "visits": 1261, "categories": [3]}}, {"model": "links.link", "pk": 1056, "fields": {"created_time": "2014-08-12T19:15:32.693Z", "updated_time": "2017-02-17T18:05:55.646Z", "title": "College Selectivity and Degree Completion", "url": "https://ucarecdn.com/7b58516e-cb5a-42e6-84db-dd1e1ee55875/", "file": "https://ucarecdn.com/7b58516e-cb5a-42e6-84db-dd1e1ee55875/", "description": "How much of a difference does it make whether a student of a given academic ability enters a more or a less selective four-year college? Some studies claim that attending a more academically selective college markedly improves one’s graduation prospects. Others report the reverse: an advantage from attending an institution where one’s own skills exceed most other students.\r\nUsing multilevel models and propensity score matching methods to reduce selection bias, we find that selectivity does not have an independent effect on graduation. Instead, we find relatively small positive effects on graduation from attending a college with higher tuition costs. We also find no evidence that students not attending highly selective colleges suffer\r\nreduced chances of graduation, all else being equal.\r\nKEYWORDS: college selectivity, graduation, selection bias, propensity score matching, tuition", "visits": 1230, "categories": [3]}}, {"model": "links.link", "pk": 1057, "fields": {"created_time": "2014-08-12T19:19:43.072Z", "updated_time": "2017-02-20T15:05:36.356Z", "title": "Researching and Teaching Outcomes", "url": "https://ucarecdn.com/4955ee87-0a92-421a-a6d4-be3c69245803/", "file": "https://ucarecdn.com/4955ee87-0a92-421a-a6d4-be3c69245803/", "description": "CACUSS is pleased to support the second edition of this guide to “Researching Teaching and Student Outcomes in Postsecondary Education.”\r\nThe first edition was a useful resource for our members in working collaboratively to understanding academic and co-curricular learning in postsecondary contexts. The guide offers an accessible introduction to the issues and techniques in conducting research and we believe that it is a good resource for student affairs staff who are considering a research project to measure outcomes in their departments, programs, or campus.\r\nStudent affairs professionals are involved in various research and assessment projects seeking to understand the student experience. We are asked more and more frequently to provide evidence of how our work impacts student learning, wellbeing, development and success rates. In addition, the need to refine programs, build outcomes-based plans and engage with faculty on academic initiatives to support student success also persists.\r\nWe congratulate the authors and collaborators on their work in updating this useful tool.", "visits": 1166, "categories": [7]}}, {"model": "links.link", "pk": 1058, "fields": {"created_time": "2014-08-12T19:22:27.987Z", "updated_time": "2017-02-18T15:52:54.132Z", "title": "U21 Ranking of National Higher Education Systems 2014", "url": "https://ucarecdn.com/b25a302e-33c9-4b77-9db9-1ea23fde76d8/", "file": "https://ucarecdn.com/b25a302e-33c9-4b77-9db9-1ea23fde76d8/", "description": "The 2014 Universitas 21 ranking of national systems retains the methodology of the 2013 rankings, but supplements this with an auxiliary ranking that takes account of stages of economic development. 24 desirable attributes are grouped under four broad headings: Resources, Environment, Connectivity and Output. The Resources component covers government expenditure, total expenditure, and R&D expenditure in tertiary institutions. The Environment module comprises a quantitative index of the policy and regulatory environment, the gender balance of students and academic staff, and a data quality variable. The Connectivity component has been extended by including measures of interaction with business and industry, in addition to numbers of international students, research articles written with international collaborators and web-based connectivity. Nine Output variables are included that cover research output and its impact,\r\nthe presence of world-class universities, participation rates and the qualifications of the workforce. The appropriateness of training is measured by relative unemployment rates.", "visits": 1635, "categories": [19]}}, {"model": "links.link", "pk": 1059, "fields": {"created_time": "2014-08-12T19:25:10.094Z", "updated_time": "2017-02-17T17:05:16.220Z", "title": "The promise and the myths of e-learning in post-secondary education", "url": "https://ucarecdn.com/1d0f8664-9c6b-43b5-b739-6b37cadbd0e7/", "file": "https://ucarecdn.com/1d0f8664-9c6b-43b5-b739-6b37cadbd0e7/", "description": "The Internet and, in particular, the World Wide Web have had a remarkable impact on education at all levels. In the past, new technologies such as the telephone, radio, television, cassettes, satellites, and computers were all predicted to bring about a revolution in education. However, after the initial hype, these new technologies left a marginal impact on the general practice of education, each finding a niche, but not changing the essential process of a teacher personally interacting with learners.\r\nHowever, the Internet and, especially, the World Wide Web are different, both in the scale and the nature of their impact on education. Certainly, the web has penetrated teaching and learning much more than any other previous technology, with the important exception of the printed book. Indeed, it is possible to see parallels between the social and educational influence of both mechanically printed books and the Internet on post-secondary education, and these parallels will be explored a little further in this chapter", "visits": 2576, "categories": [9]}}, {"model": "links.link", "pk": 1060, "fields": {"created_time": "2014-08-21T17:54:12.926Z", "updated_time": "2015-05-18T00:40:47.195Z", "title": "The promise and the myths of e-learning in post-secondary education Tony Bates", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Promis_and_myths_of_e-learning_in_post-secondary_education.pdf", "file": null, "description": "impact on education at all levels. In the past, new technologies such as the telephone, radio, television, cassettes, satellites, and computers were all predicted to bring about a revolution in education. However, after the initial hype, these new technologies left a marginal impact on the general practice of education, each finding a niche, but not changing the essential process of a teacher\r\npersonally interacting with learners.\r\nHowever, the Internet and, especially, the World Wide Web are different, both in the scale and the nature of their impact on education. Certainly, the web has penetrated teaching and learning much more than any other previous technology, with the important exception of the printed book. Indeed, it is possible to see parallels between the social and educational influence of both mechanically printed books and the Internet on post-secondary education, and these parallels will be explored a little further in this chapter.\r\nThe application of the Internet to teaching and learning has had both strong advocates and equally strong critics. Electronic learning has been seized upon as the next commercial development of the Internet, a natural extension of ecommerce.\r\nJohn Chambers, the CEO of the giant American Internet equipment company, Cisco, described education as the next Internet “killer application” at the Comdex exhibition in Las Vegas in 2001 (Moore and Jones, 2001). Chambers linked several concepts together: e-learning is necessary to improve the quality of education; e-learning is necessary to improve the quality of the workforce; and a highly qualified technology workforce is essential for national economic development and competitiveness.\r\n", "visits": 688, "categories": [4]}}, {"model": "links.link", "pk": 1061, "fields": {"created_time": "2014-08-21T17:57:07.457Z", "updated_time": "2015-05-18T00:40:47.268Z", "title": "Ontario Private Career Colleges: An Exploratory Analysis", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Private_Career_Colleges.pdf", "file": null, "description": "There are about 420 registered private career colleges (PCCs) in Ontario – the number is in constant flux. 60% of schools are ten years of age or younger. They serve 53,000 full time equivalent (FTE) students, or about 1 in 15 Ontario postsecondary students. Their overall vocational revenues are in the order of $360M annually. They are mostly small; 70% have total revenues under $1M and average enrolment is under 200.\r\nThough they are private businesses operating in a competitive market, they intersect with public interests on several fronts. They must register with government and are subject to consumer protection requirements (including student contracts, tuition refund policies, contribution to a train-out fund that takes care of students in the event of a sudden closure). Their programs of study must be government-approved following an external, third-party quality review. They are subject to sanction (financial penalties, even closure) if they fail to meet these requirements.", "visits": 816, "categories": [17]}}, {"model": "links.link", "pk": 1062, "fields": {"created_time": "2014-08-21T17:59:15.947Z", "updated_time": "2015-05-18T00:40:46.309Z", "title": "The Role of Planetariums in Promoting Engagement and Learning", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Planetariums_ENG.pdf", "file": null, "description": "Most astronomers teaching undergraduate astronomy aspire to connect their students directly with the night sky. In the same way that a biologist might want her students to actually handle live specimens or a geologist for his students to chip away at real rocks, astronomers want their students to actually see and observe planets, stars and galaxies. Sadly, the combination of urban light pollution, unpredictable weather and daytime teaching schedules make this impractical. This is especially the case for high-enrolment survey courses, which present the additional complication of huge numbers of students to schedule.\r\nAn increasingly common strategy is to teach astronomy in digital planetariums: domed rooms on whose ceilings can be projected fantastically detailed representations of the night sky. Planetariums are, in many ways, more useful than the actual sky: they can be used during the day, are not subject to changeable weather, and can be manipulated to show sights not normally visible in the actual sky. Even better, digital planetariums can have control interfaces which are simple enough that almost anyone can use them – ours uses an off-the-shelf video game controller.", "visits": 709, "categories": [6]}}, {"model": "links.link", "pk": 1063, "fields": {"created_time": "2014-08-21T18:01:36.513Z", "updated_time": "2015-05-18T00:40:46.203Z", "title": "Missing the Mark: Students Gain Little from Mandating Extra Math and Science Courses", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/MissingtheMark.pdf", "file": null, "description": "For several decades, policymakers have embraced the goal of preparing students for college and careers, particularly for careers in the area of mathematics and science. The recent emphasis on these STEM (science, technology, engineering,\r\nand mathematics) subjects is due to the growth of STEM occupations and the perceived shortage of qualified workers to fill these positions. There is a concern that many students do not currently have the level of STEM capabilities necessary for high-skill STEM professions such as engineering or even for low-skill STEM positions in fields such as manufacturing.", "visits": 769, "categories": [6]}}, {"model": "links.link", "pk": 1064, "fields": {"created_time": "2014-08-21T18:04:34.002Z", "updated_time": "2015-05-18T00:40:42.101Z", "title": "Experiential Learning Report BRINGING LIFE TO LEARNING AT ONTARIO UNIVERSITIES", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/March262014---Experiential-Learning-Report.pdf", "file": null, "description": "A different kind of learning occurs when there is no exam to study for, no essay to write – just the opportunity to apply the knowledge and skills that have been learned to a real life project. From medicine to engineering and fine arts, experiential learning is where curiosity gets tested in the real world.\r\nApplied, or work-integrated, learning is one of the fastest-growing areas for universities in Ontario, a testament to its tremendous value to students and employers. It began with practicums for students in health sciences, expanded later to those studying business and engineering, and today, spans all disciplines and faculties with hundreds of programs on university campuses. Through internships, co-op programs, community service learning and placements, students are working in businesses, sports franchises, community organizations and international development agencies. Students can also acquire experiential learning through programs on campus that encourage them to take on roles such as investment managers, campaign planners and entrepreneurs.", "visits": 782, "categories": [6]}}, {"model": "links.link", "pk": 1065, "fields": {"created_time": "2014-08-21T18:07:20.443Z", "updated_time": "2017-02-20T16:55:34.404Z", "title": "Scoping Study: Leadership Development Programs/Models", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Lynne_Cohen_2010_TF_Scoping_Study_UG_Leadership_Development_Programs_and_Models.pdf", "file": "", "description": "This scoping study was conducted as part of a boarder study funded by the Australian Learning and Teaching Council Fellowship (ALTC) on Building Leadership Capacity for Undergraduate Students. The present scoping study is phase one of the project (see aim below).\r\nBefore outlining the current study, it is important to briefly summarise the literature on leadership development and theories.\r\nBackground information: Literature on leadership development and theories\r\nSince the late 1970s scholars have criticized the traditional theories of leadership (e.g., Greenleaf, 1991). From the literature (see reports from Anderson & Johnson, 2006; Marshall, 2008), these more traditional theories include: personality theories (which propose that leadership depends on traits that are either inherited or emerge in early life development), trait theory (which involves the assumption that there are characteristics for leadership deeply embedded in the personalities of leaders), and finally theories of power and influence (which assume that leaders are people in positions of formal responsibility within an organization).", "visits": 813, "categories": [19]}}, {"model": "links.link", "pk": 1066, "fields": {"created_time": "2014-08-21T18:10:01.046Z", "updated_time": "2015-05-18T00:40:47.378Z", "title": "STUDENT FEEDBACK AND LEADERSHIP: RESOURCE PORTFOLIO", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/LE6-7_Developing_mulit-level_leadership_in_the_use_of_student_feedback_Resource_Portfolio_RMIT_2009.pdf", "file": null, "description": "institutional context, a variety of priorities and issues will be identified by participants and a variety of solutions will be proposed and attempted. It is appropriate then that support for distributed leadership allows for a variety of situations rather than providing a single prescription.\r\nThis Resource Portfolio for the P.A.C.E.D Distributed Leadership Model provides support for a range of elements of distributed leadership through the provision of resources that will assist in actioning initiatives. These resources include templates for role identification, reflection, provision of feedback, presentations, posters and websites. The Resource Portfolio provides integrated examples of distributed leadership in action, based on experience in the RMIT Student Feedback and Leadership Project.\r\nThe examples reinforce the diversity possible when a single project is actioned through distributed leadership.", "visits": 862, "categories": [12]}}, {"model": "links.link", "pk": 1067, "fields": {"created_time": "2014-08-21T18:11:37.790Z", "updated_time": "2015-05-18T00:40:42.654Z", "title": "What is an Internship? An Inventory and Analysis of “Internship” Opportunities Available to Ontario Postsecondary Students", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Internship_ENG.pdf", "file": null, "description": "The connection between classroom learning and practical experience in the workplace has been recognized as a significant aspect of student development in postsecondary institutions (Kuh, 2008). Internships have been associated with many benefits for each party involved, including the student, postsecondary institution and industry professional. Internships provide opportunities for students to transfer theoretical knowledge to a practical setting; they serve as recruitment avenues for postsecondary institutions and provide industry professionals with access to high-quality students with current academic knowledge. Despite the perceived importance of internships for student development, researchers and practitioners have a limited understanding of what constitutes an “internship” and of how to deliver these experiences effectively. Therefore, the purpose of this research was to examine the internship opportunities currently offered by direct-entry programmes (e.g., undergraduate degree or diploma) in Ontario postsecondary institutions.", "visits": 885, "categories": [8]}}, {"model": "links.link", "pk": 1068, "fields": {"created_time": "2014-08-21T18:13:20.780Z", "updated_time": "2015-05-18T00:40:44.435Z", "title": "Blended Synchronicity Project Final Evaluation Report", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/ID11_1931_Bower_Report_evaluation_2014.pdf", "file": null, "description": "This is the final evaluation report for the Blended Synchronicity (BlendSync) Project as required by the project reporting requirements of the Office for Learning and Teaching.\r\nThe evaluation addresses the broad evaluation question: “To what extent was the BlendSync project successful at meeting its stated outcomes and producing its deliverables?”", "visits": 708, "categories": [6]}}, {"model": "links.link", "pk": 1069, "fields": {"created_time": "2014-08-21T18:17:15.921Z", "updated_time": "2015-05-18T00:40:43.068Z", "title": "Blended Synchronous Learning Final Report", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/ID11_1931_Bower_Report_2014.pdf", "file": null, "description": "The Blended Synchronous Learning Project sought to investigate how rich‐media technologies such as web conferencing, desktop video conferencing and virtual worlds could be used to effectively unite remote and face‐to‐face students in the same live classes.\r\nIncreasingly university students are opting to learn from off‐campus, often due to work, family and social commitments (Gosper, et al., 2008; James, Krause, & Jennings, 2010).\r\nTypically universities will cater for remote students by providing access to asynchronous resources via Learning Management Systems, meaning that off‐campus students miss out hronous Le\r\non the benefits of synchronous collaborative learning such as rapid teacher feedback, realtime\r\npeer discussions, and an enhanced sense of connectedness.", "visits": 1096, "categories": [6]}}, {"model": "links.link", "pk": 1070, "fields": {"created_time": "2014-08-21T18:19:21.145Z", "updated_time": "2015-05-18T00:40:41.382Z", "title": "Blended Synchronicity Learning A Handbook for Educators", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/ID11_1931_Bower__Report_handbook_2014.pdf", "file": null, "description": "The Blended Synchronous Learning Project sought to investigate how rich-media technologies such as web conferencing, desktop video conferencing and virtual worlds could be used to effectively unite remote and face-to-face students in the same live classes. Increasingly university students are opting to learn from off-campus, often due to work, family and social commitments (Gosper, et al., 2008; James, Krause, & Jennings, 2010). Often universities will cater for remote students by providing access to asynchronous resources via Learning Management Systems, meaning that off-campus students miss out on the benefits of synchronous collaborative learning such as rapid teacher feedback, real-time peer discussions, and an enhanced sense of connectedness.", "visits": 709, "categories": [6]}}, {"model": "links.link", "pk": 1071, "fields": {"created_time": "2014-08-21T18:21:14.092Z", "updated_time": "2015-05-18T00:40:41.539Z", "title": "What Now? Addressing the Burden of Canada’s Slow-Growth RecoveryCanadian", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Howe_Institute_Labour_shortages.pdf", "file": null, "description": "The Canadian economy faces serious short-term macroeconomic challenges, the most important of which is addressing the burden of our slow-growth recovery. The sources and consequences of this slow growth are the focus of this Commentary.\r\nCanadian monetary policy has little ability to further stimulate Canadian growth. Given the large amount of uncertainty now faced by Canadian firms, further reductions in the policy interest rate are unlikely to be effective in stimulating aggregate demand. In addition, the ongoing problems associated with very low interest rates cannot be ignored and may soon present the Bank of Canada with a compelling case for rate increases.", "visits": 808, "categories": [8]}}, {"model": "links.link", "pk": 1072, "fields": {"created_time": "2014-08-21T18:23:23.417Z", "updated_time": "2015-05-18T00:40:41.352Z", "title": "New technologies, new pedagogies: Using mobile technologies to develop new ways of teaching and learning", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/grants_cg_project_newtechnologies_uow_feb09.pdf", "file": null, "description": "The New Technologies: New Pedagogies project endeavoured to take an innovative approach not only in the creation of new, authentic pedagogies for mobile devices but also in the action learning approach adopted for the professional development of participants. The project involved 19 people including teachers, IT and PD personnel. It was a large and ambitious project that resulted not only in a range of innovative pedagogies, but in the creation of more knowledgable and confident users of mobile technologies among teachers and students in the faculty of Education at the University of Wollongong.", "visits": 781, "categories": [4]}}, {"model": "links.link", "pk": 1073, "fields": {"created_time": "2014-08-21T18:29:49.818Z", "updated_time": "2015-05-18T00:40:44.668Z", "title": "The Future of College?", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/The_Atlantic_Future_of_college.pdf", "file": null, "description": "A brash tech entrepreneur thinks he can reinvent higher education by stripping it down to its essence, eliminating lectures and tenure along with football games, ivy-covered buildings, and research libraries. What if he's right? ", "visits": 745, "categories": [5]}}, {"model": "links.link", "pk": 1074, "fields": {"created_time": "2014-08-21T18:31:50.686Z", "updated_time": "2015-05-18T00:40:41.948Z", "title": "Encouraging benchmarking in e-learning", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/GI7-630_Encouraging_benchmarking_in_e-learning_Smith_USQ_2011.pdf", "file": null, "description": "Encouraging benchmarking in e-learning supported the dissemination of e-learning benchmarks developed by the Australasian Council on Open, Distance and ELearning (ACODE). Dissemination activities, including provision of web-based\r\ninformation and of training, were required to enhance the accessibility to the sector of the benchmarks and the guidelines for their use.", "visits": 830, "categories": [9]}}, {"model": "links.link", "pk": 1075, "fields": {"created_time": "2014-08-27T18:08:31.724Z", "updated_time": "2015-05-18T00:40:46.368Z", "title": "Algonquin College Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/AlgonquinSMA.pdf", "file": null, "description": "ALGONQUIN COLLEGE KEY AREAS OF DIFFERENTIATION\r\nAlgonquin College delivers a comprehensive range of applied education and training experiences to \r\nserve the diverse learner choices and the breadth of employer labour demands across Eastern Ontario \r\nand the province.\r\nAlgonquin College works with industry partners to:\r\n• Develop labour-market informed programs and services;\r\n• Provide opportunities for work-integrated learning, and experience inside and outside the \r\nclassroom; and\r\n• Engage in applied research and commercialization activities that support student success, \r\nemployee growth, and social and economic development in the region and beyond.\r\n\r\nAlgonquin College employees are engaged in the strategic direction of the College to:\r\n• Lead the transformation of Ontario’s postsecondary system;\r\n• Deliver high-quality teaching methods and modalities that leverage technology to enhance the \r\neducational experience; and\r\n• Improve student learning outcomes for career and life success.\r\n\r\nAlgonquin College broadens learner access to applied postsecondary education and training in \r\nOntario, demonstrating leadership through:\r\n• Alternative learning modalities and options to suit multiple learning styles and learner \r\npreferences;\r\n• New, targeted approaches to programs and services that improve pathways for learners of diverse \r\ndemographic characteristics; and\r\n• Smart investments in technology that enhance the Algonquin learner experience.\r\n", "visits": 835, "categories": [10]}}, {"model": "links.link", "pk": 1076, "fields": {"created_time": "2014-08-27T18:10:37.595Z", "updated_time": "2015-05-18T00:40:45.381Z", "title": "Brock University Strategic Manadate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/BrockAgreement.pdf", "file": null, "description": "Brock University envisions itself as a dynamic postsecondary educational institution that: \r\n1) Makes a difference in the lives of individuals in our Brock community, the Niagara Region, \r\nCanada, and the world; \r\n2) Demonstrates leadership and innovation in teaching and learning across disciplines; and 3) Extends knowledge through excellence in research, scholarship, and creativity.\r\n", "visits": 731, "categories": [10]}}, {"model": "links.link", "pk": 1077, "fields": {"created_time": "2014-08-27T18:12:15.169Z", "updated_time": "2015-05-18T00:40:41.362Z", "title": "Cambrian College Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/CambrianSMA.pdf", "file": null, "description": "CAMBRIAN COLLEGE VISION/MANDATE\r\nVision\r\nCambrian believes in the strength of community and proudly stands behind its role as an accessible college serving the needs of its constituents. As a community builder, Cambrian attains excellence by infusing creativity, cultural diversity, collaboration, and an understanding of our learners’ needs in all that we do. Cambrian cares.\r\nMission\r\n• We lead with our commitment to diverse learners.\r\n• We teach and learn through quality education that responds to the needs of the community.\r\n• We balance hands-on experience with the knowledge and skills essential for personal and \r\nprofessional success.\r\n", "visits": 749, "categories": [10]}}, {"model": "links.link", "pk": 1078, "fields": {"created_time": "2014-08-27T18:15:59.313Z", "updated_time": "2015-05-18T00:40:45.453Z", "title": "Canadore Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/CanadoreSMA.pdf", "file": null, "description": "Vision\r\nCanadore is the college of choice for connecting people, education, and employment through leadership and innovation.\r\nMission\r\nTo provide outstanding applied education and training for an ever-changing world.\r\n", "visits": 670, "categories": [10]}}, {"model": "links.link", "pk": 1079, "fields": {"created_time": "2014-08-27T18:17:08.951Z", "updated_time": "2015-05-18T00:40:41.220Z", "title": "Conestoga Strategic Manadate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/ConestogaSMA.pdf", "file": null, "description": "• Recognition for excellence in polytechnic education.\r\n\r\nMission\r\n• To champion innovation and excellence in career-focussed education, training, and applied research.\r\n• To serve the ever-changing needs of our diverse and growing community.\r\n• To inspire students and employees to strive towards their highest potential.\r\nPREAMBLE", "visits": 844, "categories": [10]}}, {"model": "links.link", "pk": 1080, "fields": {"created_time": "2014-08-27T18:19:04.390Z", "updated_time": "2015-05-18T00:40:43.352Z", "title": "Confederation College Strategic Manadte Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/ConfederationSMA.pdf", "file": null, "description": "Mission\r\n•\r\nConfederation College inspires learners to succeed in their lives and careers in Northwestern Ontario and beyond.\r\n\r\nVision\r\n• Confederation College will enrich lives through learning.\r\n", "visits": 716, "categories": [10]}}, {"model": "links.link", "pk": 1081, "fields": {"created_time": "2014-08-27T18:20:19.084Z", "updated_time": "2015-05-18T00:40:45.605Z", "title": "Fleming College Stategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/FlemingSMA.pdf", "file": null, "description": "Vision\r\nStudents succeeding through personalized learning. Innovation and achievement powered by people.\r\n\r\nMission\r\nFleming champions personal and career success through applied learning. We contribute to community \r\nsuccess and sustainability through programs, services, and applied research.\r\n", "visits": 712, "categories": [10]}}, {"model": "links.link", "pk": 1082, "fields": {"created_time": "2014-08-27T18:22:02.589Z", "updated_time": "2015-05-18T00:40:45.835Z", "title": "George Brown Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/GeorgeBrownSMA.pdf", "file": null, "description": "itted to excellence in teaching, applied learning, and innovation.\r\nBy understanding the path from education to employment, we will:\r\n• Set the benchmark to which all colleges will aspire and be recognized as a key resource in shaping the future of Toronto as a leading global city.\r\n• Build a seamless bridge between learners and employment as we develop dynamic programs and workplace-ready graduates who will be the candidates of choice for employers.\r\n• Create a community of lifelong learners, grounded in the principles of access, diversity, mutual respect, and accountability.\r\n", "visits": 838, "categories": [10]}}, {"model": "links.link", "pk": 1083, "fields": {"created_time": "2014-08-27T18:23:22.875Z", "updated_time": "2015-05-18T00:40:45.695Z", "title": "McMaster University Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/McMasterAgreement.pdf", "file": null, "description": "MCMASTER UNIVERSITY’S VISION/MANDATE\r\nVision Statement\r\nTo achieve international distinction for creativity, innovation, and excellence.\r\nMission\r\n“At McMaster, our purpose is the discovery, communication, and preservation of knowledge. In our teaching, research, and scholarship, we are committed to creativity, innovation, and excellence. We value integrity, quality, inclusiveness, and teamwork in everything we do. We inspire critical thinking, personal growth, and a passion for lifelong learning. We serve the social, cultural, and economic needs of our community and our society.”", "visits": 797, "categories": [10]}}, {"model": "links.link", "pk": 1084, "fields": {"created_time": "2014-08-27T18:26:04.093Z", "updated_time": "2015-05-18T00:40:42.469Z", "title": "Ryerson Univeristy Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/RyersonAgreement.pdf", "file": null, "description": "Mandate\r\nRyerson University is a leading institution of innovation and entrepreneurship that responds to societal need through high-quality, professional, and career-related bachelor, masters, and doctoral programs, and relevant scholarly, research, and creative activities.\r\nRyerson is student focused, providing an emphasis on experiential learning, creativity, entrepreneurship, adult learning, and transfer pathways from colleges and other universities. \r\nRyerson is an inclusive, diverse learning community. In its role as a City Builder, Ryerson enhances access and civic engagement, and has a positive, transformative effect on its neighbourhood and the broader community.\r\nVision\r\nRyerson University will be a comprehensive innovation university, recognized as a national leader in high-quality professional and career-related bachelor, masters, and doctoral programs, and relevant research. It will be a global leader in interdisciplinary, entrepreneurial zone learning. \r\nRyerson’s students, graduates, and faculty will contribute significantly to Ontario’s and Canada’s economic, social, and cultural well-being.\r\nRyerson will expand its strong foundation of distinctive career-related academic programs and related scholarly, research, and creative activities, producing graduates who enable change. \r\nRyerson will enhance its leadership in experiential learning, adult learning, and transfer pathways. As a City Builder, Ryerson will build partnerships that foster social and cultural innovation, and economic development.\r\n", "visits": 791, "categories": [10]}}, {"model": "links.link", "pk": 1085, "fields": {"created_time": "2014-08-27T18:28:42.682Z", "updated_time": "2015-05-18T00:40:44.374Z", "title": "Trent University Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/TrentAgreement.pdf", "file": null, "description": "Vision:\r\n• We create vibrant, engaged and sustainable communities of learning, teaching and research committed to free enquiry and expression.\r\n• We encourage the dynamic interplay of research, teaching and learning, which enhance and energize each other in the classroom and beyond.\r\n• We strive to make valued and socially responsible contributions to our local communities, to Canada, and to the world.\r\n• We support a diversity of faculty, staff and students who share a commitment to the learning experience and are responsive to its challenges.\r\n• We foster an environment where Indigenous knowledge are respected and recognized as a valid means by which to understand the world.\r\n• We offer an enriched learning environment that encourages a passion for all knowledge, the exploration of the creative links between fields of study and a critical engagement with the world.\r\n• We create opportunities for students, staff and faculty to flourish and develop as individuals and as global citizens.\r\n• We affirm our commitment to excellence, to innovation and to leadership in research, academic programmes and community partnerships.\r\n• We commit to building an inclusive intellectual and social community that values the collaboration of all of its individual members\r\n", "visits": 680, "categories": [10]}}, {"model": "links.link", "pk": 1086, "fields": {"created_time": "2014-08-27T19:10:01.713Z", "updated_time": "2015-05-18T00:40:43.182Z", "title": "College Boreal Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/BorealSMA.pdf", "file": null, "description": "Collège Boréal has a dual mandate: to be a postsecondary college institution and a vital community development organization. Collège Boréal is a hub of education, innovation, culture, and community serving a diverse francophone clientele: Franco-Ontarians, French immersion students, immigrants, French-speaking First Nations and Métis persons, and international students, among others. Its purpose is to produce a highly skilled bilingual workforce that is active in French-speaking communities and contributes to the economic, social, and cultural vitality of the province and country.\r\nThe following statements are part of the College’s 2010-15 Strategic Plan:\r\nVision\r\nTo foster knowledge and stimulate culture.\r\nMission\r\nCollège Boréal provides a high-calibre personalized education to a diverse clientele and practises community leadership to foster the sustainable development of the francophone community of Ontario.\r\n", "visits": 671, "categories": [10]}}, {"model": "links.link", "pk": 1087, "fields": {"created_time": "2014-08-27T19:10:56.915Z", "updated_time": "2015-05-18T00:40:45.874Z", "title": "Centennial Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/CentennialSMA.pdf", "file": null, "description": "Vision\r\n•Transforming lives and communities through learning.\r\nMission\r\n•To educate students for career success.", "visits": 758, "categories": [10]}}, {"model": "links.link", "pk": 1088, "fields": {"created_time": "2014-08-27T20:02:35.871Z", "updated_time": "2015-05-18T00:40:45.915Z", "title": "Durham Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/DurhamSMA.pdf", "file": null, "description": "Vision\r\nDurham College is the premier postsecondary destination for students who succeed in a dynamic and supportive learning environment. Our graduates develop the professional and personal skills required to realize meaningful careers and make a difference in the world.\r\nMission\r\nThe student experience comes first at Durham College.\r\n", "visits": 778, "categories": [10]}}, {"model": "links.link", "pk": 1089, "fields": {"created_time": "2014-08-27T20:03:55.696Z", "updated_time": "2015-05-18T00:40:45.966Z", "title": "Fanshawe Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/FanshaweSMA.pdf", "file": null, "description": "Vision\r\n• Unlocking potential.\r\nMission\r\n• We provide pathways to success, an exceptional learning experience, and a global outlook to meet the needs of students and employers.\r\n", "visits": 707, "categories": [10]}}, {"model": "links.link", "pk": 1090, "fields": {"created_time": "2014-08-27T20:10:09.848Z", "updated_time": "2015-05-18T00:40:44.354Z", "title": "Georgian College Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/GeorgianSMA.pdf", "file": null, "description": "To be the most personally connected learning organization in Canada – a catalyst for individual, organizational, and community transformation. Through partnerships, we will connect people from all walks of life to extraordinary learning experiences that will inspire innovation and prepare them for life and career success. With a reputation for excellence, Georgian graduates \r\nwill be in demand by employers and will contribute to the economic vitality, sustainability, and quality of life in their communities. Our learners and employers will feel a lifelong connection to Georgian because of the positive difference we have made in their lives.\r\n", "visits": 800, "categories": [10]}}, {"model": "links.link", "pk": 1091, "fields": {"created_time": "2014-08-27T20:11:22.187Z", "updated_time": "2015-05-18T00:40:46.158Z", "title": "Humber College Strategic Manadate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/HumberSMA.pdf", "file": null, "description": "Vision\r\n• Leadership in polytechnic education.\r\nMission\r\n•\r\nHumber develops broadly educated, highly skilled, and adaptable citizens to be successful in careers that significantly contribute to the communities they serve – locally, nationally, and globally.\r\n", "visits": 685, "categories": [10]}}, {"model": "links.link", "pk": 1092, "fields": {"created_time": "2014-08-27T20:13:15.548Z", "updated_time": "2015-05-18T00:40:41.244Z", "title": "La Cité collégiale Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/LaCiteSMA.pdf", "file": null, "description": "The French-language college of the 21st century – Committed to success, access, productivity and innovation, La Cité’s mandate is to:\r\n• Help each student achieve success by offering a customized learning approach and applied training focused on developing creativity and engagement.\r\n• Support the social, cultural and economic development of the Ontario community through its presence and activities.\r\n", "visits": 832, "categories": [10]}}, {"model": "links.link", "pk": 1093, "fields": {"created_time": "2014-08-27T20:15:02.683Z", "updated_time": "2015-05-18T00:40:46.269Z", "title": "Lambton College Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/LambtonSMA.pdf", "file": null, "description": "LAMBTON COLLEGE VISION/MANDATE\r\nLambton College fosters innovation and entrepreneurship among our faculty, staff, and students, and in the local and global communities we serve. As the sole provider of higher education in our region, and as a mobile learning college, we are committed to providing teaching and learning excellence in a broad range of program offerings, and a full range of credentials in alignment with our areas of specialization.\r\nIt should be noted that our Strategic Mandate was developed within the context of the Lambton College Strategic Plan, and was developed and received with and by the Lambton College of Applied Arts of Technology Board of Governors.\r\n", "visits": 714, "categories": [10]}}, {"model": "links.link", "pk": 1094, "fields": {"created_time": "2014-08-27T20:16:04.905Z", "updated_time": "2015-05-18T00:40:41.195Z", "title": "Mohawk College Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/MohawkSMA.pdf", "file": null, "description": "Vision\r\nProsperous communities and transformed lives.\r\nMission\r\nCreating new realities by opening endless opportunities.\r\n", "visits": 759, "categories": [10]}}, {"model": "links.link", "pk": 1095, "fields": {"created_time": "2014-08-27T20:17:42.636Z", "updated_time": "2015-05-18T00:40:46.388Z", "title": "Niagara College Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/NiagaraSMA.pdf", "file": null, "description": "Vision\r\nEnriching lives and fulfilling dreams\r\nMission\r\nProviding outstanding applied education and training for a changing world\r\n", "visits": 703, "categories": [10]}}, {"model": "links.link", "pk": 1096, "fields": {"created_time": "2014-08-27T20:18:46.750Z", "updated_time": "2015-05-18T00:40:46.481Z", "title": "Northern College Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/NorthernSMA.pdf", "file": null, "description": "Vision\r\nSuccess for all through learning and partnerships.\r\nMission\r\nTo ensure quality, accessible education through innovative programs, services and partnerships for the benefit of our Northern communities.", "visits": 704, "categories": [10]}}, {"model": "links.link", "pk": 1097, "fields": {"created_time": "2014-08-27T20:20:20.731Z", "updated_time": "2015-05-18T00:40:46.491Z", "title": "Sault College Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/SaultCollegeSMA.pdf", "file": null, "description": "Vision\r\nWe will make our society a better place by providing a transformative life experience through empowering those who study with us to think and learn in progressive, innovative ways, including those we have not yet imagined.\r\n", "visits": 700, "categories": [10]}}, {"model": "links.link", "pk": 1098, "fields": {"created_time": "2014-08-27T20:23:23.094Z", "updated_time": "2015-05-18T00:40:43.564Z", "title": "Seneca Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/SenecaSMA.pdf", "file": null, "description": "Vision\r\nSeneca is building a different kind of school with a different kind of graduate. We are driven by our values of excellence, innovation, community, and diversity. Seneca will be the preferred partner for colleges and universities, offering students the most innovative pathways in Ontario in a number of distinct academic clusters. With an enviable reputation for academic excellence, Seneca will continue to offer career- relevant programming at the certificate, diploma, baccalaureate, and graduate certificate levels. The College will consistently renew and refresh its programs, driven by a focus on student mobility and market demand.\r\n\r\nEvery program at Seneca will embed cross-disciplinary and experiential learning, and provide flexible learning options that enable students to learn during the day, in the evening, on weekends, in person, and online. More students and faculty will be supported in international study, work, and volunteer opportunities designed to enrich their own Seneca experiences. Students \r\nwill benefit from a comprehensive set of integrated advising services, from pre-application through to graduation, that will help them match their educational and career pathways with their interests and skills.\r\n\r\nA different kind of school will produce a Seneca graduate with distinctive qualities: highly attractive to employers; ethical, engaged and confident; and adaptable and capable of addressing the challenges of the future in a global context. Our focus on the Seneca Core Literacies will ensure that graduates from every program have the broad range of skills that are key to success: \r\ncommunication, problem solving, critical thinking, and collaboration – the skills required to navigate change at work and in society.\r\n", "visits": 806, "categories": [10]}}, {"model": "links.link", "pk": 1099, "fields": {"created_time": "2014-08-27T20:24:46.574Z", "updated_time": "2015-05-18T00:40:46.614Z", "title": "Sheridan Strategic Management Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/SheridanAgreement.pdf", "file": null, "description": "Vision\r\nTo become Sheridan University, celebrated as a global leader in undergraduate professional education.\r\n\r\nMission\r\nSheridan delivers a premier, purposeful educational experience in an environmentrenowned for creativity and innovation.\r\n", "visits": 818, "categories": [10]}}, {"model": "links.link", "pk": 1100, "fields": {"created_time": "2014-08-27T20:26:15.234Z", "updated_time": "2015-05-18T00:40:42.052Z", "title": "St. Clair College Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/StClairSMA.pdf", "file": null, "description": "St. Clair College is determined to establish itself as a \"Destination College\". By offering more degree programs, extending its scope of articulation agreements with universities and colleges within the province, nationally and internationally, and by establishing entrepreneurship, research, and innovation partnerships, the College will broaden the ability of our students to \r\nacquire knowledge and leading-edge skills that will allow them to be an important resource in a globally competitive marketplace, with unique program offerings, state-of-the-art facilities, and an operating philosophy founded on accessibility, quality teaching, learning method options, and sustainability.\r\n", "visits": 798, "categories": [10]}}, {"model": "links.link", "pk": 1101, "fields": {"created_time": "2014-08-27T20:28:37.210Z", "updated_time": "2015-05-18T00:40:43.424Z", "title": "St. Lawrence College Strategic Mandate Agreement", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/StLawrenceSMA.pdf", "file": null, "description": "Vision\r\nRooted in our communities, we will be a globally recognized college delivering innovative learning opportunities and preparing career-ready graduates to be leaders in their fields.\r\n\r\nMission/Mandate\r\n• We are dedicated to student success, academic excellence, and leadership in our communities.\r\n• We meet the learning needs of postsecondary students in Eastern Ontario and support, through \r\neducation and training, the economic, social, and cultural needs of the communities we serve. As the primary provider of quality and accessible education in our region, we are our communities’ pathway to educational opportunities. We are committed to our strategic directions:\r\n- Student Experience – Provide outstanding campus communities, support services, and engagement opportunities that enhance the success of our students.\r\n- Contemporary Learners – Foster digital and foundational literacies in our students through academic grounding and real world experience.\r\n- Sustainability – Be accountable for our decisions and actions to ensure our long- term viability, reduce our environmental impact, and foster a healthy and dynamic college.\r\n", "visits": 712, "categories": [10]}}, {"model": "links.link", "pk": 1102, "fields": {"created_time": "2014-11-07T19:02:47.645Z", "updated_time": "2015-05-18T00:40:41.938Z", "title": "World Classroom Humber", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/_A_Battle_We_Cant_Afford_to_Lose.pdf", "file": null, "description": "I am pleased to report that Humber had another strong year as we embrace and deliver on our new strategic plan: Strengthen, Sustain, Maximize. Leading up to the launch of this plan last fall, Humber experienced unprecedented growth.\r\nFrom 2008-2013, full-time postsecondary enrolment increased by 43% compared to the provincial increase of 25% over the same period. As we approach our 50th anniversary, we continue to innovate and collaborate in order to bring our\r\nstudents the highest quality education delivered by faculty and staff committed to their success.\r\n\r\nWe do this by living the values of a learning organization. That means fostering an organizational culture that encourages curiosity, creativity, innovation and collaborative problem solving. All skills necessary to succeed in today’s increasingly\r\ninterconnected and global world.", "visits": 1036, "categories": [10]}}, {"model": "links.link", "pk": 1103, "fields": {"created_time": "2014-11-07T19:06:33.001Z", "updated_time": "2015-05-18T00:40:46.009Z", "title": "Getting Young Canadians from education to Employment", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/_A_Battle_We_Cant_Afford_to_Lose.pdf", "file": null, "description": "Skills shortages1 have regularly been identified as one of the top 10 barriers to competitiveness in Canada by the Canadian Chamber of Commerce, costing the Canadian economy billions in lost GDP annually.2 There is now a rare consensus about skills \r\nneeds and challenges in this country, across the demand and supply perspectives.3 An aging population will only\r\nexacerbate the problem in the coming years, especially for the most in-demand professions in the \r\nskilled trades and STEM-based occupations (where STEM refers to science, technology, engineering \r\nand math).\r\n\r\nWith this report the Canadian Chamber of Commerce focuses on the role of the education-to-employment transition in mitigating or aggravating the skills gaps. Specifically, this report addresses the ways in which all stakeholders, including government, employers, workers, education providers and students, will need to adapt and collaborate to improve the efficiency of\r\nthe labour market.\r\n", "visits": 771, "categories": [8]}}, {"model": "links.link", "pk": 1104, "fields": {"created_time": "2014-11-07T19:11:00.625Z", "updated_time": "2015-05-18T00:40:44.719Z", "title": "Power play: The dynamics of power and interpersonal communication in higher education as reflected in David Mamet’s Oleanna", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/182431-190659-1-PB.pdf", "file": null, "description": "Abstract\r\nDavid Mamet’s play Oleanna may be infamous for reasons that do not do justice to the play’s real accomplishments. One reason for the controversy is the author’s apparent focus on sexual harassment. The play is not about sexual harassment. It is about power. And in particular the power of language to shape relationships within social environments such as universities. First\r\npublished and performed in 1992 - at a time when many were outraged by the Clarence Thomas - Anita Hill debate - the playwright himself was compelled to deny his play was about sexual aggravation. Mamet’s Oleanna serves to instruct\r\nus about the power dynamics within one of our most vital institutions.\r\nThe aim of this article is to take a dedicated look at this dramatic spectacle to see if we cannot uncover something about leadership and the mechanics of power and communication in higher education that is intellectually riveting,\r\nas well as socially constructive.\r\nRésumé\r\nLa réputation d’Oleanna, pièce de David Mamet, ne rend pas justice aux accomplissements réels de l’oeuvre. C’est qu’elle a suscité la controverse en traitant du harcèlement sexuel, du moins si l’on en croit tout ce qui a été écrit à son sujet. Erreur, puisque le thème est celui du pouvoir, en particulier du pouvoir du langage dans les relations au sein de nos grandes institutions\r\nsociales, comme les collèges et les universités. Après la présentation initiale en 1992 (pendant le scandale entourant l’affaire Clarence Thomas-Anita Hill),\r\nl’auteur a nié avoir écrit sur le harcèlement sexuel. Reposant sur le jeu de deux CJHE / RCES Volume 44, No. 1, 2014\r\nPower play / P. Chiaramonte 39 acteurs, la pièce en trois actes ratisse plus large. Elle révèle la dynamique du pouvoir dans l’enseignement supérieur, un fleuron institutionnel. Notre analyse porte sur le regard stimulant et constructif que pose Mamet sur ce milieu : ses instances dirigeantes, son évolution, sa mécanique du pouvoir et ses communications.", "visits": 841, "categories": [15]}}, {"model": "links.link", "pk": 1105, "fields": {"created_time": "2014-11-07T19:14:23.043Z", "updated_time": "2015-05-18T00:40:41.859Z", "title": "Orientation Experiences", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/AcademicaStudentVuOrientation2014SurveyHighlights.pdf", "file": null, "description": "First-year students on Academica’s StudentVu Panel were surveyed about their\r\norientation experiences.\r\n• The survey was conducted September 24th to October 4th, 2014.\r\n• 629 students were invited to participate in the survey and 496 responded. This is a\r\n79% response rate.\r\n• The median survey completion time was 6 minutes.", "visits": 664, "categories": [6]}}, {"model": "links.link", "pk": 1106, "fields": {"created_time": "2014-11-07T19:16:55.020Z", "updated_time": "2015-05-18T00:40:48.308Z", "title": "Accord Internationalism", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Accord_Internationalization_EN.pdf", "file": null, "description": "The Accord on the Internationalization of Education emerges from the Association of Canadian Deans of Education (ACDE), a network of deans, directors, and chairs of faculties, colleges, schools, and departments of education from across Canada. ACDE members are committed to “national, public discourse on the importance of public education in developing and sustaining a civil society (ACDE General Accord, 2006a, p.1). This Accord is the product of a shared commitment across members of the ACDE network, and is intended to speak to a diversity of stakeholders and audiences, within and external to the university communities from which it emerged. In particular, the Accord seeks to stimulate discussion of critical issues and institutional responsibilities in the internationalization of education, and to give careful consideration to representations of marginalized individuals, groups, and communities.", "visits": 900, "categories": [14]}}, {"model": "links.link", "pk": 1107, "fields": {"created_time": "2014-11-07T19:24:15.491Z", "updated_time": "2015-05-18T00:40:41.978Z", "title": "CANADIAN_Reference Group_Data Report_Spring 2013", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/AcademicaStudentVuOrientation2014SurveyHighlights.pdf", "file": null, "description": "Thirty four Canadian postsecondary institutions self-selected to participate in the Spring 2013 ACHA National College Health Assessment.", "visits": 661, "categories": [3]}}, {"model": "links.link", "pk": 1108, "fields": {"created_time": "2014-11-07T19:26:55.601Z", "updated_time": "2015-05-18T00:40:46.594Z", "title": "College Selectivity and Degree Completion", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/College_Selectivity_and_Degree_Completion.pdf", "file": null, "description": "How much of a difference does it make whether a student of a given academic ability enters a more or a less selective four-year college? Some studies claim that attending a more academically selective college markedly improves one’s graduation prospects. Others report the reverse: an advantage from attending an institution where one’s own skills exceed most other students.\r\nUsing multilevel models and propensity score matching methods to reduce selection bias, we find that selectivity does not have an independent effect on graduation. Instead, we find relatively small positive effects on graduation from attending a college with higher tuition costs. We also find no evidence that students not attending highly selective colleges suffer\r\nreduced chances of graduation, all else being equal.", "visits": 722, "categories": [3]}}, {"model": "links.link", "pk": 1109, "fields": {"created_time": "2014-11-07T19:30:02.146Z", "updated_time": "2015-05-18T00:40:43.849Z", "title": "AUCC Submission to the House of Commons Standing Committee on Finance", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/aucc-2015-prebudget-submission-to-finance-committee-august-2014-.pdf", "file": null, "description": "Canada’s universities are committed to working with all parliamentarians to build a more prosperous,\r\ninnovative and competitive nation. We do this through research that drives economic growth and addresses pressing social problems, and education that provides students with the advanced skills needed to thrive in a dynamic, global job market.\r\nBudget 2014 included important investments in research and innovation, as well as support for internships. The Finance Committee is to be commended for its role in promoting them.\r\nThe university community’s recommendations for Budget 2015 focus in three areas: enhanced funding for research and innovation; an opportunities strategy for young Canadians; and initiatives to attract more Aboriginal Canadians to postsecondary education. Together, these recommendations contribute to three themes outlined in the Committee’s request for submissions", "visits": 721, "categories": [8]}}, {"model": "links.link", "pk": 1110, "fields": {"created_time": "2014-11-07T19:33:38.416Z", "updated_time": "2015-05-18T00:40:45.126Z", "title": "Career Paths for Admission Officers: A Survey Report", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/CareerPaths2014.pdf", "file": null, "description": "Since NACAC’s founding in 1937, the number of men and women in the admission profession at colleges and universities has increased dramatically, particularly as evidenced by the increase in association membership.\r\nFifteen institutions were represented at the meeting that founded the association, and 47 individuals attended the first annual conference in 1947.\r\nToday, NACAC has more than 13,000 members representing both secondary and postsecondary institutions, as well as independent counselors and community-based organizations.\r\nAs higher education has changed in scope, structure and mission, the admission profession has been called to perform new functions, take on new responsibilities, and, in some instances, bear the burden for the institution’s very survival. As the Chronicle of Higher Education noted, just a few decades ago, admission officers counseled students instead of crunching\r\nnumbers. The job was more academic than marketing-oriented, and enrollment management barely existed in anyone’s vocabulary. Today, the Chronicle observed, the admission (or enrollment management) office is a drastically different operation, and its success or failure “often determines a college’s financial health and prestige.”", "visits": 1290, "categories": [19]}}, {"model": "links.link", "pk": 1111, "fields": {"created_time": "2014-11-07T19:41:33.570Z", "updated_time": "2015-05-18T00:40:42.214Z", "title": "Student Mental Health and Wellness", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/CMHFinalReport.pdf", "file": null, "description": "The members of the Principal’s Commission on Mental Health are pleased to submit their\r\nfinal report to Principal Daniel Woolf.\r\nThis report is the result of a year-long process embedded in comprehensive input from the Queen’s and broader communities. Commissioners Lynann Clapham, Roy Jahchan, Jennifer Medves, Ann Tierney and David Walker (Chair) heard from students, faculty, staff, parents, alumni, mental health professionals and community members, all of whom generously gave their time to provide valuable insight and expertise.\r\nFollowing the release of a discussion paper in June \"&!\", extensive feedback was received, for which commission members were most grateful. This input has been integrated into this final report.\r\n", "visits": 939, "categories": [16]}}, {"model": "links.link", "pk": 1112, "fields": {"created_time": "2014-11-08T21:07:48.154Z", "updated_time": "2015-05-18T00:40:44.898Z", "title": "The State of Skills and PSE in Canada", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/6603_skills-whereareweat_-_rpt.pdf", "file": null, "description": "This report provides a systems perspective on the state of skills and higher education in Canada an identifies areas where the sector could improve in producing highly skilled graduates. It is one of the three foudational studies for the Centre for Sills and Post-Secondary Education, that, together, offer the first steps in a diagnosis of the sector and its performance.", "visits": 682, "categories": [6]}}, {"model": "links.link", "pk": 1113, "fields": {"created_time": "2014-11-08T21:09:38.744Z", "updated_time": "2015-05-18T00:40:41.412Z", "title": "The Economic Impact of Post-Secondary Education in Canada", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/6607-spse_economic_impact-rpt.pdf", "file": null, "description": "This report analyzes the economic impact of post-secondary education (PSE) in Canada. It is one of three foundational studies by The Conference Board of Canada’s Centre for Skills and Post-Secondary Education. The report considers three kinds of economic impact: spending in the economy (either directly by PSE institutions or indirectly through tourism and other channels), human capital formation, and intellectual capital formation. The report develops a bottom-up approach to understanding impacts, from the PSE institutions to the broader economy.", "visits": 1334, "categories": [8]}}, {"model": "links.link", "pk": 1114, "fields": {"created_time": "2014-11-08T21:11:05.730Z", "updated_time": "2017-02-20T16:57:23.321Z", "title": "Governing Post- Secondary Education and Skills in Canada", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/6611-spse_governing_pse-rpt_pub4307.pdf", "file": "", "description": "This report analyzes the policies, laws, and regulations governing post-secondary education (PSE) and skills in Canada. It is one of three foundational studies by The Conference Board of Canada’s Centre for Skills and Post-Secondary Education. The report strives to understand and make sense of past efforts, including successes and failures, and to identify priority areas for action on policies, laws, and regulations reform that will lead to future, ongoing success in the skills and PSE environment.", "visits": 3536, "categories": [15]}}, {"model": "links.link", "pk": 1115, "fields": {"created_time": "2014-11-08T21:12:28.345Z", "updated_time": "2015-05-18T00:40:41.096Z", "title": "Productivity Implications of a Shift to Competency-Based Education: An environmental scan and review of the relevant literature", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/CBE_Report-ENG.pdf", "file": null, "description": "The expansion of public, postsecondary education and the attendant additional costs associated with that expansion are significant concerns to governments everywhere. Ontario is no exception. Innovation in the delivery of academic programs holds the potential to contain costs, improve quality, and enhance accountability. This project is intended to assist the Higher Education Quality Council of Ontario (HECQO) to better understand how a shift to competency-based education might affect the cost and quality of higher education programs, institutions and systems and to investigate how competency-based education might enhance the productivity and accountability of public higher education systems and institutions.", "visits": 701, "categories": [6]}}, {"model": "links.link", "pk": 1116, "fields": {"created_time": "2014-11-08T21:13:52.213Z", "updated_time": "2015-05-18T00:40:45.825Z", "title": "Changing Practices in Faculty Evaluation ", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Changing_Practices_in_Faculty_Evaluation.docx", "file": null, "description": "Years ago, the process of faculty evaluation carried few or none of the sudden-death implications that characterize contemporary evaluation practices. But now, as the few to be chosen for promotion and tenure become fewer and faculty mobility decreases, the decision to promote or grant tenure can have an enormous impact on a professor’s career. At the same time, academic administrators are under growing pressure to render sound decisions in the face of higher operating costs, funding shortfalls, and the mounting threat posed by giant corporations that have moved into higher education. Worsening economic conditions have focused sharper attention on evaluation of faculty performance, with the result that faculty members are assessed through formalized, systematic methods.", "visits": 731, "categories": [7]}}, {"model": "links.link", "pk": 1117, "fields": {"created_time": "2014-11-08T21:16:09.098Z", "updated_time": "2015-05-18T00:40:44.534Z", "title": "Student Mental Health and Wellness FRAMEWORK AND RECOMMENDATIONS FOR A COMPREHENSIVE STRATEGY", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/CMHFinalReport.pdf", "file": null, "description": "The members of the Principal’s Commission on Mental Health are pleased to submit their final report to Principal Daniel Woolf.\r\nThis report is the result of a year-long process embedded in comprehensive input from the Queen’s and broader communities. Commissioners Lynann Clapham, Roy Jahchan, Jennifer Medves, Ann Tierney and David Walker (Chair) heard from students, faculty, staff, parents, alumni, mental health professionals and community members, all of whom generously gave their time to provide valuable insight and expertise.\r\nFollowing the release of a discussion paper in June 2012 extensive feedback was received, for which commission members were most grateful. This input has been integrated into this final report.", "visits": 922, "categories": [16]}}, {"model": "links.link", "pk": 1118, "fields": {"created_time": "2014-11-08T21:18:52.956Z", "updated_time": "2015-05-18T00:40:41.879Z", "title": "CREATING A HIGHLY SKILLED WORKFORCE FOR THE NEW ECONOMY", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/CO_WORKFORCE_Report_2013_WEB_Singles.pdf", "file": null, "description": "Public colleges are the only academic institutions in Canada that deliver a robust range of career-focused programs and training to all segments of the population.\r\nThe colleges’ labour-market programs, such as Second Career, employment counselling, academic upgrading and apprenticeship training serve more than 160,000 students each year.\r\nOntario’s public college programs are affordable and reach students in all socioeconomic groups – from people who need upgrading in order to qualify for full-time college programs, to university graduates seeking marketable skills.\r\nGraduates of Ontario’s 24 public colleges earn credentials that have met the province’s rigorous standards for post-secondary education and are valued by employers.\r\nCollege graduates continue to be in high demand.\r\nIt has never been more important to strengthen and promote public college education. The province and the country continue to face a serious skills mismatch that is leaving too many people without any hope of finding a good job. That skills gap will widen as new technology and innovations continue to transform the economy and heighten the demand for a more highly skilled workforce.\r\nThe country needs a comprehensive strategy to address the skills mismatch. And Ontario’s 24 public colleges will be pivotal to the success of that strategy.", "visits": 815, "categories": [8]}}, {"model": "links.link", "pk": 1119, "fields": {"created_time": "2014-11-08T21:22:01.383Z", "updated_time": "2015-05-18T00:40:41.998Z", "title": "Cooperation and Competition in Large Classrooms", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Cooperation_and_Competition_ENG.pdf", "file": null, "description": "Instructors of large classes must contend with numerous challenges, among them low student motivation. Research in evolutionary biology, echoed by work in other disciplines, suggests that aspects of the classroom incentive structure – such as grades, extra credit, and instructor and peer acknowledgment – may shape motivations to engage in studies and to collaborate with peers. Specifically, the way that incentives are distributed in relative quantity (the slope of competition; the proportion of benefits earned through performance relative to peers) and space (the scale of competition; the proportion of peers with whom one is competing) may affect strategies to cooperate or to compete with others.\r\n\r\nWe hypothesized that students would cooperate with one another more when competition was “global” (i.e., dispersed over the entire population of Introductory Psychology students) than when it was “local” (i.e., concentrated amongst a smaller group of students). We further hypothesized that students would be more motivated when competition was “steep” (i.e., benefits were conditional on relative rather than absolute performance) than when it was “shallow” (i.e., benefits were conditional on absolute rather than relative performance). Moreover, these two variables were expected to interact: cooperation among students was hypothesized to be greatest when competition was both global and steep and weakest when competition was both local and steep.\r\n\r\nHere, we designed an experimental test of these hypotheses in a very large, university-level class. Over four semesters, students were randomly assigned, via their tutorial groups, to various competition conditions: global (between-tutorial) competition, local (within-tutorial) competition and asocial (individual) competition. Notably, the global and local competition conditions implied steeper competition than did the asocial competition condition. Within each semester, students were \r\nrotated through each condition, so that all students experienced all conditions over distinct testing phases. Students competed over weekly tests for “bonus” credit that could be applied to reweight the course final exam in their favour. We measured their test performance (i.e., scores on the weekly tests) as well as their evaluations of the learning environment (e.g.,\r\ntheir reliance on peers and their sense of community in the course).\r\n", "visits": 669, "categories": [6]}}, {"model": "links.link", "pk": 1120, "fields": {"created_time": "2014-11-08T21:25:52.441Z", "updated_time": "2015-05-18T00:40:42.284Z", "title": "Degrees of Uncertainty Navigating the Changing Terrain of University Finance", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Degrees_of_Uncertainty.pdf", "file": null, "description": "Some provincial governments are taking notice of and responding to growing public concern over student debt loads, economic and employment uncertainty, and the long-term ramifications being felt by students and their families.\r\n\r\nThese responses have not resulted in across-the-board fee reductions; provincial governments have largely preferred to go the route of directed assistance measures, either before (two-tiered fee structures or nearly-universal target- ed grants or bursaries) or after-the-fact (tax credits, debt caps and loans forgiveness) directed at in-province students as part of a retention strategy, and to mitigate the poor optics of kids being priced out of their local universities. While this does \r\nimpact in-province affordability, it undermines any commitment to universality because it creates a situation where the only students who leave the province to pursue a degree are the ones who can afford to.\r\n\r\nThe increasing number of exceptions and qualifiers makes the system of university finance far more difficult to navigate, and makes it harder to com- pare provincial policies. Additionally, the system becomes much more un- predictable. Financial assistance applied in this manner is anything but certain; programs can change or be eliminated at any time, while the only thing students can be relatively certain of is that fees will likely continue to increase.\r\n", "visits": 724, "categories": [8]}}, {"model": "links.link", "pk": 1121, "fields": {"created_time": "2014-11-08T21:27:44.205Z", "updated_time": "2015-05-18T00:40:43.310Z", "title": "Differentiated Evaluation: An Inclusive Evaluation Strategy Aimed at Promoting Student Engagement and Student Learning in Undergraduate Classrooms", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Differentiated_Evaluation_ENG.pdf", "file": null, "description": "This paper presents the findings from a research study on the implementation of an alternative evaluation strategy into a third-year class, which changed the learning environment by allowing students to choose how they would be evaluated. The specific objective of the study was to determine if the implementation of this evaluation strategy would improve student engagement, the quality of the learning experience and address challenges associated with increased diversity in student capabilities.\r\n\r\nDuring the Winter 2012 and Winter 2013 semesters, PSY3523: Psychologie de la famille (Psychology of the Family) was taught at the University of Ottawa as a course offered to a maximum of 100 students per semester. The course incorporates various teaching methods, including traditional lectures, the use of documentaries and group discussions, as well as student-led mini-classes. The course implemented an evaluation strategy that combined traditional examinations (midterm and final exams) with the option of completing a term project. If students elected to complete a term project, they could choose from two different options (i.e., to prepare a mini-class or to participate in the Community Service Learning program at the University of Ottawa). Additionally, teaching assistant (TA)-led tutorials were scheduled throughout the semester to help students succeed in both the traditional examinations and the term project. Finally, material presented in the tutorials, as well as weekly quizzes, were made available online for students to consult as needed throughout the semester to support their engagement and success in the course.", "visits": 689, "categories": [6]}}, {"model": "links.link", "pk": 1122, "fields": {"created_time": "2014-11-08T21:30:15.333Z", "updated_time": "2015-05-18T00:40:42.082Z", "title": "The Benefits of Greater Differentiation of Ontario’s University Sector", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/DifferentiationENG.pdf", "file": null, "description": "The Ontario university sector is already somewhat differentiated. A policy decision to increase the differentiation of the postsecondary system brings the following benefits:\r\n• Higher quality teaching and research programs\r\n• More student choice with easier inter‐institution transfer and mobility\r\n• Greater institutional accountability\r\n• A more globally competitive system\r\n• A more financially sustainable system\r\n\r\nOntario’s postsecondary system can transition seamlessly and incrementally to greater differentiation with the judicious and strategic use of funding strategies already familiar to government. This transition to a more differentiated university sector is guided by principles including:\r\n• Equal value on the teaching and research functions of universities\r\n• Forging a contemporary relationship between Ontario’s colleges and universities\r\n• Linking the differentiation policy to funding decisions\r\n• More effective use of multi‐year accountability agreements and performance\r\nindicators to evaluate whether universities are meeting expected goals and targets.\r\n", "visits": 868, "categories": [19]}}, {"model": "links.link", "pk": 1123, "fields": {"created_time": "2014-11-08T21:32:19.438Z", "updated_time": "2017-02-17T18:03:51.803Z", "title": "Education and Skills in the Territories", "url": "http://www.conferenceboard.ca/hcp/provincial/education/edu-territories.aspx", "file": "", "description": "Key Messages\r\nThe territories’ Aboriginal populations generally lag behind their non-Aboriginal counterparts on educational attainment and adult skills.\r\n\r\nKey contextual factors that help explain territorial education and skills performance include language and culture, family and community support, traditional economic roles, infrastructure, and governance.\r\n\r\nHigher educational attainment helps close the skills gaps between the territories’ Aboriginal and non-Aboriginal adult populations.\r\n\r\nData for the territories are scarce for most of the indicators used to benchmark education and skills attainment in the provincial report cards. More work is needed to support skills assessment of K–12 students and adults in the labour force, particularly in Nunavut and the Northwest Territories.", "visits": 1996, "categories": [12]}}, {"model": "links.link", "pk": 1124, "fields": {"created_time": "2014-11-08T21:33:37.344Z", "updated_time": "2015-05-18T00:40:45.844Z", "title": "The State of Entrepreneurship Education in Ontario’s Colleges and Universities", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Entrepreneurship_report.pdf", "file": null, "description": "The purpose of this study was to identify how entrepreneurship education is delivered in Ontario colleges and universities. In Ontario, as in the rest of Canada, the increase in the number of entrepreneurship courses at universities and colleges, and the concurrent popularization and maturation of entrepreneurship programming, contribute to fostering entrepreneurial skills and mindsets, and the creation of businesses. The overall aim of this report is to inform debate and decision-making on entrepreneurship education through a mapping and assessment of existing programs in the province.", "visits": 693, "categories": [17]}}, {"model": "links.link", "pk": 1125, "fields": {"created_time": "2014-11-08T21:37:27.045Z", "updated_time": "2017-02-17T16:59:03.677Z", "title": "ECAR Study of Undergraduate Student and Information Technology, 2013", "url": "https://ucarecdn.com/6d7577a5-e4a3-418e-9039-553fb0a57a48/", "file": "https://ucarecdn.com/6d7577a5-e4a3-418e-9039-553fb0a57a48/", "description": "Why do we study student technology choices and preferences? With the first student study launched in 2004 we had an instinctive sense of why the exercise was valuable. Several campuses had been collecting data on student technology use - some of them for quite a while - but this included little broad and generalizable data about how students in higher education were adapting to and using technology.", "visits": 870, "categories": [4]}}, {"model": "links.link", "pk": 1126, "fields": {"created_time": "2014-11-08T21:40:15.524Z", "updated_time": "2015-05-18T00:40:46.935Z", "title": "The Current Ecosystem of Learning Management Systems in Higher Education: Student, Faculty, and IT Perspectives", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/ers1414.pdf", "file": null, "description": "This study explores faculty and student perspectives on learning management systems in the context of current institutional investments. In 2013, nearly 800 institutions participated in the EDUCAUSE Core Data Service (CDS) survey, sharing their\r\ncurrent information technology practices and metrics across all IT service domains. In 2014, more than 17,000 faculty from 151 institutions and more than 75,000 students from 213 institutions responded to ECAR surveys on higher education technology experiences and expectations.2 Combining the findings from these sources provides a multidimensional perspective about the status and future of the LMS in higher education.", "visits": 691, "categories": [4]}}, {"model": "links.link", "pk": 1127, "fields": {"created_time": "2014-11-10T13:29:29.487Z", "updated_time": "2015-05-18T00:40:46.686Z", "title": "QUALITY: SHIFTING THE FOCUS A Report from the Expert Panel to Assess the Strategic Mandate Agreement Submissions", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/FINAL_SMA_Report.pdf", "file": null, "description": "The Strategic Mandate Agreement (SMA) exercise was intended to address at least three desired\r\noutcomes:\r\n1. To promote the government’s stated goal1 of increasing the differentiation of the Ontario postsecondary system by asking each Ontario postsecondary institution to articulate an institutional mandate statement identifying its distinctive strengths or aspirations and to identify key objectives aligned with that aspiration.\r\n2. To advance and inform the discussion about how the Ontario system could increase its productivity to deliver a quality education to more students within the financial constraints expected in the public sector.\r\n3. To elicit the best thinking from institutions about innovations and reforms that would support higher quality learning and, in its most ambitious form, transform Ontario’s public postsecondary system.\r\n\r\nTo assist with the evaluation of the SMAs, the Ministry of Training, Colleges and Universities (MTCU) “…instructed the Higher Education Quality Council of Ontario (HEQCO) to establish a peer review panel to evaluate…mandate submissions … for their ability to achieve significant improvements in productivity, quality and affordability through both innovation and differentiation.” The members of the Expert Panel are listed in Appendix 1.", "visits": 667, "categories": [15]}}, {"model": "links.link", "pk": 1128, "fields": {"created_time": "2014-11-10T13:31:09.657Z", "updated_time": "2015-05-18T00:40:44.063Z", "title": "Graduate Enrollment and Degrees: 2003 to 2013", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/GED_report_2013.pdf", "file": null, "description": "\r\nThe CGS/GRE Survey of Graduate Enrollment and Degrees is jointly sponsored by the Council of Graduate Schools (CGS) and the Graduate Record Examinations (GRE) Board. Conducted annually since 1986, the survey provides information about applications for admission to graduate school, first-time and total graduate student enrollment, and graduate degrees and certificates conferred. The 2013 survey was sent to 793 colleges and universities, and useable responses were received from 655 institutions, for an 83% response rate.\r\n", "visits": 849, "categories": [19]}}, {"model": "links.link", "pk": 1129, "fields": {"created_time": "2014-11-10T13:33:03.001Z", "updated_time": "2015-05-18T00:40:44.908Z", "title": " GROWING GREENER CAMPUSES AT ONTARIO UNIVERSITIES", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Going-Green-Report_Accessible.pdf", "file": null, "description": "\r\nThis report reflects the enthusiasm and commitment of students, staff and faculty in realizing the vision of environmental sustainability on Ontario’s university campuses.\r\n\r\nThe report is based on an annual survey of 20 Ontario universities conducted by the Council\r\nof Ontario Universities (COU).\r\n", "visits": 1028, "categories": [13]}}, {"model": "links.link", "pk": 1130, "fields": {"created_time": "2014-11-10T13:34:50.615Z", "updated_time": "2015-05-18T00:40:47.544Z", "title": "Making the Grade? Troubling Trends in Postsecondary Student Literacy", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/HEQCO_Literacy_ENG.pdf", "file": null, "description": "While the benefits of strong literacy skills are well established, there is growing concern that Canadians’ literacy skills, including those of students attending postsecondary institutions in Ontario, are not meeting expectations. The timing is especially problematic given that strong literacy skills are critical to students as they graduate into a highly competitive and increasingly globalized labour market.\r\n\r\nA review of literacy data from Statistics Canada and the Organisation for Economic Co-operation and Development (OECD), including results from the International Adult Literacy Survey (IALS), the Adult Literacy and Life Skills Survey (ALL) and the Programme for the International Assessment of Adult Competencies (PIAAC), point to some troubling trends in literacy achievement and a lack of consistency in expectations for high school students who go on to postsecondary education.\r\n", "visits": 733, "categories": [6]}}, {"model": "links.link", "pk": 1131, "fields": {"created_time": "2014-11-10T13:36:22.221Z", "updated_time": "2015-05-18T00:40:47.488Z", "title": "Evaluation of the Effectiveness of an Online Program to Help Co-op Students Enhance their Employability Skills", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/HEQCO_Waterloo_PD_Report.pdf", "file": null, "description": "Co-operative education was one of the University of Waterloo’s (UW) defining characteristics when it opened in 1957 and it remains a foundational pillar today. With the support of its 4,500 employer partners, UW offers alternating terms of academic and workplace experience to more than 16,500 students from more than 120 different academic programs. These figures make UW the largest postsecondary co-op program in the world.\r\nMaintaining strong employer relationships has been a critical success factor for UW’s co-op program. Both the relevant literature and the feedback received from employers have indicated that employability skills (communication, interpersonal skills, problem solving, etc.) are essential to success in today’s workplace (Hodges & Burchell, 2003; McMurtrey, Downey, Zeltmann & Friedman, 2008; Casner-Lotto & Barrington, 2006). A number of studies also indicate that employers are not satisfied with the employability skills of new graduates (Casner-Lotto & Barrington, 2006; AC Neilsen, 2000; Hart Research Associates, 2010).", "visits": 648, "categories": [6]}}, {"model": "links.link", "pk": 1132, "fields": {"created_time": "2014-11-10T13:38:47.874Z", "updated_time": "2015-05-18T00:40:40.912Z", "title": "Major CapaCity Expansion poliCy FraMEwork", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/MajorPolicyFramework.pdf", "file": null, "description": "Between 2002–03 and 2012–13, the postsecondary education system in Ontario expanded substantially, with full-time enrolment\r\ngrowing by over 160,000, more than in any decade in the province’s history. Ontario has been supporting enrolment growth\r\nacross the college and university sectors through increases in operating grants, enhancements to student financial aid, and\r\ncapital investments.\r\nOntario’s postsecondary institutions have been committed partners in their efforts to accommodate these unprecedented levels of enrolment growth, and have thus contributed to expanding opportunities for students to pursue higher education in many\r\ncommunities across Ontario.", "visits": 811, "categories": [15]}}, {"model": "links.link", "pk": 1133, "fields": {"created_time": "2014-11-10T13:41:22.273Z", "updated_time": "2015-05-18T00:40:42.344Z", "title": "Clinical Teaching of Interprofessional Child Development Assessment Skills in a Large Group Setting", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/McMaster_Clinical_Teaching_ENG.pdf", "file": null, "description": "Continuous advances in health care and technology are contributing to a longer life expectancy. Institute of\r\nMedicine (IOM) (2001). One major downside of this situation is that chronic conditions are now becoming the leading cause of illness, disability and mortality. Globally, many health care ministries are realizing the advantages of having health care professionals from different professions working together to provide interprofessional care as the most efficient and effective \r\nmeans of supporting patients with chronic or complex needs (Russell et al. 2009). Our project focused on the needs of children with developmental disabilities, specifically Down syndrome and autism. Both of these chronic conditions benefit from teams of health professionals working collaboratively to provide integrated, efficient care for families. Although there is a wealth of \r\nclinical expertise in this specialty, educating large groups of undergraduate health sciences students to provide interprofessional care in a busy pediatric setting is not feasible, nor is it feasible to train a two year- old child to simulate such a patient. In this research report, we have considered the feasibility of teaching large groups of interprofessional health \r\nsciences students in a pediatric setting, while concurrently evaluating students’ understanding of how interprofessional teams function. Our study compared a series of facilitated and non-facilitated video vignettes demonstrating a well-functioning interprofessional pediatric team while it assessed one child with Down syndrome and one child with autism.\r\n", "visits": 685, "categories": [7]}}, {"model": "links.link", "pk": 1134, "fields": {"created_time": "2014-11-10T13:48:52.588Z", "updated_time": "2015-05-18T00:40:41.732Z", "title": "The College Student Mindset", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Millennial_Survey_Report_FINAL914.pdf", "file": null, "description": "As a trusted partner to more than 725 college campuses nationwide, our mission at Barnes & Noble College is to work\r\nclosely with our campus partners to enhance the academic and social experience for those we serve – students, faculty,\r\nstaff, alumni and communities. Given that student career readiness is a core goal for colleges/universities and their students,\r\nwe partnered with Gen Y consulting company Why Millennials Matter to conduct this initial nationwide study. Our goal is to\r\ngather insight, share strategies and build programs to help the students we serve succeed in and out of the classroom, and\r\nto help our campus partners’ achieve their retention, recruitment and career placement outcomes.", "visits": 608, "categories": [6]}}, {"model": "links.link", "pk": 1135, "fields": {"created_time": "2014-11-14T18:27:41.178Z", "updated_time": "2017-07-05T16:16:38.360Z", "title": "Blueprints for Student Success", "url": "http://www.blueprintsforstudentsuccess.com/", "file": "", "description": "Success in college and university is more than what you learn in a classroom. It's about navigating the system, asking for help when you need it, finding places were you belong and preparing for your future career and life.\r\nOur goal is to introduce you to the areas called Student Affairs, Student Services, Student Success, Student Life and Campus Life. Whatever it's called, this group of people , programs and services will assist you in registering for classes, staring a student club, working on a difficult class assignment, talking to you when you're stressed or need to see a doctor, and much more.", "visits": 717, "categories": [6]}}, {"model": "links.link", "pk": 1136, "fields": {"created_time": "2014-11-14T18:39:15.859Z", "updated_time": "2015-05-18T00:40:43.434Z", "title": "The Transfer Student July 2014 Survey Results", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Portal_StudentVu_Blog_july_2014_Final.pdf", "file": null, "description": "Many of us here on the Student Vu staff have transferred between programs or between institutions at some point in our academic career so we were very interested to hear about current students' perceptions of and experiences with transferring.", "visits": 572, "categories": [6]}}, {"model": "links.link", "pk": 1137, "fields": {"created_time": "2014-11-17T18:48:29.775Z", "updated_time": "2015-05-18T00:40:42.194Z", "title": "Community Service Learning and Community-Based Learning as Approaches to Enhancing University Service Learning", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Experiential_Learning_ENG.pdf", "file": null, "description": "Rapid scientific and technological advancement, globalization, cross-cultural encounters and changes in the balance of economic and political power show no sign of slowing down (Association of American Colleges & Universities, 2007). Canada has also been subject to these trends, which has resulted in greater demand for individuals with higher levels of education and skill (OECD, 1996). For example, Statistics Canada found that in Canada the number of high-knowledge businesses (such as those providing services in engineering, sciences and related disciplines) increased by 78% between 1991 and 2003, while the number of low-knowledge businesses (such as accommodation, and food and beverage services) grew by just 3% (Lapointe et al., 2006).", "visits": 676, "categories": [6]}}, {"model": "links.link", "pk": 1138, "fields": {"created_time": "2014-12-15T20:58:08.007Z", "updated_time": "2015-05-18T00:40:42.398Z", "title": "Disable the Label Improving Post-Secondary Policy, Practice", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/2014-12-03-disable-the-label-final-report.pdf", "file": null, "description": "Disable the Label\r\nImproving Post-Secondary Policy, Practice\r\nand Academic Culture for Students\r\nwith Disabilities\r\nReleased December 4, 2014\r\n1673 Barrington St S TUDENT SNS.C A . Halifax, NS B3J 1Z9\r\nii\r\nAbstract\r\nBuilding on StudentsNS’ quality and accessibility values, this report discusses the systemic barriers that persons with disabilities face when pursuing post-secondary education. Providing an in-depth discussion of the supports and challenges found within the academic system, this paper begins to re-conceptualize how disability is viewed and accommodated. Nova Scotia has made great strides toward enabling persons with disabilities to access post-secondary education in the past several\r\ndecades, but we still have a long way to go. Persons with disabilities remain among the most underrepresented and underemployed groups in Canada. Ensuring persons with disabilities have access to and adequate support during postsecondary\r\neducation is fundamental if we want this to change. Programs aimed at increasing persons with disabilities’ participation in post-secondary education, and in the work force are often insufficient. Similarly, the supports offered by postsecondary\r\ninstitutions (funded through the province) could be improved to better support students with disabilities. We make suggestions for the post-secondary system to further develop present accessibility measures and improve the quality of education delivered to students with disabilities. Recognizing that providing support for students with disabilities is not purely an academic matter, this report will be complimented by future reports on campus health services, social determinants of access to post-secondary education, and discrimination and human rights.", "visits": 1071, "categories": [16]}}, {"model": "links.link", "pk": 1139, "fields": {"created_time": "2014-12-15T21:02:27.343Z", "updated_time": "2015-05-18T00:40:44.688Z", "title": "State Disinvestment in Higher Education Has Led to an Explosion of Student-Loan Debt", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/BaylorStateDivestment.pdf", "file": null, "description": "It has been well documented that the nation’s public colleges, universities, community colleges, and career training centers significantly boost the economic mobility of students who pursue and complete degrees and credentials after high school. The skills students acquire at these higher-education institutions lead to jobs that pay a wage premium in a modern economy. However, for many students, families, and society as a whole, decreasing state investments and increasing student-loan debt is threatening the value of a public postsecondary education—that is to say, the idea that a degree or credential beyond high school will deliver on the promise of a higher standard of living. To make sure that higher education attainment leads to improved outcomes for graduates, it is crucial that national policy choices ensure that public colleges remain affordable for\r\nlow- and moderate-income Americans and student-loan debt does not overly burdened graduates as they prepare for the workforce.", "visits": 769, "categories": [8]}}, {"model": "links.link", "pk": 1140, "fields": {"created_time": "2014-12-15T21:05:12.282Z", "updated_time": "2015-05-18T00:40:42.144Z", "title": "CANADA FOUNDATION FOR INNOVATION ANNUAL REPORT", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/CFI-AnnualReport-2013-14-web.pdf", "file": null, "description": "An annual report is an opportunity to reflect on what was accomplished in the past year and witness the transformation\r\ntaking place. The Canada Foundation for Innovation has the privilege of a front-row seat on the ever-advancing research\r\nlandscape in Canada. Each year, our funded institutions open new world-class research facilities, hundreds of talented researchers receive new infrastructure support and Canadian research labs continue to produce significant\r\nbreakthroughs and tangible outcomes that benefit Canadians. \r\n\r\nAnd 2013-14 was no exception. Our celebrated moments include the June 2013 ribbon cutting for Dalhousie\r\nUniversity’s Ocean Sciences Building, a 7,000-squaremetre complex that brings several of the institution’s worldleading\r\nocean experts together in a collaborative space.", "visits": 675, "categories": [4]}}, {"model": "links.link", "pk": 1141, "fields": {"created_time": "2014-12-15T21:06:38.515Z", "updated_time": "2015-05-18T00:40:42.727Z", "title": "Engaging Students to Think Critically in a Large History Class", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Critical_Thinking_ENG.pdf", "file": null, "description": "In their efforts to foster active engagement in the classroom, instructors are increasingly looking to integrate instructional technologies such as online quizzes and clickers into their large courses. While studies of STEM (science, technology, engineering, and mathematics) education have demonstrated that such approaches have the potential not only to enhance the quality of students’ learning experiences generally, but also to help improve their critical thinking skills specifically, much less is known about the effectiveness of instructional technologies in humanities education. This exploratory study seeks to add to our understanding of pedagogical best practices in the humanities by testing the efficacy of engagement strategies in a history course. One main finding of this study is that the adoption of a cluster of engagement strategies similar to those used in physics education did help develop the critical thinking skills of some students in a large first-year history course, but not always to a greater extent than more conventional approaches to instruction.", "visits": 662, "categories": [7]}}, {"model": "links.link", "pk": 1142, "fields": {"created_time": "2014-12-15T21:09:23.313Z", "updated_time": "2015-05-18T00:40:42.459Z", "title": "Outcomes of Doctoral Program Graduates: Pilot Test of a Strategy to Measure Outcomes Using Exit and Alumni Surveys", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Doctoral_Grad_Survey_ENG.pdf", "file": null, "description": "Enrolments in graduate programs in Ontario and across Canada have grown substantially over the past 15 years. This growth has been supported and encouraged by strategic investments from provincial and federal governments. Although it has been argued that an increase in the number of Canadians with master’s- or PhD-level education is needed to support increased innovation and economic advancement, there is a growing view that many recent master’s and doctoral graduates are unemployed or underemployed. The current lack of evidence regarding the employment outcomes of master’s and doctoral graduates makes it difficult to evaluate the extent to which this might actually be the case. Several reports have highlighted the need for universities to document and report on the employment outcomes of master’s and doctoral graduates.\r\n\r\nThe purpose of this project was to pilot test the feasibility and process of obtaining information about the career outcomes of doctoral graduates and alumni of Western University. The process included two surveys, a Graduate Studies Exit Survey and a Graduate Studies Alumni Survey. The surveys were designed with the intent that they would form the basis of ongoing collection of outcome data from graduating students and alumni. Invitations to complete the exit survey were sent to graduate students completing the final requirements of their degree, and invitations to complete the alumni survey were sent to alumni who completed a graduate degree at Western between 2008 and 2013. Although master’s program graduates and alumni were invited to complete the surveys, only responses from graduates and alumni of doctoral programsare included in this report.\r\n", "visits": 646, "categories": [7]}}, {"model": "links.link", "pk": 1143, "fields": {"created_time": "2014-12-15T21:11:50.129Z", "updated_time": "2015-05-18T00:40:42.509Z", "title": "Community Service Learning and Community-Based Learning as Approaches to Enhancing University Service Learning", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Experiential_Learning_ENG.pdf", "file": null, "description": "\r\nThis report describes a study exploring the impact of academic community-based learning (CBL), course community-service learning (CSL) and other in-course learning activities (ICLA) on student learning. Informed by Kolb’s (1984) experiential learning cycle, the study used a survey instrument, adapted from several existing survey instruments, examining students’ self-reporting in a number of areas such as:\r\n• Student engagement\r\n• Depth of learning\r\n• Perceptions of course environment including teaching quality and course workload\r\n• Educational outcomes\r\n\r\nThe study, conducted over a two-year period (July 2011 to July 2013), surveyed 485 York University undergraduate students enrolled in a variety of introductory and upper-year courses across various academic disciplines. In addition, faculty members who taught these courses were also invited to take part in focus group sessions. The focus groups provided additional qualitative data about instructors’ motivations, strategies and challenges associated with incorporating experiential \r\neducation approaches to their teaching and instructors’ perceptions of how CBL, CSL and ICLA impact student learning and\r\nexperience.\r\n", "visits": 663, "categories": [6]}}, {"model": "links.link", "pk": 1144, "fields": {"created_time": "2014-12-15T21:13:57.486Z", "updated_time": "2017-01-25T16:59:35.345Z", "title": "LA CONTRIBUTION ÉCONOMIQUE DES CÉGEPS ET DES CENTRES COLLÉGIAUX DE TRANSFERT DE TECHNOLOGIE", "url": "https://ucarecdn.com/30afcdac-239a-4450-8832-8edcfaf75184/", "file": "https://ucarecdn.com/30afcdac-239a-4450-8832-8edcfaf75184/", "description": "Le réseau des collèges publics a été créé en 1967 par le gouvernement du Québec et il est maintenant implanté dans toutes les régions du Québec. Les 48 cégeps (43 francophones et 5 anglophones) constituent la première étape de l’enseignement supérieur québécois et offrent d’une part neuf programmes préuniversitaires, qui mènent à l’université, et d’autre part, cent trente programmes de formation technique, qui préparent à l’entrée sur le marché du travail. En plus des diplômes d’études collégiales (DEC) de l’enseignement ordinaire, les cégeps offrent divers programmes de formation continue afin de faciliter l’acquisition de compétences et de connaissances spécialisées, soit en cours de carrière ou dans le cadre d’un retour aux études.\r\nPour l’année scolaire 2012-2013, les cégeps comptaient 172 793 étudiants à l’enseignement ordinaire, soit 48,7 % au secteur préuniversitaire, 45,8 % au secteur technique et 5,5 % au programme Tremplin DEC. De plus, 26 024 étudiants poursuivaient des études collégiales par l’entremise de la formation continue créditée. De ces grands totaux, on dénombrait 2 226 étudiants internationaux en 2012-20131.", "visits": 1045, "categories": [8]}}, {"model": "links.link", "pk": 1145, "fields": {"created_time": "2014-12-15T21:17:03.963Z", "updated_time": "2015-05-18T00:40:43.494Z", "title": "THE COLLEGE STUDENT MINDSET FOR CAREER FOR CAREER PREPARATION & SUCCESS", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Millennial_Survey_Report_FINAL914.pdf", "file": null, "description": "\r\nAs a trusted partner to more than 725 college campuses nationwide, our mission at Barnes & Noble College is to work\r\nclosely with our campus partners to enhance the academic and social experience for those we serve – students, faculty, staff, alumni and communities. Given that student career readiness is a core goal for colleges/universities and their students, we partnered with Gen Y consulting company Why Millennials Matter to conduct this initial nationwide study. Our goal is to gather insight, share strategies and build programs to help the students we serve succeed in and out of the classroom, \r\nand to help our campus partners’ achieve their retention, recruitment and career placement outcomes.\r\n", "visits": 737, "categories": [3]}}, {"model": "links.link", "pk": 1146, "fields": {"created_time": "2014-12-15T21:19:25.032Z", "updated_time": "2015-05-18T00:40:44.494Z", "title": "Myths and Realities of First Nations Education", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/myths-and-realities-of-first-nations-education.pdf", "file": null, "description": "\r\nThe structure of education on reserve\r\nUnlike in our provincial education systems, there are no minimum legislated education standards for on-reserve First Nations students. Canadian taxpayers are funding an education system in First Nations communities that has no legislated mandate for a core curriculum meeting provincial standards, no requirement that educators in First Nations schools have provincial certification, and no requirement for First Nations schools to award a recognized provincial diploma. This has resulted in “situations where First Nation youth graduate from education institutions on reserve but cannot demonstrate a recognizable diploma to a workplace or post secondary institution” (Canada, AANDC, 2014c). This system is clearly failing First Nations children.\r\nSeveral persistent myths have distorted discussion and analysis of First Nations education on reserve. This paper aims to dispel those myths and highlight the reality.\r\n", "visits": 2304, "categories": [12]}}, {"model": "links.link", "pk": 1147, "fields": {"created_time": "2014-12-15T21:21:32.937Z", "updated_time": "2017-02-20T15:03:54.345Z", "title": "Emphasizing Numeracy as an Essential Skill", "url": "https://ucarecdn.com/67a944d8-541b-4892-833c-1e385d4a9f45/", "file": "https://ucarecdn.com/67a944d8-541b-4892-833c-1e385d4a9f45/", "description": "\r\nWhile there is broad consensus that literacy skills are essential for work and life in general, \r\nthere is less consensus about numeracy, even though both are defined as essential skills by a number of sources, \r\nincluding provincial and national governments and international agencies. As a part of HEQCO’s \r\ncontinuing examination of learning outcomes in Ontario’s postsecondary sector, this report reviews the available data on numeracy skills and revisits the postsecondary sector’s understanding and treatment of numeracy as an\r\nessential skill.\r\n", "visits": 1097, "categories": [6]}}, {"model": "links.link", "pk": 1148, "fields": {"created_time": "2014-12-18T21:37:26.087Z", "updated_time": "2015-05-18T00:40:48.210Z", "title": "Faculty At Work A Preliminary Report on Faculty Work at Ontario’s Universities, 2010-2012", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/OCAV_FacultyWork_August26.pdf", "file": null, "description": "\r\nExcellent postsecondary education is critical to success in the 21st century—for both individuals and societies. In addition to delivering clear economic returns, higher learning is linked to improved outcomes in areas ranging from health to civic engagement.\r\n\r\nEnrolment in Ontario universities has grown by 59% over the past decade. This surging demand tells us that students understand and want to access the benefits of higher education.\r\n\r\nIncreased university enrolment, carrying the promise of a more adaptive and prosperous society, is great news for Ontario. It also presents a challenge: universities are called to serve thousands more students while maintaining high levels of quality and accessibility, all in a context of constrained resources.\r\n", "visits": 669, "categories": [17]}}, {"model": "links.link", "pk": 1149, "fields": {"created_time": "2014-12-18T21:40:10.596Z", "updated_time": "2015-05-18T00:40:41.422Z", "title": "Outcomes-Based Funding: Current Status, Promising Practices and Emerging Trends", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Outcomes-Based_Funding_ENG.pdf", "file": null, "description": "\r\nProbing the question of the effectiveness and applicability of outcomes-based funding policy for higher education in Ontario requires an approach that (1) reviews current research and policy literatures on this topic and (2) differentiates and contextualizes the knowledge available. In order to evaluate successful and unsuccessful policy features and institutional practices, it is important to take stock of current policies across varied provincial, state, regional and national contexts, as well as over time. The topic of outcomes-based funding has received considerable and continuing attention in the research and policy literatures, and syntheses of these are currently available (e.g., Dougherty & Reddy, 2011, 2013; Frøhlich, Schmidt & Rosa, 2010; National Conference of State Legislatures, 2013). However, a comprehensive policy-relevant perspective can only be a product of extended study that considers policy contexts internationally and provides an actionable, differentiated view on the research and policy in this area. T\r\n", "visits": 794, "categories": [8]}}, {"model": "links.link", "pk": 1150, "fields": {"created_time": "2014-12-18T21:46:00.095Z", "updated_time": "2015-05-18T00:40:41.453Z", "title": "Post-Secondary Student Mental Health: Guide to a Systemic Approach", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/PSSMH_Guide_To_Systemic_Approach_-_CACUSS-CMHA_-_2013.pdf", "file": null, "description": "Purpose\r\nThis guide is designed as a resource to support the creation of campus communities that are deeply conducive to transformative learning and mental well-being through a systemic approach to student mental health in colleges and universities in Canada. It provides a framework to support campus self-assessment, strategic goal setting, and the identification of options for change that can be used to inform planning and evaluation.\r\n\r\nIt is recognized that each post-secondary institution has unique strengths, circumstances, and needs. Therefore, while the broad areas for strategy development identified in this guide are relevant for all institutions, more specific strategies within each category need to be developed by each individual institution. This enables each institution to develop strategies that consider its own uniqueness and context. Even though the approach outlined in this guide is targeted at whole institutions, these ideas can also be used by students, staff, and faculty for individual units or departments within institutions.\r\n", "visits": 795, "categories": [16]}}, {"model": "links.link", "pk": 1151, "fields": {"created_time": "2014-12-18T21:48:50.215Z", "updated_time": "2015-05-18T00:40:44.324Z", "title": "Science culture: Where canada StandS", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/scienceculture_fullreporten.pdf", "file": null, "description": "Science is a fundamental part of Canadian culture and society, affecting nearly every aspect of individual and social life. It is a driving force in the economy, catalyzing innovation and creating new goods, services, and industries. It has led to improvements in Canadians’ physical health and well-being. It has made possible new forms of communication and learning, and changed how Canadians interact and relate to one another. It also provides opportunities for leisure and entertainment as Canadians visit science centres, pursue science-related hobbies, or tune in to such television programs as “The Nature of Things” or “Découverte”. Science is also a systematic means of discovery and exploration that enriches our individual and collective understanding of the world and universe around us.\r\n", "visits": 732, "categories": [5]}}, {"model": "links.link", "pk": 1152, "fields": {"created_time": "2014-12-18T21:50:27.028Z", "updated_time": "2015-05-18T00:40:45.956Z", "title": "Hybrid Learning in a Canadian College Environment", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Sheridan_Hybrid_College_Programs.pdf", "file": null, "description": "A great deal of research has been conducted and published on the topic of hybrid or “blended” learning in university settings, but relatively little has been conducted within the college environment. The purpose of this multi-method study was to identify the impact of hybrid course delivery methods on student success and course withdrawal rates, and to evaluate faculty and \r\nstudent experience of hybrid instruction from within the Canadian college environment.\r\n\r\nQuantitative findings suggest that students achieved slightly lower final marks in hybrid courses as compared to the face-to-face control courses offered in the previous year, though the magnitude of this effect was very small, in the order of -1%. Further analysis revealed that students with high academic standing were successful regardless of course mode, while students with low GPAs performed slightly worse in hybrid classes. Course mode did not have an effect on withdrawal from the course, suggesting that the format does not impact course completion.\r\n", "visits": 708, "categories": [6]}}, {"model": "links.link", "pk": 1153, "fields": {"created_time": "2014-12-18T21:52:33.927Z", "updated_time": "2015-05-18T00:40:40.892Z", "title": "The Great Skills Divide: A Review of the Literature", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Skills_Part_1.pdf", "file": null, "description": "Canada’s “skills gap” has come to dominate both headlines and policy debates. Employers and business\r\nrepresentatives report a growing mismatch between the skills they need in employees and those possessed by job seekers. These concerns have fostered suggestions that the postsecondary system is not graduating students with the skills required by the labour market.\r\n\r\nBut not everyone is convinced. A growing chorus of voices questions whether or not such a gap actually exists in the Canadian economy. Nor is it clear when the skills gap is discussed that commentators have the same phenomenon in mind. Some consider the skills gap problem to result from a lack of postsecondary graduates to meet the impending demand for high-skilled workers, while others see it as a problem of students graduating with the wrong credentials for the labour market. Some suggest that Canadian students have the right credentials but not the basic essential skills needed by employers. Still others suggest that\r\nstudents have the right skills but lack the work experience employers demand.\r\n", "visits": 635, "categories": [6]}}, {"model": "links.link", "pk": 1154, "fields": {"created_time": "2014-12-18T21:54:54.979Z", "updated_time": "2015-05-18T00:40:46.239Z", "title": "Bridging the Divide, Part I: What Canadian Job Ads Said", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Skills_Part_2.pdf", "file": null, "description": "\r\nDiscussions of Canada’s so-called ‘skills gap’ have reached a fever pitch. Driven by conflicting reports and data, the conversation shows no signs of abating. On the one hand, economic indicators commonly used to identify gaps point to problems limited to only certain occupations (like health occupations) and certain provinces (like Alberta) rather than to a general skills crisis. On the other hand, employers continue to report a mismatch between the skills they need in their \r\nworkplaces and those possessed by job seekers, and to voice concern that the postsecondary system is not graduating students with the skills they need.\r\n\r\nFor some employers and commentators, the skills gap problem is one involving too few highly skilled workers in the Canadian labour market. For others, it is a problem related to weak essential skills, such as working with others, oral communication and problem solving. Still others use the term “skills gap” to refer to what might better be described as an “experience gap” – a shortage of “work-ready” employees possessing those skills that employers claim can only be acquired through work experience. To address the conflicting views on Canada’s skills gap and to argue that a better understanding of Canada’s skills problem is hindered by disagreement over what actually constitutes a skills gap, HEQCO recently published The Great Skills Divide: A Review of the Literature.\r\n", "visits": 643, "categories": [6]}}, {"model": "links.link", "pk": 1155, "fields": {"created_time": "2014-12-18T21:56:46.762Z", "updated_time": "2015-05-18T00:40:45.401Z", "title": "Bridging the Divide, Part II: What Canadian Job Ads Produced", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Skills_Part_3.pdf", "file": null, "description": "\r\nMedia and policy commentary have focused lately on Canadian employers’ apparent inability to find employees with the desired labour market skills. To explore this issue further, HEQCO reviewed and summarized the current discourse surrounding a “skills gap” in The Great Skills Divide: A Review of the Literature and conducted an analysis of Canadian job advertisements geared toward recent postsecondary graduates in Bridging the Divide, Part I: What Canadian Job Ads Said. In the latter publication, 316 job advertisements for entry-level positions requiring postsecondary education were examined to ascertain the education credentials, work experience and essential skills employers were seeking. To follow-up on Bridging the Divide, Part I, the current report analyzes survey responses from 103 employers that posted job advertisements included in the preceding study. \r\nIn particular, employers were asked if they had filled the advertised position or, if not, the reasons for being unable to find someone to hire. Those employers that had filled the position were also asked about the successful candidates’ qualifications and performance on the job so far.\r\n", "visits": 644, "categories": [6]}}, {"model": "links.link", "pk": 1156, "fields": {"created_time": "2014-12-18T22:00:30.323Z", "updated_time": "2015-05-18T00:40:42.760Z", "title": "Skills Beyond School", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Skills-Beyond-School-Synthesis-Report.pdf", "file": null, "description": "School and university, and the well-trod path between them, play a dominant role in thinking about education policy. But outside these two institutions there exists a less well understood world of colleges, diplomas, certificates and professional examinations – the world of post-secondary vocational education and training. many professional and technical jobs \r\nrequire no more than one or two years of career preparation beyond upper secondary level, and in some countries as much as one-quarter of the adult workforce have this type of qualification (see Figure 1). Nearly two-thirds of overall employment growth in the European Union (EU25) is forecast to be in the “technicians and associate professionals” category – the category most closely linked to this sector (CEDEFOP, 2012). A recent US projection is that nearly one-third of job vacancies by 2018 will require some post-secondary qualification but less than a four-year degree (Carnevale, Smith and Strohl, 2010). The aim of this OECD study (see Box 1) is to cast light on this world, as it is large, dynamic, and of key importance to country skill systems.\r\n", "visits": 1108, "categories": [17]}}, {"model": "links.link", "pk": 1157, "fields": {"created_time": "2014-12-18T22:03:26.718Z", "updated_time": "2015-05-18T00:40:45.316Z", "title": "Recruiting Students for Research in Postsecondary Education: A Guide", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Student_Recruitment_Guide.pdf", "file": null, "description": "\r\nRecruitment of participants is a challenging and very important aspect of research on postsecondary education. Many studies founder when students are not interested in participating, when students drop out before finishing a study, or when the students who respond do not represent the diversity of the student population. Recruitment is complex: students must know about the \r\nstudy, want to participate, be able to participate and, finally, log in or show up.Researchers can improve recruitment by being flexible, explaining how the research is relevant to a diverse student body, devoting extra resources to recruiting students who are less likely to participate, and practicing patience and persistence.\r\n", "visits": 751, "categories": [3]}}, {"model": "links.link", "pk": 1158, "fields": {"created_time": "2014-12-18T22:05:03.456Z", "updated_time": "2015-05-18T00:40:44.166Z", "title": "STUDENT MENTAL HEALTH STRATEGY 2014-2017", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/StudentMentalHealthStrategy.pdf", "file": null, "description": "\r\nThe Student Mental Health Strategy is a framework to provide direction for the Division of Student Affairs and the broader university community to comprehensively and proactively review resources and opportunities for mental health promotion, \r\nplanning, and responsiveness in support of our student community. It is intended as a framework for the development and implementation of action plans to support positive student mental health and well-being in order to enhance all students’\r\npotential for success.\r\n", "visits": 729, "categories": [16]}}, {"model": "links.link", "pk": 1159, "fields": {"created_time": "2014-12-18T22:07:56.641Z", "updated_time": "2015-05-18T00:40:41.136Z", "title": "The shape of things to come The evolution of transnational education: data, definitions, opportunities and impacts analysis", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Thngs_to_come.pdf", "file": null, "description": "\r\nTransnational Education (TNE) is a component of the wider phenomenon of the internationalisation of education.\r\nThe general principal of TNE is that students can study towards a foreign qualification without leaving their home country; meaning that the programmes and providers cross national and regional borders, not generally the student. While robust data is generally lacking, available evidence suggests that TNE is continuing to expand and that modes of delivery and policy approaches to TNE continue to evolve on a country-by-country basis. This report summarises the findings of an ambitious programme of research.", "visits": 1256, "categories": [5]}}, {"model": "links.link", "pk": 1160, "fields": {"created_time": "2014-12-18T22:09:44.580Z", "updated_time": "2015-05-18T00:40:44.289Z", "title": "Life After College: Drivers for Young Adult Success", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/wave-3-report.pdf", "file": null, "description": "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 \r\nto 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.\r\n", "visits": 761, "categories": [18]}}, {"model": "links.link", "pk": 1161, "fields": {"created_time": "2014-12-18T22:11:32.617Z", "updated_time": "2015-05-18T00:40:44.334Z", "title": "Work-Integrated Learning in Ontario’s Postsecondary Sector: The Pathways of Recent College and University Graduates", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/WIL_Grad_Follow-up_ENG.pdf", "file": null, "description": "Work-integrated learning (WIL) has been identified as a key strategy for supporting Canada’s postsecondary education (PSE) system in responding to an increasingly dynamic, globalized, knowledge-based economy. Ontario in particular has been described as a “hot bed” of co-operative education (Ipsos Reid, 2010). However, while there is a common belief that WIL improves employment outcomes (see Gault, Redington & Schlager, 2000; Kramer & Usher, 2010), research on this topic has generally been specific to certain programs and types of WIL (Sattler, 2011).\r\n", "visits": 586, "categories": [6]}}, {"model": "links.link", "pk": 1162, "fields": {"created_time": "2014-12-18T22:13:32.967Z", "updated_time": "2015-05-18T00:40:45.305Z", "title": "Career Choices and Influencers in Science, Technology, Engineering and Math: An Analysis of the Maritime Provinces", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/WISEatlantic_Executive_Report_-_January_2014.pdf", "file": null, "description": "\r\nEducators have long been concerned that fewer women than men pursue STEM\r\n(Science, Technology, Engineering, Math) focused programs at the post-secondary level. Less than \r\n25% of the STEM workforce in Canada is women. Research has indicated that this reality reflects a \r\ntrend in high school that sees girls lose interest in STEM studies and careers.\r\n\r\nThe goals of this study, which focused on junior high school students, was to understand how engaged they were in math and science, their future intention for studying science and math, and the likelihood that they would consider a STEM career down the road. Research also addressed students‟ knowledge of how relevant science and math were across various types of careers. Gender and grade differences, and influencers on science and math study, were also examined.\r\n", "visits": 663, "categories": [4]}}, {"model": "links.link", "pk": 1163, "fields": {"created_time": "2014-12-18T22:16:17.683Z", "updated_time": "2015-05-18T00:40:47.004Z", "title": "How working boards work- a working paper", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Working%20Boards-2004-36.pdf", "file": null, "description": "There are a number of studies that classify governing boards into different types. Some classifications are based on management form. Some are based on the form in which authority is exercised. Some are based on the form of institution that the board serves. Most of these classifications include \"working boards\" but few offer a clear definition of them. Even those that \r\ndo attempt to define this type of board acknowledge that little is known about how they actually function. This study examines a small public not-for-profit institution with a \"working board\" to determine how that type of board functions, where it succeeds and where it fails, and how it is different from other types of boards.\r\n", "visits": 695, "categories": [15]}}, {"model": "links.link", "pk": 1164, "fields": {"created_time": "2015-01-27T21:17:31.305Z", "updated_time": "2015-05-18T00:40:41.559Z", "title": "Falling Short? College Learning and Career Success", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/2015employerstudentsurvey.pdf", "file": null, "description": "Overview\r\nThe majority of employers continue to say that possessing both field-specific knowledge and a broad range of knowledge and skills is important for recent college graduates to achieve long-term career success. Very few indicate that acquiring knowledge and skills mainly for a specific field or position is the best path for long- term success. Notably, college students \r\nrecognize the importance of having both breadth and depth of skills and knowledge for their workplace success.\r\n\r\nEchoing findings from previous Hart Research employer surveys, employers say that when hiring, they place the greatest value on demonstrated proficiency in skills and knowledge that cut across all majors. The learning outcomes they rate as most important include written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings. Indeed, most employers say that these cross-cutting skills are more important to an individual’s success at their company than his or her undergraduate\r\nmajor.\r\n", "visits": 706, "categories": [3]}}, {"model": "links.link", "pk": 1165, "fields": {"created_time": "2015-01-27T21:33:18.025Z", "updated_time": "2015-05-18T00:40:45.625Z", "title": "The Apprentice Retention Program: Evaluation and Implications for Ontario", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Apprentice_Retention_Prog-ENG.pdf", "file": null, "description": "Attraction and retention of apprentices and completion of apprenticeships are issues of concern to all stakeholders involved in training, economic development and workforce planning. The Canadian Apprenticeship Forum (CAF) has forecast that by 2017 there will be a need to train 316,000 workers to replace the retiring workforce in the construction industry alone (CAF, 2011a). In the automotive sector, shortages are expected to reach between 43,700 and 77,150 by 2021. However, shortages are already widespread across the sector, and CAF survey data show that almost half (48.1%) of employers reported that there was a limited number of qualified staff in 2011 (CAF, 2011a). Given this, retention of qualified individuals in apprenticeship training and supporting them through to completion is a serious issue. There is some indication that registration in apprenticeship programs has been increasing steadily over the past few years, but the number of apprentices completing their program has not kept pace (Kallio, 2013; Laporte & Mueller, 2011). Increasing the number of completions would result in a net benefit to both apprentices and employers, minimizing joblessness and skills shortages.", "visits": 738, "categories": [3]}}, {"model": "links.link", "pk": 1166, "fields": {"created_time": "2015-03-11T18:59:43.378Z", "updated_time": "2015-05-18T00:40:47.798Z", "title": "Event Information: Assessing Learning Outcomes in Higher Education: Getting Started; Who’s Doing What and Why You Should Care \t Registration is required to join this event. If you have not registere", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/2015-02-03-Case-Studies-Report-Final.pdf", "file": null, "description": "\r\nThere is a significant debate in Nova Scotia respecting student finance. Students Nova Scotia is a key contributor to this debate, voicing concerns about unmet need, student debt, tuition and other fees. Like others, we do not always effectively communicate how these different factors or different policies are impacting concretely on real, individual human beings, nor have we successfully situated students’ current circumstances in time. This means many do not understand the real circumstances \r\nof students, the debate often remains superficial, and few appreciate the negative and positive \r\nchanges that have taken place.\r\n\r\nTo demonstrate changes in the circumstances and challenges facing students since StudentsNS was created in 2004, StudentsNS has conducted a number of case studies on the resources and costs that students must meet to attend post- secondary education in Nova Scotia. These case studies are not perfect and certainly cannot capture all the circumstances of the more than 50,000 students attending post-secondary education in the province. They do, however, provide a picture of how circumstances have changed, the impact of different policy decisions made by government, and the impact of policies advanced by StudentsNS.\r\n", "visits": 668, "categories": [8]}}, {"model": "links.link", "pk": 1167, "fields": {"created_time": "2015-03-11T19:02:50.865Z", "updated_time": "2015-05-18T00:40:44.425Z", "title": "La voie de la réussite", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/6800_-_bc_skills_for_success_-_rpt_-_fr.pdf", "file": null, "description": "Selon les estimations du Conference Board du Canada, la pénurie de compétences entraîne un manque à gagner annuel de 4,7 G$ pour le PIB de la Colombie Britannique et de 616 M$ pour les recettes fiscales provinciales.\r\n• Le Conference Board a mené une enquête auprès de 854 employeurs de Colombie Britannique – ce qui couvre plus de 130 000 employés, soit 9 % des employés de la province – afin de connaître les compétences, les professions et les diplômes qui\r\nleur sont nécessaires pour répondre à leurs besoins actuels et futurs.\r\n• Il existe beaucoup de choses que les employeurs, les éducateurs, les gouvernementset les particuliers, notamment les étudiants, peuvent faire pour résoudre la pénurie ou l’inadéquation des compétences et préparer la Colombie Britannique à saisir les nouveaux débouchés qui lui permettront d’exploiter pleinement son potentiel économique.", "visits": 699, "categories": [3]}}, {"model": "links.link", "pk": 1168, "fields": {"created_time": "2015-03-11T19:06:00.034Z", "updated_time": "2015-05-18T00:40:45.211Z", "title": "Analysis of the Team-Based earning Literature: TBL Comes of Age", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Aalysuis_of_Team_Based_Learning.pdf", "file": null, "description": "Team-based learning, or TBL, is an application-oriented teaching method that combines small- and large-group learning by incorporating multiple small groups into a large group setting. It has been increasingly used in postsecondary and professional \r\neducation over the past two decades. Given this increasing us- age, many faculty wonder about the effects TBL has on learning outcomes. The authors performed a review and synthesis on the educational literature with respect to TBL to examine the quality of their descriptions of core TBL elements, then con- structed narrative summaries of these selected articles. Their analysis demonstrated early evidence of positive educational outcomes in terms of knowledge acquisition, participation and engagement, and team performance. The authors conclude that the TBL literature is at an important maturation point, where more rigorous testing and study of additional questions relating to the method are needed, as well as more accurate reporting of\r\nTBL implementation.\r\n", "visits": 786, "categories": [6]}}, {"model": "links.link", "pk": 1169, "fields": {"created_time": "2015-03-11T19:09:25.863Z", "updated_time": "2015-05-18T00:40:44.826Z", "title": " The Apprentice Retention Program: Evaluation and Implications for Ontario", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Apprentice_Retention_Prog-ENG.pdf", "file": null, "description": "\r\nAttraction and retention of apprentices and completion of apprenticeships are issues of concern to all stakeholders involved in training, economic development and workforce planning. The Canadian Apprenticeship Forum (CAF) has forecast that by 2017 there will be a need to train 316,000 workers to replace the retiring workforce in the construction industry alone (CAF, 2011a). In the automotive sector, shortages are expected to reach between 43,700 and 77,150 by 2021. However, shortages are already widespread across the sector, and CAF survey data show that almost half (48.1%) of employers reported that there was a limited number of qualified staff in 2011 (CAF, 2011a). Given this, retention of qualified individuals in apprenticeship training and supporting them through to completion is a serious issue. There is some indication that registration in apprenticeship programs has been increasing steadily over the past few years, but the number of apprentices completing their program has not kept pace (Kallio, 2013; Laporte & Mueller, 2011). Increasing the number of completions would result in a net benefit to both apprentices and\r\nemployers, minimizing joblessness and skills shortages.\r\n", "visits": 705, "categories": [3]}}, {"model": "links.link", "pk": 1170, "fields": {"created_time": "2015-03-11T19:11:31.943Z", "updated_time": "2017-02-20T16:58:46.824Z", "title": "STUDY OF EDUCATIONAL NEEDS IN KOSOVO", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Arni_A_-_STUDY_OF_EDUCATIONAL_NEEDS_IN_KOSOVO_-_revised_1.docx", "file": "", "description": "This study examines the TERTIARY educational needs in Kosovo. Review of past studies revealed limited information on specific needs or suggestions on how to solve the problem. A total of 24 experts from various industries, organizations, and government were interviewed. Gaps in fields of study as well as skills were identified. The fields identified as most needed are Accounting, IT, Marketing, Human Resource Management, and Agricultural Engineering and Management. While some of these fields of study exist already in the university system in Kosovo, the experts showed concern over lack of various business and entrepreneurial skills currently provided. Lack of education in International Relations was related to inability to create a sustainable global exporting system across all industries. This assessment leads to a further conclusion that several basic skills expected from college graduates are missing. The skills identified as most important included Organizational Management, Efficient Planning, Critical Thinking, Analytical skills, Positive Attitude, Work Ethic, Time Management, Writing Reports, Self-Discipline, Self-Motivation, Teamwork, and Team Motivation. ", "visits": 1127, "categories": [6]}}, {"model": "links.link", "pk": 1171, "fields": {"created_time": "2015-03-11T19:14:24.185Z", "updated_time": "2015-05-18T00:40:44.879Z", "title": " d Stronger Innovation Systems: Lessons from AUCC’s Innovation Policy Dialogue", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/AUCC-Innovation-Policy-Dialogue-Report.pdf", "file": null, "description": "\r\nConference participants agreed that the innovation process is complex, and that models cannot simply be imported wholesale from one national context to another. However, successful innovation systems do appear to include common elements: strong \r\nsupport for basic research; the involvement of students as researchers, innovators and entrepreneurs; support for creativity and risk-taking in research; multidisciplinary collaboration; and strong university-industry ties.\r\n", "visits": 797, "categories": [15]}}, {"model": "links.link", "pk": 1172, "fields": {"created_time": "2015-03-11T19:16:34.192Z", "updated_time": "2015-05-18T00:40:43.929Z", "title": "Draft Sexual Assault and Sexual Violence Policy and Protocol Template", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/CO_DraftSexualAssaultPolicyAndProtocolTemplate.pdf", "file": null, "description": "This draft framework has been approved by the Committee of Presidents of the 24 publicly-funded colleges. In approving this template, the presidents recognize that individual colleges may need to make changes to reflect local circumstances during the development of their stand-alone sexual violence and sexual assault policy and protocol. In doing so, the colleges have committed to retaining as much consistency with the template as possible to reflect a similar style, tone, and format that will help students and others easily access information they need no matter which college they approach.\r\n", "visits": 772, "categories": [16]}}, {"model": "links.link", "pk": 1173, "fields": {"created_time": "2015-03-11T19:19:57.345Z", "updated_time": "2015-05-18T00:40:44.992Z", "title": "Leading in the digitaL WorLd: opportunities for Canada’s MeMory institutions", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/CofCA_14-377_MemoryInstitutions_WEB_E.PDF", "file": null, "description": "Canada is now a digital society. Decades of evolving digital technologies have changed how we interact, the amount of cultural content we create and exchange, and the methods we use to create and exchange this content. This reality has profoundly affected the established ways in which memory institutions, such as libraries, archives, museums, and galleries, have been \r\nmanaging Canada’s documentary heritage for future generations. Indeed, the sheer volume of digital content necessitates new ways of locating, maintaining, and accessing digital holdings that must coexist alongside the continued need for the preservation\r\nof non-digital content.\r\n", "visits": 720, "categories": [4]}}, {"model": "links.link", "pk": 1174, "fields": {"created_time": "2015-03-11T19:22:21.504Z", "updated_time": "2015-05-18T00:40:43.839Z", "title": "Change Agent: Ontario’s Universities: Transforming Communities, Transforming Lives.", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Community-Transformation-Final-Report.pdf", "file": null, "description": "Ontario’s universities know how important it is not only to train and equip students for career and life success, but also to reach beyond the walls of campus and lift up communities. Through partnerships that spark service learning, or community-based opportunities that enrich the learning experience and also improve lives, many thousands of students, faculty and staff are actively engaging with the 33 communities where Ontario universities are rooted. Some start their own initiatives, creating \r\nnon-profit organizations, outreach programs, or inventing innovative products that solve critical issues around the globe. Students have won hundreds of awards for their work, and often find or create jobs out of these experiences.\r\n", "visits": 857, "categories": [17]}}, {"model": "links.link", "pk": 1175, "fields": {"created_time": "2015-03-11T19:25:42.191Z", "updated_time": "2015-05-18T00:40:44.484Z", "title": "Competency to Credential: An Alternative Model for Flexible Learning in Trades Training in British Columbia and Beyond", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Competency-to-Credential-White-Paper-Final-Jan2014.pdf", "file": null, "description": "This white paper reviews the BCcampus Competency to Credential approach to flexible learning in trades training in British Columbia. First, it considers the broader notion of competency-based education and the development of the Competency to Credential concept in response to current education and training challenges. The paper then considers at a high level how the concept may also be applied to other competency-based education and training programs, such as in health care education. In particular, though, this paper describes how the Competency to Credential approach brings system stakeholders together in a collaborative and unified effort to improve trades training and education system-wide in British Columbia and shows how a broader application to other jurisdictions and trades sectors in Canada might occur.\r\n\r\nTo exemplify the Competency to Credential approach, the paper focuses on the first two phases of a pilot project targeting certification challengers within the Professional Cook trade in British Columbia.\r\n", "visits": 659, "categories": [6]}}, {"model": "links.link", "pk": 1176, "fields": {"created_time": "2015-05-06T19:21:15.824Z", "updated_time": "2015-05-18T00:40:44.259Z", "title": "Fuelling Prosperity: Colleges Ontario's strategic plan 2015-18", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/FUELLING_PROSPERITY_CO-strategic-plan.pdf", "file": null, "description": "Vision\r\nThe post-secondary destination of choice for internationally acclaimed, career-focused education \r\nthat is essential to an inclusive, prosperous and globally competitive Ontario.\r\n\r\nMission\r\nColleges will lead educational innovations and advance public policy reforms to build the \r\nadvanced workforce required to support new economic investments, rewarding careers and strong\r\ncommunities throughout Ontario.\r\n\r\n\r\nCOLLEGES ONTARIO \r\n Fuelling Prosperity: Colleges Ontario’s strategic plan 2015-18\r\n\r\nOur Values\r\n■ Student success: We promote inclusive college programs and services that will enable all \r\nqualified students to graduate to meaningful careers.\r\n■ Learning and teaching excellence: We drive an innovative learning environment that focuses on \r\nbest practices and delivers the high-quality, relevant education required by students and the \r\nlabour market.\r\n■ Responsiveness: We are responsive to our communities and to the needs of the labour market.\r\n\r\n■ Collaboration: We act as one voice on critical issues in higher education while recognizing and \r\nrespecting each other’s unique differences.\r\n■ Strong stewardship: We are committed to excellent stewardship of public resources.\r\n", "visits": 767, "categories": [10]}}, {"model": "links.link", "pk": 1177, "fields": {"created_time": "2015-05-06T19:24:02.933Z", "updated_time": "2015-05-18T00:40:41.753Z", "title": "Teaching in a Digital Age", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Teaching-in-a-Digital-Age-1428631923.pdf", "file": null, "description": "Why this book?\r\nTeachers, instructors and faculty are facing unprecedented change, with often larger classes, more diverse students,\r\ndemands from government and employers who want more accountability and the development of graduates who are\r\nworkforce ready, and above all, we are all having to cope with ever changing technology. To handle change of this nature,\r\nteachers and instructors need a base of theory and knowledge that will provide a solid foundation for their teaching, no\r\nmatter what changes or pressures they face.", "visits": 1547, "categories": [4]}}, {"model": "links.link", "pk": 1178, "fields": {"created_time": "2015-05-06T19:29:11.231Z", "updated_time": "2015-05-18T00:40:41.848Z", "title": "Too Many Canadian Kids are going to University: Ken Coates in the Post", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Too_many_Canadian_kids_are_going_to_university__Ken_Coates_in_the_Post___Macdonald-Laurier_Institute.pdf", "file": null, "description": "Are there too many Canadian young people at university? I think the question is a fair one, but you would not think so from the reaction to the issue being raised. A report I prepared for the Canadian Council of Chief Executives, Career Ready, attracted way more attention for the suggestion that we could do with 30% fewer university students than at present.", "visits": 691, "categories": [17]}}, {"model": "links.link", "pk": 1179, "fields": {"created_time": "2015-05-06T19:31:20.456Z", "updated_time": "2017-02-20T17:21:19.039Z", "title": "Key Performance Indicators Released April 15, 2015", "url": "https://ucarecdn.com/e95d08a1-5b9d-4b06-be53-216ad86f54fc/", "file": "https://ucarecdn.com/e95d08a1-5b9d-4b06-be53-216ad86f54fc/", "description": "KPI 2015", "visits": 1051, "categories": [10]}}, {"model": "links.link", "pk": 1180, "fields": {"created_time": "2015-05-06T19:33:20.310Z", "updated_time": "2015-05-18T00:40:41.968Z", "title": "Outcomes-Based Education Initiatives in Ontario Postsecondary Education: Case Studies", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/OBE_ENG.pdf", "file": null, "description": "The development of outcomes-based educational (OBE) practices represents one important way in which a\r\nlearning outcomes approach to teaching and learning can be applied in the postsecondary sector. \r\nThis study adopts a multiple case study design and profiles seven OBE initiatives being implemented in Ontario’s colleges and universities to better understand the scope of outcomes-based educational practices in the province’s postsecondary sector. ‘OBE initiatives’ are defined as purposeful actions undertaken by postsecondary providers directed at defining, teaching toward and assessing learning outcomes in their educational practice (modified from Jones, Voorhees & Paulson, 2002).\r\n", "visits": 684, "categories": [7]}}, {"model": "links.link", "pk": 1181, "fields": {"created_time": "2015-05-06T19:35:21.224Z", "updated_time": "2015-05-18T00:40:42.021Z", "title": "Put Students’ Minds Together and their Hearts Will Follow: Building a Sense of Community in Large-Sized Classes via Peer- and Self-Assessment", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Report_Hearts_and_Minds.pdf", "file": null, "description": "Many countries strive to make postsecondary education maximally accessible to their citizens under the assumption that educated citizens boost innovation and leadership, resulting in social and economic benefits. However, attempts to increase access, especially in contexts of stagnant or diminishing financial support, can result in ever-increasing class sizes. Two aspects of large classes are extremely worrisome. First, economic and logistical constraints have led many such classes to devolve into settings characterized by lectures, readings and multiple-choice tests, thereby denying students experience and exercise with important transferable skills (e.g., critical thought, creative thought, self-reflective thought, expressive and receptive communication). Second, such classes are depicted as cold and impersonal, with little sense of community among students. ", "visits": 614, "categories": [7]}}, {"model": "links.link", "pk": 1183, "fields": {"created_time": "2015-05-06T19:38:32.887Z", "updated_time": "2015-05-18T00:40:42.134Z", "title": "Public Policy on Public Policy Schools", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Public_Policy_Report.pdf", "file": null, "description": "\r\nIn recent years, the Higher Education Quality Council of Ontario (HEQCO) has launched several studies that analyze and conceptualize the differentiation of the Ontario postsecondary education system (Weingarten & Deller, 2010; Hicks, Weingarten, Jonker & Liu, 2013; Weingarten, Hicks, Jonker & Liu, 2013). Similarly, in the summer of 2012, the Ontario Ministry of Training, Colleges and Universities (MTCU) initiated several projects to identify ways to drive innovation and improve the productivity of the postsecondary sector.\r\n", "visits": 681, "categories": [15]}}, {"model": "links.link", "pk": 1184, "fields": {"created_time": "2015-05-06T19:40:49.128Z", "updated_time": "2017-02-17T18:01:10.590Z", "title": "Tri-Agency Open Access Policy on Publications", "url": "http://www.science.gc.ca/eic/site/063.nsf/eng/h_F6765465.html", "file": "", "description": "The Canadian Institutes of Health Research (CIHR), the Natural Sciences and Engineering Research \r\nCouncil of Canada (NSERC) and the Social Sciences and Humanities Research Council of Canada (SSHRC) (“the Agencies”) are federal granting agencies that promote and support research, research training and innovation within Canada. As publicly funded organizations, the Agencies have a fundamental interest in promoting the availability of findings that result from the research they fund, including research publications and data, to the widest possible audience, and at the earliest possible opportunity. Societal advancement is made possible through widespread and barrier-free access to cutting-edge research and knowledge, enabling researchers, scholars, clinicians, policymakers, private sector and not-for-profit organizations and\r\nthe public to use and build on this knowledge.\r\n", "visits": 769, "categories": [10]}}, {"model": "links.link", "pk": 1185, "fields": {"created_time": "2015-05-06T19:43:01.017Z", "updated_time": "2017-02-20T17:11:27.939Z", "title": "Belong: Supporting and Inclusive and Diverse University", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/85x11_dalhousie_belong_report_WEB.PDF", "file": "", "description": "At Dalhousie we must accept responsibility for creating the conditions for everyone to flourish and to belong.\r\n\r\nA culture of belonging requires ongoing commitment to greater inclusivity with focus on creating a welcoming home for Dalhousie’s diverse faculty, staff, students, and alumni alongside the broader community.\r\n", "visits": 913, "categories": [17]}}, {"model": "links.link", "pk": 1186, "fields": {"created_time": "2015-05-06T19:45:53.733Z", "updated_time": "2017-02-17T17:58:57.765Z", "title": "Canadian Postsecondary Performance: Impact 2015", "url": "https://ucarecdn.com/c3ae291c-456a-4fb6-96ec-7bf520cc315a/", "file": "https://ucarecdn.com/c3ae291c-456a-4fb6-96ec-7bf520cc315a/", "description": "Canadians invest considerable energy, resources, and personal and societal aspiration postsecondary education. It is good public policy to assess how we are doing and outcomes we are achieving with that investment. One of HEQCO’s core mandates evaluate the postsecondary sector and to report the results of that assessment. in this report, we have assembled data that assess the performance of Canada’s provincial public postsecondary education systems.\r\n", "visits": 724, "categories": [10]}}, {"model": "links.link", "pk": 1187, "fields": {"created_time": "2015-05-06T19:48:01.215Z", "updated_time": "2015-05-18T00:40:42.324Z", "title": "Temporary Foreign Workers in Canada: A look at regions and occupational skill", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/TFW_EN.pdf", "file": null, "description": "Programs that allow foreign workers to occupy positions in Canada have existed since the 1960s and were formally introduced in legislation in the 1970s. While they generally focused on skilled workers, they were expanded to lower-skilled occupations in 2002.\r\nWhile generally considered beneficial from an economic perspective, foreign workers have received significant public attention in recent years. This is the case especially in relation to foreign workers occupying low-skilled positions, considering that most unemployed Canadian workers would meet the minimum requirements to fill these jobs satisfactorily.\r\n", "visits": 673, "categories": [8]}}, {"model": "links.link", "pk": 1188, "fields": {"created_time": "2015-05-06T19:49:52.199Z", "updated_time": "2017-02-17T17:58:06.516Z", "title": "Learning Outcomes Assessment: A Practicioner's Handbook", "url": "https://ucarecdn.com/319c41b1-0d8d-424d-ae40-398323161c90/", "file": "https://ucarecdn.com/319c41b1-0d8d-424d-ae40-398323161c90/", "description": "This handbook is intended to serve as a resource for faculty, staff, academic leaders and educational developers engaged in program and course design/review, and the assessment of program-level learning outcomes for program improvement. The assessment of learning outcomes at the program-level can assist in making improvements to curricula, teaching and assessment plans.\r\n", "visits": 890, "categories": [7]}}, {"model": "links.link", "pk": 1189, "fields": {"created_time": "2015-05-06T19:52:32.745Z", "updated_time": "2015-05-18T00:40:43.701Z", "title": "Outcomes-Based Funding: Current Status, Promising Practices and Emerging Trends", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Outcomes-Based_Funding_ENG.pdf", "file": null, "description": "\r\nProbing the question of the effectiveness and applicability of outcomes-based funding policy for higher education in Ontario requires an approach that (1) reviews current research and policy literatures on this topic and (2) differentiates and contextualizes the knowledge available. In order to evaluate successful and unsuccessful policy features and institutional practices, it is important to take stock of current policies across varied provincial, state, regional and national contexts, \r\nas well as over time. The topic of outcomes-based funding has received considerable and continuing attention in the research and policy literatures, and syntheses of these are currently available (e.g., Dougherty & Reddy, 2011, 2013; Frøhlich, Schmidt & Rosa, 2010; National Conference of State Legislatures, 2013). However, a comprehensive policy-relevant perspective can only be a product of extended study that considers policy contexts internationally and provides an actionable, differentiated view on the research and policy in this area. This study will examine policy and research literature to address the following research questions:\r\n", "visits": 748, "categories": [8]}}, {"model": "links.link", "pk": 1190, "fields": {"created_time": "2015-05-06T19:55:53.379Z", "updated_time": "2015-05-18T00:40:42.499Z", "title": "U.S. Postsecondary Faculty in 2015 Diversity In People, Goals And Methods, But Focused On Students", "url": "http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/US-Postsecondary-Faculty-in-2015.pdf", "file": null, "description": "\r\nA confluence of social, technical, economic, and other factors have created the demand for improvement and change in U.S. postsecondary education. Many of the drivers for change are quite prominent, and include access to postsecondary education, cost, and students’ success. At the same time, many innovations are taking place, including numerous new modes of delivery, access, and instruction.\r\n\r\nHowever, education outcomes are influenced at the micro level, where incredible variation among advisors, teachers, students, and methods leads to a process which is systemically difficult to map in detail, and hence to understand and support. In this environment, it is crucial to understand faculty members, both as stakeholders, and as potential creators and drivers of innovation, and as the direct, front-line drivers of student success.\r\n", "visits": 637, "categories": [7]}}, {"model": "links.link", "pk": 1191, "fields": {"created_time": "2015-05-26T19:00:26.884Z", "updated_time": "2017-02-17T17:06:46.083Z", "title": "Pitfalls and Potential: Lessons from HEQCO-Funded Research on Technology-Enhanced Instruction", "url": "https://ucarecdn.com/485ca88f-cf94-4f15-8077-3f6b5ffce0b3/", "file": "https://ucarecdn.com/485ca88f-cf94-4f15-8077-3f6b5ffce0b3/", "description": "In 2011, HEQCO issued a call for research projects related to technology-enhanced instruction. Part of a broader effort to identify and evaluate innovative practices in teaching and learning, HEQCO’s purpose in commissioning these projects was both to inform best practices at the classroom, institution and policy levels, as well as to encourage institutions and faculty members to assess the effectiveness of what they were doing in the classroom.\r\n\r\nNow that the technology studies have concluded and that most have been published, this report draws some broader conclusions from their methods and findings. First, it reflects on how certain key terms related to technology-enhanced instruction, such as ‘blended’ and ‘hybrid’, have fluid and contextual definitions that can create confusion by disrupting terms of reference that are assumed to be common. Then, it identifies common pitfalls in the implementation of technology in the \r\nclassroom to consider how new tools might be introduced and integrated more effectively. Finally, it highlights methodological lessons about the challenges of blending research and practice in the classroom.\r\n", "visits": 756, "categories": [7, 4]}}, {"model": "links.link", "pk": 1192, "fields": {"created_time": "2015-05-26T19:02:42.429Z", "updated_time": "2017-02-17T16:56:16.010Z", "title": "BEING SAFE, BEING ME: Results of the Canadian Trans Youth Health Survey", "url": "https://ucarecdn.com/19cd28fc-8b18-4a84-a7cd-feaa46330f38/", "file": "https://ucarecdn.com/19cd28fc-8b18-4a84-a7cd-feaa46330f38/", "description": "The Canadian Trans Youth Health Survey was a national on-line survey conducted by researchers from several Canadian universities and community organizations. The survey had 923 trans youth participants from all 10 provinces and one of the territories.\r\nThe survey included somewhat differ- ent questions for younger (14-18 years) and older (19-25 years) trans youth about a wide range of life experiences and behaviours that influence young people’s health. This national report isa first snapshot of survey results.\r\n", "visits": 719, "categories": [16]}}, {"model": "links.link", "pk": 1194, "fields": {"created_time": "2015-06-01T17:20:08.108Z", "updated_time": "2015-06-01T17:20:08.108Z", "title": "The Association for University and College Counseling Center Directors Annual Survey", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2014_aucccd_monograph_-_public.pdf", "file": null, "description": "The Association for University and College Counseling Center Directors (AUCCCD) is the international organization for counseling center directors comprised of universities and colleges from the United States, Canada, Europe, the Middle East, Asia, and Australia, comprised of 737 members as of this survey period. The mission of AUCCCD is to assist directors in providing effective leadership and management of campus counseling centers. The organization promotes college student mental health awareness through research, dissemination of key campus mental health issues and trends, and related training and education, with special attention to issues of changing demographics including diversity and multiculturalism. In 2006, AUCCCD developed and administered the Annual Survey to its membership as a means to increase the objective understanding of those factors critical to the functioning of college and university counseling centers.\r\nIn December, 2014 all college and university counseling center administrators, identified in the Higher Education Directory, were invited to participate in the Annual Survey. The survey was administered to 1708 verified email accounts via a secure internet interface. The reporting period for the 2014 Annual Survey varies among administrators, reflecting variations in organization specific annual reporting periods. All participants had reporting periods ranging from July 1, 2013 through June 30, 2014 to September 1, 2013 through August 31, 2014. This monograph serves to provide a summary of data trends reported in the AUCCCD Annual Survey. Participants have access to the online reporting features of the survey including data filtering and export. Additionally, AUCCCD members have access to a separate comparable salary table and items that access ethical dilemmas and legal issues. A total of 499 counseling center administrators completed the 2014 survey, of which 389 were AUCCCD members.", "visits": 692, "categories": [16]}}, {"model": "links.link", "pk": 1195, "fields": {"created_time": "2015-06-01T17:22:51.031Z", "updated_time": "2017-01-25T17:41:40.357Z", "title": "Coming Together, Moving Forward: Building the Next Chapter of Ontario’s Rural, Remote & Northern Nursing Workforce", "url": "https://ucarecdn.com/c38cf0e5-c91b-4aaa-a290-fbf518e04d3c/", "file": "https://ucarecdn.com/c38cf0e5-c91b-4aaa-a290-fbf518e04d3c/", "description": "With a population of 13 million people, the province of Ontario covers a significant geographic distribution of 917,741 square kilometres (Statistics Canada, 2005). Fourteen per cent of the population is categorized as living in a rural, remote or northern area (Statistics Canada, 2011). Within this land mass is a rich diversity of people, systems and institutions that are privileged to call it home - including Francophone persons and First Nations, Inuit and Métis people. There are unique challenges that exist within these communities that affect access to health services: geographic distance, socioeconomic status, availability of health human resources and infrastructure. These factors have an impact on health status, wellness and the ability to offer person-centred health care.\r\n", "visits": 1166, "categories": [16]}}, {"model": "links.link", "pk": 1196, "fields": {"created_time": "2015-06-01T17:26:00.594Z", "updated_time": "2017-02-20T17:13:45.448Z", "title": "Pitfalls and Potential: Lessons from HEQCO-Funded Research on Technology-Enhanced Instruction", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/TechnologyIssue.pdf", "file": "", "description": "In 2011, HEQCO issued a call for research projects related to technology-enhanced instruction. Part of a broader effort to identify and evaluate innovative practices in teaching and learning, HEQCO’s purpose in commissioning these projects was both to inform best practices at the classroom, institution and policy levels, as well as to encourage institutions and faculty members to assess the effectiveness of what they were doing in the classroom.\r\n\r\nNow that the technology studies have concluded and that most have been published, this report draws some broader conclusions from their methods and findings. First, it reflects on how certain key terms related to technology-enhanced instruction, such as ‘blended’ and ‘hybrid’, have fluid and contextual definitions that can create confusion by disrupting terms of reference that are assumed to be common. Then, it identifies common pitfalls in the implementation of technology in the \r\nclassroom to consider how new tools might be introduced and integrated more effectively. Finally, it highlights methodological lessons about the challenges of blending research and practice in the classroom.\r\n", "visits": 647, "categories": [4]}}, {"model": "links.link", "pk": 1197, "fields": {"created_time": "2015-06-01T17:38:36.317Z", "updated_time": "2015-06-01T18:17:38.479Z", "title": "Aboriginal Task Force Report", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Aboriginal_Task_Force_Report.pdf", "file": null, "description": "Executive Summary\r\nThe disappearance and murder of Saint Mary’s University student Loretta Saunders in February 2014 captured national media attention. Ms. Saunders’ murder highlighted the tragedy of missing and murdered Aboriginal women in Canada. As a student, Ms. Saunders’ experience also highlighted significant gaps in the programs and services available to Aboriginal students at Saint Mary’s University. The murder of Loretta Saunders served as a catalyst for students, staff, faculty and administration to begin the process of building a better university experience for Aboriginal students.\r\nAt the Loretta Saunders Memorial Service, the President of Saint Mary’s, Dr. J. Colin Dodds, committed to establishing a Task Force to provide guidance on how the Saint Mary’s university community could enhance learning opportunities and the education experience for Aboriginal students. The Task Force completed its work during the Spring and Summer of 2014.\r\n", "visits": 880, "categories": [12]}}, {"model": "links.link", "pk": 1198, "fields": {"created_time": "2015-06-01T18:26:37.744Z", "updated_time": "2015-06-01T18:26:37.744Z", "title": "How good is Canada’s labour market information?", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/150521_Labour_Market_report_card.pdf", "file": null, "description": "Labour market information (LMI) helps Canadians find information about jobs and labour market trends and outlooks.\r\nLMI should allow employers to see who is available to recruit, what their skills are, where they are located and what kind of workers will be coming on stream, including via post-secondary education and immigration.\r\n", "visits": 681, "categories": [8]}}, {"model": "links.link", "pk": 1199, "fields": {"created_time": "2015-06-01T18:32:25.577Z", "updated_time": "2015-06-01T18:32:25.584Z", "title": "CONFEDERATION COLLEGE Student Mental Health and Well-Being Strategy", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2108_confederation_college_mental_health_strategy_report_fin.pdf", "file": null, "description": "The Student Mental Health and Well-Being Strategy is the culmination of the efforts of the Confederation\r\nCollege Mental Health Working Group over the past two years. This strategy outlines a systemic approach to promoting mental health and well-being for all students of Confederation College. This is the realization of the first phase of development of a comprehensive mental health strategy that will enable all members of the College community to realize their potential for mental health and well-being in an environment conducive to learning, working, living and connecting with others.\r\n\r\nMental health promotion for employees is beyond the scope of this initial document. It is recognized that employees – faculty and staff, full and part-time, require support for their own mental health and well-being in order to fully support the mental health and well-being of students. It is hoped that the mental health and well- being of employees can be addressed strategically as part of the on going work of the Mental Health Working Group, in conjunction with partners like the Workplace Wellness Committee and Human Resources.\r\n", "visits": 932, "categories": [16]}}, {"model": "links.link", "pk": 1200, "fields": {"created_time": "2015-06-01T18:41:32.398Z", "updated_time": "2015-06-01T18:41:32.398Z", "title": "The Precarity Penalty", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/precarity-penalty-report_final-hires_trimmed.pdf", "file": null, "description": "\r\nIn 2013, the Poverty and Employment Precarity in Southern Ontario (PEPSO) research group released the report It’s More than Poverty: Employment Precarity and Household Well- being. Based on 4,165 surveys collected in late 2011 and early 2012, and 83 interviews conducted in 2011 with workers in different forms of precarious employment, It’s More than Poverty examined the \r\ncharacteristics of employment in the Greater Toronto-Hamilton Area (GTHA). It documented the range of employment experiences and it revealed the extent of insecurity associated with insecure employment relationships. Equally important, it showed the impact of insecure employment relationships on individual and household well-being and community participation.\r\n", "visits": 748, "categories": [8]}}, {"model": "links.link", "pk": 1201, "fields": {"created_time": "2015-06-01T18:43:15.032Z", "updated_time": "2015-06-01T18:43:15.032Z", "title": "ACCELERATING BUSINESS AND COMMUNITY INNOVATION ENVIRONMENTAL SCAN 2013-14", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/AR_Report2015_Eng_Final_April91.pdf", "file": null, "description": "Colleges and institutes contribute to the research and innovation cycle in Canada through applied research. More specifically, they directly contribute to applied research through enhanced research infrastructure, involvement of faculty and students, and \r\nthe creation of partnerships with the business, industry and social innovation sectors. Colleges and institutes receive the\r\nmajority of their funding from the Government of Canada.\r\n", "visits": 820, "categories": [8]}}, {"model": "links.link", "pk": 1202, "fields": {"created_time": "2015-06-01T18:45:38.839Z", "updated_time": "2015-06-01T18:45:38.839Z", "title": "Teaching Creativity Across Disciplines at Ontario Universities", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Teaching_Creativity_Across_Disciplines_at.pdf", "file": null, "description": "McMaster University\r\nAbstract\r\nWhile a wide variety of publications have suggested that the development of student creativity should be an important objective for contemporary univer- sities, information about how best to achieve this goal across a range of disciplinary contexts is nonetheless scant. The present study aimed to begin to fill this gap by gathering data (via an electronic survey instrument) about how the teaching and learning of creativity are perceived and enacted by instructors in different disciplines at Ontario universities. Results indicated points of both convergence and divergence between respondents from different fields in terms of their understandings of the place of creativity within courses and programs, and in terms of strategies they reported using to enable creativity in their students. We discuss the implications of these findings, including the ways in which the data speak to ongoing debates about the role of disciplines within teaching, learning, and creativity more broadly.\r\n", "visits": 621, "categories": [7]}}, {"model": "links.link", "pk": 1203, "fields": {"created_time": "2015-06-01T18:47:31.263Z", "updated_time": "2015-06-01T18:47:31.263Z", "title": "Tailoring University Counselling Services to Aboriginal and International Students", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Tailoring_University_Counselling_Services.pdf", "file": null, "description": "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\r\ncounselling psychology that targeted aboriginal and international university students outside of the mainstream counselling services at a western Canadian university over a two-year period. It recommends an integrated approach, combining ssessment, learning strategy skills, and counselling skills while incorporating community development methodology. The paper concludes\r\nwith recommendations for counsellor training that will enhance services to both international and aboriginal students.", "visits": 713, "categories": [12]}}, {"model": "links.link", "pk": 1204, "fields": {"created_time": "2015-06-01T18:49:44.709Z", "updated_time": "2015-06-01T18:49:44.709Z", "title": "The First Cycle of Study: Teaching and Learning at Cross Purposes?", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/184291-196841-1-PB.pdf", "file": null, "description": "\r\nThe contemporary university has grown to be a fairly complex institution sustained by many competing interests, not all of which are directly concerned with promoting the work of study, broadly conceived. My concern in the fol- lowing is with the quality of the subjective experience of studying that universities are still meant to provide. By subjective experience I mean the \r\nmindful engagement that is study, and my focus is on such study as it is found in undergraduate programs leading to undergraduate degrees. Given the threat of a growing indifference between professors and students concerning their shared engagement in courses offered at the undergraduate level (offered because of professors’ institutional obligations, taken because of students’ degree requirements), I reconsider the subjective investment of mindful engagement that these courses nevertheless represent.\r\n", "visits": 542, "categories": [7]}}, {"model": "links.link", "pk": 1205, "fields": {"created_time": "2015-06-02T14:33:07.077Z", "updated_time": "2015-06-02T14:33:07.077Z", "title": "EDUCATIONAL PATHWAYS OF LEADERS AN INTERNATIONAL COMPARISON", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/1.6_educational-pathways-of-leaders-infographic.pdf", "file": null, "description": "55% OF PROFESSIONAL LEADERS HOLD A SOCIAL SCIENCES OR HUMANITIES DEGREE\r\nALMOST HALF OF LEADERS HAVE INTERNATIONAL EXPERIENCE\r\n", "visits": 690, "categories": [19]}}, {"model": "links.link", "pk": 1206, "fields": {"created_time": "2015-06-02T14:35:42.565Z", "updated_time": "2015-06-02T14:35:42.565Z", "title": "Educational Pathways of Leaders: an international comparison Findings of a 30 Country Study of Professional Leaders", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/1.6_educational-pathways-of-leaders.pdf", "file": null, "description": "Creating effective solutions to global challenges will require a range of skills from leaders in the public and private spheres. The British Council, in partnership with Ipsos Public Affairs, conducted a study of current professional leaders with higher education qualifications1 from 30 countries, and across sectors, to reveal:\r\n\r\nWhat are the higher education pathways of professional leaders around the world? What contribution did direct learning and other higher education experiences make to their careers?\r\n", "visits": 745, "categories": [19]}}, {"model": "links.link", "pk": 1207, "fields": {"created_time": "2015-06-02T14:38:40.843Z", "updated_time": "2015-06-02T14:38:40.844Z", "title": "9 steps to work strategically with employer branding", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/9_step_model.pdf", "file": null, "description": "The talent market is rapidly evolving: Never has current and future talent been more important to business success than it is today. Today, organizations discuss having a “people advantage” and work with “talent optimization.” There are also new titles and positions like “Chief Talent Officer.” It is clear that attracting and retaining the right talent is becoming a key organizational capability: The industry is quickly moving away from a short- term recruitment focus to a long-term employer branding focus.\r\n\r\nCompanies will gain a competitive advantage by taking a long-term approach to investing in employer branding and developing their brands to align with long-term business needs.\r\n", "visits": 1163, "categories": [8]}}, {"model": "links.link", "pk": 1208, "fields": {"created_time": "2015-06-03T16:42:05.952Z", "updated_time": "2015-06-03T16:42:05.952Z", "title": "Final Report of the Truth and Reconciliation Comission of Canada", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/truth_and_reconcilliation.pdf", "file": null, "description": "For over a centur the central goals of Canada’s Aboriginal policy were to eliminate Aboriginal governments and Aboriginal rights; terminate the Treaties; and, through a process of assimilation, cause Aboriginal people to cease to exist as distinct legal, social, cultural, religious, and racial entities in Canada. The establishment and operation of residential schools were a central element of this policy, which can best be described as “cultural genocide.”\r\nPhysical genocide is the mass killing of the members of a targeted group, and biological genocide is the destruction of the group’s reproductive capacity. Cultural genocide is the destruction of those structures and practices that allow the group to continue as a group. States that engage in cultural genocide set out to destroy the political and social institutions of the \r\ntargeted group. Land is seized, and populations are forcibly transferred and their movement is restricted. Languages are banned. Spiritual leaders are persecuted, spiritual practices are forbidden, and objects of spiritual value are confiscated and destroyed. And, most significantly to the issue at hand, families are disrupted to prevent the transmission of cultural values and identity from one generation to the next.\r\n", "visits": 735, "categories": [12]}}, {"model": "links.link", "pk": 1209, "fields": {"created_time": "2015-06-03T16:45:59.997Z", "updated_time": "2015-06-03T16:45:59.997Z", "title": "Preparing Bachelor of Education Candidates to Teach in Ontario’s Northern, Remote, First Nations, Métis and Inuit Communities", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/FNMI_ENG.pdf", "file": null, "description": "Between June 2013 and June 2014, 11 graduates from the School of Education at Laurentian University, most teaching in smaller communities scattered across northern Ontario, were interviewed about their recent experiences. The purpose of these interviews was to determine how well the concurrent education program had prepared these graduates for the realities of teaching in First Nation, Métis and Inuit (FNMI) remote and rural communities in the province. Five of the graduates’ \r\nadministrators or school principals were also interviewed to determine how thoroughly teacher training had prepared the graduates to work in the north and how the program could be improved.\r\n", "visits": 723, "categories": [12]}}, {"model": "links.link", "pk": 1210, "fields": {"created_time": "2015-06-03T16:51:45.931Z", "updated_time": "2015-06-03T16:51:55.880Z", "title": "The Ontario University Funding Model in Context", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Contextual_Background_to_the_Ontario_University_Funding_Formula-English.pdf", "file": null, "description": "Ontario has launched a review of its university funding model. The “funding model” is the rule set by\r\nwhich the province’s operating grant, managed by the Ministry of Training, Colleges and Universities\r\n(MTCU), is distributed to the province’s 20 publicly assisted universities to support their teaching,\r\nresearch and service missions.\r\n\r\nThe government’s recently released University Funding Model Reform Consultation Paper defines the scope of the review as:\r\n“The annual operating grants to universities provided through the university funding\r\nmodel. This represents about $3.5 billion of government investment.” (MTCU)\r\n\r\nThe review encompasses the entire amount of annual (and, in recent years, annually increasing) MTCU direct operating support to universities. It includes the variously named “basic operating,” “general purpose” or “enrolment driven” grant universities may expend on their general operations. It includes all of the “special purpose” grants MTCU provides to drive identified policy or programmatic priorities.", "visits": 845, "categories": [8]}}, {"model": "links.link", "pk": 1211, "fields": {"created_time": "2015-06-03T16:55:04.102Z", "updated_time": "2015-06-03T16:55:04.102Z", "title": "Ontario's rural, Remote & Northern Nursing Workforce Report", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/RR_May8.pdf", "file": null, "description": "With a population of 13 million people, the province of Ontario covers a significant geographic distribution of 917,741 square kilometres (Statistics Canada, 2005). Fourteen per cent of the population is categorized as living in a rural, remote or northern area (Statistics Canada, 2011). Within this land mass is a rich diversity of people, systems and institutions that are privileged to call it home - including Francophone persons and First Nations, Inuit and Métis people. There are unique challenges that exist within these communities that affect access to health services: geographic distance, socioeconomic status, availability of health human resources and infrastructure. These factors have an impact on health status, wellness and the ability to\r\noffer person-centred health care.\r\n", "visits": 925, "categories": [20]}}, {"model": "links.link", "pk": 1212, "fields": {"created_time": "2015-06-03T16:59:18.902Z", "updated_time": "2015-06-03T16:59:18.902Z", "title": "Learning Outcomes Assessment: A Practitioner's Handbook", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/heqco.LOAhandbook_Eng_2015.pdf", "file": null, "description": "This handbook is intended to serve as a resource for faculty, staff, academic leaders and education developers engaged in program and course design/review, and the assessment of program-level learning outcomes for program improvement. The assessment of learning outcomes at the program-level can assist in making improvements to curricula, teaching and assessments plans.", "visits": 669, "categories": [7]}}, {"model": "links.link", "pk": 1213, "fields": {"created_time": "2015-06-03T18:10:06.525Z", "updated_time": "2015-06-03T18:10:06.525Z", "title": "Trends in eLearning: Tracking the Impact of eLearning at Community Colleges", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/AnnualSurvey2013PublishedApril2014.pdf", "file": null, "description": "In 2004, the Instructional Technology Council’s (ITC) board of directors created a survey instrument for a report that would annually document the distance education trends, issues and challenges that many distance learning administrators face—regardless of their institution’s geographic location, budget, number of students, level of staff support, and position as an \r\nindependent entity or participant within a district or statewide system. The goal of the survey and its accompanying report is to:\r\n\r\n• Provide annual longitudinal data that is specifically relevant to distance education \r\npractitioners.\r\n• Use the data to determine significant national trends in distance education.\r\n• Use the data so community colleges can more effectively plan and strategize for the future.\r\n• Focus on obtaining results from community colleges that lead efforts to adopt and expand \r\nonline course offerings, degree programs, and best practices to help online student succeed.\r\n", "visits": 701, "categories": [9]}}, {"model": "links.link", "pk": 1214, "fields": {"created_time": "2015-06-03T18:12:50.146Z", "updated_time": "2017-02-20T15:15:35.869Z", "title": "2013 Distance Education Survey Results", "url": "https://ucarecdn.com/8b4aad84-9a83-465b-b29c-93886ce6f5ee/", "file": "https://ucarecdn.com/8b4aad84-9a83-465b-b29c-93886ce6f5ee/", "description": "In 2013, the national economy began to recover more earnestly. Some states even increased funding for higher education, although not by much.1 Performance-based funding, greater accountability, student completion rates and gainful employment became the often-heard buzz words of 2013. Not to be out done, most distance education programs are pressured to find ways to close the student achievement gap many online programs still experience as compared to face-to-face courses, or risk \r\nseeing further budget and staff reductions. As the authors of the ITC survey have suggested for the past several years, the Great Recession has forced many states to undergo a paradigm shift in how they will make funding decisions for colleges and\r\nuniversities in the years to come.\r\n", "visits": 1060, "categories": [9]}}, {"model": "links.link", "pk": 1215, "fields": {"created_time": "2015-06-03T18:15:48.880Z", "updated_time": "2017-02-17T17:06:18.778Z", "title": "BC Transfer Students: Profile and Performance Report (2008/09 – 2012/13)", "url": "https://ucarecdn.com/3493bedc-a727-491b-95d1-2d54a2f03c59/", "file": "https://ucarecdn.com/3493bedc-a727-491b-95d1-2d54a2f03c59/", "description": "During 2008/09 – 2012/13, transfer students constituted about one-third of the student population at the institutions that are members of the Research Universities’ Council of British Columbia, as in 2003/04 – 2007/08. The majority of transfer students moved between Lower Mainland institutions. Three quarters of transfer students brought at least enough credits to transfer to the second year. Among those, 22% of students brought 60-64 credits, which means that they were eligible to transfer to third year.\r\n", "visits": 674, "categories": [3]}}, {"model": "links.link", "pk": 1216, "fields": {"created_time": "2015-06-03T18:19:28.230Z", "updated_time": "2015-06-03T18:29:41.425Z", "title": "SEXUAL ASSAULT PREVENTION AND RESPONSE REPORT AND RECOMMENDATIONS - Queen's University - 2015", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/SAPRWG_FINAL_Report_and_Policy_April_30_2015.pdf", "file": null, "description": "\r\nThe Sexual Assault Prevention and Response Working Group (SAPRWG) was established in the summer of 2013, as one of several interrelated working groups reporting through the Health and Wellness Steering Committee, to advance a more strategic approach to addressing sexual assault prevent and response at Queen‘s. The Working Group was focused on student experiences of\r\nsexual assault on campus.\r\n", "visits": 754, "categories": [16]}}, {"model": "links.link", "pk": 1217, "fields": {"created_time": "2015-06-04T18:53:29.995Z", "updated_time": "2015-06-04T18:53:29.995Z", "title": "Private Student Debt in Canada Ten Year Trends from 2000-2010", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Factsheet-2015-05-Private-Student-Debt-EN.pdf", "file": null, "description": "\r\nAccording 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 \r\npercentage 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,\r\nand increasingly from private sources.\r\n", "visits": 657, "categories": [8]}}, {"model": "links.link", "pk": 1218, "fields": {"created_time": "2015-06-04T18:55:36.675Z", "updated_time": "2015-06-04T18:55:36.675Z", "title": "Preparing Bachelor of Education Candidates to Teach in Ontario’s Northern, Remote, First Nations, Métis and Inuit Communities", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/FNMI_ENG.pdf", "file": null, "description": "Between June 2013 and June 2014, 11 graduates from the School of Education at Laurentian \r\nUniversity,most teaching in smaller communities scattered across northern Ontario, were interviewed about their recent experiences. The purpose of these interviews was to determine how well the concurrent education program had prepared these graduates for the realities of teaching in First Nation, Métis and Inuit (FNMI) remote and rural communities in the province. Five of the graduates’ administrators or school principals were also interviewed to determine how thoroughly teacher \r\ntraining had prepared the graduates to work in the north and how the program could be improved.\r\n", "visits": 704, "categories": [12]}}, {"model": "links.link", "pk": 1219, "fields": {"created_time": "2015-06-04T18:58:03.675Z", "updated_time": "2017-02-17T17:55:57.864Z", "title": " Smarten Up: It's time to build essential skills", "url": "https://ucarecdn.com/bdec67dd-7659-4621-98e7-0efa2f5aaee0/", "file": "https://ucarecdn.com/bdec67dd-7659-4621-98e7-0efa2f5aaee0/", "description": "If every worker had the essential skills needed to do their jobs really well, productivity and competitiveness in the West would soar. But many workers do not. Forty per cent of our workforce does not have the essential skills – including language, literacy and numeracy – needed to apply their technical skills and knowledge at globally competitive levels. Investing in upgrading essential skills would provide the West with an opportunity to change the productivity narrative.\r\n", "visits": 818, "categories": [6]}}, {"model": "links.link", "pk": 1222, "fields": {"created_time": "2015-06-04T19:18:41.529Z", "updated_time": "2015-06-04T19:18:41.529Z", "title": "Transfers from College to One Ontario University: A Four-Year Outcome Study", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Transfers_from_College_to_One_Ontario_University.pdf", "file": null, "description": "\r\nIn this follow-up study, college students who transferred to one Ontario university in 2008–2009 were compared to non-transfer students using several different measures of academic success at university. When compared to non- transfer students, college transfer students earned fewer credits each year, had lower GPAs, and were less able to earn credits from course attempts. The differences were small for students’ first and second years but larger in years three and four. Despite the lower GPA, college transfer students were not more likely than non-transfer students to be eligible for academic suspension. College transfer students also attempted fewer courses and were much less likely to persist to Year 4. By spring 2012 (after four years of university), the college transfer students were more likely than non-transfer students to have graduated, but their degree \r\nof choice was a 15-credit three-year degree (as opposed to a 20-credit four-year honours or non-honours degree). Policy\r\nimplications are discussed.\r\n", "visits": 693, "categories": [17]}}, {"model": "links.link", "pk": 1223, "fields": {"created_time": "2015-06-04T19:20:33.303Z", "updated_time": "2015-06-04T19:20:33.303Z", "title": "Students Weigh In: National Analysis of Results from the 2013 Canadian Graduate and Professional Student Survey", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CGPSS_Final_Report-ENG.pdf", "file": null, "description": "The Canadian Graduate and Professional Student Survey (CGPSS) is a national survey that was completed\r\nby over 51,000 students across 48 universities in 2013. This comprehensive survey includes questions covering a broad array of topics including students’ satisfaction with their departments, programs and advisors, availability of funding, use and quality of university services, and satisfaction with professional development supports (CAGS, 2010). This report uses data and \r\nopinions collected from graduate students through the CGPSS in an effort to contribute to the conversation on graduate student education in Canada.\r\n", "visits": 696, "categories": [17]}}, {"model": "links.link", "pk": 1224, "fields": {"created_time": "2015-06-04T19:22:44.793Z", "updated_time": "2015-06-04T19:22:44.793Z", "title": "Understanding the Gender Gap in Postsecondary Education Participation: The Importance of High School Choices and Outcomes", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Gender_Gap_ENG.pdf", "file": null, "description": "\r\nWe use data for a large sample of Ontario students who are observed over the five years from their initial entry to high school to study the impact of course selections and outcomes in high school on the gender gap in postsecondary enrolment. Among students who start high school \"solidly\" in terms of taking the standard set of grade 9 courses (e.g., math, language, science, etc.) and performing well in these courses, we find a 10 percentage point gap in the fraction of females versus males \r\nwho register for university or college (69% versus 59%). This gap is seen with respect to university registration (43% for females versus 32% for males) but not in college registration. We then show how the gender gap in university registration is related to the gender gaps at two earlier stages: (1) the first year of high school, where students can select either academic or applied track classes in core subjects including math and languages; (2) the final year(s) of high school, where students who intend to enter university must complete a minimum number of university-level classes.\r\n", "visits": 699, "categories": [10]}}, {"model": "links.link", "pk": 1225, "fields": {"created_time": "2015-06-04T19:24:29.547Z", "updated_time": "2015-06-04T19:24:29.547Z", "title": "Creating Positive Outcomes: Graduation and Employment Rates of Indspire’s Financial Award Recipients February 2015", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Indspire-Creating-Positive-Outcomes-Report-February-2015.pdf", "file": null, "description": "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.", "visits": 688, "categories": [8]}}, {"model": "links.link", "pk": 1226, "fields": {"created_time": "2015-06-04T19:27:24.719Z", "updated_time": "2017-02-17T16:58:31.146Z", "title": "EMPOWERING ONTARIO: transforming Higher Education in the 21st Century", "url": "https://ucarecdn.com/408ff81b-88c0-4d16-ae21-81f6b2790f23/", "file": "https://ucarecdn.com/408ff81b-88c0-4d16-ae21-81f6b2790f23/", "description": "The time for meaningful transformation in Ontario’s postsecondary system is now. To meet the needs of the emerging\r\neconomy, reform must focus on innovation and applied learning that vaults our province ahead of its competition in creating the best-educated, best-prepared workforce in the world. Composed of distinct but equally valued and complementary partners, Ontario’s transformed postsecondary system will ensure that all students can reach their full potential through a broad array of theoretical and applied learning opportunities. Colleges will continue to be student focused, specializing in applied learning that leads to good jobs for graduates, addresses labour market needs and affords access to the broadest possible population. Colleges and universities will offer a range of credentials within their systems and collaborate on a multitude of programs that\r\noffer students the best of both. Expanded pathways will give students the opportunity to customize their post-secondary\r\nexperience to match their interests. Online and blended learning, married to leading-edge technology, will enable students\r\nto learn anywhere, anytime, and in ways best suited to their learning styles. Students will be better prepared than ever before to meet the demands of the economy, and they will achieve their goals faster and at less cost.", "visits": 1226, "categories": [5]}}, {"model": "links.link", "pk": 1227, "fields": {"created_time": "2015-06-04T19:36:15.044Z", "updated_time": "2015-06-04T19:36:15.044Z", "title": "Strengthening Ontario's Centres of Creativity, Innovation and Knowledge", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/StrengtheningOntarioPSE.pdf", "file": null, "description": "Postsecondary education systems around the world are rapidly transforming in response to evolving economic, social, and student learning realities. A number of factors are converging to bring about this reconfiguration of higher learning economies and are adjusting to heightened competition and to increased labour market demand for great levers of knowledge and skills; increasingly diverse and mobile learners are expecting ever-increasingly high quality in return for what they pay; and the broader public is looking for concrete results from the investment of scarce public resources.", "visits": 759, "categories": [5]}}, {"model": "links.link", "pk": 1228, "fields": {"created_time": "2015-06-04T19:38:02.915Z", "updated_time": "2015-06-04T19:38:02.916Z", "title": "Unpacking “Career Readiness”", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/UnpackingCareerReadiness.pdf", "file": null, "description": "Over the last decade the global economy has become more competitive, and the jobs needed in that new economy have grown more technologically complex. As a result, educators, education researchers, and national and state policymakers have emphasized that students must graduate from high school “ready for college and career.” While college and career readiness has become the goal for all individuals, opinions have recently begun to differ about what college and—especially—career readiness actually means and how best to assess it.\r\n", "visits": 763, "categories": [20]}}, {"model": "links.link", "pk": 1229, "fields": {"created_time": "2015-06-04T19:40:47.999Z", "updated_time": "2015-06-04T19:40:47.999Z", "title": "HIGH COSTS, UNCERTAIN BENEFITS", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/High-Costs-Uncertain-Benefits.pdf", "file": null, "description": "\r\nThe path to economic mobility increasingly runs through postsecondary education. Although the combination of rising tuition prices and the difficult labor market have raised questions about the value of education after high school, degree and \r\ncertificate holders are still better off than those with just a high school diploma.\r\n", "visits": 766, "categories": [8, 20]}}, {"model": "links.link", "pk": 1230, "fields": {"created_time": "2015-06-04T19:42:53.927Z", "updated_time": "2015-06-04T19:42:53.927Z", "title": "Outcomes-Based Education Initiatives in Ontario Postsecondary Education: Case Studies", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/OBE_ENG.pdf", "file": null, "description": "The development of outcomes-based educational (OBE) practices represents one important way in which \r\na learning outcomes approach to teaching and learning can be applied in the postsecondary sector. This study adopts a multiple case study design and profiles seven OBE initiatives being implemented in Ontario’s colleges and universities to better understand the scope of outcomes-based educational practices in the province’s postsecondary sector. ‘OBE initiatives’ are defined as purposeful actions undertaken by postsecondary providers directed at defining, teaching toward and assessing learning outcomes in their educational practice (modified from Jones, Voorhees & Paulson, 2002).\r\n", "visits": 703, "categories": [6, 7]}}, {"model": "links.link", "pk": 1231, "fields": {"created_time": "2015-06-04T19:45:46.658Z", "updated_time": "2015-06-04T19:45:46.658Z", "title": " STRONG LEADERSHIP DGET, LOW-TAX PLAN FOR JOBS, GROWTH AND SECURITY", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/budget2015-eng.pdf", "file": null, "description": "The Government is fulling its promise to balance the budget in 2015. pursuant to its long-standing commitment to responsible fiscal management. Economic Action Plan 2015 will see the budget balanced and Canadians can rest assured that Canada's fiscal house is in order.", "visits": 715, "categories": [8]}}, {"model": "links.link", "pk": 1232, "fields": {"created_time": "2015-06-04T19:48:36.515Z", "updated_time": "2015-06-04T19:48:36.515Z", "title": "Graduate Student Happiness & Well-Being Report | 2014", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/wellbeingreport_2014.pdf", "file": null, "description": "\r\nThe University community has an interest in improving the happiness and well-being of graduate students for a straightforward reason: to enable graduate students to do their best work. Balanced, happy people are more productive, more creative, more collaborative, better at pursuing long-term goals, more likely to find employment, and more physically and psychologically resilient, among other things. Positive emotion is associated with curiosity, interest and synthetic thinking. In contrast, depression is associated with loss of interest, helplessness, difficulty concentrating and remembering details, and worse. For more on this, see Part VI, “The Objective Benefits of Subjective Well-Being,” from the World Happiness Report.\r\n", "visits": 1449, "categories": [16]}}, {"model": "links.link", "pk": 1233, "fields": {"created_time": "2015-06-04T19:50:26.731Z", "updated_time": "2017-02-20T16:53:05.485Z", "title": "Trends in University Finances in the New Millennium, 2000/01–2012/13", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/caut---education-review-spring-2015.pdf", "file": "", "description": "Since the turn of the 21st century, universities in Canada have undergone significant changes. Student enrolment has exploded. Between 2000/01 and 2012/13, the number of full-time equivalent students in universities grew from 676,000 to 1,050,000, an \r\nincrease of 55%. The number and proportion of international students in universities have doubled during the same period, from 45,800 to 132,000, or from 5% to 10% of total university students. The number of academic staff has also increased, but the growth in full-time positions has not matched the increase in student numbers. Between 2000/01 and 2012/13, the number of full-time permanent university professors increased by 32%.Meanwhile, the number of part-time and temporary academic staff grew by 69% and 49% respectively, and the number of international visiting professors or lecturers increased by 66% since 2004. \r\nThese changes took place while the population, aged between 17 and 24 years, which makes up the bulk of post-secondary\r\nstudents, grew by only 15% since 2000.\r\n", "visits": 734, "categories": [8]}}, {"model": "links.link", "pk": 1234, "fields": {"created_time": "2015-06-04T19:52:25.901Z", "updated_time": "2015-06-04T19:52:25.901Z", "title": "A Companion to Science and Engineering Indicators 2014", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/nsb201510.pdf", "file": null, "description": "\r\nThe condition of the U.S. science, technology, engineering, and mathematics (STEM) workforce figures prominently in discussions of national competitiveness, education policy, innovation, and even immigration. But the relevant analyses and conversations are hindered by differing understandings of the composition and character of the STEM workforce and the varied, dynamic career pathways enabled by STEM knowledge and skills.\r\n", "visits": 952, "categories": [20]}}, {"model": "links.link", "pk": 1235, "fields": {"created_time": "2015-06-04T19:55:59.401Z", "updated_time": "2015-06-04T19:55:59.401Z", "title": "Beyond College Rankings A Value-Added Approach to Assessing Two- and Four-Year Schools", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/BMPP_CollegeValueAdded.pdf", "file": null, "description": "\r\nThe choice of whether and where to attend college is among the most important investment decisions individuals and families make, yet people know little about how institutions of higher learning compare along important dimensions of quality. This is especially true for the nearly 5,000 colleges granting credentials of two years or fewer, which together graduate nearly 2 million students annually, or about 39 percent of all postsecondary graduates. Moreover, popular rankings of college quality, such as those produced by U.S. News, Forbes, and Money, focus only on a small fraction of the nation’s four-year colleges and tend to reward highly selective institutions over those that contribute the most to student success.\r\n\r\nDrawing on a variety of government and private data sources, this report presents a provisional analysis of college value-added with respect to the economic success of the college’s graduates, measured by the incomes graduates earn, the occupations in which they work, and their loan repayment rates. This is not an attempt to measure how much alumni earnings increase compared to forgoing a postsecondary education. Rather, as defined here, a college’s value-added measures the difference \r\nbetween actual alumni outcomes (like salaries) and predicted outcomes for institutions with similar characteristics and students. Value-added, in this sense, captures the benefits that accrue from both measurable aspects of college quality, such as graduation rates and the market value of the skills a college teaches, as well as unmeasurable “x factors,” like exceptional leadership or teaching, that contribute to student success.\r\n", "visits": 1016, "categories": [5]}}, {"model": "links.link", "pk": 1236, "fields": {"created_time": "2015-06-04T19:57:37.602Z", "updated_time": "2015-06-04T19:57:37.602Z", "title": "Improving Online Instruction: A Case Study", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Improving_Online_Instruction.docx", "file": null, "description": "In fall 2009, the Chattanooga State Community College math department faced a problem not uncommon to colleges around the nation: Online course offerings had high failure rates and were not a quality experience for students. After examining the data, the department made a bold decision to put a moratorium on online math courses for two years. This move provided time to improve the quality and success of online courses. Since re-offering online mathematics courses again in fall 2011, the college has seen a significant increase in student learning and success. This article outlines the reasons for the decision, the steps taken to improve the program, and the results since reintroducing the courses.", "visits": 673, "categories": [9]}}, {"model": "links.link", "pk": 1237, "fields": {"created_time": "2015-06-05T16:11:33.031Z", "updated_time": "2015-06-05T16:11:33.031Z", "title": "University Works: 2015 Employment Report", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/COU-University-Works-Report-2015.pdf", "file": null, "description": "University Works uses empirical data to report on the outcomes of university graduates in terms of employment levels\r\nand earnings, as well as average debt upon graduation.\r\nUniversity graduates experienced the highest employment growth of any educational attainment group over the last decade.\r\n", "visits": 780, "categories": [20]}}, {"model": "links.link", "pk": 1238, "fields": {"created_time": "2015-06-05T16:16:13.575Z", "updated_time": "2017-02-17T16:57:09.640Z", "title": "Some Assembly Required: STEM Skills And Canada's Economic Productivity", "url": "https://ucarecdn.com/6fc83581-7c21-45af-ae20-baa569c71dd4/", "file": "https://ucarecdn.com/6fc83581-7c21-45af-ae20-baa569c71dd4/", "description": "It is generally understood that skills make critical contributions to Canada’s prosperity. However, there is uncertainty about precisely which skills are needed to thrive in tomorrow’s economy, how skills directly contribute to innovation and productivity, whether some skills are more connected to these goals than others, and whether there is an optimal combination of skills that fosters growth. Many skills are required to advance human knowledge and social and economic development. However, in a complex and uncertain global economy, science, technology, engineering, and mathematics (STEM) skills are in the spotlight, as countries aim to maximize their economic competitiveness and productivity. As a result, governments, policy-makers, educators, and business leaders are particularly concerned about how well equipped Canada is with the STEM skills needed to fulfil labour market demands and promote innovation.\r\n", "visits": 1091, "categories": [20]}}, {"model": "links.link", "pk": 1239, "fields": {"created_time": "2015-06-05T16:18:56.403Z", "updated_time": "2015-06-05T16:18:56.403Z", "title": "BEING SAFE, BEING ME: Results of the Canadian Trans Youth Health Survey", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/SARAVYC_Trans-Youth-Health-Report_EN_Final_Web2.pdf", "file": null, "description": "The Canadian Trans Youth Health Survey was a national on-line survey conducted by researchers from several Canadian universities and community organizations. The survey had 923 trans youth participants from all 10 provinces and one of the territories. The survey included somewhat differ- ent questions for younger (14-18 years) and older (19-25 \r\nyears) trans youth about a wide range of life experiences and behaviours that influence young people’s health. This national report is a first snapshot of survey results.\r\n", "visits": 833, "categories": [16]}}, {"model": "links.link", "pk": 1240, "fields": {"created_time": "2015-06-05T16:21:45.415Z", "updated_time": "2017-02-17T17:54:39.763Z", "title": "Measuring the Economic Impact of Postsecondary Institutions", "url": "https://ucarecdn.com/9a13da85-e467-496f-9a16-170c67366d42/", "file": "https://ucarecdn.com/9a13da85-e467-496f-9a16-170c67366d42/", "description": "The purpose of this document is to provide a high-level introduction to economic impact analysis \r\n(EIA) in a postsecondary education (PSE) context, written for a non-subject-expert audience of postsecondary institution stakeholders. It is intended to serve as broad context for individuals in the postsecondary education community who may wish to measure the economic impacts of their institutions or understand the methods, findings and limitations in studies done elsewhere. The information contained herein is of a general nature and is not intended to be an exhaustive, detailed quantitative textbook in actually conducting such studies, nor is it intended to address the circumstances of any specific individual or entity.\r\n", "visits": 1096, "categories": [20]}}, {"model": "links.link", "pk": 1241, "fields": {"created_time": "2015-06-05T16:24:16.663Z", "updated_time": "2017-02-17T16:54:56.289Z", "title": "Report of the Task Force on Respect and Equality: Ending Sexual Violence at the University of Ottawa", "url": "https://ucarecdn.com/e48f3ecc-349f-4439-a491-605d8b12eee1/", "file": "https://ucarecdn.com/e48f3ecc-349f-4439-a491-605d8b12eee1/", "description": "\r\nIn early 2014, two incidents engulfed the University of Ottawa in the debate over sexual violence \r\nthat has affected many postsecondary institutions in recent years. In February, members of the University of Ottawa men’s varsity hockey team were involved in an alleged sexual assault, resulting in the suspension of the men’s hockey program for the 2014-15 season. Following this incident, a Facebook conversation involving five male students that included sexually derogatory and violent comments about the female President of the Student Federation of the University of Ottawa (SFUO) was made public.\r\n", "visits": 636, "categories": [16]}}, {"model": "links.link", "pk": 1242, "fields": {"created_time": "2015-06-05T16:26:24.061Z", "updated_time": "2015-06-05T16:26:24.061Z", "title": "Moving from Multitasking to Mindfulness", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Moving_from_Multitasking_to_Mindfuleness.docx", "file": null, "description": "Looking out at our students in classrooms today, with their texting, Facebook updates, Instagram messages, e-mail checking, Google searches, and tweeting, it’s hard to imagine what was so distracting for college students more than 100 years ago when James made this statement. Yet, even then, he recognized the propensity of the mind to constantly seek novel material, to leap from thought to image to belief to fear to desire to judgment and back again — all following one’s own quirky train of thought resembling the chaotic movements of a swarm of bees around a hive. Time passes through a warped dimension when the student finally returns to some semblance of attention, unaware of all the cognitive detours taken between points A and B. And that’s just the internal process, prompted by nothing in particular. How much more distraction is invited by today’s mobile technology? ", "visits": 1025, "categories": [6, 7]}}, {"model": "links.link", "pk": 1243, "fields": {"created_time": "2015-06-05T16:28:31.332Z", "updated_time": "2017-02-17T16:59:53.441Z", "title": "Why Schools Need More 'Hybrid' Teaching Roles", "url": "http://www.edweek.org/tm/articles/2015/02/18/why-schools-need-more-hybrid-teaching-roles.html", "file": "", "description": "But it was the “non-official” leadership work—reading and writing professionally, webinars for groups like the Center\r\nfor Teaching Quality, interdisciplinary collaboration with colleagues, building community partnerships for my students, and summer residential graduate work at Middlebury College’s Bread Loaf School of English—that really kept me energized as an educator. The extra work, connections, and opportunities I got from these endeavors kept me motivated to remain in the classroom.", "visits": 1160, "categories": [6, 7]}}, {"model": "links.link", "pk": 1244, "fields": {"created_time": "2015-06-05T16:42:01.934Z", "updated_time": "2015-06-05T16:42:01.934Z", "title": "“Now, What Happens During Class?” Using Team-Based Learning to Optimize the Role of Expertise Within the Flipped Classroom", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Expertise_within_the_flipped_classroom.pdf", "file": null, "description": "\r\nIf instructors desire students to gain a deeper understanding of the content and begin thinking like experts, then they need class time for active, collaborative learning. In the flipped classroom, primary knowledge acquisition occurs before class, which \r\ncreates space for students to practice applying the information of the discipline with their peers. Team-based learning is an effective in-class, instructional-strategy that (1) assesses and enhances student content acquisition from pre-class study, and (2) uses the majority of class time for activities that enable them to discuss, take-risks, and make mistakes while developing their\r\nexpertise.\r\n", "visits": 797, "categories": [6, 7]}}, {"model": "links.link", "pk": 1245, "fields": {"created_time": "2015-06-05T16:43:47.118Z", "updated_time": "2015-06-05T16:43:47.118Z", "title": "Why Problem-Based Learning Works: Theoretical Foundations", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Why_Problem_based_Learning_Works.pdf", "file": null, "description": "\r\nProblem-based learning (PBL) is an instructional method where student learning occurs in the context of solving an authentic problem. PBL was initially developed out of an instructional need to help medical school students learn their basic sciences knowledge in a way that would be more lasting while helping to develop clinical skills simultaneously. Although PBL ad- dresses this specific need, it is also based in sound educational theories and paradigms. The author addresses those theoretical foundations of PBL, which, in turn, help readers to understand why PBL can be effective as well as enable them to diagnose and improve PBL applications when things are not going quite as planned.\r\n", "visits": 729, "categories": [6]}}, {"model": "links.link", "pk": 1247, "fields": {"created_time": "2015-06-05T16:48:42.870Z", "updated_time": "2015-06-05T16:48:42.870Z", "title": "Using Classroom Assessment and Cognitive Scaffolding to Enhance the Power of Small-Group Learning", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/IUsing_classroom_assessment.pdf", "file": null, "description": "\r\nIn this article we describe our experiences with using small-group instruction in college settings for a combined total of 60 years. Since others, including Johnson and Johnson (1989), Kagan (1994, 2009), Sharan (1994), and Aronson (2011), have developed specific forms of group work, such as structured controversy, jigsaw, and group investigation, we will focus on how we have used group work as a core technique and have developed additional procedures that seem to potentiate the power of group work, regardless of the specific procedure and discipline.\r\n", "visits": 669, "categories": [6]}}, {"model": "links.link", "pk": 1248, "fields": {"created_time": "2015-06-05T16:50:17.531Z", "updated_time": "2017-02-20T16:54:48.206Z", "title": "Using Cooperative Structures to Promote Deep Learning", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Idomh_vpprtsyobr_dytivyitrd_yp_tppyr_frr_rstmomh.pdf", "file": "", "description": "Faculty developers and others who specialize in research on teaching and learning recognize that much of the research is convergent. Positive teaching and learning practices do not operate in stand-alone vacuums. A savvy university teacher draws eclectically from a number of sources and resources to design coherent teaching and learning plans. This article will examine symbiotically how cooperative learning and deep learning together can promote greater success both in and out of the classroom.", "visits": 828, "categories": [6, 7]}}, {"model": "links.link", "pk": 1249, "fields": {"created_time": "2015-06-05T16:51:48.141Z", "updated_time": "2015-06-05T16:51:48.141Z", "title": "Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Cooperative_learn_validated_theory.pdf", "file": null, "description": "Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for cooperative learning is social interdependence theory. It provides clear definitions of cooperative, competitive, and individualistic learning. Hundreds of research studies have validated its basic propositions and demonstrated that cooperative learning (compared with competitive and individualistic learning) increases students’ efforts to achieve, encourages positive relationships with classmates and faculty, and improves psychological health and well being. Operational procedures have been derived from the validated theory to implement cooperative learning in university classes, including those needed to implement formal cooperative learning, informal cooperative learning, and cooperative base groups.\r\n", "visits": 1103, "categories": [6, 7]}}, {"model": "links.link", "pk": 1250, "fields": {"created_time": "2015-06-05T16:53:01.446Z", "updated_time": "2015-06-05T16:53:01.446Z", "title": "Team-Based Learning Practices and Principles in Comparison With Cooperative Learning and Problem-Based Learning", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Team_based_learning.pdf", "file": null, "description": "The authors address three questions: (1) What are the foundational practices of team-based learning (TBL)? (2) What are the fundamental principles underlying TBL’s foundational practices? and (3) In what ways are TBL’s foundational practices similar to and/or different from the practices employed by problem-based learning (PBL) and cooperative learning (CL)? Most of the TBL vs. CL and PBL comparisons are organized in relation to the size of and strategies for forming groups/teams, the strategies for ensuring that students are familiar with the course content, the nature of the group/team assignments, the role of peer assessment, and the role of the instructor.", "visits": 1035, "categories": [6, 7]}}, {"model": "links.link", "pk": 1251, "fields": {"created_time": "2015-06-05T16:54:04.035Z", "updated_time": "2015-06-05T16:54:04.035Z", "title": "Boundary Crossings: Cooperative Learning, Collaborative Learning, and Problem-Based Learning", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/cooperative_learning.pdf", "file": null, "description": "Since the 1960s, there has been growing and sustained interest in small-group learning approaches at the school level and in higher education. A voluminous body of literature in this area addresses theory, research, classroom practice, and faculty development. The approaches most highly represented in the literature are cooperative learning, collaborative learning, and problem-based learning (PBL). In this article, the authors compare and contrast these approaches through answering questions such as the following: What are the unique features of each approach? What do the three approaches have in common? How are they similar, and how are they different?", "visits": 762, "categories": [6, 7]}}, {"model": "links.link", "pk": 1252, "fields": {"created_time": "2015-06-05T16:55:46.055Z", "updated_time": "2017-01-25T02:31:38.072Z", "title": "Small-Group Learning in Higher Education— Cooperative, Collaborative, Problem-Based, and Team-Based Learning", "url": "https://ucarecdn.com/e836d938-a33f-4183-a450-dc5f78ec2a51/", "file": "https://ucarecdn.com/e836d938-a33f-4183-a450-dc5f78ec2a51/", "description": "In the past few decades, those of us working in institutions of higher education have seen an instructional paradigm shift. Given the growth in research on learning, our views of how people learn best have developed over the last few decades; from behaviorist perspectives of learning, we have also come to understand learning from cognitive and social perspectives. (For a more in-depth discussion of these issues, see Barkley, Major, and Cross, 2014, as well as articles in this special issue). This development has caused higher education instructors to modify their instructional practices as a result. Many instructors have moved away from a sole diet of traditional lecture, with the occasional short-answer question to the class in which students listen, repeat, and occasionally apply, toward a modified menu of pedagogical platforms in which, much of the time, students are active participants in the learning process. Higher education faculty, then, have gone about this task of engaging students actively in learning in a number of important ways by adopting a range of instructional approaches.\r\n", "visits": 941, "categories": [6, 7]}}, {"model": "links.link", "pk": 1253, "fields": {"created_time": "2015-06-05T16:58:40.028Z", "updated_time": "2015-06-05T16:58:40.029Z", "title": "The American Freshman: National Norms Fall 2014 COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/TheAmericanFreshman2014.pdf", "file": null, "description": "Analyses of the 49th annual administration of the CIRP Freshman Survey find substantive variation across levels of institutional selectivity and control in students’ intentions to transfer. Students also increasingly place greater importance on early admissions programs in the college search process, perhaps signaling a new strategy for those attempting to enroll in the most selective institutions. As the Obama administration finalizes its plans to measure performance outcomes for colleges and universities, more freshmen appear to be aspiring to graduate degrees.", "visits": 948, "categories": [5]}}, {"model": "links.link", "pk": 1254, "fields": {"created_time": "2015-06-05T17:02:19.062Z", "updated_time": "2017-02-17T17:55:26.166Z", "title": "Ontario Learning: A Leader in Learning: The Rae Report", "url": "https://ucarecdn.com/826771e2-3c0d-47d6-857f-33224d47e1b2/", "file": "https://ucarecdn.com/826771e2-3c0d-47d6-857f-33224d47e1b2/", "description": "Premier McGuinty appointed the Honourable Bob Rae as Advisor to the Premier and the Minister of Training, Colleges and Universities. With the support of a seven-member Advisory Panel, Mr. Rae was asked to advise on strategies to improve higher education by providing recommendations on: • the design of a publicly funded postsecondary system offering services in both\r\nofficial languages that promotes: – recognized excellence in curricular activities to build the skilled workforce\r\nand promising scholars of the future; – an integrated and articulated system that meets the diverse learning needs\r\nof Ontarians through the most cost-effective design; • funding model(s) that: – link provincial funding to government objectives for postsecondary education, including the objectives of better workers for better jobs in an innovative economy and an accessible, affordable and quality system;\r\n– establish an appropriate sharing of the costs of postsecondary education among the government, students and the private sector;\r\n– identify an effective student assistance program that promotes increased access to postsecondary education.", "visits": 1314, "categories": [5]}}, {"model": "links.link", "pk": 1255, "fields": {"created_time": "2015-06-15T19:19:07.308Z", "updated_time": "2015-06-15T19:19:07.308Z", "title": "Understanding the Faculty Retirement (Non)Decision", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/understanding-the-faculty-retirement-nondecision-overview.pdf", "file": null, "description": "\r\nAbout a third of tenured faculty age 50 or older expect to retire by “normal” retirement age,1 while fully two-thirds anticipate working past that age or have already done so. This latter group is sometimes called “reluctant retirees,” and when their numbers swell on campus, it can lead to productivity declines, limited advancement opportunities for junior faculty, a lack \r\nof openings for new hires, and difficulty reallocating institutional resources. To address a reluctant retiree pheno- menon and better manage faculty retirement patterns, college and university leaders need to understand the thought process among senior faculty regarding whether and when to retire.\r\n", "visits": 689, "categories": [19]}}, {"model": "links.link", "pk": 1256, "fields": {"created_time": "2015-06-15T19:21:45.084Z", "updated_time": "2015-06-15T19:21:45.084Z", "title": "DERSTANDING THE FACULTY RETIREM NT (NON)DECISION RESULTS FROM THE FACULTY CAREER AND RETIREMENT SURVEY", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/understanding-the-faculty-retirement-nondecision.pdf", "file": null, "description": "\r\nThe retirement patterns of senior faculty are an issue of ongoing interest in higher education, particularly since the 2008-09 recession. If a significant share of tenured faculty works past “normal” retirement age, challenges can arise for institutional leadership focused on keeping the faculty workforce dynamic for purposes of teaching, research and service. Buyout packages and phased retirement programs have been common responses to encourage faculty retirement, but colleges and universities are increasingly interested in alternative and complementary strategies to manage faculty retirement patterns.\r\n\r\nTenured faculty age 50 or older can divided into three groups—35% expect to retire by normal retirement age; 16% would prefer to retire by normal retirement age, but expect to work longer (i.e., they are “reluctantly reluctant” to retire); and 49% would like to and expect to work past normal retirement age (i.e., they are “reluctant by choice”). The key drivers differ between those reluctantly reluctant and those reluctant by choice.\r\n", "visits": 719, "categories": [19]}}, {"model": "links.link", "pk": 1257, "fields": {"created_time": "2015-06-15T19:23:42.480Z", "updated_time": "2015-06-15T19:23:42.480Z", "title": "Changing Practices in Faculty Evaluation", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Changing_Practices_in_Faculty_Evaluation___AAUP.pdf", "file": null, "description": "Years ago, the process of faculty evaluation carried few or none of the sudden-death implications that characterize contemporary evaluation practices. But now, as the few to be chosen for promotion and tenure become fewer and faculty \r\nmobility decreases, the decision to promote or grant tenure can have an enormous impact on a professor’s career. At the same time, academic administrators are under growing pressure to render sound decisions in the face of higher operating costs, funding shortfalls, and the mounting threat posed by giant corporations that have moved into higher education. Worsening economic conditions have focused sharper attention on evaluation of faculty performance, with the result that faculty members are assessed through formalized, systematic methods.\r\n", "visits": 720, "categories": [19]}}, {"model": "links.link", "pk": 1258, "fields": {"created_time": "2015-06-15T19:26:55.659Z", "updated_time": "2015-06-15T19:28:02.126Z", "title": "University Undergraduate Teaching Quality", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/312en12.pdf", "file": null, "description": "\r\nOntario’s 20 publicly assisted universities offer graduate and undergraduate degree programs in a wide variety of fields. In 2010/11, these universities enrolled the equivalent of about 390,000 full-time students, excluding about 44,000 foreign and other students taking courses not eligible for provincial assistance. These universities employed approximately 15,000 full-time faculty members. Faculty include tenure-stream staff, who have both teach- ing and research responsibilities; teaching staff, who \r\ngenerally have no research responsibilities; and part-time sessional instructors, who are under contract to teach one or more courses.\r\nMost Ontario universities were established or continued by acts of the provincial legislature that set up their governing structures. University governance is often a shared responsibility between the Board and the Senate. The Board is generally responsible for the university’s corporate side, including management of property, revenues, expenditures and other business affairs. The Sen- ate is responsible for academic matters such as determining the courses of study, setting admission\r\nstandards, and awarding diplomas and degrees.\r\n", "visits": 676, "categories": [7]}}, {"model": "links.link", "pk": 1259, "fields": {"created_time": "2015-06-15T19:29:51.305Z", "updated_time": "2017-02-20T14:36:25.837Z", "title": "An Evaluation of Course Evaluations", "url": "https://ucarecdn.com/bd8b7ceb-ca91-42db-802b-3f6ffdba45f4/", "file": "https://ucarecdn.com/bd8b7ceb-ca91-42db-802b-3f6ffdba45f4/", "description": "\r\nAmong faculty, student evaluations of teaching (SET) are a source of pride and satisfaction—and frustration and anxiety. High-stakes decisions including tenure and promotions rely on SET. Yet it is widely believed that they are primarily a popularity contest; that it’s easy to “game” ratings; that good teachers get bad ratings and vice versa; and that rating anxiety stifles pedagogical innovation and encourages faculty to water down course content. What’s the truth?\r\n", "visits": 855, "categories": [19]}}, {"model": "links.link", "pk": 1260, "fields": {"created_time": "2015-06-15T19:32:32.525Z", "updated_time": "2015-06-15T19:32:32.526Z", "title": "Cross-Disciplinary Collaborative Course Design: Successes and Challenges from an Implementation at OCAD University", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Cross_Disciplinary_Collaborative_Course_Design_ENG.pdf", "file": null, "description": "\r\nThis report presents the findings of a research project undertaken at OCAD University (OCAD U) from 2013 to 2014 examining the implementation of a cross-disciplinary collaborative course design process. While there is some research that investigates collaborative course design, especially in the development of courses for online and hybrid delivery, there is little research to date that investigates cross-disciplinary collaborative course design, in which faculty members from different disciplines come together to combine their expertise to create more robust resources for student learning. The research was undertaken in the development of professional practice courses offered in the Winter 2014 term to students enrolled in the Faculty of Design. Online learning modules were developed by faculty members from across multiple disciplines for delivery on the Canvas learning management system (LMS) in studio-based courses. Collaboration between faculty members was led and facilitated by an instructional support team with expertise in hybrid and fully online learning from OCAD U’s Faculty & Curriculum Development Centre.\r\n", "visits": 662, "categories": [7]}}, {"model": "links.link", "pk": 1261, "fields": {"created_time": "2015-06-15T19:34:29.588Z", "updated_time": "2015-06-15T19:34:29.588Z", "title": " A Fast, Cost-Effective Approach to Improve Student Retention and Graduation Rates in Higher Education", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CDE15_WHITE_PAPER_Akamai_V.PDF", "file": null, "description": "In a recent Center for Digital Education (CDE) survey, 74 percent of responding higher education decision- makers said improving student retention and graduation rates is the top goal of their college or institution. The ability to retain and promote students not only influences college rankings, reputation and recruitment of top talent, but also impacts the bottom line. Enrolled students provide a steady revenue stream via tuition and other purchases (e.g., books, parking passes and food services). Student retention also allows recruitment dollars to go further by decreasing the need to continually replace students who have dropped out.\r\n", "visits": 699, "categories": [19]}}, {"model": "links.link", "pk": 1262, "fields": {"created_time": "2015-06-15T19:36:46.944Z", "updated_time": "2015-06-15T19:36:46.944Z", "title": "The Cost of an Adjunct - From the Atlantic Monthly", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/EducationThe_Cost_of_an_Adjunct.docx", "file": null, "description": "Imagine meeting your English professor by the trunk of her car for office hours, where she doles out information like a taco vendor in a food truck. Or getting an e-mail error message when you write your former biology professor asking for a recommendation because she is no longer employed at the same college. Or attending an afternoon lecture in which your anthropology professor seems a little distracted because he doesn't have enough money for bus fare. This is an increasingly widespread reality of college education.", "visits": 691, "categories": [19]}}, {"model": "links.link", "pk": 1263, "fields": {"created_time": "2015-06-15T19:38:54.277Z", "updated_time": "2017-02-20T17:12:05.500Z", "title": "Who is Professor “Staff” And how can this person teach so many classes?", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/profstaff2.pdf", "file": "", "description": "\r\nMost of the faculty on American college and university campuses are contingent employees, working in conditions very different from the image of academic professional life that informs contemporary discussions of higher education policy. This report describes the findings of a recent survey of contingent faculty in the United States, focusing on the working conditions \r\nimposed upon contingent faculty and the ways those conditions impact students and the quality of the education they receive.\r\n", "visits": 1150, "categories": [19]}}, {"model": "links.link", "pk": 1264, "fields": {"created_time": "2015-06-15T19:41:44.082Z", "updated_time": "2015-06-15T19:41:44.082Z", "title": "WORLD’S TOP UNIVERSITIES THROUGH STUDENT EYES", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/ResearchReport_Through_Student_Eyes_-_Top_500_US_and_Canada_v2.pdf", "file": null, "description": "The number of students interested in studying abroad is at a record high, with more than 4.5 million students being globally mobile in 20141 and many more looking to follow in their footsteps. For these students, making an informed choice regarding what and where they would like to study is a complex, lengthy process, and inconsistencies and differences in how universities choose to communicate information about their programs is a significant barrier.\r\n", "visits": 661, "categories": [17]}}, {"model": "links.link", "pk": 1265, "fields": {"created_time": "2015-06-15T19:43:56.651Z", "updated_time": "2015-06-15T19:43:56.651Z", "title": "Train and Retain Career Support for International Students in Canada, Germany, the Netherlands and Sweden", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/study_Train-and-Retain-svr-research-unit-web.pdf", "file": null, "description": "International students are increasingly regarded as ‘ideal‘, ‘model‘ or ’designer‘ immigrants for the labour markets of their host countries. Young, educated, and equipped with host country credentials and experiences, international students are \r\npresumed to mitigate future talent shortages, especially in technical occupations in science, technology, engineering and mathematics (STEM). In an effort to retain more inter- national students for their domestic workforce, many host countries have passed legislation to improve post- study work and residency options for the ‘educational nomads’. However, despite these reforms and a high willingness to stay, many international students fail to find adequate employment. For example in Germany, 30 percent of former international students are still searching for a job more than one year aftergraduation.\r\n", "visits": 718, "categories": [14]}}, {"model": "links.link", "pk": 1266, "fields": {"created_time": "2015-06-15T19:48:14.169Z", "updated_time": "2015-06-15T19:48:14.169Z", "title": "Contract Faculty: An International Challenge", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/AcademicMatters_May2015_LowRes.pdf", "file": null, "description": "I am a relative newcomer to contract instructing, having moved to Ontario from Saskatchewan in 2010, for family reasons related to health care for my younger son, who is a special-needs child. We moved from Saskatchewan because we were unable to get the health care we needed for him. My wife and I had a unique position at the University of Saskatchewan. We had a job share; she was on the tenure- track in Physics, and I was the teaching sidekick. This suited me, as I came late to university level teaching, working first as a research scientist in universities and then as a scientific computer programmer in the private sector. I did not have the conventional career trajectory of an academic employed in a tenured position at a university. We \r\nmoved to Ontario without having jobs to move into, but I was fortunate to be able to find work immediately at Carleton University as a laboratory supervisor. I was then offered contract instructor positions, and moved to teaching five one-semester Introductory Physics courses during the course of the year. To put this in perspective, this is the teaching load expected of a \r\nfull-time Instructor/Lecturer position, as defined in the Carleton faculty collective agreement. It would be extremely difficult to teach more than two of these courses in parallel—the workload would then be 50-60 hours per week. With my special-needs childcare commitments, this would be impossible. Nor would it be possible for me to take on a tenure-track position. The hours of work typically required to develop, fund, and launch a research program were more than I could actually devote to it. My ambition is more modest: to obtain a full-time instructor position and be able to develop better pedagogy for the teaching \r\nof physics at the university level.\r\n", "visits": 681, "categories": [19]}}, {"model": "links.link", "pk": 1267, "fields": {"created_time": "2015-06-24T17:12:33.680Z", "updated_time": "2015-06-24T17:12:33.680Z", "title": "Diploma Mill or Real Online Degree? 10 Ways to Spot the Fake", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Diploma_Mill_or_Real_Online_Degree__10_Ways_to_Spot_the_Fake___GetEducated.pdf", "file": null, "description": "A diploma mill, also known as a degree mill, is a phony university that sells college diplomas and transcripts—the actual pieces of paper—rather than the educational experience. Diploma mills are scam colleges that literally crank out fake diplomas to \r\nanyone who pays the requested \"tuition.\"\r\n\r\nDiploma mills often promise a fast college degree based on \"life experience.\"\r\n\r\nThe Get Educated online education team has prepared these Top 10 Signs of an Online College Degree Mill to help students protect themselves from this popular online scam.\r\n", "visits": 668, "categories": [19]}}, {"model": "links.link", "pk": 1268, "fields": {"created_time": "2015-06-24T17:15:35.244Z", "updated_time": "2015-06-24T17:15:35.244Z", "title": "Discovering the Benefits of a First-Year Experience Program for At-Risk Students Quantitative Follow-up Analysis", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Discovering_the_Benefits_of_a_First-Year_Experience_Program_for_At-Risk_Students_Quantitative_Follow-up_Analysis.pdf", "file": null, "description": "In 2008-09, Lakehead University undertook a study to examine the effectiveness of its Gateway program, an academic intervention program offered to a select population of incoming students. The Gateway program at Lakehead is designed for students who exhibit academic potential but who do not meet the traditional entrance requirements of the university at the time of application. The program not only provides access to a university education but also provides support for success. The \r\nintentional and holistic programming provided to students admitted through the Gateway program includes special academic support programming and mandatory academic advising.\r\n", "visits": 661, "categories": [10]}}, {"model": "links.link", "pk": 1269, "fields": {"created_time": "2015-06-24T17:18:26.551Z", "updated_time": "2015-06-24T17:18:26.551Z", "title": "HOW TO SUCCESSFULLY SCALE PERSONALIZED LEARNING: SIX KEY LESSONS FROM EFFECTIVE PROGRAMS", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/FuelEducation_ScalePersonalizedLearning_WhitePaper.pdf", "file": null, "description": "In February 2014, Getting Smart and Fuel Education™ (FuelEd™) came together to release Fueling a Personalized\r\nLearning Revolution in Secondary Education. The paper highlighted how personalized, blended learning can improve access to high-quality learning opportunities by focusing on various experiences of high school students in districts across the country.\r\nOur first paper contended that the ultimate goal of blended learning is to create opportunities for student learning to be personalized along unique pathways. We described the way in which personalization revolutionizes how students learn and teachers teach in schools and districts across the country. Benefits include increased engagement as a result of powerful learning experiences, access to tools that support quality work products, and choices in learning opportunities beyond the traditional school day. This personalized approach provides students ownership of the learning experience, flexibility in path, and opportunities to progress at an individual pace.\r\n\r\nIn this follow-up paper, we shift our focus from individual classrooms and courses to explore the question of scale. Specifically, we were interested in learning how schools and districts successfully scale online and blended programs so that a growing number of students have access to the potential of personalized learning.\r\n", "visits": 688, "categories": [6]}}, {"model": "links.link", "pk": 1270, "fields": {"created_time": "2015-06-24T17:23:30.801Z", "updated_time": "2015-06-24T17:23:30.801Z", "title": "Adult College Completion in the 21st. Century", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/adult_college_completion_20151.pdf", "file": null, "description": "Interest in adult college completion, both for adults with some college credit and those who have never before attended college, has dramatically increased across the higher education community. This report draws from the considerable body of recent research focused on various populations of adult learners, including data gathered during Higher Ed Insight's recent evaluation of Lumina Foundation's adult college completion efforts. The goal of the report is to synthesize what has been learned about the needs of adult college students, particularly those returning to college after stopping out, as well as to identify areas where further inquiry is needed in order to demonstrate effective ways to support degree completion for adults.\r\n", "visits": 1047, "categories": [18]}}, {"model": "links.link", "pk": 1271, "fields": {"created_time": "2015-06-24T17:26:26.197Z", "updated_time": "2015-06-24T17:26:26.197Z", "title": "The Main Challenge of Our Times: A Population Growing Younger", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/e-brief_161.pdf", "file": null, "description": "A society’s aging, or its age distribution, is normally viewed from the perspective of the number of years since birth. In this E-Brief, however, we propose an alternative: measuring age according to the number of years remaining in life.\r\n\r\nTaking increases in longevity into account, a 35-year-old Canadian had a remaining life expectancy of 38.6 years in 1950, but 46.8 years in 2010, a difference of 8.2 years. Viewed so, the Canadian population is not getting older in the traditional sense, but “younger,” because many workers are approaching retirement age more able, and willing, to work longer than were previous\r\ngenerations of Canadians.\r\n\r\nBecause many older Canadians are already deciding to retire later than the arbitrary age of 65, public policy should aim to provide Canadians with the instruments to better manage retirement decisions.\r\n\r\nPopulation aging: those two words, it seems, inspire fears of different kinds. The number of retirees per active worker is steadily climbing. The problems this could engender are rather obvious: absent a significant increase in productivity, GDP growth is bound to slow down, which would exacerbate the growing stress on public finances, in particular through health expenditures.\r\n\r\n\r\n\r\n", "visits": 676, "categories": [18]}}, {"model": "links.link", "pk": 1272, "fields": {"created_time": "2015-06-24T17:28:18.542Z", "updated_time": "2015-06-24T17:28:39.424Z", "title": "The Effectiveness of Tutorials in Large Classes: Do they matter?", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Tutorials_in_Large_Classes-ENG.pdf", "file": null, "description": "This report examines the use and benefits of tutorials in a large enrolment first-year economics course. The primary objective of this study was to measure the relative merits of two different kinds of tutorials, a traditional tutorial, in which students listen to a teaching assistant work through a problem related to course material, and a collaborative tutorial, in which students work through a problem together in small teams with guidance from the teaching assistant. Assuming that at least part of the purpose of having tutorials in large classes is to increase student engagement, the study also examined student attendance in both types of tutorials as a proxy for engagement.\r\n", "visits": 582, "categories": [6]}}, {"model": "links.link", "pk": 1273, "fields": {"created_time": "2015-06-24T17:32:02.306Z", "updated_time": "2015-06-24T17:32:02.306Z", "title": "It's Never Okay: An Action Plan to Stop Sexual Violence and Harassment", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/actionplan-itsneverokay.pdf", "file": null, "description": "ALTHOUGH WE KNOW THAT SEXUAL VIOLENCE OFTEN GOES UNREPORTED, RESEARCH INDICATES THAT THERE ARE 460,000 SEXUAL ASSAULTS IN CANADA EACH YEAR. FOR EVERY 1000 SEXUAL ASSAULTS, ONLY 33 ARE EVER REPORTED TO THE POLICE; 12 RESULT IN CHARGES LAID; ONLY 6 ARE PROSECUTED AND ONLY 3 LEAD TO A CONVICTION.\r\n\r\n\r\nVery few reach the courts and far too many survivors don’t access support and counselling. This means that survivors aren’t getting the help that they need, and perpetrators of sexual violence are not being held accountable.\r\n\r\nWhy? Because too many of us have attitudes towards women, men, relationships and rape that towards women, men, relationships and rape that are sexist, misogynist and often just plain wrong.\r\n\r\n", "visits": 686, "categories": [16, 10]}}, {"model": "links.link", "pk": 1274, "fields": {"created_time": "2015-06-24T17:38:08.327Z", "updated_time": "2015-06-24T17:38:08.327Z", "title": "Draft Sexual Assault and Sexual Violence Policy and Protocol Template", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CO_DraftSexualAssaultPolicyAndProtocolTemplate.pdf", "file": null, "description": "This draft framework has been approved by the Committee of Presidents of the 24 publicly-funded colleges. In approving this template, the presidents recognize that individual colleges may need to make changes to reflect local circumstances during the development of their stand-alone sexual violence and sexual assault policy and protocol. In doing so, the colleges have committed to retaining as much consistency with the template as possible to reflect a similar style, tone, and format that will help\r\nstudents and others easily access information they need no matter which college they approach.\r\n", "visits": 714, "categories": [16, 10]}}, {"model": "links.link", "pk": 1275, "fields": {"created_time": "2015-06-30T18:00:15.125Z", "updated_time": "2017-01-25T02:14:59.304Z", "title": "The relationship between siblings’ college choices: Evidence from one million SAT-taking families", "url": "https://ucarecdn.com/d87e6e16-b049-4c4b-8ee7-0af70684faea/", "file": "https://ucarecdn.com/d87e6e16-b049-4c4b-8ee7-0af70684faea/", "description": "Recent empirical work has demonstrated the importance both of educational peer effects and of various factors that affect college choices. We connect these literatures by highlighting a previously unstudied determinant of college choice, namely the college choice made by one’s older sibling. Data on 1.6 million sibling pairs of SAT-takers reveals that younger and older sib- lings’ choices are very closely related. One-fifth of younger siblings enroll in the same college as their older siblings. Compared to their high school classmates of similar academic skill and with observably similar families, younger siblings are about 15–20 percentage points more likely to enroll in 4-year colleges or highly competitive colleges if their older siblings do so first. These \r\nfindings vary little by family characteristics. Younger siblings are more likely to follow the college choices of their older siblings the more they resemble each other in terms of academic skill, age and gender. We discuss channels through which older siblings’ college choices might causally influence their younger siblings, noting that the facts documented here should prompt \r\nfurther research on the sharing of information and shaping of educational preferences within families.\r\n", "visits": 763, "categories": [3]}}, {"model": "links.link", "pk": 1276, "fields": {"created_time": "2015-06-30T18:02:57.206Z", "updated_time": "2015-06-30T18:03:01.972Z", "title": "The cultural divide in science education for Aboriginal learners", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Feb-01-07-The-cultural-divide-in-science.pdf", "file": null, "description": "Aboriginal people in Canada are sharply under-represented in science and engineering occupations; more can be done to increase the relevance of learning and engagement of Aboriginal students in science and technology. Choosing careers in science and technology will benefit Aboriginal students directly through employment, but more importantly they can make a \r\ntremendous contribution to Canada from the unique perspectives to science and technology based on the values implicit in Aboriginal knowledge and ways of knowing. Past experience has shown that filling positions in science and technology with Aboriginal people is highly desirable, as non-Aboriginal people hired by Aboriginal organizations typically remain in their positions for less than two years. In contrast, Aboriginal professionals remain in their positions much longer and bring stability and pride to their communities. Aboriginal people in Canada are sharply under-represented in science and\r\nengineering occupations; more can be done to increase the relevance of learning and engagement of Aboriginal students in science and technology. Choosing careers in science and technology will benefit Aboriginal students directly through employment, but more importantly they can make a tremendous contribution to Canada from the unique perspectives to science and technology based on the values implicit in Aboriginal knowledge and ways of knowing. Past experience has shown that \r\nfilling positions in science and technology with Aboriginal people is highly desirable, as non-Aboriginal people hired by Aboriginal organizations typically remain in their positions for less than two years. In contrast, Aboriginal professionals remain in their positions much longer and bring stability and pride to their communities.\r\n", "visits": 827, "categories": [12]}}, {"model": "links.link", "pk": 1277, "fields": {"created_time": "2015-06-30T18:05:16.227Z", "updated_time": "2015-06-30T18:05:16.227Z", "title": "Evaluation of the Ontario Ministry of Education’s Student Success / Learning to 18 Strategy Stage 1 Report", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/StudentSuccessStage1ReportJuly-27-2007.pdf", "file": null, "description": "\r\nThe Canadian Council on Learning (CCL) has been engaged through a competitive process by the Ontario Ministry of Education (hereafter “the Ministry”) to evaluate the extent to which the Student Success/Learning to 18 Strategy (hereafter “the SS/L18 Strategy”) as currently implemented is aligned with the Ministry’s three overarching goals and is producing the intended \r\noutcomes related to its specific five goals. The evaluation process is composed of two main phases. This Stage 1 report provides a description and chronology of the SS/L18 Strategy-related changes; a catalogue and preliminary analysis of source documents relevant to the initiative; the results of an analysis of interviews with 39 respondents identified for the initial stage of the evaluation; the results of four focus groups conducted with Student Success Leaders (SSLs); preliminary \r\nobservations about the conduct of the SS/L18 Strategy, its strengths and vulnerabilities, as well as some preliminary recommendations for the future of the Strategy.\r\n", "visits": 670, "categories": [6]}}, {"model": "links.link", "pk": 1278, "fields": {"created_time": "2015-06-30T18:09:52.061Z", "updated_time": "2015-06-30T18:09:52.061Z", "title": "Promising Workplace Learning Practices in Marginalized Youth Employment", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Sawchuk-FinalReport.pdf", "file": null, "description": "In Canada and elsewhere, a great deal of research has described patterns of youth unemployment and difficulties in youth school to work transitions. A significant proportion of this has focused on the types of barriers facing particular groups of youths who, in turn, become marginalized in relation to labour markets access, career development and society. The Following the Success (FTS) project builds on this research and explores additional issues that are less well represented in the literature. These issues spring from three general gaps. First, despite a solid understanding of the effects of marginalization on youth labour market outcomes, the perspectives of both youth and employers on forms of marginalization are less well understood. Second, the bulk of existing research essentially tracks failed labour market transitions. This is important. However, equally valuable is research devoted to understanding instances of ‘success’ during which youth obtain stable and potentially career-establishing positions in the labour market. And third, the bulk of research in this area frames marginalization as a relatively static process. What is needed is a dynamic perspective that takes into account how both youth and employers learn to overcome these \r\nmarginalizing factors to varying degrees within youth employment. The FTS project was designed to respond to these three main gaps in the research literature in order to further supplement knowledge of the relationship between workplace learning practices, employment and marginalized youth success.\r\n", "visits": 659, "categories": [6]}}, {"model": "links.link", "pk": 1279, "fields": {"created_time": "2015-06-30T18:11:35.445Z", "updated_time": "2017-02-17T17:02:52.063Z", "title": "The Longitudinal Return on Investment on Training to Support Innovation in the Workplace", "url": "https://ucarecdn.com/15ac8fc2-053e-4097-af34-40113f78dea8/", "file": "https://ucarecdn.com/15ac8fc2-053e-4097-af34-40113f78dea8/", "description": "Given the pace of technological change and the strong forces to innovate from the global market place, the need to invest in human capital continues to increase as does the requirement for high return on investment (ROI) in training. One of the obstacles of measuring the ROI of training is that many of the benefits of training may not be immediately visible for measurement and it may be impossible to allocate the improvements exhibited by the firm to a particular training event. The lack of longitudinal studies to measure the ROI of training, particularly with respect to supporting the use of technology and intensity of innovation, is an area that will be addressed in this study.\r\n\r\nThe pace of innovation and technological change in the global market place make it imperative that companies constantly look at improving the skills of their workforce (Bresnahan, Brynjolsson and Hitt, 1999). The investment in human capital through the use of relevant and targeted training is critical in order to keep a business competitive (Rabemananjara and Parsley, 2006). One of the key components to an organization’s competitive advantage is the development of knowledge workers and increasing the value of their human capital.", "visits": 841, "categories": [18]}}, {"model": "links.link", "pk": 1280, "fields": {"created_time": "2015-06-30T18:14:44.654Z", "updated_time": "2015-06-30T18:14:44.654Z", "title": "Informal Learning and the Older Professional Worker: Learning Practices, Challenges and Supports", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/FenwickFullReport.pdf", "file": null, "description": "\r\nOlder workers’ (aged 50-64) job retention in the paid labour force has come to the fore because of the shortfall in availability of skilled labour now and in Canada’s future and the projection of a ‘greying population.’ Employing mixed methods, the research focused on the unique approaches and challenges experienced by older professionals in informal learning, the everyday experiences in which people learn. In addition, the research focused on the practices of documenting (methods for keeping track of learning), assessing (making judgements about learning), and supporting (methods that facilitate learning) that are helpful for older workers’ informal learning practices. The project focused on Certified Management Accountants (CMAs), knowledge workers whose continuous learning is urgent in Canada’s ‘hot economy’ and whose professional associations have made learning a priority.\r\n", "visits": 736, "categories": [18]}}, {"model": "links.link", "pk": 1281, "fields": {"created_time": "2015-06-30T18:19:54.377Z", "updated_time": "2015-06-30T18:19:54.377Z", "title": "Increasing Academic Performance and Retention in Undergraduate Science Students: An Achievement Motivation Intervention", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/201009MuisFrancoRanellucciFullReport.pdf", "file": null, "description": "Background\r\nAccording to a report by the Ontario Ministry of Training, Colleges and Universities (2005) , 30 to 40% of all students enrolled in four-year degree programs drop out, and 78-80% of those who do drop out will do so in their first year. Similar levels have been reported in other provinces, such as Québec (25-35%, Montmarquette, Mahseredjian, & Houle, 2001). In a paper for the Commission of Inquiry on Canadian University Education, Gilbert (1991) estimated that after five years the non-completion rate for university undergraduates is approximately 42% across Canada. Of particular concern, research on student retention has demonstrated that some disciplines have higher drop-out rates than others; science, mathematics, and engineering students are more likely to drop out than students in other disciplines (Daempfle, 2004). Moreover, each year approximately 35% of undergraduates fail introductory mathematics and science classes (Useem, 1992). Because of these growing concerns, research is needed that focuses on increasing retention and achievement in undergraduate science. This research addresses these \r\nconcerns by implementing a different approach to providing feedback to students that may result in higher achievement and increased retention at the undergraduate level of education.\r\n", "visits": 725, "categories": [18]}}, {"model": "links.link", "pk": 1282, "fields": {"created_time": "2015-06-30T18:22:07.839Z", "updated_time": "2015-06-30T18:22:07.839Z", "title": "Predicting the At-Risk Status of Males and Students With Disabilities", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Jorgensen-Final_Report.pdf", "file": null, "description": "This report examines the postsecondary attrition and academic performance of males (compared to females) and students with disabilities, two groups on which limited research is currently available. The research addresses four main issues: 1) differences in attrition patterns among the targeted sub-populations, 2) a comparison of the background, demographic, psychosocial and study skill variables that lead to attrition and poor first semester performance, 3) the predictive value of these variables for the targeted sub-populations in identifying students who are at risk at the time they enter college and 4) reasons given by students for leaving postsecondary study prior to completing their diplomas. The analysis included those students who commenced studies for the first time at a large non-residential English college in Quebec between 1990 and 2007. The college offers three-year career programs (26% of enrolments) and two-year programs leading to university entrance (68% of enrolments). Six percent of students are also enrolled in qualifying studies. In addition to the high school average, we compared three groups of variables 1) six background variables obtained from the students’ records (Records variables), 2) nine variables obtained from the college’s annual incoming student survey (ISS variables) and 3) ten psychosocial and study skill variables obtained from the Student Readiness Inventory (SRI variables) (ACT Testing Services, 2008). The following provides a summary of the findings\r\nrelated to each of our research questions.\r\n", "visits": 693, "categories": [6]}}, {"model": "links.link", "pk": 1283, "fields": {"created_time": "2015-06-30T18:28:07.408Z", "updated_time": "2015-06-30T18:28:07.408Z", "title": "Mature Students in the Persistence Puzzle: An Exploration of the Factors that Contribute to Mature Students’ Health, Learning, and Retention in Post-Secondary Education", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/MacFadgenFinalAL2006.pdf", "file": null, "description": "This research was conducted to gain in-depth knowledge about mature1 students’ persistence2 in a university-college environment, with the ultimate aim of informing institutional student retention policies and practices. The specific purpose of this exploratory study was to broaden and deepen our understanding of the multifaceted nature of mature students’ lives and those factors exerting important influences on mature students’ educational commitment and persistence. Of particular interest were those quality of life dimensions and relevant contextual factors that are associated with mature students’ decisions to persist or withdraw in their first year of post-secondary education. This research is important, as there are few studies that take into consideration adult learners’ unique life circumstances and educational challenges, and fewer still that explore adult quality of life influences on student retention.", "visits": 817, "categories": [18]}}, {"model": "links.link", "pk": 1284, "fields": {"created_time": "2015-06-30T18:31:14.014Z", "updated_time": "2015-06-30T18:31:14.014Z", "title": "DEVELOPMENT AND OF THE POSITIVES SCALE (POSTSECONDARY NFORMATION TECHNOLOGY INITIATIVE SCALE)", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Fichten-Report.pdf", "file": null, "description": "Data on how well the information and communication technology (ICT) needs of 1354 Canadian college and university students with disabilities are met on and off campus were collected using the newly developed POSITIVES Scale (Postsecondary Information Technology Initiative Scale). The measure contains 26 items which use a 6- point Likert scale (1 = strongly disagree, 6 = strongly agree) to indicate level of agreement with each of the positively worded items. It has three factor analysis-derived subscales (ICTs at School Meet Student’s Needs, ICTs at Home Meet Student’s Needs, E-learning ICTs Meet Student’s Needs) and a total score. Reliability and validity are excellent for both English and French versions. Versions that could be completed online, on paper (printable PDF), and within a Microsoft Word document were found to be equivalent.\r\n", "visits": 629, "categories": [4]}}, {"model": "links.link", "pk": 1285, "fields": {"created_time": "2015-06-30T18:33:25.873Z", "updated_time": "2015-06-30T18:33:25.873Z", "title": "ECONOMIC ADJUSTMENT OF ADULT IMMIGRANTS AN THE ROLE OF POST-SECONDARY EDUCATIONAL INSTITUTIONS", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Anisef-ExecSum-E.pdf", "file": null, "description": "Recent adult immigrants1 arrive in Canada but some find difficulty obtaining jobs or attaining employment in their fields of expertise. This prompts a substantial number to attend post-secondary education (PSE) to improve their Canadian credentials, where they often face access and completion barriers. This synthetic review is divided into two parts. The first part consists \r\nof two quantitative analyses of the Longitudinal Survey of Immigrants in Canada (LSIC); the first examines the economic integration of recent immigrants with respect to entry class, and the second provides an analysis of immigrant’s PSE pathways as a means of locating employment that match their qualifications. The second qualitative section, examines the responsiveness of universities and colleges to recent immigrants that enter PSE to receive Canadian credentials and work experience.\r\n", "visits": 730, "categories": [18, 14]}}, {"model": "links.link", "pk": 1286, "fields": {"created_time": "2015-06-30T18:36:05.601Z", "updated_time": "2015-06-30T18:36:05.601Z", "title": "LES COMPÉTENCES ET LES PRATIQUES OBSERVÉES CHEZ DES ADULTES NON DIPLÔMES PENDANT LA RÉSOLUTION D’UN PROBLÈME ENVIRONNEMENTAL", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Pruneau-FinalReport-F-AdL2007-sg.pdf", "file": null, "description": "Résumé\r\nLes compétences et les acquis d’expérience des adultes sont méconnus et peu valorisées dans la société contemporaine axée sur l’écrit, les savoirs scolaires et les diplômes. En raison de leurs conditions de vie précaires, de leur difficulté d’accès au monde de l’écrit et de la faible reconnaissance de leurs acquis d’expériences, nombreux adultes non diplômés sont exclus des \r\ndécisions publiques et de la résolution des problèmes vécus dans leur communauté. Le but de la recherche était d’identifier et de comprendre les compétences et les pratiques des adultes non diplômés durant la résolution d'un problème environnemental. On voulait répondre aux questions suivantes : Quelles sont les ressources (cognitives, affectives, sociales…) et les pratiques que les adultes non diplômés mettent à profit durant la résolution d’un problème environnemental ? et Les adultes non diplômés, malgré leur faible niveau d’alphabétisme, sont-ils capables de proposer des solutions efficaces à un problème\r\nenvironnemental ?\r\n", "visits": 690, "categories": [18]}}, {"model": "links.link", "pk": 1287, "fields": {"created_time": "2015-06-30T18:42:10.025Z", "updated_time": "2015-06-30T18:42:10.025Z", "title": "CONTEXT SITUATED ASSISTIVE TECHNOLOGY TRAINING AND ITS IMPACT ON ENGAGEMENT, LEARNING OUTCOMES, AND ASSISTIVE TECHNOLOGY ADOPTION", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Brokop-Final.pdf", "file": null, "description": "This qualitative research study investigates a model of delivering assistive technology training to adult students with a variety of disabilities who are enrolled in academic upgrading classes at a Canadian college. The purpose was to examine whether an academic subject context for assistive technology training delivered by Academic Strategists impacted students’ engagement in \r\nclasses, independence, completion of learning outcomes, and adoption of assistive technology. The model of assistive technology training used in this study utilized subject area Academic Strategists to deliver assistive technology training in the context of their regularly scheduled academic strategies sessions.\r\n", "visits": 671, "categories": [4]}}, {"model": "links.link", "pk": 1288, "fields": {"created_time": "2015-06-30T18:43:36.158Z", "updated_time": "2015-06-30T18:43:36.158Z", "title": "Implementing an Intergenerational Literacy Program with Authentic Literacy Instruction: Challenges, Responses, and Results", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/201009AndersonPurcell-GatesFullReport.pdf", "file": null, "description": "The purpose of this study was to document the implementation of an intergenerational literacy program that incorporated authentic literacy activity with the goal of raising low-English literacy levels of the parent and the English emergent literacy levels of their non-English speaking young children.", "visits": 686, "categories": [6]}}, {"model": "links.link", "pk": 1289, "fields": {"created_time": "2015-06-30T18:46:30.068Z", "updated_time": "2015-06-30T18:46:30.068Z", "title": "Blended Learning for Soft Skills Development: Testing a Four-Level Framework for Integrating Work and Learning to Maximize Personal Practice and Job Performance", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/201009AdamsHanesiakMorganOwstonLupshenyukMillsFullReport.pdf", "file": null, "description": "As Canadian businesses look for new ways to empower workplace learning to meet demands to achieve more while having fewer resources available for training and development, interest in delivering programs using different kinds of instructional pproaches (e.g., face-to-face, problem-based learning, coaching) combined with a variety of technologies (e.g. discussion boards, e-content, conference calls) – generally referred to as blended learning – is growing. These blended learning strategies can be designed to provide opportunities for supporting just-in-time (i.e., immediate) access to learning tools and supports anywhere, anytime - especially important when the objective is to improve performance on the job. Generally, research in this area has focused on comparisons of classroom versus online courses versus blended programs indicating blended programs out-deliver either online or classroom when used alone. However, analysis of the impact of different blended learning strategies on personal soft-skills (e.g., coaching, teamwork, critical thinking) development and job performance has not been given much attention. The focus of this research study was to compare the learning impact/outcomes of four different blended learning strategies (offered in parallel in each of four research groups) based on a theoretical model emerging from work reported by Adams (2004). Each level in the model was defined by a different blended learning strategy that moves from a very loose coupling of personal learning with job performance in level 1 (e.g., online learning used as a background resource for self-directed learning), to tighter and tighter couplings of learning with job performance in level 2 (e.g., online materials integrated with a structured classroom course and required as pre-and post work) and level 3 where online learning materials were integrated with personal learning objectives and blended with collaborative discussion forums and peer coaching. Level 4, defined in this model as a very tight coupling of personal learning with job performance in relation to the previous three blended learning strategies mentioned involved using online learning materials to support personal job-based projects where participants worked on the projects as part of their learning (i.e., an action-learning pedagogical approach) where a demonstrable return on learning (ROL) was measured.", "visits": 634, "categories": [6]}}, {"model": "links.link", "pk": 1290, "fields": {"created_time": "2015-06-30T18:49:02.151Z", "updated_time": "2015-06-30T18:49:02.151Z", "title": "Using E-Learning to Build Governance Capacity in the Yekooche First Nation: A Case Study of the Yekooche Learning Centre", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Hamilton-E-LearningFullReport.pdf", "file": null, "description": "The Yekooche First Nation is a community of approximately 120 people, located about 85 km northwest of Fort St. James in British Columbia and approximately 990 kilometres from Vancouver. The community is remote, accessible only by logging road and since the mid 1990’s has been working progressively towards Final Agreement in treaty negotiation.1 In the fall of 2005, Yekooche First Nation asked Royal Roads University (RRU)2 and the B.C. Ministry of Aboriginal Relations and Reconciliation to assist them in developing an approach to community-based training that would enable members to assume self-government responsibilities once their treaty was ratified. During this same time, a Community Skills Inventory was conducted that identified a critical need for capacity-building in governance, focusing on a wide array of skills related to information and communication technologies (ICTs), administration, health, civil infrastructure, as well as basic job skills. The inventory identified these areas as priorities in preparing community members for carrying out the new governance-related activities.", "visits": 691, "categories": [9]}}, {"model": "links.link", "pk": 1291, "fields": {"created_time": "2015-07-02T17:46:53.863Z", "updated_time": "2015-07-02T17:46:53.863Z", "title": " Higher Education Report 2011-2013 Australian Government Department of Education and Training", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/higher_education_report_2011-2013_final_web.pdf", "file": null, "description": "\r\nThe Higher Education Report 2011-2013 is part of a suite of technical publications which report on the Australian higher education sector for the period 2011-2013. The Higher Education Report 2011-2013 provides:\r\n\r\n• an overview of the higher education sector for the period 2011 to 2013;\r\n• details of funding allocations under the Higher Education Support Act 2003 (HESA); and\r\n• an overview of the outcomes of funding and other departmental programmes (including the \r\nallocation of places).\r\nAnalysis of student, staff and financial data is published separately and available at: \r\nhttp://education.gov.au/higher-education-statistics and https://education.gov.au/finance-\r\npublication.\r\n", "visits": 771, "categories": [5]}}, {"model": "links.link", "pk": 1292, "fields": {"created_time": "2015-07-02T17:48:51.853Z", "updated_time": "2015-07-02T17:48:51.853Z", "title": "Horizon Report > 2015 Higher Education Edition", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2015-nmc-horizon-report-HE-EN.pdf", "file": null, "description": "What is on the five-year horizon for higher education institutions? Which trends and technologies will drive educational change? What are the challenges that we consider as solvable or difficult to overcome, and how can we strategize effective solutions? These questions and similar inquiries regarding technology adoption and educational change steered the collaborative research and discussions of a body of 56 experts to produce the NMC Horizon Report: 2015 Higher Education Edition, in partnership with the EDUCAUSE Learning Initiative (ELI). The NMC Horizon Report series charts the five-year horizon for the impact of emerging technologies in learning communities across the globe. With more than 13 years of research and publications, it can be regarded as the world’s longest-running exploration of emerging technology trends and uptake in education.\r\n", "visits": 734, "categories": [5]}}, {"model": "links.link", "pk": 1293, "fields": {"created_time": "2015-07-02T18:11:59.809Z", "updated_time": "2015-07-02T18:11:59.809Z", "title": "Comparaison de deux types d’approches utilisant les nouvelles technologies visant à aider les élèves à comprendre des notions abstraites du programme-cadre de Sciences", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/ace-2008-cefrio-rapport-on-qc.pdf", "file": null, "description": "Le projet Comprendre le concept de force en sciences est né de l’initiative des ministères de l’Éducation de l’Ontario et du Québec dans le cadre d’une entente de collaboration signée par les deux Premiers Ministres de ces provinces concernant le secteur de l’éducation ainsi que d’autres secteurs d’activité.\r\n\r\nC’est une étude comparative, de nature collaborative et de type exploratoire, qui s’est déroulée de mai 2007 à mai 2008. Elle pourrait être suivie d’une étude plus approfondie et de plus d’envergure selon l’intérêt des résultats présentés ci-dessous de même que la disponibilité des ressources disponibles.\r\n", "visits": 632, "categories": [4]}}, {"model": "links.link", "pk": 1294, "fields": {"created_time": "2015-07-02T18:26:51.824Z", "updated_time": "2015-07-02T18:26:51.824Z", "title": "Teaching the Way We Aspire t Teach: Now and in the Future", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/cea-2012-aspirations.pdf", "file": null, "description": "Most teachers enter the profession with strong ideals regarding the work they are about to undertake, and the impact this work will have on the students they teach. A good number of those who apply to faculties of education will report that teaching is something they have dreamed of doing since they were, themselves, young children. Others will tell stories of teachers encountered throughout their own schooling – teachers who, through effective teaching strategies, personal encouragement and modeling, influenced their decision to pursue a teaching career. Conversations with teacher candidates entering their first years of professional life are, in many cases, full of hope, passion and the expectation that, through their work as teachers, they will be able to inspire, excite, and make a similar impact on the lives of the young people with whom they work.\r\n\r\nConversations with teachers who have spent some time in the profession often reflect a tempering of the high ideals with which they began their careers. While they are still hopeful about the work they are doing, there is a sense from many teachers that factors beyond their immediate control prevent them from fully realizing their original vision of what their professional life was going to be like. In short, there is often a noticeable difference between the teacher they aspire to be and the teacher that they feel they are required to be.\r\n", "visits": 685, "categories": [7]}}, {"model": "links.link", "pk": 1295, "fields": {"created_time": "2015-07-02T18:29:31.663Z", "updated_time": "2015-07-02T18:29:31.663Z", "title": "The Challenge to Change: From Vision to Action in Canadian Education", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/cea_action_to_vision_report_final_en.pdf", "file": null, "description": "One of the commitments emerging from the What’s Standing in the Way of Change in Education? workshop in Calgary in October 2013 was to convene a series of Regional Workshops designed to expand the conversation about change in Canada’s \r\neducation systems. To this end, in the Spring of 2014, similar workshops were held in New Brunswick, Manitoba, Ontario and British Columbia with a final session held in Quebec in August, 2014.\r\n\r\nThe energy around identifying the types of barriers that have complicated and, at times, confounded change efforts in schools across the country was inspired by two previous CEA research initiatives: What Did You Do In School Today? and Teaching the Way We Aspire to Teach. Both initiatives focused on different aspects of engagement in our school systems – the former an attempt to raise the voices of Canadian students and the latter focusing on the lives of educators and their stories of when they were teaching at their best. The strong visions for schools and discovery of such powerful teaching moments kept largely ‘under the radar’ that emerged from Teaching the Way We Aspire to Teach inspired CEA to explore what was really standing in the way of scaling these practices throughout school districts to benefit more students and educators.\r\n", "visits": 720, "categories": [5]}}, {"model": "links.link", "pk": 1296, "fields": {"created_time": "2015-07-02T18:33:24.688Z", "updated_time": "2015-07-02T18:33:24.688Z", "title": "Policy Brief: The Promise and Problem of Literacy for Canada: An Agenda for Action", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/cea-2004-literacy-for-canada.pdf", "file": null, "description": "Two of five Canadians would have difficulty reading this sentence, following the instructions on a prescription bottle, finding out information about how to vote, or filling out a permission form for their child’s upcoming school trip. Although for nine of the past 14 years, Canada has ranked first on the United Nations Human Development Index (HDI), a measure of a country’s relative wellbeing, complacency would be a serious mistake. Low levels of literacy – especially among adults and vulnerable groups – remain a significant challenge to Canada’s continued well- being. As our performance on the HDI and other international rankings \r\nconfirms, we have a solid foundation on which to build; but we must not underestimate the significance of literacy problems in this country. The groups most vulnerable to low literacy are the poor; persons of Aboriginal ancestry; persons whose native language is neither English nor French; persons in rural and isolated communities; and persons with certain disabling conditions. Given the rise in skill levels demanded throughout the labour market, the ubiquity of new technologies in daily and work life, and the desire of people to engage with pub- lic issues, those with poor literacy will become even further\r\nmarginalized.\r\n", "visits": 748, "categories": [5]}}, {"model": "links.link", "pk": 1297, "fields": {"created_time": "2015-07-02T18:34:49.995Z", "updated_time": "2015-07-02T18:34:49.995Z", "title": "Learning Indigenous, Western, and Personal Mathematics from Place", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/SterenbergFullReport.pdf", "file": null, "description": "In Canada, Aboriginal postsecondary enrolment and completion rates are significantly lower than those of non-Aboriginals (Canadian Millenium Scholarship Foundation, 2004; Mendelson, 2006). This is most evident in disciplines involving science and mathematics (Indian and Northern Affairs Canada, 2005). Moreover, Aboriginal student achievement in K – Grade 12 mathematics courses is significantly lower than those of non-Aboriginal students (Neel, 2007). In the contemporary Canadian context of low Aboriginal participation and completion rates in postsecondary studies of mathematics, it is important to provide Aboriginal students with experiences of mathematics that foster their interest and ability in the early stages of their schooling (Bourke et al, 1996; Council of Ministers of Education, Canada, 2002).", "visits": 716, "categories": [12]}}, {"model": "links.link", "pk": 1298, "fields": {"created_time": "2015-07-02T18:36:29.864Z", "updated_time": "2015-07-02T18:36:29.864Z", "title": "Combining the Views of Both Worlds: piqusiit tamainik katisugit", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/201009LewthwaiteMcMillanFullReport.pdf", "file": null, "description": "This report summarizes several phases of a multiphase science education\r\ndevelopment project occurring between April, 2004 and November, 2009 in three Inuit\r\ncommunities in the northern Qikiqtani (Baffin Island) Region of Nunavut, Canada.\r\nAlthough the Canadian Council on Learning (CCL) funding for this project is confined to\r\nthe development, implementation and evaluation of the influence of Inuktitut-language\r\nplace-based resources on Inuit students’ learning, it is believed by the participants of this\r\nproject that because of the dissemination forum provided by CCL, the contents in this\r\nreport should be a cumulative summary outlining the chronology of the project and its\r\noverall findings. The project, in its entirety, is motivated to assist Inuit school communities\r\nin achieving their aspirations for science education. The project overall focuses on (1)\r\nestablishing the current situation in science education in Kindergarten through to Grade 7\r\nin the Qikiqtani communities, (2) identifying developmental aspirations for stakeholders\r\nwithin the communities and potential contributors and constraints to these aspirations, (3)\r\nimplementing mechanisms for achieving identified aspirations, (4) evaluating the\r\neffectiveness of such mechanisms and (5) providing suggestions for further development\r\nprojects established to assist Aboriginal, especially Inuit, communities in achieving their\r\ngoals for curriculum, in particular, science education. This project attempts to “combine the\r\nviews of both worlds” in science education for Qikiqtani students; that is, it combines the knowledge, practices, values, beliefs, and ways of knowing of both the community of scientists and Inuit culture. Equally, it also combines the views of both worlds in achieving these goals through two process development frameworks: Urie Bronfenbrenner’s bioecological model (a model that identifies teacher attributes and the environment in which they work as determinants on development) and Inuit Qaujimajatuqangit (IQ, Inuit ways of knowing and doing). This report focuses upon an evaluative overview of all phases of the\r\ndevelopment project and the efficacy of this “two-way” model in fostering school development, especially in the area of science education.", "visits": 610, "categories": [12]}}, {"model": "links.link", "pk": 1299, "fields": {"created_time": "2015-07-02T18:38:01.076Z", "updated_time": "2017-01-25T17:32:40.857Z", "title": "Canadian attitudes on Post-secondary education", "url": "https://ucarecdn.com/c94ceaca-a5fa-432d-a94d-f774a7596257/", "file": "https://ucarecdn.com/c94ceaca-a5fa-432d-a94d-f774a7596257/", "description": "This report analyzes the results of a poll conducted for the Canadian Council on Learning.\r\n\r\nPacific Issues Partners was engaged to design a sample and questionnaire appropriate for developing a better understanding of the public’s attitudes, preferences and knowledge on a number of issues related to post-secondary education.\r\nThe major topics included:\r\nOverall evaluation of post-secondary education in Canada\r\nImportance of post-secondary education to society and the individual\r\nAccess and barriers, in general and for specific groups\r\nFunding and financial barriers to education\r\nPurpose of education and relation to potential employment\r\nRelations with and importance of post-secondary institutions to community\r\nValues and broader goals for education\r\nPriorities for change and the future of education", "visits": 854, "categories": [5]}}, {"model": "links.link", "pk": 1300, "fields": {"created_time": "2015-07-02T18:43:37.714Z", "updated_time": "2015-07-02T18:43:37.714Z", "title": "CANADIAN POST-SECONDARY EDUCATION A Positive Record – An Uncertain Future", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/PSEReport2006EN.pdf", "file": null, "description": "Canada’s post-secondary institutions made major contributions to our country’s social progress and economic success in the last half of the 20th century. In the span of several decades, Canada evolved from a country where an advanced education was reserved for the society’s elite to one that produces one of the world’s best-educated populations. By the turn of the century,\r\nCanada boasted the second-highest number of postsecondary educated citizens per capita of any country —a comparative advantage in a global knowledge economy. Since knowledge is now the currency of the economy, improved post-secondary outcomes increase a country’s ability to develop the skilled human resources and conduct the innovative research it needs to remain productive and competitive.", "visits": 817, "categories": [5]}}, {"model": "links.link", "pk": 1301, "fields": {"created_time": "2015-07-02T18:47:18.949Z", "updated_time": "2015-07-02T18:47:18.949Z", "title": "Post-Secondary Education in Canada Strategies for Success", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/PSEFullReportENLR16july08Bookmark.pdf", "file": null, "description": "In our 2006 report, Canadian Post-secondary Education: A Positive Record – An Uncertain Future, CCL soberly articulated the various reasons for which uncertainty clouds the future contributions that the post-secondary education sector may make to Canada’s economic and social goals. Despite the myriad strengths that PSE educators and institutions have demonstrated\r\nover many years, the absence of clear pan-Canadian goals, measures of achievement of goals and cohesion among the various facets of PSE led us to express deep reservations.\r\n\r\nThe mission of the Canadian Council on Learning is, in part, to describe our learning realities. If we have a remit to identify issues, equally we have a responsibility to report potential strategies for success. In last year’s account, we found that what we do not know can hurt us; that we must develop pan-Canadian information about PSE that can provide\r\ndecision-makers the best tools available to determine policies. We also found that almost all other developed countries have built not only the national information systems required to optimize policy, but have also—in both unitary and federal states—provided themselves with some of the necessary national tools and mechanisms to adjust, to act and to\r\nsucceed. Canada has not.\r\n\r\n", "visits": 1031, "categories": [5]}}, {"model": "links.link", "pk": 1302, "fields": {"created_time": "2015-07-02T18:49:50.015Z", "updated_time": "2017-01-25T17:15:02.092Z", "title": "Post-Secondary Education in Canada: Meeting Our Needs?", "url": "https://ucarecdn.com/ec60eb16-2c8b-4e4b-91f3-f514131ec75b/", "file": "https://ucarecdn.com/ec60eb16-2c8b-4e4b-91f3-f514131ec75b/", "description": "As the world struggles with the uncertainty of a major economic downturn, the need to ensure that Canadians have the right\r\nskills and knowledge for a sustainable economy—now and in the future—is suddenly thrown into high relief.\r\nWith jobs becoming vulnerable or disappearing, many Canadians are being forced to rethink their future. They are asking\r\nthemselves, “What can I do now? Do I have the skills I need?”\r\nPost-secondary education (PSE) plays a key role in developing people’s potential and cultivating Canada’s human infrastructure,\r\nboth of which are necessary for the country’s success. ", "visits": 807, "categories": [9]}}, {"model": "links.link", "pk": 1303, "fields": {"created_time": "2015-07-02T18:51:49.718Z", "updated_time": "2017-02-17T17:03:25.182Z", "title": "Up to Par: the Challenge of Demonstrating Quality in Canadian post-secondary Education", "url": "https://ucarecdn.com/580fd4dc-4f27-465d-ad36-0dd6b162269a/", "file": "https://ucarecdn.com/580fd4dc-4f27-465d-ad36-0dd6b162269a/", "description": "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.", "visits": 732, "categories": [5]}}, {"model": "links.link", "pk": 1304, "fields": {"created_time": "2015-07-02T18:53:28.444Z", "updated_time": "2017-02-17T16:56:44.580Z", "title": "Navigating Post-secondary Education in Canada: the Challenge of a Changing Landscape", "url": "https://ucarecdn.com/4b1f6319-89dd-4faf-b66d-eb15b413a911/", "file": "https://ucarecdn.com/4b1f6319-89dd-4faf-b66d-eb15b413a911/", "description": "As Canada’s youth consider their increasingly broad and complex array of post-secondary education (PSE) options, they are faced with potentially costly decisions. Moreover, they often do not have the information they need to make appropriate choices, which can negatively impact their participation and persistence in PSE. For many students, it is a challenge to choose, design and follow a post-secondary pathway to its conclusion without deviating from their original plan. Students are increasingly taking non-linear pathways through PSE. Some may need to relocate and attend a different institution. Many students may decide to change the focus of their study, while others may wish to change their program entirely. Some may shift their goals from academic to applied forms of study, or vice versa. However, the structures of post-secondary systems in our provinces, and the various mechanisms that bind them, do not always provide clearly apparent and unobstructed pathways for students, particularly for mobile students. These problems are exacerbated by shifting mandates, roles, and labels of institutions across the Canadian PSE sector.", "visits": 746, "categories": [5]}}, {"model": "links.link", "pk": 1305, "fields": {"created_time": "2015-07-02T18:55:17.169Z", "updated_time": "2015-07-02T18:55:17.169Z", "title": "Tallying the Costs of Post-secondary Education: The Challenge of Managing Student Debt and Loan Repayment in Canada", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/PSEChallengesMonograph3_EN.pdf", "file": null, "description": "As the global marketplace becomes increasingly competitive and knowledge driven the potential social and economic benefits of education have increased. As a result, the past few decades have witnessed an unprecedented expansion in the demand for post-secondary education (PSE) worldwide.\r\n\r\nThe Canadian Council on Learning monograph series, Challenges in Canadian Post-secondary Education, was launched in November 2009 as a means of examining the impact of this expansion on the PSE sector.", "visits": 708, "categories": [5]}}, {"model": "links.link", "pk": 1306, "fields": {"created_time": "2015-07-02T18:57:04.462Z", "updated_time": "2015-07-02T18:57:04.462Z", "title": "Health Literacy in Canada: A Healthy Understanding", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/HealthLiteracyReportFeb2008E.pdf", "file": null, "description": "Canada has one of the most highly educated populations in the world, a publicly funded health-care system and a growing appreciation for contributions that ongoing learning makes to the health and well-being of individuals and to the quality of life within our communities.\r\n\r\nHowever, new health literacy maps of Canada show that our country is not a picture of health. Six in 10 Canadian adults do not have the skills needed to adequately manage their health and health-care needs.\r\n", "visits": 694, "categories": [16]}}, {"model": "links.link", "pk": 1307, "fields": {"created_time": "2015-07-02T18:59:32.514Z", "updated_time": "2015-07-02T18:59:32.514Z", "title": "Lessons in Learning - The Apprenticship System", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/July-25-06-Apprenticeship.pdf", "file": null, "description": "The apprenticeship system has a long history as an effective vehicle for work-based learning. The ancient Greeks and Romans used apprenticeships as a tool for transferring knowledge and skills and the Babylonian code of Hammurabi specified that artisans were to pass the skills of their craft on to young apprentices. Modern times, however, have seen negative attitudes \r\ntowards apprenticeship and a poor image of trades, as well as a lack of information and awareness of apprenticeship. This is unfortunate because in the contemporary Canadian context, apprenticeship can help to address two distinct problems:\r\nlabour shortages in the skilled trades and youth unemployment.\r\n", "visits": 721, "categories": [6]}}, {"model": "links.link", "pk": 1308, "fields": {"created_time": "2015-07-02T19:01:45.884Z", "updated_time": "2015-07-02T19:01:45.884Z", "title": "Engineering Labour Market in Canada", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Labour-Market-2015-e.pdf", "file": null, "description": "The 2015 Engineers Canada Labour Market Study provides supply and demand projections for 14 engineering occupations. The report highlights a large and growing need to replace retiring engineers as they exit the workforce. This is particularly relevant for civil, mechanical, electrical and electronic engineers as well as computer engineers. Replacement demand for engineers\r\nis an important theme that will be relevant for the next decade as the baby boom generation retires.\r\n\r\nCanadian universities are granting an increasing number of engineering degrees to Canadian and international students and creating new entrants to these occupations. Ontario and Quebec universities are granting many of these degrees. However, economic activity is shifting to western Canada and shifting the demand for engineers in that direction. Engineers Canada would like to highlight the growing importance of inter-provincial migration for engineers. In addition, federal government immigration policy such as the new Express Entry program is important to help streamline international migration of engineers to meet the country’s future workforce requirements.", "visits": 891, "categories": [5]}}, {"model": "links.link", "pk": 1309, "fields": {"created_time": "2015-07-10T18:02:41.512Z", "updated_time": "2015-07-10T18:09:50.185Z", "title": "The 2013 National School Climate Survvey: the Experience of Lesbian, Gay, Bisexual and Transgender Youth", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2013_National_School_Climate_Survey_Full_Report.pdf", "file": null, "description": "In 1999, GLSEN identified that little was known about the school experiences of lesbian, gay, bisexual, and transgender (LGBT) youth and that LGBT youth were nearly absent from national studies of adolescents. We responded to this national need for data by launching the first National School Climate survey, and we continue to meet this continued need for current data by conducting the study every two years. Since then, the biennial National School Climate Survey has documented the unique challenges LGBT students face and identified interventions that can improve school climate. The survey documents the prevalence of anti-LGBT language and victimization, such as experiences of harassment and assault in school. In addition, the survey examines school policies and practices that may contribute to negative experiences for LGBT students and make them feel as if they are not valued by their school communities. The survey also explores the effects that a hostile school climate may have on LGBT students’ educational outcomes and well-being. Finally, the survey reports on the availability and the utility of LGBT-related school resources and supports that may offset the negative effects of a hostile school climate and promote a positive learning experience. In addition to collecting this critical data every two years, we also add and adapt survey questions to respond to the changing world for LGBT youth. For example, in the 2013 survey we added a question about hearing negative remarks about transgender people (e.g., “tranny”). The National School Climate Survey remains one of the few studies to examine the school experiences of LGBT students nationally, and its results have been vital to GLSEN’s understanding \r\nof the issues that LGBT students face, thereby informing our ongoing work to ensure safe and \r\naffirming schools for all.\r\n\r\nIn our 2013 survey, we examine the experiences of LGBT students with regard to indicators of negative school climate:\r\n", "visits": 804, "categories": [16, 5]}}, {"model": "links.link", "pk": 1310, "fields": {"created_time": "2015-07-10T18:11:26.452Z", "updated_time": "2015-07-10T18:11:26.452Z", "title": "Teacher Career Patterns", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Teacher_career_paterns.pdf", "file": null, "description": "This note demonstrates how life tables can be adapted from demography to studies of teachers’ careers. We provide an example using data from the Schools and Staffing Survey to compare teachers across rural, urban, and suburban locales. Using life tables, we estimate both retention rates and how long we expect teachers to remain at their school depending on their level of experience and find no difference across locales. This methodology could be applied to predict future school staffing needs.\r\n", "visits": 648, "categories": [7]}}, {"model": "links.link", "pk": 1311, "fields": {"created_time": "2015-07-10T18:13:31.077Z", "updated_time": "2015-07-10T18:33:34.144Z", "title": "Graduate Student Happiness & Well-Being Report | 2014", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/wellbeingreport_2014.pdf", "file": null, "description": "\r\nThe University community has an interest in improving the happiness and well-being of graduate students for a straightforward reason: to enable graduate students to do their best work. Balanced, happy people are more productive, more creative, more collaborative, better at pursuing long-term goals, more likely to find employment, and more physically and psychologically resilient, among other things. Positive emotion is associated with curiosity, interest and synthetic thinking. In contrast, depression is associated with loss of interest, helplessness, difficulty concentrating and remembering details, and worse. For more on this, see Part VI, “The Objective Benefits of Subjective Well-Being,” from the World Happiness Report.\r\n", "visits": 763, "categories": [7]}}, {"model": "links.link", "pk": 1312, "fields": {"created_time": "2015-07-10T18:15:19.768Z", "updated_time": "2015-07-10T18:15:19.768Z", "title": "The Language of Learning Outcomes: Definitions and Assessments", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/The_Language_of_Learning_Outcomes-Definitions_and_Assessments.pdf", "file": null, "description": "\r\nPostsecondary education has reached a critical impasse. Structurally speaking, the Canadian system does not look much different than it did 50 years ago. But the system’s dynamics have changed considerably: reduced government funding and the tough economic climate make efficient financial models a necessity for healthy institutions; student debt loads are increasing; underemployment is a reality for many undergraduate degree-holders; and the student body is increasingly diverse, with \r\ngrowing numbers of international students, students from historically underrepresented groups, mature students returning to PSE to improve career prospects, and students having to work at least part-time to manage the cost of education. To ensure that our system is accountable, accessible and of the highest quality, we need to define and assess educational outcomes at both the institutional and student levels.\r\n", "visits": 666, "categories": [6]}}, {"model": "links.link", "pk": 1313, "fields": {"created_time": "2015-07-10T18:17:41.977Z", "updated_time": "2015-07-10T18:17:41.977Z", "title": "Moving Forward: National Working Summit on Aboriginal Postsecondary Education", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/aboriginal-report-summit-aboriginal-pse-2010-12-15-e.pdf", "file": null, "description": "Powerful things happen when leaders from diverse backgrounds gather and commit time to dialogue on a single issue. The results of the dialogue are even more powerful when those leaders are well informed and committed to action. When the issue at hand is central to a whole country’s future, the results of this dialogue must be shared so that others can join in.\r\n\r\nThe National Working Summit on Aboriginal Postsecondary Education produced important commitments for action from its participants and substantive policy recommendations for the federal government. The summit was held at Six Nations Polytechnic on October 5, 2010. Over 50 participants from universities, colleges, Aboriginal institutes, charities, Aboriginal organizations and the private sector took part.\r\n", "visits": 619, "categories": [12]}}, {"model": "links.link", "pk": 1314, "fields": {"created_time": "2015-07-10T18:20:39.091Z", "updated_time": "2015-07-10T18:20:39.091Z", "title": "Partners for a brighter future: the submission to the national panel on first nations elementary and secondary education to success in Aboriginal education", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/partners-for-a-brighter-future-k-12-aboriginal-panel-aucc-submission-dec-2011.pdf", "file": null, "description": "Introduction\r\n“ We are looking at replacing the legacy of the residential schools with a vibrant new learning culture in every First Nation, grounded in our proud heritage, identity and language. Through a new confidence, we can resume our rightful place as proud Nations walking side-by-side with the Canadian federation and within the North American economy. “To get there, we need to work with every university and college, with school boards, corporations, and foundations and indeed all people in Canada... But with trust, we can and will achieve great success – uniquely Canadian success grounded in the true history and real potential of this land.”\r\n", "visits": 683, "categories": [12]}}, {"model": "links.link", "pk": 1315, "fields": {"created_time": "2015-07-10T18:24:17.260Z", "updated_time": "2015-07-10T18:24:17.260Z", "title": "Creating Opportunities in Education for Aboriginal Students", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/aboriginal-students-report-2013.pdf", "file": null, "description": "At the University of British Columbia, Aboriginal students congregate in a First Nations Longhouse. At the University of Manitoba, senior managers now travel to Aboriginal communities to recruit students. The University of Saskatchewan’s College of Engineering runs outreach programs to engage Aboriginal youth well before they are of university age. At Lakehead University, the Native access program assists students in making a successful transition to university.\r\n", "visits": 777, "categories": [12, 17, 3]}}, {"model": "links.link", "pk": 1316, "fields": {"created_time": "2015-07-10T18:27:20.856Z", "updated_time": "2015-07-10T18:27:20.856Z", "title": "Income Inequity: The Canadian Story", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/AOTS5-foley-green.pdf", "file": null, "description": "In this chapter, Kelly Foley and David Green challenge the conventional wisdom that increasing the level of education is the perfect antidote to rising income inequality. They investigate two key questions. First, how has rising educational attainment shaped the structure of wages and earnings in Canada over time? Second, what role has education and more broadly “human capital” policy played in either exacerbating or reducing inequality?\r\n\r\nThe authors warn against relying on human capital policy — at least in its current form — as a stabilizer for inequality. They find that changes in the returns to education and the educational composition of the workforce fail to explain the increases in earnings inequality observed in recent decades. The forces driving changes in the Canadian wage structure will not be offset by \r\nsimply increasing the education level of the workforce, they argue. In particular, directing more resources toward university education would benefit children from middle- and upper-income households the most and could in fact increase inequality. Increasing spending on college and apprenticeship programs appears to be no better as a solution, unless core issues such as low female participation and the low completion rates of participants are effectively addressed. In contrast, targeting expenditures on early childhood development and secondary school toward low-income households has greater potential to reduce inequality both in the long term and across generations. But even in these cases, the ultimate impact on wage differences between middle- and high-earners is unclear. Education and training policy is not a silver bullet for solving inequality.\r\n", "visits": 761, "categories": [8]}}, {"model": "links.link", "pk": 1317, "fields": {"created_time": "2015-07-10T18:29:29.282Z", "updated_time": "2015-07-10T18:29:29.282Z", "title": "From Opportunity to Responsibility: Political Master Narratives, Social Policy, and Success Stories in Adult Literacy Education", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Political_Master_Narravvtives.pdf", "file": null, "description": "Background and Context: The context for this study is the American legislative landscape covering the past 35 years, which witnessed a shift in political philosophies concerning the role of government in ensuring the social welfare of its citizens—from a focus on a “safety net” to a focus on “individual responsibility.” We frame these contrasting political philosophies as \r\npolitical master narratives; these narratives shape the ways particular groups in society are perceived, help craft social policy, and have a profound impact on “local narratives,” which are more restricted in scope, are more contextually bound, and seek to make sense of lived experience in a particular domain. The specific local narratives we considered in this study are the “student \r\nsuccess stories” told in adult literacy programs, which are dis- tributed to legislators in hopes of influencing policy and funding decisions. We sought to understand the connection between political master narratives and the local narratives of adult literacy education.\r\n", "visits": 720, "categories": [18]}}, {"model": "links.link", "pk": 1318, "fields": {"created_time": "2015-07-10T18:31:23.261Z", "updated_time": "2015-07-10T18:34:05.767Z", "title": "On Becoming an Educated Person: Salvadoran Adult Learners’ Cultural Model of Educación/Education", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Salvadoran_Adult_Learners.pdf", "file": null, "description": "Background/Context: In contrast to cultural constructs that equate education with cognitive development and formal schooling, the Latin American cultural model of educación encompasses academic knowledge and social competence. Prior scholarship has mainly investigated parental notions of educación vis-à-vis childrearing and schooling, primarily among Mexican Americans and \r\nPuerto Ricans. Analysis of educación should include other nationalities and elucidate how adults believe educación is acquired and linked both to schooling and nonformal adult education and literacy.\r\n\r\nPurpose/Objective/Research Question/Focus of Study: The purpose of this article is to explicate how former adult literacy participants in rural El Salvador perceived the meanings of educación, how one becomes an educated person, and how educación relates to schooling and literacy.\r\n", "visits": 681, "categories": [18, 6, 7]}}, {"model": "links.link", "pk": 1319, "fields": {"created_time": "2015-07-10T18:37:01.450Z", "updated_time": "2015-07-10T18:37:01.450Z", "title": " Identity Literacy: Reading and Teaching Texts as Resources for Identity Formation", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/identity_literacy.pdf", "file": null, "description": "Background/Context: Literacy has been traditionally posited as a primary educational goal. The concept is now understood in the literature as extending way beyond the mere technicalities of proficiency in reading and writing, encompassing a broad range of skills and practices related to comprehension, communication, and the ability to use texts in multiple settings. Cultural literacy and critical literacy are two conceptual models frequently used to understand the essence of literacy and why it is a worthy educational goal. Each model prescribes different curricular goals and preferred teaching practice in educational settings spanning all disciplines and age groups. In this article, we suggest a third conceptual model, identity literacy, based in developmental psychology’s concept of identity. We define identity literacy as readers’ proficiency and willingness to engage the meaning systems embedded within texts and to consider adopting them as part of their own personal meaning system—that system within which they define themselves and their relation to the world. Setting identity literacy as a goal of teaching \r\nframes the practice of teaching texts differently than the other models.\r\n", "visits": 838, "categories": [18, 6, 7]}}, {"model": "links.link", "pk": 1320, "fields": {"created_time": "2015-07-10T18:39:59.727Z", "updated_time": "2015-07-10T18:39:59.727Z", "title": "Toward an Integral Approach for Evolving Mindsets for Generative Learning and Timely Action in the Midst of Ambiguity", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/midst_of_ambiguity.pdf", "file": null, "description": "\r\nBackground/Context: The implications of complexity theory have become a recurring topic in the literatures of a wide range of scholarly and professional fields including adult education. This paper builds on literature calling attention to the educational need for pedagogically addressing the implications of the intensifying complexity in the environments that \r\nconfront adults in their professional and personal lives.\r\n\r\nPurpose/Objective/Research Question/Focus of Study: Three theoretical streams, (a) Complex adaptive systems; (b) learning through experience; and, (c) adult developmental theory provide the basis for the pedagogical approach that is presented. The focus is on contingently applying these distinct streams of theory into learning designs. We share our experiences in experimenting with course designs for preparing adult learners for taking action on personal, civic, and professional \r\nchallenges embedded in ambiguity and uncertainty in which rigid application of ready-made solutions is not possible. Our goal is to stimulate deeper experimentation. Accordingly, the question guiding this paper is, “How can we as adult educators create conditions in our classrooms, and other learning venues, for addressing the need for preparing adults to mindfully learn through \r\nthe challenges that confront them in the context of increasing complexity?”\r\n\r\nSetting: For purposes of illustrating our experience and provoking questions, we draw on examples from our work in three graduate level courses in distinct disciplinary settings—specifically, organizational psychology and adult learning, adult education, and technology management.\r\n", "visits": 626, "categories": [6, 7]}}, {"model": "links.link", "pk": 1321, "fields": {"created_time": "2015-07-10T18:42:01.833Z", "updated_time": "2015-07-10T18:42:01.833Z", "title": " Evaluating the Effects of the Faculty of Arts and Social Sciences Mentor Program", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/FASS_Peer_Mentor_ENG.pdf", "file": null, "description": "\r\nThis report evaluates the impact of the University of Windsor Faculty of Arts and Social Sciences \r\nMentorship Program (FASSMP) on students, mentors and instructors. The FASSMP was established in 2005 in order to address issues of enrolment and retention by enhancing the first-year experience. The program addressed this challenge by integrating peer mentors into first-year foundation courses as a way to help students transition to university.\r\n", "visits": 718, "categories": [6, 10, 7]}}, {"model": "links.link", "pk": 1322, "fields": {"created_time": "2015-07-10T18:45:58.454Z", "updated_time": "2015-07-10T18:45:58.454Z", "title": " EXPLORING MULTICULTURAL INITIATIVES IN HIGHER EDUCATION: A PHENOMENOLOGICAL STUDY", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Exploring_Multicultural_Initiatives.pdf", "file": null, "description": "The purpose of this qualitative phenomenological study was to explore faculty and administrators’ perceptions of multicultural initiatives in higher education. A demographic survey was used to select the study participants, which consisted of 10 faculty members and 10 administrators with at least two to five years of experience working with diverse student populations in Maricopa County, Arizona. Data was obtained through the use of focus group sessions and coding was done by utilizing Liamputtong and Ezzy’s (2005) three column format and NVivo10. The four major themes that emerged were: 1) Leadership support is needed to facilitate diversity policies and programs, 2) Curriculum and programming need to be adapted to\r\nengage students and enhance learning beyond the classroom, 3) Incorporating multicultural education created a welcoming environment in which students felt respected and safe to express themselves, and 4) No special instruction needed because incorporating culture does not necessarily enhance learning or the retention of knowledge. Findings indicated that faculty,\r\nadministrators, and those in key leadership positions are at odds when deciding how best to meet the needs of diverse students. As the diversity of students increases on college campuses, it will be important for academic affairs professionals to be prepared to meet the needs of these diverse student populations by constructing learning environments in which a diversity of perspectives are represented (Bolman & Gallos, 2011; Kuk & Banning, 2010). Study results suggest that important steps institutional leaders can take to achieve this goal are to: (1) carefully draft definitions and policies of what constitutes a multicultural program, (2) ensure that these definitions and policies are clearly communicated, understood, and implemented by all members\r\nof the academic community, and (3) provide ongoing education to students and staff about the\r\nbenefits of multicultural initiatives within the campus and the community at large.", "visits": 749, "categories": [14, 6, 7]}}, {"model": "links.link", "pk": 1323, "fields": {"created_time": "2015-07-16T17:09:13.615Z", "updated_time": "2015-07-16T17:09:13.615Z", "title": "Homeless Aboriginal Men: Effects of Intergenerational Trauma", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/6.2_Menzies_-_Homeless_Aboriginal_Men.pdf", "file": null, "description": "As an Aboriginal therapist working out of Canada’s largest mental health and addiction treatment facility, I have found the prevailing theories on homelessness fail to provide an adequate explanation for why a growing number of Toronto’s homeless service users are people of Aboriginal origin. I work closely with homeless Aboriginal people who struggle daily for survival. \r\nConsistently, they report a personal or family history of traumatic events that have left an indelible mark on their lives. In many cases, this has resulted in a severing of ties from both birth family and community of origin. This scenario repeats itself among a diverse cohort, with those in their early 20s sharing family histories that reflect the experience of those in their 50s \r\nand even 60s.\r\nWhile theories related to the cause of homelessness are beginning to recognize broader systemic \r\nfactors such as poverty and lack of housing, little consideration is given to the cumulative impact \r\ngovernment policies have had specifically on Aboriginal peoples. There is increasing evidence \r\nthat more than 140 years of social strategies aimed at the assimilation, segregation, and \r\nintegration of generations of Aboriginal children into mainstream Eurocentric culture have resulted \r\nin personal, familial,\r\n", "visits": 649, "categories": [12, 16]}}, {"model": "links.link", "pk": 1324, "fields": {"created_time": "2015-07-16T17:30:11.460Z", "updated_time": "2015-07-16T17:30:11.461Z", "title": "Portrayal of Youth Suicide in Canadian News", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Portrayal_of_Youth_Suicide.pdf", "file": null, "description": "\r\nObjective: Responsible media reporting of youth suicide may reduce the risk of contagion and \r\nincrease help-seeking behaviour. Accordingly, we conducted a content analysis of Canadian youth suicide newspaper \r\narticles to assess quality and summarize content (themes, age groups, populations and use of scientific evidence). Method: The Canadian Periodical Index Quarterly (CPI.Q) was searched (2008-2012) for full-text Canadian newspaper articles using the keywords “youth” and “suicide.” The top five most relevant articles as judged by CPI.Q were selected sequentially for each year (n=25). Quality was assessed using World Health Organization (WHO) guidelines for responsible media reporting. Content analysis was completed in duplicate by two reviewers. Results: All articles addressed youth suicide generally rather than reporting exclusively on a specific death by suicide. Alignment of articles with individual WHO guideline items ranged from 16 to 60%. The most common content theme was prevention (80%). No article was judged to glamorize suicide. Help seeking was \r\naddressed in 52% of articles, but only 20% provided information on where to obtain help. Statistics were referenced more frequently than scientific research (76% vs. 28%). Conclusions: Our review suggests that Canadian media presents youth suicide as an issue for which hope and help exist. While the majority of reports aim to educate the public about suicide, increased use of scientific evidence about risk factors and prevention is recommended to facilitate the translation of rigorous scientific knowledge into improved mental health and reduced suicide risk among Canadian youth.\r\nKey Words: suicide, youth, responsible media reporting, Canada\r\n\r\nObjectif: Les médias responsables qui rendent compte du suicide chez les adolescents peuvent réduire le risque de\r\ncontagion et favoriser le comportement de recherche d’aide. Conformément, nous avons mené une analyse de contenu des articles de journaux canadiens sur le suicide d’adolescents pour en évaluer la qualité et résumer le contenu (thèmes, groupes d’âge, populations et utilisation de données probantes scientifiques). Méthode: Nous avons recherché (2008- 2012) dans l’Index de périodiques canadiens trimestriel (IPC.T) le texte intégral des articles de journaux canadiens à l’aide des mots « adolescent » et « suicide ». Les cinq principaux articles les plus pertinents, selon l’IPC.T, ont été choisis séquentiellement pour chaque année (n=25). La qualité a été évaluée à l’aide des directives de l’Organisation mondiale de la santé (OMS) pour une couverture responsable des médias. L’analyse de contenu a été effectuée en double par deux réviseurs. Résultats: Tous les articles abordaient le suicide chez les adolescents généralement plutôt que decouvrir exclusivement un décès spécifique par suicide. L’alignement des articles contenant des éléments individuels des directives de l’OMS allait de 16 à 60%. Le thème le plus commun était la prévention (80%). Aucun article n’a été jugé sensationnaliser le suicide. La recherche d’aide a été mentionnée \r\ndans 52% des articles, mais seulement 20% donnaient de l’information sur l’endroit où obtenir de l’aide. Les références étaient plus fréquemment de l’ordre des statistiques que de la recherche scientifique (76% c. 28%). Conclusions: Notre revue suggère que les médias canadiens présentent le suicide chez les adolescents comme un enjeu pour lequel il existe de l’espoir et de l’aide. Bien que la majorité des articles visent à éduquer le public sur le suicide, le recours accru à des données probantes scientifiques sur les facteurs de risque et la prévention est recommandé pour faciliter la traduction de connaissances scientifiques rigoureuses en une meilleure santé mentale, et des risques de suicide réduits chez les adolescents canadiens.\r\nMots clés: suicide, adolescent, couverture responsable des médias, Canada\r\n\r\n", "visits": 660, "categories": [16]}}, {"model": "links.link", "pk": 1325, "fields": {"created_time": "2015-07-16T17:32:17.761Z", "updated_time": "2015-07-16T17:32:17.762Z", "title": "BEING SAFE, BEING ME: Results of the Canadian Trans Youth Health Survey", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/SARAVYC_Trans-Youth-Health-Report_EN_Final_Web2.pdf", "file": null, "description": "The Canadian Trans Youth Health Survey was a national on-line survey conducted by researchers from several Canadian universities and community organizations. The survey had 923 trans youth participants from all 10 provinces and one of the territories. The survey included somewhat differ- ent questions for younger (14-18 years) and older (19-25 years) trans youth about a wide range of life experiences and behaviours that influence young people’s health. This national report is a first snapshot of survey results.\r\n", "visits": 658, "categories": [16]}}, {"model": "links.link", "pk": 1326, "fields": {"created_time": "2015-07-16T17:35:19.350Z", "updated_time": "2015-07-16T17:35:19.350Z", "title": "Improving the Health of Young Canadians", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Improving_Health_of_Young_Canadians_2005.pdf", "file": null, "description": "\r\nJust as early childhood experiences can have an important impact on health throughout a person's life,I teens' experiences are also linked to health status many years later. Improving the Health of Young Canadians explores links between \r\nadolescents' social environments (families, schools, peers and communities) and their health. Our focus is on the health of\r\nCanadian youth aged 12 to 19 years.\r\n", "visits": 748, "categories": [16]}}, {"model": "links.link", "pk": 1327, "fields": {"created_time": "2015-07-16T17:39:24.834Z", "updated_time": "2015-07-16T17:39:24.834Z", "title": " THE INCOME GAP BETWEEN ABORIGINAL PEOPLES AND THE REST OF CANADA", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/00000121.pdf", "file": null, "description": "\r\nThis study breaks new ground by examining data from Canada's last three censuses — 1996, 2001 and 2006 — to measure the income gap between Aboriginal peoples and the rest of Canadians.\r\nNot only has the legacy of colonialism left Aboriginal peoples disproportionately ranked among the poorest of Canadians, this study reveals disturbing levels of in- come inequality persist as well.\r\nIn 2006, the median income for Aboriginal peoples was $18,962 — 30% lower than the $27,097 median income for the rest of Canadians. The difference of $8,135 that existed in 2006, however, was marginally smaller than the difference of $9,045 in 2001 or $9,428 in 1996.\r\nWhile income disparity between Aboriginal peoples and the rest of Canadians narrowed slightly between 1996 and 2006, at this rate it would take 63 years for the gap to be erased.\r\nIronically, if and when parity with other Canadians is reached, Aboriginal peoples will achieve the same level of income inequality as the rest of the country, which is getting worse, not better.\r\nThe study reveals income inequality persists no matter where Aboriginal peoples live in Canada. The income gap in urban settings is $7,083 higher in urban settings and $4,492 higher in rural settings. Non-Aboriginal people working on urban re- serves earn 34% more than First Nation workers. On rural reserves, non-Aboriginal Canadians make 88% more than their First Nation \r\ncolleagues.\r\nThe study also reveals income inequality persists despite rapid increases in educational \r\nattainment for Aboriginal people over the past 10 years, with one exception.\r\n", "visits": 1516, "categories": [12, 8]}}, {"model": "links.link", "pk": 1328, "fields": {"created_time": "2015-07-16T17:42:30.652Z", "updated_time": "2015-07-16T17:42:30.652Z", "title": "Healing the Generations: Post-Traumatic Stress and the Health Status of Aboriginal Populations in Canada", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/JournalVol2No1ENG4headinggenerations.pdf", "file": null, "description": "\r\nAbstract\r\nThe enduring impact of colonization and loss of culture are identified as critical health issues for Aboriginal populations. The authors discuss the concepts of historical and intergenerational trauma identifying steps to address the past as Aboriginal Peoples move forward to a healthy future. The authors analyze the enduring and unacceptable health inequalities between Aboriginal and non-Aboriginal people in Canada. This paper emphasizes the importance of addressing the substantial historical reasons for this inequality. The authors suggest that current popular explanations for such gross differences in health are limited and lack substantive historical perspective. Post-traumatic stress disorder is discussed critically as an important concept for understanding Aboriginal health inequalities. Post-traumatic stress response, versus disorder, is presented as a less stigmatizing and potentially culturally-appropriate framework to view the inequalities in a historical and political light. A historically and politically-based stress response is proposed as a framework for understanding the health inequities between Aboriginal and non- Aboriginal people to advance healing for indigenous people worldwide.\r\nKey Words\r\nAboriginal, post-traumatic stress disorder/response, culture, residential schools, health, colonialism, historical trauma, intergenerational impact\r\n", "visits": 754, "categories": [12, 16]}}, {"model": "links.link", "pk": 1329, "fields": {"created_time": "2015-07-16T17:45:22.179Z", "updated_time": "2015-07-16T17:45:22.180Z", "title": "Suicide and Aboriginal Youth: Cultural Considerations in Understanding Positive Youth Development", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Aboriginal-Youth-Suicide.pdf", "file": null, "description": "The importance of positive youth development cannot be overstated. We strive to foster healthy mental/emotional, social, spiritual and physical development in our children. Alarmingly high Aboriginal youth suicide rates in some areas call for \r\nan increased understanding of how protective factors and risk-taking behaviours influence youth development. This may help us develop strategies to increase positive outcomes for Aboriginal youth. This paper will provide an overview of the impact of loss of cultural continuity and identity on positive youth development.\r\n", "visits": 734, "categories": [12, 16]}}, {"model": "links.link", "pk": 1330, "fields": {"created_time": "2015-07-16T17:46:53.970Z", "updated_time": "2015-07-16T17:46:53.970Z", "title": "Best Practices in School-based Suicide Prevention: A Comprehensive Approach", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/ysp_bestpractices.pdf", "file": null, "description": "Preventing youth suicide is an issue that naturally garners support from everyone including parents, policy makers and youth directly and indirectly affected. Schools can play a positive role in suicide prevention because they offer consistent, direct contact time with large populations of young people. There are other important reasons why schools should be involved in suicide prevention:\r\n", "visits": 782, "categories": [16]}}, {"model": "links.link", "pk": 1331, "fields": {"created_time": "2015-07-16T17:51:27.419Z", "updated_time": "2015-07-16T17:51:27.419Z", "title": "Social Determinants of Health: The Canadian Facts", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/The_Canadian_Facts.pdf", "file": null, "description": "\r\n\r\n\r\nThe primary factors that shape the health of cal treatments or the conditions they experience. Th conditions have come to be known as the social determinants of health.The importance to health of living conditions was established in the mid-1800s and has been enshrined in Canadian government policy documents since the mid-1970s. In fact, Canadian contributions to the social determinants of health concept have been so extensive as to make Canada a “health promotion powerhouse” in the eyes of the international health community. Recent reports from Canada’s Chief Public Health Officer, the Canadian Senate, and the Public Health Agency of Canada continue to document the importance of the social determinants of health.\r\n", "visits": 622, "categories": [16]}}, {"model": "links.link", "pk": 1332, "fields": {"created_time": "2015-07-16T17:53:57.635Z", "updated_time": "2015-07-16T17:53:57.635Z", "title": "Supporting First Nations Learners Transitioning to Post-Secondary", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/postsecondarytransitionsreport.pdf", "file": null, "description": "\r\nThe purpose of this paper is to examine the factors affecting the success of First Nations learners in education in Canada and the types of initiatives required to support the successful transition of First Nations learners to post-secondary. A description of First Nations peoples and a brief overview of the historical context of education for First Nations in Canada will assist the \r\nreader in understanding the reality of First Nations communities and schools, and the impacts on First Nation learners. It is these experiences that prompt the design, development and delivery of specialized programs and services required to assist First Nations students with their transitions to post-\r\nsecondary education.\r\n", "visits": 766, "categories": [12, 5]}}, {"model": "links.link", "pk": 1333, "fields": {"created_time": "2015-07-16T17:57:31.768Z", "updated_time": "2015-07-16T17:57:31.768Z", "title": "Mental health and well-being in post- secondary education settings", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Post_Sec_Final_Report_June6.pdf", "file": null, "description": "This background paper was commissioned as a “jumping-off-point” for a CACUSS pre-conference workshop: Student Mental Health: A Call to Action, being held at Ryerson University on June 19, 2011. The three over-arching questions to be addressed at this workshop are:\r\n1) Where are we now?\r\n2) Where do we want to be?\r\n3) How should we get there?\r\nThis paper is framed around these same three questions, with a goal of painting a broad picture of where things are at now in Canada and internationally and seeding some potentially provocative ideas about how we might move forward with further discussion and action. \r\nThis background paper as well as proceedings from the CACUSS pre-conference will inform the development of a comprehensive framework for promoting post-secondary student\r\n\r\n\r\n\r\n\r\n“It is time for a renewal of thought, discussion and action about student health. Our expanding \r\nknowledge of the processes and paradigms of learning, emerging institutional commitments to student \r\nsuccess, and a revised formulation of the elements of health itself demand that our \r\nfacility-centered, service-\r\nmental health.\r\n", "visits": 771, "categories": [16]}}, {"model": "links.link", "pk": 1334, "fields": {"created_time": "2015-07-16T18:00:52.194Z", "updated_time": "2015-07-16T18:00:52.194Z", "title": "Addressing mental health issues on university campuses", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/mental-health-state-of-mind-university-manager-article-summer-2012.pdf", "file": null, "description": "\r\nUniversity leaders are actively addressing the issue of mental health on campuses across Canada. No longer seen as simply a question of crisis management, mental health issues are being approached in more proactive and systematic ways, as universities increasingly appreciate the advantages of prevention over reaction. “We are exploring what we need as a sector to deal with mental health issues in the post-secondary setting,” says Dr. SuTing Teo, Director of Student Health and Wellness at Ryerson University. Dr. Teo is co-chair of a working group on mental health for the Canadian Association of College and \r\nUniversity Student Services (CACUSS), one of several inter-institutional organizations focusing on the issue. The key is to identify best practices and then put into action strategies and plans that work best for an individual institution\r\nand its specific circumstances.\r\n", "visits": 912, "categories": [16]}}, {"model": "links.link", "pk": 1335, "fields": {"created_time": "2015-07-16T18:02:58.793Z", "updated_time": "2015-07-16T18:02:58.793Z", "title": "Gender Equality in Education: Looking beyond Parity", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/gender_policy_forum_outcome_report21.pdf", "file": null, "description": "\r\nGlobally, some 39 million girls of lower secondary age are currently not enrolled in either primary or secondary education, while two‐thirds of the world’s 796 million illiterate adults are women. Only about one‐third of countries have achieved gender parity at secondary level. The evidence shows that something needs to change.\r\nThe IIEP 2011 Evidence‐Based Policy Forum on Gender Equality in Education: Looking Beyond Parity, aimed to review how schools and the education system as a whole can function pro‐ actively in the equal interests of girls and of boys, men and women. Much of the currently available research on gender equality in education has focused on gender parity in terms of access to primary and secondary schools (including how this is related to engagement of women within the teaching \r\nprofession and the education system more broadly). More recently, evidence has emerged that looks beyond access, examining gender equality in more depth in terms of learning achievement.\r\n", "visits": 713, "categories": [16]}}, {"model": "links.link", "pk": 1336, "fields": {"created_time": "2015-07-16T18:05:32.418Z", "updated_time": "2015-07-16T18:05:32.418Z", "title": "The ABC of Gender Equality in Education Aptitude, Behavuiour, Confidence", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/pisa-2012-results-gender-eng.pdf", "file": null, "description": "To compete successfully in today’s global economy, countries need to develop the potential of all of their citizens. They need to ensure that men and women develop the right skills and find opportunities to use them productively. Many countries are working towards achieving gender parity at the workplace and in access to jobs. In education, too, many countries have been successful in closing gender gaps in learning outcomes. Yet, as this report reveals, even when boys and girls are equally proficient in mathematics and science, their attitudes towards learning and aspirations for their future are markedly different – and that has a significant impact on their decisions to pursue further education and their choice of career.\r\n", "visits": 850, "categories": [16]}}, {"model": "links.link", "pk": 1337, "fields": {"created_time": "2015-07-16T18:07:11.303Z", "updated_time": "2015-07-16T18:07:11.303Z", "title": "Report on the Gender Initiative: Gender Equality in Education, Employment and Entrepreneurship", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/48111145.pdf", "file": null, "description": "\r\nThe 2011 Meeting of the OECD Council at Ministerial level is the first milestone in the Gender Initiative, which was launched by the OECD to help governments promote gender equality in Education, Employment and Entrepreneurship (the “three Es”). Reducing persistent gender inequalities is necessary not only for reasons of fairness and equity but also out of economic \r\nnecessity. Greater economic opportunities for women will help to increase labour productivity, and higher female employment will widen the base of taxpayers and contributors to social protection systems which will come under increasing pressure due to population ageing. More gender diversity would help promote innovation and competitiveness in business. Greater economic empowerment of women and greater gender equality in leadership are key components of the OECD’s wider agenda to \r\ndevelop policies for stronger, better and fairer growth.\r\n", "visits": 1109, "categories": [16]}}, {"model": "links.link", "pk": 1338, "fields": {"created_time": "2015-07-16T18:09:20.061Z", "updated_time": "2015-07-16T18:09:20.061Z", "title": "Promoting Gender Equality in Education", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/186495E.pdf", "file": null, "description": "This publication was originally designed in 2003 when the Gender in Education Network in Asia-Pacific (GENIA) was established. Few gender in education resources were available at that time, and until the 2006 version, documents were mainly intended to be used by GENIA members, who are representatives (gender focal points) from ministries of education in the Asia-Pacific region. \r\nGENIA members have been using the Toolkit to sensitize and train their national counterparts ever since.\r\n", "visits": 647, "categories": [16]}}, {"model": "links.link", "pk": 1339, "fields": {"created_time": "2015-07-16T18:11:01.595Z", "updated_time": "2015-07-16T18:11:01.595Z", "title": "Gender and Education for All: The Leap to Equality", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/132513e.pdf", "file": null, "description": "The goals of Education for All (EFA) are centrally concerned with equality. If children are excluded from access to education, they are denied their human rights and prevented from developing their talents and interests in the most basic of ways. Education is a torch which can help to guide and illuminate their lives. It is the acknowledged responsibility of all governments to ensure that everyone is given the chance to benefit from it in these ways. It is also in the fundamental interests of society to \r\nsee that this happens – progress with economic and social development depends upon it.\r\n", "visits": 689, "categories": [16]}}, {"model": "links.link", "pk": 1340, "fields": {"created_time": "2015-07-16T18:12:56.590Z", "updated_time": "2015-07-16T18:12:56.590Z", "title": "Gendered imperatives and their implications for women and men", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/document.pdf", "file": null, "description": "\r\nThe overarching message of this report is that equality does not happen by accident.\r\nThe research reviewed suggests that education policy makers should ensure that gender equality is a \r\nreal rather than a rhetorical priority and that change is substantively resourced in teacher \r\neducation and in school practices.\r\n\r\nThe publication of this report is part of our ongoing commitment to promoting gender equality in European schools and societies. A complementary report on gender and educational attainment will be published by Eurydice in November 2009. Also in November, a conference on gender and educational attainment organised by the Swedish Presidency of the European Union will bring together many of the key actors with the aim to providing an improved basis for further European policy\r\ncooperation in this field.\r\n", "visits": 644, "categories": [16]}}, {"model": "links.link", "pk": 1341, "fields": {"created_time": "2015-07-16T18:15:04.485Z", "updated_time": "2015-07-16T18:15:04.485Z", "title": "A Framework for Online Learning Revenue Models at Universities: Research and Opportunities", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/extensionengine-four-models-white-paper.pdf", "file": null, "description": "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.\r\nTo 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.\r\n", "visits": 955, "categories": [6, 5, 7, 4]}}, {"model": "links.link", "pk": 1342, "fields": {"created_time": "2015-07-16T18:18:46.194Z", "updated_time": "2015-07-16T18:18:46.194Z", "title": "If You Build It, Will They Come? An Evaluation of Whiteboard, a Networked Academic Profiles Project", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/An_Evaluation_of_Whiteboard-a_Networked_Academic_Profiles_Project.pdf", "file": null, "description": "\r\nThis 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:\r\n\r\n• How can social networking and progress-tracking technologies enhance academic engagement and student experience in a discipline-bounded environment?\r\n• How can networked academic profiles create a more cohesive academic experience for students?\r\n• Can use of networked academic profiles strengthen students’ academic orientation to new media and information literacy?\r\n", "visits": 714, "categories": [6, 7, 4]}}, {"model": "links.link", "pk": 1343, "fields": {"created_time": "2015-07-16T18:22:10.551Z", "updated_time": "2015-07-16T18:22:10.551Z", "title": "2015 QUALITY AND PRODUCTIVITY AWARDS", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CAUBO_Summer2015_QP_E.pdf", "file": null, "description": "\r\nSince 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 \r\ninto an established best practices program that celebrates the successes of our members and provides a venue for spreading the word.\r\nCAUBO 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\r\nphysical resources.\r\n\r\n\r\nDepuis 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 \r\ncommuniquer 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.\r\nL’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\r\nou physiques.\r\n\r\n", "visits": 1108, "categories": [8]}}, {"model": "links.link", "pk": 1344, "fields": {"created_time": "2015-07-16T18:23:50.027Z", "updated_time": "2015-07-16T18:23:50.027Z", "title": "Regulated Nurses, 2014", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/RegulatedNurses2014_Report_EN.pdf", "file": null, "description": "\r\nRegulated 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).\r\n", "visits": 806, "categories": [16]}}, {"model": "links.link", "pk": 1345, "fields": {"created_time": "2015-07-16T18:27:01.406Z", "updated_time": "2017-02-20T17:20:15.490Z", "title": "2015 CUSC Survey of Graduating Students", "url": "https://ucarecdn.com/832f7090-0756-42a7-a211-d1c3967a8299/", "file": "https://ucarecdn.com/832f7090-0756-42a7-a211-d1c3967a8299/", "description": "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.\r\n", "visits": 1119, "categories": [19, 17]}}, {"model": "links.link", "pk": 1346, "fields": {"created_time": "2015-07-16T18:28:51.567Z", "updated_time": "2015-07-16T18:28:51.568Z", "title": "ABORIGINAL WOMEN OUTPERFORMING IN LABOUR MARKETS", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/AboriginalWomen.pdf", "file": null, "description": "\r\nHighlights\r\n• Aboriginal women living off-reserve have bucked national trends, with employment rates rising since 2007 alongside labour force participation.\r\n• Employment growth has been particularly high in service sectors such as finance and professional services – areas typically associated with well-paying, stable jobs.\r\n• Linked to improving labour market outcomes, Aboriginal women have seen sizeable improvements in education attainment over the past 20 years.\r\n• 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.\r\n", "visits": 1068, "categories": [12, 8]}}, {"model": "links.link", "pk": 1347, "fields": {"created_time": "2015-07-16T18:31:51.675Z", "updated_time": "2015-07-16T18:31:51.676Z", "title": "The Nature of Social Media", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/SMWF_Conference_Part2_June_2015_valentine_v1.pdf", "file": null, "description": "Slides dealing with social media basic categories.", "visits": 683, "categories": [4]}}, {"model": "links.link", "pk": 1348, "fields": {"created_time": "2015-07-16T18:33:51.941Z", "updated_time": "2015-07-16T18:33:51.941Z", "title": "Want a Loyal Team? Choose Kindness over Toughness", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/goleman_leadership.pdf", "file": null, "description": "Want a Loyal Team? Choose Kindness over Toughness", "visits": 589, "categories": [19]}}, {"model": "links.link", "pk": 1349, "fields": {"created_time": "2015-07-22T19:42:02.928Z", "updated_time": "2017-02-17T16:54:36.816Z", "title": "Race, Class & College Access: Achieving Diversity in a Shifting Legal Landscape", "url": "https://ucarecdn.com/a25bed75-868a-4958-8d21-4cb8aac11be0/", "file": "https://ucarecdn.com/a25bed75-868a-4958-8d21-4cb8aac11be0/", "description": "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.\r\n", "visits": 888, "categories": [19, 16, 5]}}, {"model": "links.link", "pk": 1350, "fields": {"created_time": "2015-07-22T19:52:59.731Z", "updated_time": "2017-02-17T16:53:47.758Z", "title": "NOT ALONE: First Report of the White House Task Force to Protect Students from Sexual Assault", "url": "https://ucarecdn.com/8e59deeb-dd0f-4acd-9f5c-954df7553c54/", "file": "https://ucarecdn.com/8e59deeb-dd0f-4acd-9f5c-954df7553c54/", "description": "Why We Need to Act\r\nOne 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.\r\n\r\nThe 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.\r\n", "visits": 661, "categories": [16]}}, {"model": "links.link", "pk": 1351, "fields": {"created_time": "2015-07-22T20:04:42.477Z", "updated_time": "2015-07-22T20:04:42.477Z", "title": "Sexual Assault Policies on Campus: A Discussion Paper", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/final.formatted.campus.discussion.paper_.26sept14.pdf", "file": null, "description": "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).\r\n\r\nCanadian 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 \r\nBringing 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 \r\nCrisis 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\r\nAssault Centre of Hamilton & Area & YWCA Hamilton, 2014).\r\n", "visits": 714, "categories": [16]}}, {"model": "links.link", "pk": 1352, "fields": {"created_time": "2015-07-22T20:12:06.601Z", "updated_time": "2015-07-22T20:12:06.601Z", "title": "System Vision: where do universities go from here?", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/packageES_Fixed-2.pdf", "file": null, "description": "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.\r\n", "visits": 764, "categories": [19, 17, 5]}}, {"model": "links.link", "pk": 1353, "fields": {"created_time": "2015-07-22T20:14:25.105Z", "updated_time": "2015-07-22T20:14:25.105Z", "title": "Student Mobility in Canada: Across Canadian Jurisdictions", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/pccat_mainreport_final-en-full-document-with-logos-1.pdf", "file": null, "description": "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.\r\n", "visits": 828, "categories": [14, 10, 3, 5]}}, {"model": "links.link", "pk": 1354, "fields": {"created_time": "2015-07-22T20:16:56.659Z", "updated_time": "2015-07-22T20:16:56.659Z", "title": "ONCAT Submission to the Provincial Government on Credit Transfer in Ontario", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/July2013-ONCAT-Submission-to-Government.pdf", "file": null, "description": "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.\r\n\r\nEstablished 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.\r\n", "visits": 767, "categories": [19, 17, 15, 10]}}, {"model": "links.link", "pk": 1355, "fields": {"created_time": "2015-07-22T20:18:39.747Z", "updated_time": "2015-07-22T20:18:39.747Z", "title": "Forging new pathways to improve student mobility in the province of Ontario", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Sept2013-ONCAT-Consultation-paper.pdf", "file": null, "description": "\r\nToday, 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\r\ndegree programs.\r\n", "visits": 746, "categories": [19, 17, 15, 10, 3, 5]}}, {"model": "links.link", "pk": 1356, "fields": {"created_time": "2015-07-22T20:20:15.383Z", "updated_time": "2015-07-22T20:20:15.383Z", "title": "Student Transfer in Ontario: Infograph", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/oncat_infograph.pdf", "file": null, "description": "Student transfer in Ontario - Infograph", "visits": 718, "categories": [19, 17, 15, 10, 3]}}, {"model": "links.link", "pk": 1357, "fields": {"created_time": "2015-07-22T20:22:51.622Z", "updated_time": "2017-01-25T17:16:18.486Z", "title": "Ontario Council on Articulation and Transfer Annual Report 2013-2914", "url": "https://ucarecdn.com/5dbc0e64-9136-4290-bac9-d0b69768abde/", "file": "https://ucarecdn.com/5dbc0e64-9136-4290-bac9-d0b69768abde/", "description": "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.\r\n", "visits": 888, "categories": [19, 17, 15, 10, 3, 5]}}, {"model": "links.link", "pk": 1358, "fields": {"created_time": "2015-07-22T20:25:02.561Z", "updated_time": "2015-07-22T20:25:02.561Z", "title": "Ontario Council on Articulation and Transfer Annual Report 2014-2015", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/AnnualReport_2014-2015_ENG.pdf", "file": null, "description": "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 \r\nwebsite, 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.\r\n", "visits": 708, "categories": [19, 17, 15, 10, 3, 5]}}, {"model": "links.link", "pk": 1359, "fields": {"created_time": "2015-07-22T20:27:11.788Z", "updated_time": "2015-07-22T20:27:11.788Z", "title": "Canadian Registrars: Reporting Relationships and Responsibilities", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Canadian_Registrars_Reporting_Relationships_and_Responsibilities.pdf", "file": null, "description": "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.\r\n", "visits": 1181, "categories": [17, 8, 15, 10, 3, 5]}}, {"model": "links.link", "pk": 1360, "fields": {"created_time": "2015-07-22T20:29:08.981Z", "updated_time": "2015-07-22T20:29:08.981Z", "title": "Up to par the Challenge of Demonstrating Quality in Canadian post-secondary Education", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/PSEChallengesInPost-SecondaryEducationNOV2009_EN.pdf", "file": null, "description": "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\r\na plan of action has yet to be reached. Indeed, a national dialogue on this critical issue is needed.\r\n", "visits": 785, "categories": [19, 17, 15, 10, 5]}}, {"model": "links.link", "pk": 1361, "fields": {"created_time": "2015-07-22T20:31:43.638Z", "updated_time": "2015-07-22T20:31:43.638Z", "title": "Navigating Post-secondary Education in Canada: The Challenge of a Changing Landscape", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/PSEChallengesMonograph2_EN.pdf", "file": null, "description": "As Canada’s youth consider their increasingly broad and complex array of post-secondary education (PSE) options, they are faced with potentially costly decisions. Moreover, they often do not have the information they need to make appropriate choices, which can negatively impact their participation and persistence in PSE. For many students, it is a challenge to choose, \r\ndesign and follow a post-secondary pathway to its conclusion without deviating from their original plan. Students are increasingly taking non-linear pathways through PSE. Some may need to relocate and attend a different institution. Many students may decide to change the focus of their study, while others may wish to change their program entirely. Some may shift their goals from academic to applied forms of study, or vice versa. However, the structures of post-secondary systems in our provinces, and the various mechanisms that bind them, do not always provide clearly apparent and unobstructed pathways for students, particularly for mobile students. These problems are exacerbated by shifting mandates, roles, and labels of institutions across the Canadian PSE sector.\r\n", "visits": 790, "categories": [19, 17, 15, 10, 3, 5]}}, {"model": "links.link", "pk": 1362, "fields": {"created_time": "2015-07-22T20:33:24.899Z", "updated_time": "2015-07-22T20:33:24.899Z", "title": "Tallying the Costs of Post-secondary Education: The Challenge of Managing Student Debt and Loan Repayment in Canada", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/PSEChallengesMonograph3_EN.pdf", "file": null, "description": "\r\nAs the global marketplace becomes increasingly competitive and knowledge-driven the potential social and economic benefits of education have increased. As a result, the past few decades have witnessed an unprecedented expansion in the demand for post-secondary education (PSE) worldwide.\r\n\r\nThe Canadian Council on Learning monograph series, Challenges in Canadian Post-secondary Education, was launched in November 2009 as a means of examining the impact of this expansion on the PSE sector.\r\n", "visits": 663, "categories": [19, 8, 15]}}, {"model": "links.link", "pk": 1363, "fields": {"created_time": "2015-07-22T20:35:10.606Z", "updated_time": "2015-07-22T20:35:10.606Z", "title": "NATIONAL TRANSCRIPT GUIDE FOR USE IN CANADIAN POSTSECONDARY INSTITUTIONS", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/transe.pdf", "file": null, "description": "\r\nIn September 2001, the Association of Registrars of the Universities and Colleges of Canada’s (ARUCC) Executive Committee launched an initiative to develop a national academic record and transcript guide for use in Canadian postsecondary institutions. This Report is the result of that initiative.\r\n\r\nFunded in part through the Learning Initiatives Program by the Learning and Literacy Directorate of Human Resources Development Canada, the work began at the end of August 2002 and was finished seven months later. A National Committee representative of all types of postsecondary institutions, in all parts of the country, was formed. Its investigations were supported by four representative Regional Committees from the Atlantic, from Québec, from Ontario and from the West.\r\n", "visits": 789, "categories": [19, 10, 3, 5]}}, {"model": "links.link", "pk": 1364, "fields": {"created_time": "2015-07-22T20:37:47.663Z", "updated_time": "2015-07-22T20:37:47.663Z", "title": "ARUCC PCCAT TRANSCRIPT AND TRANSFER CREDIT NOMENCLATURE STUDY", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/arucc_pccat_15_jun_2014_english.pdf", "file": null, "description": "\r\nThe Association of Registrars of the Universities and Colleges of Canada (ARUCC) and the Pan-Canadian Consortium on Admissions and Transfer (PCCAT) have collaborated to lead an extensive study to understand current transcript and transfer credit nomenclature practices in Canada. These findings will ultimately inform a comprehensive update and expansion of the 2003 ARUCC National Transcript Guide and potentially result in a searchable database of transcript practices and Canadian transfer credit nomenclature. The ultimate goal is to enhance the clarity, consistency and transparency of the academic transcript and transfer credit resources that support student mobility. The specific deliverable for this phase was to identify and summarize Canadian transcript and transfer credit nomenclature practices, review four international jurisdictions as a means to highlight promising practices related to these two areas and, finally, to provide both an overview of systems and an initial examination of emergent perspectives and themes. The report purposefully avoids suggesting prescriptive solutions or outcomes; however, the findings from this study will provide a solid foundation from which to move forward the standards and terminology discourse in Canada. This report collates the findings from the supporting research conducted from January through to April 2014.\r\n", "visits": 899, "categories": [19, 15, 5]}}, {"model": "links.link", "pk": 1365, "fields": {"created_time": "2015-07-22T20:40:12.276Z", "updated_time": "2015-07-22T20:40:12.276Z", "title": "ARUCC PCCAT NATIONAL TRANSCRIPT AND TRANSFER CREDIT NOMENCLATURE PROJECT PHASE TWO Consultation Document", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/ARUCC_PCCAT_Consultation_Document_EN.pdf", "file": null, "description": "\r\nThe overall goal of the ARUCC PCCAT National Transcript Standards and Transfer Credit Nomenclature Project is to contribute to enhanced student mobility by creating standards and tools that facilitate the efforts of registrarial and pathway practitioners and policy developers at Canadian postsecondary institutions and allied organizations. A core component of Phase 2 is to further engage the national community in a discussion about what the future transcript standards and transfer credit nomenclature should look like. To quote the 2003 ARUCC Transcript Guide, the main transcript issues remain “’what information to record’ on the transcript and ‘how to record’ the needed information, so that the transcript accurately and equitably reflects educational achievements, and the information it conveys is clear and unambiguous for present and future users” (ARUCC, 2003, p. 10).1 For transfer credit nomenclature, the primary goal is to seek agreement on what terms and definitions to adopt in a database that are \r\nreflective of common and promising practice. \r\n", "visits": 966, "categories": [19, 17, 15, 5]}}, {"model": "links.link", "pk": 1366, "fields": {"created_time": "2015-07-22T20:42:09.431Z", "updated_time": "2015-07-22T20:42:09.431Z", "title": "STUDENT MOBILITY IN CANADA ACROSS CANADIAN JURISDICTIONS", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/pccat_mainreport_final-en-full-document-with-logos.pdf", "file": null, "description": "\r\nThe initiative to conduct and report on this research was undertaken by the Pan-Canadian Consortium on Admissions and Transfer (PCCAT). The purpose of the consortium is to facilitate the implementation of policies and practices that support student mobility both within and among provinces and territories and granting of transfer credit in order to improve access to postsecondary education in Canada.\r\n\r\nThis report was funded by the Council of Ministers of Education, Canada (CMEC), the Colleges and Universities Consortium Council of Ontario (CUCC), the Higher Education Quality Council of Ontario (HEQCO), and the Association of Registrars of the Universities and Colleges of Canada (ARUCC).\r\n", "visits": 749, "categories": [19, 17, 15, 10, 3, 5]}}, {"model": "links.link", "pk": 1367, "fields": {"created_time": "2015-07-22T20:43:41.212Z", "updated_time": "2015-07-22T20:43:41.212Z", "title": "Life After College: Drivers for Young Adult Success", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/wave-3-report.pdf", "file": null, "description": "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 \r\nto 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.\r\n", "visits": 756, "categories": [19, 18, 8, 15, 10, 3, 5]}}, {"model": "links.link", "pk": 1368, "fields": {"created_time": "2015-07-22T20:45:41.160Z", "updated_time": "2015-07-22T20:45:41.160Z", "title": "Mortality Attributable to Low Levels of Education in the United States", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/PLOS_ONE__Mortality_Attributable_to_Low_Levels_of_Education_in_the_United_States.pdf", "file": null, "description": "Educational disparities in U.S. adult mortality are large and have widened across birth cohorts. We consider three policy relevant\r\nscenarios 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\r\ncohorts.\r\n", "visits": 782, "categories": [16, 5]}}, {"model": "links.link", "pk": 1369, "fields": {"created_time": "2015-07-22T20:48:17.372Z", "updated_time": "2015-07-22T20:48:17.372Z", "title": "2010-2011 ANNUAL REPORT on the State of Inuit Culture and society", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2010-11-SICS-Annual-Report-Eng.pdf", "file": null, "description": "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 \r\nan 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).\r\nChildren 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.\r\n", "visits": 947, "categories": [12, 15]}}, {"model": "links.link", "pk": 1370, "fields": {"created_time": "2015-07-22T20:50:12.791Z", "updated_time": "2015-07-22T20:50:12.791Z", "title": "Aboriginal Participation in Trades and Apprenticeship in B.C. Three-Year Review and Future Direction", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/REPORT-ITA_Aboriginal_Initiatives_Three_Year_Review_and_Future_Direction.pdf", "file": null, "description": "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 \r\nindustry.\r\n\r\nAn 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.\r\n", "visits": 917, "categories": [12, 3]}}, {"model": "links.link", "pk": 1371, "fields": {"created_time": "2015-07-22T20:51:43.639Z", "updated_time": "2015-07-22T20:51:43.639Z", "title": "Employment of First Nations People", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/First_Nations_Labour_Market_Report_120930.pdf", "file": null, "description": "\r\nFirst 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.\r\nResults 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.\r\n", "visits": 683, "categories": [12, 3]}}, {"model": "links.link", "pk": 1372, "fields": {"created_time": "2015-07-22T20:54:17.608Z", "updated_time": "2017-02-20T14:37:08.940Z", "title": "Education of Aboriginal Students", "url": "https://ucarecdn.com/2862cdb5-1b1c-4ba6-b351-6eca431d89ea/", "file": "https://ucarecdn.com/2862cdb5-1b1c-4ba6-b351-6eca431d89ea/", "description": "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.\r\n\r\n", "visits": 699, "categories": [12]}}, {"model": "links.link", "pk": 1373, "fields": {"created_time": "2015-07-22T20:56:16.321Z", "updated_time": "2015-07-22T20:56:16.321Z", "title": "Key Policy Issues in Aboriginal Education: An Evidence-Based Approach", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Key-Policy-Issues-in-Aboriginal-Education_EN.pdf", "file": null, "description": "\r\nThe 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.\r\n", "visits": 928, "categories": [12]}}, {"model": "links.link", "pk": 1374, "fields": {"created_time": "2015-07-22T20:58:06.565Z", "updated_time": "2015-07-22T20:58:06.565Z", "title": "Opportunity Found: Improving the Participation of Aboriginal Peoples in Canada’s Workforce", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/131217_Opportunity_Found.pdf", "file": null, "description": "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 \r\nthe 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.\r\n\r\nThe 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 \r\non measures both can take to provide Aboriginal peoples and communities—as well as businesses—with the tools to make these\r\nsuccess stories the norm.", "visits": 667, "categories": [12]}}, {"model": "links.link", "pk": 1375, "fields": {"created_time": "2015-07-22T21:00:26.232Z", "updated_time": "2015-07-22T21:00:26.232Z", "title": "A REVIEW OF THE GABRIEL DUMONT INSTITUTE ABORIGINAL APPRENTICESHIP INITIATIVE", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Review-of-GDI-Aboriginal-Apprenticeship.Final_.Report.Feb2015.pdf", "file": null, "description": "\r\nThis 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.\r\n\r\nThe 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.\r\n", "visits": 780, "categories": [12]}}, {"model": "links.link", "pk": 1376, "fields": {"created_time": "2015-07-22T21:02:25.422Z", "updated_time": "2015-07-22T21:02:25.422Z", "title": "Creating Positive Outcomes: Graduation and Employment Rates of Indspire’s Financial Award Recipients", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Indspire-Creating-Positive-Outcomes-Report-February-2015.pdf", "file": null, "description": "\r\nThe 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 \r\nterritories.\r\n", "visits": 710, "categories": [8]}}, {"model": "links.link", "pk": 1377, "fields": {"created_time": "2015-07-24T18:55:09.513Z", "updated_time": "2015-07-24T18:55:09.513Z", "title": "An Infrastructure for the Future: Building a Strong Foundation for a Scalable Education Environment - Issue 2", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/CDE15_Special_Report_Q2.pdf", "file": null, "description": "\r\nOn a typical day in 2014, more than 22 million cyberattacks threatened to infiltrate Penn State. Two \r\nattacks 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.\r\nIn 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\r\nslowing to a crawl with students and teachers unable to connect their devices to the Internet due to lack of wireless coverage.\r\n“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.”\r\n\r\nUnfortunately, 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.\r\n\r\nThis 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\r\nin the digital age.\r\n", "visits": 974, "categories": [19, 8, 13, 4]}}, {"model": "links.link", "pk": 1378, "fields": {"created_time": "2015-07-24T18:57:23.937Z", "updated_time": "2015-07-24T18:57:23.937Z", "title": "Affiliated and Federated Universities as Sources of University Differentiation", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Affiliated_and_Federated_Universities.pdf", "file": null, "description": "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?\r\nOntario 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.", "visits": 945, "categories": [17, 5]}}, {"model": "links.link", "pk": 1379, "fields": {"created_time": "2015-07-24T18:59:37.053Z", "updated_time": "2015-07-24T18:59:37.053Z", "title": "Mentoring for Learning", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Tillema_van_der_Westhuizen___Smith_2015_Mentoring-for-learning_free_preview.pdf", "file": null, "description": "“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 \r\ncharacteristic 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 \r\nwarrant a mentor’s role and position as a “helping” agent.\r\n", "visits": 791, "categories": [6, 7]}}, {"model": "links.link", "pk": 1380, "fields": {"created_time": "2015-07-24T19:01:18.381Z", "updated_time": "2015-07-24T19:01:18.382Z", "title": "National Student Financial Wellness Study", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/nsfws-key-findings-report.pdf", "file": null, "description": "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\r\npicture of the financial wellness of college students.\r\n", "visits": 751, "categories": [8]}}, {"model": "links.link", "pk": 1381, "fields": {"created_time": "2015-07-24T19:03:19.622Z", "updated_time": "2015-07-24T19:03:19.622Z", "title": "National Student Financial Wellness Survey Form", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2014-nsfws-june-2014.pdf", "file": null, "description": "An example of a financial survey.", "visits": 761, "categories": [8, 4]}}, {"model": "links.link", "pk": 1382, "fields": {"created_time": "2015-07-24T19:05:00.275Z", "updated_time": "2015-07-24T19:05:00.275Z", "title": "Graduation Survey 2014-2015: University Report", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/graduation-survey-2014-2015-university-report.pdf", "file": null, "description": "\r\nThis 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.\r\n", "visits": 623, "categories": [17, 3]}}, {"model": "links.link", "pk": 1383, "fields": {"created_time": "2015-07-24T19:07:03.189Z", "updated_time": "2015-07-24T19:07:03.189Z", "title": "Graduation Survey: 2012 to 2015 Trend Report", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/graduation-survey-2012-to-2015-trend-report.pdf", "file": null, "description": "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 \r\nthe 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.\r\n", "visits": 669, "categories": [17, 3]}}, {"model": "links.link", "pk": 1384, "fields": {"created_time": "2015-07-24T19:11:31.841Z", "updated_time": "2017-02-17T16:39:45.265Z", "title": "Wellness Assessment: Career Wellness", "url": "https://ucarecdn.com/be325508-0374-4528-b7b4-8c5e818e9d81/", "file": "https://ucarecdn.com/be325508-0374-4528-b7b4-8c5e818e9d81/", "description": "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.\r\n", "visits": 1391, "categories": [19, 18]}}, {"model": "links.link", "pk": 1385, "fields": {"created_time": "2015-07-24T19:15:57.561Z", "updated_time": "2015-07-24T19:15:57.561Z", "title": "Wellness Assessment: Creative Wellness", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/creative-wellness-report.pdf", "file": null, "description": "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.\r\n", "visits": 1120, "categories": [18, 16, 6]}}, {"model": "links.link", "pk": 1386, "fields": {"created_time": "2015-07-24T19:17:40.357Z", "updated_time": "2015-07-24T19:17:40.357Z", "title": "Wellness Assessment: Emotional Wellness", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/emotional-wellness-report.pdf", "file": null, "description": "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.\r\n", "visits": 660, "categories": [19, 16]}}, {"model": "links.link", "pk": 1387, "fields": {"created_time": "2015-07-24T19:19:07.674Z", "updated_time": "2015-07-24T19:19:07.674Z", "title": "Wellness Assessment: Environmental Wellness", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/environmental-wellness-report.pdf", "file": null, "description": "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.\r\n", "visits": 729, "categories": [13]}}, {"model": "links.link", "pk": 1388, "fields": {"created_time": "2015-07-24T19:27:35.239Z", "updated_time": "2017-02-17T16:39:19.252Z", "title": "Wellness Assessment: Financial Wellness", "url": "https://ucarecdn.com/b4949046-41a3-40a5-a4e7-61a7583be11d/", "file": "https://ucarecdn.com/b4949046-41a3-40a5-a4e7-61a7583be11d/", "description": "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.\r\n", "visits": 1115, "categories": [8]}}, {"model": "links.link", "pk": 1389, "fields": {"created_time": "2015-07-24T19:29:06.773Z", "updated_time": "2015-07-24T19:29:06.773Z", "title": "Wellness Assessment: Intellectual Wellness", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/intellectual-wellness-report.pdf", "file": null, "description": "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.\r\n", "visits": 1889, "categories": [16]}}, {"model": "links.link", "pk": 1390, "fields": {"created_time": "2015-07-24T19:30:37.882Z", "updated_time": "2015-07-24T19:30:37.882Z", "title": "Wellness Assessment: Physical Wellness", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/physical-wellness-report.pdf", "file": null, "description": "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.\r\n", "visits": 671, "categories": [16]}}, {"model": "links.link", "pk": 1391, "fields": {"created_time": "2015-07-24T19:32:05.305Z", "updated_time": "2015-07-24T19:32:05.305Z", "title": "Wellness Assessment: Social Wellness", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/social-wellness-report.pdf", "file": null, "description": "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.\r\n", "visits": 2356, "categories": [16]}}, {"model": "links.link", "pk": 1392, "fields": {"created_time": "2015-07-24T19:33:50.185Z", "updated_time": "2015-07-24T19:33:50.185Z", "title": "Students’ Use of Technology", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/students-use-of-technology.pdf", "file": null, "description": "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.\r\n", "visits": 661, "categories": [4]}}, {"model": "links.link", "pk": 1393, "fields": {"created_time": "2015-07-24T19:35:31.516Z", "updated_time": "2015-07-24T19:35:31.516Z", "title": "Student Beliefs about and Participation in Philanthropy", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/student-beliefs-about-and-participation-in-philanthropy.pdf", "file": null, "description": "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.\r\n", "visits": 671, "categories": [5]}}, {"model": "links.link", "pk": 1394, "fields": {"created_time": "2015-07-24T19:39:38.899Z", "updated_time": "2015-07-24T19:39:38.900Z", "title": "Mental Health Center for the Study of Student Life", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/mental-health-brief.pdf", "file": null, "description": "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), \r\nMillennials,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\r\nobstacles to their success.\r\n", "visits": 611, "categories": [16]}}, {"model": "links.link", "pk": 1395, "fields": {"created_time": "2015-07-24T19:41:55.776Z", "updated_time": "2015-07-24T19:41:55.776Z", "title": "Health Literacy: Report of Survey Results for Wilce Student Health Center Pharmacy", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/health-literacy-report.pdf", "file": null, "description": "\r\nThe 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.\r\n", "visits": 720, "categories": [16]}}, {"model": "links.link", "pk": 1396, "fields": {"created_time": "2015-07-24T19:43:42.997Z", "updated_time": "2015-07-24T19:43:42.997Z", "title": "Private Student Debt in Canada Ten Year Trends from 2000-2010", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Factsheet-2015-05-Private-Student-Debt-EN.pdf", "file": null, "description": "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 \r\npercentage 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.\r\n", "visits": 643, "categories": [8]}}, {"model": "links.link", "pk": 1397, "fields": {"created_time": "2015-07-24T19:45:58.613Z", "updated_time": "2015-07-24T19:45:58.613Z", "title": "Emerging Leaders: An annotated Bibliography", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/emergingleaders.pdf", "file": null, "description": "Leadership Annotated Bibliography", "visits": 832, "categories": [19]}}, {"model": "links.link", "pk": 1398, "fields": {"created_time": "2015-07-24T19:47:15.683Z", "updated_time": "2015-07-24T19:47:15.683Z", "title": "Leadership Development: An Annotated Bibliography", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Leadership_Development_Bibliography.pdf", "file": null, "description": "Leadership Development:\r\nAn Annotated Bibliography\r\n", "visits": 973, "categories": [19]}}, {"model": "links.link", "pk": 1399, "fields": {"created_time": "2015-07-24T19:48:46.373Z", "updated_time": "2015-07-24T19:48:46.373Z", "title": "The State of Aboriginal Learning in Canada: A Holistic Approach To Measuring Success", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/SAL-FINALReport_EN.PDF", "file": null, "description": "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.\r\n", "visits": 926, "categories": [12]}}, {"model": "links.link", "pk": 1400, "fields": {"created_time": "2015-07-24T19:50:20.980Z", "updated_time": "2015-07-24T19:50:20.980Z", "title": "REDEFINING HOW SUCCESS IS MEASURED in First Nations, Inuit and Métis Learning", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Redefining_How_Success_Is_Measured_EN.pdf", "file": null, "description": "\r\nFirst 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 \r\nCanadian society. First Nations, Inuit and Métis recognize that “two ways of knowing” will foster the necessary conditions for nurturing healthy, sustainable communities.\r\n", "visits": 805, "categories": [12]}}, {"model": "links.link", "pk": 1401, "fields": {"created_time": "2015-07-24T19:53:19.733Z", "updated_time": "2017-02-17T16:53:04.284Z", "title": "A Look Back at the Decision on the Transfer Function at the Founding of Ontario’s Colleges of Applied Arts and Technology", "url": "https://ucarecdn.com/23cd14aa-8d17-42f2-89f4-d8bb8b7a26b3/", "file": "https://ucarecdn.com/23cd14aa-8d17-42f2-89f4-d8bb8b7a26b3/", "description": "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.\r\n", "visits": 899, "categories": [19, 10]}}, {"model": "links.link", "pk": 1402, "fields": {"created_time": "2015-07-24T19:55:54.124Z", "updated_time": "2015-07-24T19:55:54.124Z", "title": "Change and Challenge: Ontario’s Collaborative Baccalaureate Nursing Programs", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/skolnik2.pdf", "file": null, "description": "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 \r\npreparation 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.\r\n", "visits": 708, "categories": [16, 10]}}, {"model": "links.link", "pk": 1403, "fields": {"created_time": "2015-07-24T19:57:38.477Z", "updated_time": "2015-07-24T19:57:38.477Z", "title": "The University and Manpower Planning", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/skolnik3.PDF", "file": null, "description": "\r\nThe 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.\r\n", "visits": 704, "categories": [19, 17, 8, 15]}}, {"model": "links.link", "pk": 1404, "fields": {"created_time": "2015-07-24T20:00:40.466Z", "updated_time": "2015-07-24T20:00:40.466Z", "title": "Tailoring University Counselling Services to Aboriginal and International Students: Lessons from Native and International Student Centres at a Canadian University", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Aboriginal_Counselling.pdf", "file": null, "description": "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 \r\ncounselling 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.\r\n", "visits": 675, "categories": [12, 14]}}, {"model": "links.link", "pk": 1405, "fields": {"created_time": "2015-07-24T20:06:56.471Z", "updated_time": "2015-07-24T20:06:56.471Z", "title": "Academic freedom in Canadian higher education: Universities, colleges, and institutes were not created equal", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2427-188545-1-PB.pdf", "file": null, "description": "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.\r\n", "visits": 921, "categories": [19, 17, 6, 10, 7]}}, {"model": "links.link", "pk": 1406, "fields": {"created_time": "2015-07-24T20:12:15.630Z", "updated_time": "2015-07-24T20:12:15.630Z", "title": "Relationships matter: Supporting Aboriginal graduate students in British Columbia, Canada", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2311-190657-1-PB.pdf", "file": null, "description": "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 \r\nsupportive 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 \r\nEnhancement)—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, \r\nrecruiting, 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.\r\n", "visits": 721, "categories": [12]}}, {"model": "links.link", "pk": 1407, "fields": {"created_time": "2015-07-25T19:10:27.225Z", "updated_time": "2015-07-25T19:10:27.225Z", "title": "Internet research ethics and the policy gap for ethical practice in online research settings", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2594-190658-3-PB.pdf", "file": null, "description": "A growing number of education and social science researchers design and conduct online research. In this review, the Internet Research Ethics (IRE) policy gap in Canada is identified along with the range of stakeholders and groups that either have a role or have attempted to play a role in forming bet- ter ethics policy. Ethical issues that current policy and guidelines fail to ad- dress are interrogated and discussed. Complexities around applying the hu- man subject model to internet research are explored, such as issues of privacy, anonymity, and informed consent. The authors call for immediate action on the Canadian ethics policy gap and urge the research community to consider the situational, contextual, and temporal aspects of IRE in the development of flexible and responsive policies that address the complexity and diversity of internet research spaces.\r\n", "visits": 627, "categories": [4]}}, {"model": "links.link", "pk": 1408, "fields": {"created_time": "2015-07-25T19:13:11.758Z", "updated_time": "2015-07-25T19:13:11.758Z", "title": " Retirement in the Post-Revocation Context at One Canadian University: Experiences of Phasing and Delaying", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/182490-196934-1-PB.pdf", "file": null, "description": "This research study is a phenomenological exploration of academics from one Canadian university who either are participating in a phased retirement pro- gram or have delayed their retirement beyond the normal retirement age of 65. It is based on face-to-face interviews with 24 professors, male and female, between the ages of 55 and 69, from an array of disciplines. The results indcate that teaching may be a primary reason why academics choose to retire, that female academics seem to align their retirement plans with those of their partners, and that academics who postpone their retirement feel as though they \r\npossess a significant amount of respect within their fields. Since this re- search is based upon a small sample, it provides a starting point for future research studies, particularly concerning how gender affects the issue of academic retirement.\r\n", "visits": 752, "categories": [19, 8, 15]}}, {"model": "links.link", "pk": 1409, "fields": {"created_time": "2015-07-25T19:17:30.912Z", "updated_time": "2015-10-01T06:13:32.978Z", "title": "Will High Technology Save Higher Education From Decline?", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/182898-184133-1-PB.PDF", "file": "", "description": "Michael Skolnik\r\nCanadian higher education has in the past few years succumbed to a mood of despair and defensiveness. Until just a few years ago, it was characterized by a confident, forward-looking energy, secure in the notion that it was the pre­ eminent engine of national development. Since then, we have seen our relative salaries decline; our plant, \r\nequipment, and libraries erode; our jobs threatened; and the value of our contribution to Canadian society severely questioned. A number of explanations could be given for this dramatic reversal of our fortunes, with emphasis ranging from demographics to poor public relations, from economic stagnation to short-sighted political manoeuvering. One popular \r\nexplanation is that Canadian higher education is now Qustly) paying off debts it incurred in a Faustian compact with homo economicus. We financed our tremendous growth of yesteryear, this explanation purports, on promises of contributing substantially (or worse, by ourselves, delivering) unprecedented economic growth and industrial expansion. Now that industrial expansion has come to a standstill (and even declined), the primary case for generous funding of higher education is at best called into question, and at worst severely undermined. For those who accept this retributional explanation of the cause of the current crisis of finance and purpose in higher education, Global Stakes\r\n", "visits": 645, "categories": [4]}}, {"model": "links.link", "pk": 1410, "fields": {"created_time": "2015-07-25T19:20:23.778Z", "updated_time": "2015-07-25T19:20:23.778Z", "title": "The University and Manpower Planning: A Re-Examination of the Issues in the Light of Changing Economic Conditions and New Developments in Labour Market Information", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/182908-184143-1-PB.PDF", "file": null, "description": "Michael Skolnik\r\nThe 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 \r\nimperatives 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 the framework of existing institutional and policy structures.\r\n", "visits": 664, "categories": [20]}}, {"model": "links.link", "pk": 1411, "fields": {"created_time": "2015-07-25T19:23:31.958Z", "updated_time": "2015-07-25T19:23:31.958Z", "title": " Peer mentorship and transformational learning: PhD student experiences", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/182924-190660-1-PB.pdf", "file": null, "description": "The purpose of the paper is to describe our peer mentorship experiences and explain how these experiences fostered transformational learning during our PhD graduate program in educational administration. As a literature backdrop, we discuss characteristics of traditional forms of mentorship and depict how our experiences of peer mentorship was unique. Through narrative inquiry, we present personal data and apply concepts of transformational learning theory to analyze our experiences. Our key finding was that it was the ambiguous boundaries combined with the formal structure of our gradu- ate program that created an environment where peer mentorship thrived. We conclude that peer mentorship has great capacity to foster human and social capital within graduate programs for both local and international students.\r\n", "visits": 673, "categories": [17, 5]}}, {"model": "links.link", "pk": 1412, "fields": {"created_time": "2015-07-25T19:27:24.926Z", "updated_time": "2015-07-25T19:27:24.926Z", "title": "On the Study of Higher Education in Canadian Universities", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/183112-184377-1-PB.PDF", "file": null, "description": "Michael Skolnik\r\nAlthough research on Canadian higher education has advanced considerably over the past few decades, the opportunities for university level study of higher education in Canada are still quite limited. Only four universities offer higher education programs; only one has a higher education department; and only a handful of other institutions offer even a course \r\nin higher education. The number of students enrolled in higher education programs in Canada is about 200, compared to about 6,000 in the United States; the number of faculty about 15 compared to 700 in the U.S. Moreover, while American higher education journals have, since the early 1970's, regularly featured articles about university higher education programs, there has not been a single article on this subject in The Canadian Journal of Higher Education. This paper attempts to fill some of that gap by providing some basic information about the study of higher education in Canadian universities and by examining the role of these programs in the overall development of higher education research and the possible reasons for the very limited scale of such programs in Canada.\r\n\r\nThe author's conclusion is that the factor which has most limited the development of higher education studies in Canadian universities is neither insufficient student demand nor limited employment opportunities of graduates, but reluctance of Canadian universities to allocate resources for this area of study.\r\n", "visits": 673, "categories": [17, 5]}}, {"model": "links.link", "pk": 1413, "fields": {"created_time": "2015-07-25T19:29:48.483Z", "updated_time": "2017-02-17T17:00:17.638Z", "title": "Paid Consulting in Ontario Colleges of Applied Arts and Technology", "url": "https://ucarecdn.com/9066c083-672f-4ead-b783-315c011329d6/", "file": "https://ucarecdn.com/9066c083-672f-4ead-b783-315c011329d6/", "description": "A survey of faculty participation in paid consulting arrangements in Ontario Colleges of Applied Arts and Technology reveals that 34% were involved in at least one project during a specified one-year period. There was significant vari­ation in participation by division of academic appointment and by gender. The authors suggest that further research should be undertaken concerning the nature and role of paid consulting in community colleges. A number of basic questions are raised in an attempt to induce further study on this important topic.\r\n", "visits": 697, "categories": [10]}}, {"model": "links.link", "pk": 1414, "fields": {"created_time": "2015-07-25T19:34:14.939Z", "updated_time": "2015-07-25T19:34:14.939Z", "title": "Arrangements for Coordination Between University and College Sectors in Canadian Provinces", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/183151-184415-1-PB.PDF", "file": null, "description": "This paper reports the results of a study of provincial level arrangements for coordination of planning and operations between university and college sectors in Canada. The data are drawn from a survey of senior government and sector officials in which respondents were asked to describe existing arrangements for coordination and to comment upon the importance attached to, and priority issues for, coordination; characteristics of effective structures for coordination; and their satisfaction with existing arrangements. The findings indicate that inter-sector coordination is perceived as an important issue; that coordination structures are most developed in the provinces in which there is the strongest mandate for articulation between sectors; and that efforts are under way in most provinces to refine and improve structures for inter-sector coordination.\r\n", "visits": 892, "categories": [17]}}, {"model": "links.link", "pk": 1415, "fields": {"created_time": "2015-07-25T19:37:09.114Z", "updated_time": "2017-01-25T17:08:29.023Z", "title": " Lecture Capture: An Effective Tool for Universal Instructional Design?", "url": "https://ucarecdn.com/17f3899c-6ce7-45ba-8637-c8bc4d3cbe1b/", "file": "https://ucarecdn.com/17f3899c-6ce7-45ba-8637-c8bc4d3cbe1b/", "description": "Student enrolment and instructional accommodation requests are rising in higher education. Universities lack the capacity to meet increasing accommodation needs, thus research in this area is required. In Ontario, new pro- vincial legislation requires that all public institutions, including universities, make their services accessible to persons with disabilities. The objective \r\nof the Accessibility for Ontarians with Disabilities Act (AODA) is to provide universal access for students with disabilities. The purpose of this case study is to understand the experiences of students regarding the ability of a lecture capture technology to align with the principles of Universal Instructional De- sign (UID). Data were collected using a mixed-method research design: \r\n(a) an online questionnaire, and (b) individual face-to-face interviews. Scholarship of Teaching and Learning (SoTL) literature provides a useful background to explore AODA legislation and universal accessibility vis-à-vis lecture capture technologies. Results indicate that lecture capture can align both with theprinciples of UID and AODA.\r\n", "visits": 678, "categories": [6, 7]}}, {"model": "links.link", "pk": 1416, "fields": {"created_time": "2015-07-25T19:40:10.254Z", "updated_time": "2015-07-25T19:40:10.254Z", "title": "“World Class” or The Curse of Comparison?", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/183513-184903-1-PB.PDF", "file": null, "description": "Dan Lang\r\nCan all the universities that claim to be “world-class” actually live up to the claim? If they could be, would that be desirable public policy? It could be that there are so many different meanings of “world-class” that the term in practical effect is an oxymoron: the definition of “world” is determined locally when conceptually it should be defined internationally. \r\nThis paper discusses different kinds of institutional quality, how quality is formed and how it can be measured, particularly by comparison. It also discusses the subtle but fundamental differences between quality and reputation. The paper concludes with the suggestion that world-class comparisons of research quality and productivity are possible, but that any broader application to the “world-class” quality of universities will be at best futile and at worst misleading.\r\n", "visits": 678, "categories": [5]}}, {"model": "links.link", "pk": 1417, "fields": {"created_time": "2015-07-25T19:46:19.291Z", "updated_time": "2015-07-25T19:46:19.291Z", "title": "Predicting Individual Research Produc- tivity: More than a Question of Time", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/183544-184933-1-PB.PDF", "file": null, "description": "Despite professors’ education and socialization and the significant rewards they receive for research activities and output, the 80/20 rule seems to apply; that is, there exists a system of stars who produce a disproportionate volume of research such that most research tends to be undertaken by a small percentage of the academy (Erkut, 2002). Although a growing body of research seeks to address this imbalance, studies of research productivity have tended to reveal its institutional and non-behavioural antecedents. As a result, there exists very little re- search that considers the strategies that individuals employ to improve their personal research productivity. This exploratory, questionnaire- based study of a sample of Canadian \r\nprofessors attempts to address this gap by examining the relationship among a number of strategies, what professors report as being their average annual number of publications over the past five years, and their perceptions of their level of research productivity. Not surprisingly, in this study, we found that the amount of time that individuals invested in research activities \r\npredicted their level of research productivity. Additionally, strategically focusing one’s research positively influenced journal publication levels, both directly and through its interaction with seeking resources (such as research grants). A strategic focus \r\nalso positively predicted self-perceived re- search productivity through its interaction with managing ideas. Fi- nally, although the perceived need to free up time from teaching and committee work was negatively related to journal publication levels, it was positively related to perceptions of productivity.\r\n", "visits": 703, "categories": [19, 7]}}, {"model": "links.link", "pk": 1418, "fields": {"created_time": "2015-07-25T19:48:47.627Z", "updated_time": "2015-07-25T19:48:47.627Z", "title": " Revealing the complexity of community- campus interactions", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/183548-190661-1-PB.pdf", "file": null, "description": "In this paper, four qualitative case studies capture the complex interplay be- tween the social and structural relations that shape community - academic partnerships. Collaborations begin as relationships among people. They are sustained by institutional structures that recognize and support these relationships. Productive collaborations centralize reciprocity, flexibility, and \r\nrelationship building between individuals and institutions. Our findings also indicate a synergistic interaction between collaborative processes and out- comes: an equitable process supports the development of mutually beneficial outcomes, and the ability to sustain a collaborative process requires substantive progress towards shared change goals.\r\n", "visits": 667, "categories": [10]}}, {"model": "links.link", "pk": 1419, "fields": {"created_time": "2015-07-25T19:50:19.445Z", "updated_time": "2015-07-25T19:50:19.445Z", "title": "A 24/7 Public Possession: Understanding the Dissonance and Grace of Being a Post- Secondary Leader", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/183580-185383-1-PB.pdf", "file": null, "description": "Phil L. Davison\r\nSt. Francis Xavier University\r\n\r\n\r\nABSTRACT\r\nThis study explores the perspectives and understandings of post-secondary leaders and their contexts as described through the qualitative experiences of 12 Maritime Canadian leaders (presidents and vice-presidents) who work in contemporary, publicly funded, post-secondary institutions. Four themes emerge: balancing daily dissonance, learning experientially to lead, \r\ncreating learning spaces, and needing moments of grace. The research reveals that leaders seek deeper understandings of their work and their characterization.\r\n", "visits": 842, "categories": [17]}}, {"model": "links.link", "pk": 1420, "fields": {"created_time": "2015-07-25T19:52:51.016Z", "updated_time": "2015-07-25T19:52:51.016Z", "title": "Safety in the Classroom: Safeguarding Liberal Arts Education from the Neo-Liberal Threat", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/183581-185384-1-PB.pdf", "file": null, "description": "This article examines the elusive concept of safety in liberal arts classrooms which are often contoured by a plurality of social, cultural, political, psychological, historical, and discursive forces and performances. Using select principles from adult education and social work with groups as an organizing metaphor, the article discusses the classroom as a large group, the changing student body, and, especially, the impact of diversity and inclusivity in liberal arts settings. Because the aim of liberal arts education is usually to promote independent and critical thinking, open-mindedness, and greater communi cation and decision-making skills, its goals foster, to a great degree, citizen engagement that empowers persons to participate in \r\ncollective actions toward greater equality and justice in communities both locally and globally. Class- room safety is essential to these aims because it increases opportunity for free, critical, and independent thought necessary for progressive, egalitarian, and justice pursuits. The article explores safety, including dialogic practices and reflection on relations of power within the classroom, for its significant role in fulfilling liberal arts aspirations.\r\n", "visits": 594, "categories": [7]}}, {"model": "links.link", "pk": 1421, "fields": {"created_time": "2015-07-25T19:55:34.456Z", "updated_time": "2015-07-25T19:55:34.456Z", "title": "Disenchantment and the Liberal Arts", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/183583-185386-2-PB.pdf", "file": null, "description": "This paper is an enquiry into the unpredictability of the liberally educated mind. We are all familiar with the value placed on the word critical when it figures prominently in justifications for liberal arts pedagogy, as in “a liberal arts education should foster the capacity for critical thinking.” However, de- pending on the milieu in which “critical thinking” is habituated, the mean- ing of the term may degrade into a theoretical conformity and passive assent to established routines which are inevitably expressions of disapproval. This trajectory is described as disenchantment. Its origins are traced to representations of the intellectual as a \r\ndistinctly secular creature and, in contemporary philosophical developments, associated with political liberalism—both of which, it is argued, are dominated by fear. Drawing on the recent Catholic “Communio” theology of David Schindler as a way to unveil the repressed theologies and hidden ontologies of liberal neutrality, the paper concludes with a brief examination of liberal arts scholarship that is increasingly open to various models of enchantment.\r\n", "visits": 673, "categories": [6, 7]}}, {"model": "links.link", "pk": 1422, "fields": {"created_time": "2015-07-25T20:00:31.611Z", "updated_time": "2015-07-25T20:00:31.611Z", "title": " Community service-learning and cultural-historical activity theory", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/183605-190654-1-PB.pdf", "file": null, "description": "This paper explores the potential of cultural-historical activity theory (CHAT), to provide new insights into community service-learning (CSL) in higher education. While CSL literature acknowledges the influences of John Dewey and Paolo Freire, discussion of the potential contribution of cultural-historical activity theory, rooted in the work of Russian psychologist \r\nLev Vygotsky, is noticeably absent. This paper addresses this gap by examining four assumptions \r\nassociated with activity theory: the rejection of a theory/practice divide, the development of \r\nknowledge as a social collaborative activity, the focus on contradictions in and across activity \r\nsystems, and the interventionist approach\r\naimed at transformation.\r\n", "visits": 636, "categories": [5]}}, {"model": "links.link", "pk": 1423, "fields": {"created_time": "2015-07-25T20:05:24.722Z", "updated_time": "2015-07-25T20:05:24.722Z", "title": " Don’t tell it like it is: Preserving collegiality in the summative peer review of teaching", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/183625-190667-1-PB.pdf", "file": null, "description": "While much literature has considered feedback and professional growth in formative peer reviews of teaching, there has been little empirical research conducted on these issues in the context of summative peer reviews. This ar- ticle explores faculty members’ perceptions of feedback practices in the summative peer review of teaching and reports on their understandings of why constructive feedback is typically non-existent or unspecific in summative reviews. Drawing from interview data \r\nwith 30 tenure-track professors in a research-intensive Canadian university, the findings indicated that reviewers rarely gave feedback to the candidates, and when they did, comments were typically vague and/or focused on the positive. Feedback, therefore, did not contribute to professional growth in teaching. Faculty members suggested that feedback was limited because of the following: the high-stakes nature of tenure, the demands for research productivity, lack of pedagogical expertise among academics, non-existent criteria for evaluating teaching, and the artificiality of peer reviews. In this article I argue that when it comes to summative reviews, elements of academic culture, especially the value placed on collegiality, shape feedback practices in important ways.\r\n", "visits": 651, "categories": [7]}}, {"model": "links.link", "pk": 1424, "fields": {"created_time": "2015-07-25T20:07:11.662Z", "updated_time": "2015-07-25T20:07:11.662Z", "title": " Liberal arts catch-up revisited", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/183630-194906-1-PB.pdf", "file": null, "description": "This paper replicates the work of Giles and Drewes from the 1990s.They showed a catch-up effect whereby graduates of liberal arts undergraduate programs, although at an early-career disadvantage compared with graduates of applied programs, had higher incomes by mid-career. Working with the Panel 5 Survey of Labour and Income Dynamics (2005–2010), the catch-\r\nup no longer exists.\r\n", "visits": 661, "categories": [5]}}, {"model": "links.link", "pk": 1425, "fields": {"created_time": "2015-07-25T20:09:48.087Z", "updated_time": "2015-07-25T20:09:48.087Z", "title": "Accessible by design: Applying UDL principles in a first year undergraduate course", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/183704-190656-1-PB.pdf", "file": null, "description": "This article presents a case study of a technology-enhanced face-to-face health sciences course in which the principles of Universal Design for Learing (UDL) were applied. Students were offered a variety of means of rep- resentation, engagement, and expression throughout the course, and were surveyed and interviewed at the end of the term to identify how the UDL- inspired course attributes influenced their perceptions of course accessibility. Students responded very positively to the \r\ncourse design, and felt that the weaving of UDL throughout the course resulted in increased flexibility, social presence, reduced stress, and enhanced success. Overall, students felt more in control of their own learning process and empowered to make personal choices to best support their own learning. This course design also led to in- creased satisfaction from the perspective of the instructor and reduced the need for intervention by the campus disability services department.\r\n", "visits": 695, "categories": [6, 7]}}, {"model": "links.link", "pk": 1426, "fields": {"created_time": "2015-07-25T20:12:21.963Z", "updated_time": "2017-02-17T16:53:22.488Z", "title": " Mapping disciplinary differences and equity of academic control to create a space for collaboration", "url": "https://ucarecdn.com/10df4d0d-5573-437e-89ff-dff4d9bbb87e/", "file": "https://ucarecdn.com/10df4d0d-5573-437e-89ff-dff4d9bbb87e/", "description": "Academics are collaborating more as their research questions are becoming more complex, often reaching beyond the capacity of any one person. How- ever, in many parts of the campus, teamwork is not a traditional work pat- tern, and team members may not understand the best ways to work together to the benefit of the project. Challenges are particularly possible when there are differences among the disciplines represented on a team and when there are variations in academic control over decision making and research direction setting. Disparities in these two dimensions create potential for miscommunication, conflict, and other negative consequences, which may mean that a collaboration is not successful. This paper explores these dimensions and suggests a space for collaboration; it also describes some benefits and challenges associated within various \r\npositions within the framework. Academ- ic teams can use this tool to determine the place they \r\nwould like to occupy within the collaboration space and structure themselves accordingly before\r\nundertaking research.\r\n", "visits": 689, "categories": [19, 6, 7]}}, {"model": "links.link", "pk": 1427, "fields": {"created_time": "2015-07-25T20:14:38.362Z", "updated_time": "2015-07-25T20:14:38.362Z", "title": " Partnering for economic development: How town-gown relations impact local economic development in small and medium cities", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/183813-194940-1-PB.pdf", "file": null, "description": "Universities play an increasingly prominent role in shaping regional, social, and economic development. In Canada, however, spatial, economic, and so- cial differences between universities and their host communities continue to challenge positive town–gown relationships and undermine the benefits associated with high concentrations of prospective young, “creative” graduates. The purpose of this article is to identify the factors that lead to positive town– gown relations and, \r\nsubsequently, encourage graduate retention. Through this research, university and town administrators were found to play a key role in establishing a positive relationship between students and community members. Local employment opportunities were also found to help students build an experiential relationship with their localities and make them more\r\nlikely to settle there after graduation.\r\n", "visits": 752, "categories": [8]}}, {"model": "links.link", "pk": 1428, "fields": {"created_time": "2015-07-25T20:17:05.423Z", "updated_time": "2015-07-25T20:17:05.423Z", "title": " When intentions meet reality: Consonance and dissonance in teacher approaches to peer assessment", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/183858-194919-1-PB.pdf", "file": null, "description": "This article focuses on teachers’ experiences in implementing peer assessment with first semester students. It explores the relationship between teachers’ conceptions of teaching and their approach to peer assessment, where both conceptions and approaches are described as being either learning focused or content focused. Drawing upon analysis of interviews with eight teachers, the study found that one had a consonant view of the interrelationship be- tween conceptions of teaching and \r\napproaches to peer assessment, while the remaining seven described their conceptions of teaching and their approach- es to peer assessment with a combination of learning-focused and content focused statements. These statements are labelled as dissonant. Discussion focuses on implications of consonant and dissonant relationships between conceptions of teaching and approaches to peer assessment for implementation of peer assessment; it also addresses academic development issues. \r\nThe study reveals that when implementing new methods (here, peer assessment), underlying assumptions will impact on the nature of teacher engagement.\r\n", "visits": 556, "categories": [7]}}, {"model": "links.link", "pk": 1429, "fields": {"created_time": "2015-07-25T20:19:22.306Z", "updated_time": "2015-07-25T20:19:22.306Z", "title": " Transfers from College to One Ontario University: A Four-Year Outcome Study", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/183882-196883-1-PB.pdf", "file": null, "description": "In this follow-up study, college students who transferred to one Ontario university in 2008–2009 were compared to non-transfer students using several different measures of academic success at university. When compared to non- transfer students, college transfer students earned fewer credits each year, had lower GPAs, and were less able to earn credits from course attempts. The differences were small for students’ first and second years but larger in years three and four. Despite the \r\nlower GPA, college transfer students were not more likely than non-transfer students to be eligible for academic suspension. College transfer students also attempted fewer courses and were much less likely to persist to Year 4. By spring 2012 (after four years of university), the college transfer students were more likely than non-transfer students to have graduated, but their degree of choice was a 15-credit three-year degree (as opposed to a 20-credit four-year honours or \r\nnon-honours degree). Policy implications are discussed.\r\n", "visits": 691, "categories": [17]}}, {"model": "links.link", "pk": 1430, "fields": {"created_time": "2015-07-25T20:22:15.446Z", "updated_time": "2015-07-25T20:22:15.446Z", "title": " Web-Based Learning: A Bridge to Meet the Needs of Canadian Nurses for Doctoral Education", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/183935-196935-1-PB.pdf", "file": null, "description": "Canada does not have enough nurses with doctoral degrees. Such nurses fill important roles as researchers, educators, leaders, and clinicians. While a growing number of Canadian universities offer doctorate degrees in nursing, most institutions have only traditional on-campus programs, posing barriers for nurses who reside in places geographically distant from those institutions or who require more flexibility in their education. We describe our experiences as the inaugural cohort of the doctoral program by distributed learning at the University of Victoria School of Nursing. Since 2011, we have used a variety of electronic modalities and participated in several very short on-site intensives. Our experience indicates that distributive learning modalities improve access and deliver academically rigorous programs.\r\n", "visits": 728, "categories": [9, 16, 6]}}, {"model": "links.link", "pk": 1431, "fields": {"created_time": "2015-07-25T20:24:21.032Z", "updated_time": "2015-07-25T20:24:21.032Z", "title": " Grades, Aspirations, and Postsecondary Education Outcomes", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/184203-196840-1-PB.pdf", "file": null, "description": "In this paper, we exploit a rich longitudinal data set to explore the forces that, during high school, shape the development of aspirations to attend university and achieve academic success. We then investigate how these aspirations, along with grades and other variables, impact educational outcomes such as going to university and graduating. It turns out that parental \r\nexpectations and peer factors have direct and indirect effects on educational outcomes through their impact on both grades and aspirations. Policy measures that enlighten parents about the value of education may positively modify educational outcomes.\r\n", "visits": 774, "categories": [6, 7]}}, {"model": "links.link", "pk": 1432, "fields": {"created_time": "2015-07-25T20:27:56.028Z", "updated_time": "2017-02-17T18:12:14.900Z", "title": " When Online Exchanges Byte: An Examination of the Policy Environment Governing Cyberbullying at the University Level", "url": "https://ucarecdn.com/36b959f9-621a-41ae-a8d1-dcf98f8c9741/", "file": "https://ucarecdn.com/36b959f9-621a-41ae-a8d1-dcf98f8c9741/", "description": "This article reports on findings from a scan of 465 policies relevant to the handling of cyberbullying in 74 Canadian universities. It first assesses the commonalities and differences in the policies. Second, it considers how their various lenses—a human rights perspective versus a student conduct perspective, for instance—can affect the directions and outcomes of university \r\nresponses. The majority of the policies reviewed were codes of student conduct and discipline, policies on electronic communication, and policies on harassment and discrimination. Most of the policies outlined complaint procedures and possible sanctions, but relatively few addressed prevention of unacceptable behaviours. Only about a third made reference to “cyber” behaviours, suggesting that the university policy environment is not current with the information and \r\ncommunication technologies that permeate the daily lives of university students and faculty.\r\n", "visits": 672, "categories": [9]}}, {"model": "links.link", "pk": 1433, "fields": {"created_time": "2015-07-25T20:30:48.152Z", "updated_time": "2015-07-25T20:30:48.152Z", "title": " The First Cycle of Study: Teaching and Learning at Cross Purposes?", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/184291-196841-1-PB.pdf", "file": null, "description": "The contemporary university has grown to be a fairly complex institution sustained by many competing interests, not all of which are directly concerned with promoting the work of study, broadly conceived. My concern in the fol- lowing is with the quality of the subjective experience of studying that universities are still meant to provide. By subjective experience I mean the \r\nmindful engagement that is study, and my focus is on such study as it is found in undergraduate programs leading to undergraduate degrees. Given the threat of a growing indifference between professors and students concerning their shared engagement in courses offered at the undergraduate level (offered because of professors’ institutional obligations, taken because of students’ degree requirements), I reconsider the subjective investment of mindful engagement that these courses nevertheless represent.\r\n", "visits": 591, "categories": [6, 7]}}, {"model": "links.link", "pk": 1434, "fields": {"created_time": "2015-07-25T20:33:54.677Z", "updated_time": "2015-07-25T20:33:54.677Z", "title": " Teaching Creativity Across Disciplines at Ontario Universities", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/184340-196852-1-PB.pdf", "file": null, "description": "While a wide variety of publications have suggested that the development of student creativity should be an important objective for contemporary universities, information about how best to achieve this goal across a range of disciplinary contexts is nonetheless scant. The present study aimed to begin to fill this gap by gathering data (via an electronic survey instrument) about how the teaching and learning of creativity are perceived and enacted by instructors in different disciplines at Ontario universities. Results indicated points of both convergence and divergence between respondents from different fields in terms of their understandings of the place of creativity within courses and programs, and in terms of strategies they reported using to enable creativity in their students. We discuss the implications of these findings, including the ways in which the data speak to ongoing debates about the role of disciplines within teaching, learning, and creativity more broadly.\r\n", "visits": 743, "categories": [6, 5, 7]}}, {"model": "links.link", "pk": 1435, "fields": {"created_time": "2015-07-25T20:36:30.806Z", "updated_time": "2015-07-25T20:36:30.806Z", "title": "Blended and online higher education: teaching and learning in a wired world", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/184672-189858-1-PB.pdf", "file": null, "description": "What research direction is needed in the scholarship of teaching and learning in higher education? Over a decade ago, Windschitl (1998) advocated for more research on in- creasing student inquiry through the World Wide Web and illuminating web-based stu- dent communication. The release and then extensive development of a model of online communities of inquiry (Garrison, Anderson, & Archer, 2000) responded to Windschitl’s call. In addition to continued work in these two areas, a stronger research focus on learn- ing theory and everyday use of Web 2.0 technologies is required (Greenhow, Robelia, & Hughes, 2009; Zawacki-Richter, Anderson, & Tunca, 2010).\r\n", "visits": 808, "categories": [9, 6, 7]}}, {"model": "links.link", "pk": 1436, "fields": {"created_time": "2015-07-25T20:39:04.534Z", "updated_time": "2015-07-25T20:39:04.534Z", "title": "Online graduate student identity and professional skills development", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/184674-189860-1-PB.pdf", "file": null, "description": "Graduate students are assumed to develop skills in oral and written communication and collegial relationships that are complementary to formal graduate programs. However, it appears only a small number of universities provide such professional development opportunities alongside academic programs, and even fewer do so online. There appears to be an assumption in higher education that students develop professional skills by virtue of learning through required academic tasks and having proximity to other students and faculty. Skeptics of online study raise questions about whether graduate students studying online can participate fully in such graduate communities and access these informal professional skill-building opportunities. It is possible that such activities may have to be designed and delivered for online graduate students.\r\n", "visits": 647, "categories": [5, 7]}}, {"model": "links.link", "pk": 1437, "fields": {"created_time": "2015-07-25T20:41:29.330Z", "updated_time": "2015-07-25T20:41:29.330Z", "title": "Investigating the role of mobile devices in a blended pre-service teacher education program", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/184675-189861-1-PB.pdf", "file": null, "description": "The purpose of this research study was to investigate if and how mobile devices could be used to support the required program outcomes in a blended pre-service teacher education degree. All students enrolled in an educational technology course during the fall 2011 semester were provided with ViewSonic tablets. Through faculty interviews, student online \r\nsurveys, and a post- course focus group, the study participants indicated that mobile devices could be useful for supporting future professional responsibilities (e.g., career-long learning, collaboration) and facilitating student learning but less effective for planning, assessment, and managing the classroom environment.\r\n", "visits": 665, "categories": [9, 4]}}, {"model": "links.link", "pk": 1439, "fields": {"created_time": "2015-07-25T20:50:33.195Z", "updated_time": "2015-07-25T20:50:33.195Z", "title": "Using blended learning strategies to address teaching development needs: How does Canada compare?", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/184741-189867-1-PB.pdf", "file": null, "description": "The provision of blended learning strategies designed to assist academics in the higher education sector with the knowledge, skills, and abilities required for effective teaching with technology has been, and continues to be, a challenge for teaching centres in Canada. It is unclear, first, whether this is an ongoing issue unique to Canada; and, second, if it is not unique to Canada, whether we might be able to implement different and/or more effective strategies based on what others outside Canada are doing. Teaching centre leaders in Australia, Finland, Sweden, Denmark, Britain, Scotland, and the United States (n=31) were interviewed to explore how their units used blended learn- ing strategies. Findings suggest that, as in Canada, \r\nthere is a “value gap” be- tween academics and leaders of teaching centres regarding teaching development initiatives using blended learning strategies.\r\n", "visits": 774, "categories": [9]}}, {"model": "links.link", "pk": 1440, "fields": {"created_time": "2015-07-25T20:55:22.935Z", "updated_time": "2015-07-25T20:55:22.935Z", "title": " Exploring the Context of Canadian Graduate Student Teaching Certificates in University Teaching", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/186035-195841-1-PB.pdf", "file": null, "description": "A growing number of Canadian universities offer graduate student certificate programs in university teaching. This paper examines such programs at 13 Canadian universities and presents a discussion of program structures and practices. The findings suggest that most programs were offered over one to two years, and upon successful completion, participants were issued a centre-approved certificate paired with a more formalized method of recognition, such as a transcript notation. The core focus of certificate programs appears to be divided between those that emphasize practical skill development (46%) and those that offer practical skill development along with a focus on the scholarship of teaching and learning (54%). Most certificates included ac- tive and authentic assessment methods, such as dossiers (69%), and practice teaching sessions (62%). These findings help to inform the continued evolution of graduate student teaching certificate programs.\r\n", "visits": 633, "categories": [19, 5]}}, {"model": "links.link", "pk": 1441, "fields": {"created_time": "2015-07-25T20:59:19.549Z", "updated_time": "2015-07-25T20:59:19.549Z", "title": " Beyond Skills: An Integrative Approach to Doctoral Student Preparation for Diverse Careers", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/186038-195858-1-PB.pdf", "file": null, "description": "An early consensus in the ongoing discourse about graduate student preparation for diverse careers was that graduates lacked competencies relevant to non-academic professional settings. Lists of missing “skills” were developed that universities and agencies sought to address, most commonly by the offering of generic (transferable) skills workshops or courses. In this paper, we critique this framing of the issue and discuss the limitations of the common approaches taken to address it. We propose a more integrated approach, where students’ thesis research itself is oriented to their possible futures (a practice already occurring in many areas), and where assessment of the competencies so developed is integral to the awarding of the degree. We illustrate the concepts through the stories of two students, and discuss policy ramifications and \r\nthe substantial challenges to its realization presented by a highly competitive research \r\nenvironment and established ways of assessing success in faculty and students.\r\n", "visits": 695, "categories": [5]}}, {"model": "links.link", "pk": 1442, "fields": {"created_time": "2015-07-25T21:03:25.973Z", "updated_time": "2015-07-25T21:03:25.973Z", "title": " Engaged Pedagogy and Transformative Learning in Graduate Education: A Service- Learning Case Study", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/186039-195796-1-PB.pdf", "file": null, "description": "Operating at the interface between ideas and action, graduate education in geography and planning has a responsibility to provide students with theoretical and practical training. This paper describes service-learning as a form of engaged pedagogy, exploring its ability to interrogate notions related to the “professional turn” and its contributions to transformative learning. Using a case study of a graduate-level service-learning course at the University of Toronto, we address the challenges associated with service-learning and high- light opportunities for students, faculty, universities, and community organizations. Our case study is based on assessment and analysis of the course and contributions to student learning, professional development, and community engagement. We contend that, at the graduate level, service-learning is an underutilized \r\npedagogical tool. Service-learning can impart high-demand skills to graduate students by transforming how students learn and move from knowledge into ideas and ultimately action, and by offering opportunities for developing higher-order reasoning and critical thinking.", "visits": 666, "categories": [6, 7]}}, {"model": "links.link", "pk": 1443, "fields": {"created_time": "2015-07-29T14:55:07.182Z", "updated_time": "2015-07-29T14:55:07.182Z", "title": "Characteristics of Adjunct Faculty Teaching Online: Institutional Implications", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Characteristics_of_Adjunct_Faculty_Teaching_Online__Institutional_Implications.pdf", "file": null, "description": "Over the last decade, there has been a steady increase in online learning enrollments. The proportion of college students taking at least one online course is at an all-time high and 66% of higher education institutions indicate that online learning is critical to their long-term strategy (Allen & Seaman, 2014). Universities are increasingly relying on adjunct faculty to meet this need; \r\nas such, it is important for institutions to understand the unique motivations, characteristics and needs of online adjunct faculty to better support teaching effectiveness. A survey of 603 adjunct faculty teaching online courses provides an overview of characteristics of modern online adjunct faculty and highlights institutional adaptations necessary to accommodate a changing\r\nfaculty body.\r\n", "visits": 834, "categories": [9, 7]}}, {"model": "links.link", "pk": 1444, "fields": {"created_time": "2015-07-29T14:56:56.251Z", "updated_time": "2015-07-29T14:56:56.251Z", "title": "Competency-Based Education: A Framework for Measuring Quality Courses", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Competency-Based_Education__A_Framework_for_Measuring_Quality_Courses.pdf", "file": null, "description": "The growth of competency-based education in an online environment requires the development and measurement of\r\nquality competency-based courses. While quality measures for online courses have been developed and standardized, they do not directly align with emerging best practices and principles in the design of quality competency-based online courses. The purpose of this paper is to provide background and research for a proposed rubric to measure quality in competency-based online courses.\r\n", "visits": 689, "categories": [9, 6, 7, 4]}}, {"model": "links.link", "pk": 1445, "fields": {"created_time": "2015-07-29T14:59:59.981Z", "updated_time": "2017-02-20T16:56:52.980Z", "title": "Work Ethic, Characteristics, Attributes, and Traits of Successful Online Faculty", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Work_Ethic_Characteristics_Attributes_and_Traits_of_Successful_Online_Faculty.pdf", "file": "", "description": "This study was a phenomenological study examining the experiences of faculty in an online learning environment in order to identify the factors that could produce job burnout and stress in master’s programs in education. The challenges and related stress-producing factors were also explored to identify best practices for online faculty and attributes most suited for the demands and expectations required in the online teaching environment. The study’s insights and findings are based on perspectives from online faculty who have been teaching in the modality for three or more years. These findings may be useful to stakeholders such as administrators, faculty mentors, faculty trainers, and faculty interested in employment in the modality so that identifiable and realistic criteria may be available upon which to base future hiring standards, employment practices, training, and decisions about teaching online. Insights about procedures and practices have been identified that may be effective in helping to develop initial training programs, faculty mentor supports, administrative decisions, and on-going faculty training. Based upon the findings, institutional leaders have information that could help identify best practices for online faculty and attributes most suited for the demands and expectations required in an online teaching environment. Institutions and administration can seek out and recruit the best possible online faculty who have the necessary skills, abilities, and characteristics required in this modality rather than hiring based merely upon academic credentials that would fail to identify specific attributes necessary for online teaching. Finally, those specific characteristics can then be applied to alleviate job burnout challenges online faculty would experience. The study will help institutional leaders (a) identify faculty earlier who will be better suited to the modality; (b) identify how to offer relevant, on-going faculty supports and training practices; and\r\n(c) prevent online faculty job burnout.\r\n", "visits": 668, "categories": [9, 6, 7, 4]}}, {"model": "links.link", "pk": 1446, "fields": {"created_time": "2015-07-29T15:02:18.364Z", "updated_time": "2015-07-29T15:02:18.364Z", "title": "A Rich Seam: How New Pedagogies Find Deep Learning", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/3897.Rich_Seam_web.pdf", "file": null, "description": "The digital revolution is transforming our work, our organisations and our daily lives. Driverless cars are now legal in three American states. One third of payments in Kenya are made via mobile phones. Wearable computing will soon mean that your jacket will monitor your heart rate (should you want it to). I have seen a violin - played beautifully - that was 3-D printed.\r\n\r\nThis revolution is already in homes across the developed world and increasingly in the developing world too. And there, it is transforming the way children and young people play, access information, communicate with each other and learn. But, so far, this revolution has not transformed most schools or most teaching and learning in classrooms.\r\n", "visits": 763, "categories": [6, 7]}}, {"model": "links.link", "pk": 1447, "fields": {"created_time": "2015-07-29T15:04:27.097Z", "updated_time": "2015-07-29T15:04:27.097Z", "title": "H1 2015 International Learning Technology Investment Patterns", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/AmbientInsight_H1_2015_Global_Learning_Technology_Investment_Patterns.pdf", "file": null, "description": "\r\nHistoric High in the History of the Learning Technology Industry\r\nThe investments made to learning technology companies in the first half of 2015 were the highest for a half year period in the history of the learning technology industry and exceeds the total amount for the entire year of 2014. In the six month period between January and June 2015, $2.51 billion was invested in learning technology companies across the globe. This is astonishing considering that the total global investments made to learning technology companies for the entire year of 2014 was $2.42 billion, which set a record in the industry.\r\n", "visits": 734, "categories": [6, 7, 4]}}, {"model": "links.link", "pk": 1448, "fields": {"created_time": "2015-07-29T15:07:01.246Z", "updated_time": "2015-07-29T15:07:01.246Z", "title": "An Investigation of Personality Traits in Relation to Job Performance of Online Instructors", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/An_Investigation_of_Personality_Traits_in_Relation_to_Job_Performance_of_Online_Instructors.pdf", "file": null, "description": "This quantitative study examined the relationship between the Big 5 personality traits and how they relate to online teacher effectiveness. The primary method of data collection for this study was through the use of surveys primarily building upon the Personality Style Inventory (PSI) (Lounsbury & Gibson, 2010), a work-based personality measure, was the instrument used to assess personality measures. In addition an evaluation instrument was developed by the researchers to evaluate classroom \r\nperformance across a 10-point scale. In total 115 instructors from a large predominantly online university were surveyed \r\nthrough Qualtrics for personality traits and then had their courses evaluated for effectiveness and quality utilizing measures based on the Quality Matters program. Using a Pearson product moment correlation coefficient, it was found that 9 personality traits were significantly correlated with online teaching performance. While the results of this study can only be seen at this point as preliminary, it does open the door to further studies to determine if online teacher training or professional development interventions should take a different approach. Ultimately, the findings of this study demonstrated that personality does play a significant role in the effectiveness of online teaching performance.\r\n", "visits": 716, "categories": [9, 6, 7]}}, {"model": "links.link", "pk": 1449, "fields": {"created_time": "2015-07-29T15:09:31.362Z", "updated_time": "2015-07-29T15:09:31.362Z", "title": "Ontario Centres of Excellence’s International Commercialization Forum", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/c_icf-march19_2013_participant_portfolio.pdf", "file": null, "description": "About Ontario Centres of Excellence Inc.\r\nThe Ontario Centres of Excellence (OCE) not-for-profit program was formally established in 1987 with seven independent centres that evolved and amalgamated into Ontario Centres of Excellence Inc. in 2004.\r\n\r\nTwenty-five years ago, the traditional economic foundation for the province, and for Canada, was shifting from a north american focused and commodities-based economy to one that is globally oriented and knowledge-based.\r\n\r\nPrior to the creation of OCE, there was limited connection between universities, colleges, research hospitals and industry. Consensus was that these academic and research institutions were producing quality research that was not being utilized to its full potential by industry. \r\n\r\nOCE was designed to bridge that gap and create productive working partnerships between university and college\r\nresearch departments, research hospitals and Ontario industry.\r\n", "visits": 995, "categories": [8]}}, {"model": "links.link", "pk": 1450, "fields": {"created_time": "2015-07-29T15:11:36.693Z", "updated_time": "2015-07-29T15:11:36.693Z", "title": "Cross-Disciplinary Collaborative Course Design: Successes and Challenges from an Implementation at OCAD University", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Cross_Disciplinary_Collaborative_Course_Design_ENG.pdf", "file": null, "description": "\r\nThis report presents the findings of a research project undertaken at OCAD University (OCAD U) from 2013 to 2014 examining the implementation of a cross-disciplinary collaborative course design process. While there is some research that investigates collaborative course design, especially in the development of courses for online and hybrid delivery, there is little research to date that investigates cross-disciplinary collaborative course design, in which faculty members from different disciplines come together to combine their expertise to create more robust resources for student learning. The research was undertaken in the development of professional practice courses offered in the Winter 2014 term to students enrolled in the Faculty of Design. Online learning modules were developed by faculty members from across multiple disciplines for delivery on the Canvas learning management system (LMS) in studio-based courses. Collaboration between faculty members was led and facilitated by an instructional support team with expertise in hybrid and fully online learning from OCAD U’s Faculty & Curriculum Development \r\nCentre.\r\n", "visits": 741, "categories": [17, 10, 5, 7]}}, {"model": "links.link", "pk": 1451, "fields": {"created_time": "2015-07-29T15:14:02.450Z", "updated_time": "2015-07-29T15:14:02.450Z", "title": "Investment over the Business Cycle: Insights from College Major Choice", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/dp9167.pdf", "file": null, "description": "\r\nThis paper examines the relationship between individuals’ personal exposure to economic conditions and their investment choices in the context of human capital. Focusing on bachelor’s degree recipients, we find that birth cohorts exposed to higher unemployment rates during typical schooling years select majors that earn higher wages, that have better employment prospects, and that more often lead to work in a related field. Much of this switching behavior can be considered a rational response to differences in particular majors’ labor market prospects during a recession. However, higher unemployment leads to other meaningful changes in the distribution of majors. Conditional on changes in lifetime expected earnings, recessions encourage women to enter male-dominated fields, and students of both genders pursue more difficult majors, such as STEM \r\nfields. These findings imply that the economic environment changes how students select majors, possibly by encouraging them to consider a broader range of possible degree fields. Finally, in the absence of this compensating behavior, we estimate that the average estimated costs of graduating in a recession would be roughly ten percent larger.\r\n", "visits": 740, "categories": [8, 6, 10, 5]}}, {"model": "links.link", "pk": 1452, "fields": {"created_time": "2015-07-29T15:16:24.187Z", "updated_time": "2017-02-20T16:54:16.264Z", "title": "Employment Status, Teaching Load, and Student Performance in Online Community College Courses", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Employment_Status_Teaching_Load_and_Student_Performance_in_Online_Community_College_Courses.pdf", "file": "", "description": "A continued need exists for community college administrators to develop and implement strategies to ensure sufficient staffing to meet demand for online courses and promote student success. The problem this study addressed was threefold. First, online instructors in the local setting are overextended and are consequently unable to implement best practices. Because overextended online instructors cannot offer the presence and feedback needed to promote success, online student performance as measured by final course grades suffers. Another problem was that the current institutional system encourages overload teaching assignments. Finally, increased teaching loads can have negative ramifications on online instructor attentiveness, student performance, and academic rigor. The purpose of this descriptive quantitative study was to collect relevant data to examine the relationships among (a) online instructor employment status, (b) online instructor teaching load, and (c) online student performance at a community college. The study used both comparative and correlational research designs to address the research questions using ex post facto data. No statistically significant correlations were found between student success and employment status. However, a negative correlation was discovered between course overload and \r\nstudent success as measured by final course grades and completion rates. Recommendations for future \r\nresearch include an examination of seniority and tenure status of faculty and a wider geographic and \r\ninstitutional type study to ensure generalizability of the results.\r\n", "visits": 671, "categories": [9, 8, 6, 10, 5, 7, 4]}}, {"model": "links.link", "pk": 1453, "fields": {"created_time": "2015-07-29T15:18:10.599Z", "updated_time": "2015-07-29T15:18:10.599Z", "title": "An Evaluation of Course Evaluations", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/evaluations14.pdf", "file": null, "description": "Student ratings of teaching have been used, studied, and debated for almost a century. This article examines student ratings of teaching from a statistical perspective. The common practice of relying on averages of student teaching evaluation scores as the primary measure of teaching effectiveness for promotion and tenure decisions should be abandoned for substantive \r\nand statistical reasons: There is strong evidence that student responses to questions of “effectiveness” do not measure teaching effectiveness. Response rates and response variability matter. And comparing averages of categorical responses, even if the categories are represented by numbers, makes little sense. Student ratings of teaching are valuable when they ask the right questions, report response rates and score distributions, and are balanced by a variety of other sources and methods\r\nto evaluate teaching.\r\n", "visits": 679, "categories": [6, 7]}}, {"model": "links.link", "pk": 1454, "fields": {"created_time": "2015-07-29T15:23:39.894Z", "updated_time": "2015-07-29T15:23:39.894Z", "title": "Instructor Time Requirements to Develop and Teach Online Courses", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Instructor_Time_Requirements_to_Develop_and_Teach_Online_Courses.pdf", "file": null, "description": "How much time does it take to teach an online course? Does teaching online take more or less time than teaching face-to-face? Instructors, department chairs, deans, and program administrators have long believed that teaching online is more time-consuming than teaching face-to-face. Many research studies and practitioner articles indicate instructor time commitment as a major inhibitor to developing and teaching online courses. However, while they identify the issue and provide possible \r\nsolutions, they do not empirically measure actual time commitments or instructor perceptions when comparing online to face-to-face delivery and when comparing multiple iterations of delivery. The results of this study show distinct differences in developing online courses relative to developing face-to-face courses and distinct differences in teaching online courses relative to teaching face-to-face courses. The data from this study can be used by instructors, administrators, and \r\ninstructional designers to create higher quality course development processes, training processes, and overall communication.\r\n", "visits": 718, "categories": [9, 10, 7, 4]}}, {"model": "links.link", "pk": 1455, "fields": {"created_time": "2015-07-29T15:25:14.373Z", "updated_time": "2015-07-29T15:25:14.373Z", "title": "Is a Quality Course a Worthy Course? Designing for Value and Worth in Online Courses", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Is_a_Quality_Course_a_Worthy_Course__Designing_for_Value_and_Worth_in_Online_Courses.pdf", "file": null, "description": "There are many strategies for estimating the effectiveness of instruction. Typically, most methods are based on the student evaluation. Recently a more standardized approach, Quality Matters (QM), has been developed that uses an objectives-based strategy. QM, however, does not account for the learning process, nor for the value and worth of the learning experience. Learning is a complex and individualized process that course designers and instructors can capitalize on to increase the \r\nvalue and subsequent worth of a course for all stakeholders. This article explores the concepts of value, worth, and quality of online education, seeking a method to improve outcomes by increasing a course’s value and worth.\r\n", "visits": 730, "categories": [9, 6, 7, 4]}}, {"model": "links.link", "pk": 1456, "fields": {"created_time": "2015-07-29T15:30:06.630Z", "updated_time": "2015-07-29T15:30:06.630Z", "title": "Making College- University Cooperation Work: Ontario in a National and International Context", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/making_college-university_cooperation_work.pdf", "file": null, "description": "The debate over how universities and colleges relate to one another has been lively in Ontario for at least two decades.\r\n\r\nThis year marks the twentieth anniversary of the commissioning of a province-wide review of the colleges’ mandate whose report recommended greater opportunities for advanced training – defined as “education that combines the strong applied focus of college career-oriented programs with a strong foundation of theory and analytical skills.” The report envisaged that some advanced training would be undertaken by colleges alone, and some would be offered jointly with universities and would lead to a university degree (Vision 2000 Steering Committee 1990, 16-17). A follow-up report in 1993 found that opportunities for advanced training remained “isolated and not part of an integrated and planned system of advanced training, with equitable student access” (Task Force on Advanced Training 1993, 11-13).\r\n\r\nBy 1999, Ontario’s colleges and universities entered into a province-wide agreement, the “Port Hope Accord” (CUCC, 1999) to facilitate the transfer of college diploma graduates into university programs. Yet the Honourable Bob Rae’s recent report found that “nowhere near enough progress has been made” (Ontario 2005, 14). Meanwhile, student demand for combined diploma-degree programs appears to be increasing (CUCC, 2007).\r\n", "visits": 713, "categories": [19, 17, 15]}}, {"model": "links.link", "pk": 1457, "fields": {"created_time": "2015-07-29T15:32:45.429Z", "updated_time": "2015-07-29T15:32:45.430Z", "title": "Measuring Student Engagement in an Online Program", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Measuring_Student_Engagement_in_an_Online_Program.pdf", "file": null, "description": "In an effort to measure the effectiveness of faculty development courses promoting student engagement, the faculty\r\ndevelopment unit of Penn State’s Online Campus conducted a pilot study within a large online Bachelor of Science in Business (BSB) program. In all, 2,296 students were surveyed in the spring and summer semesters of 2014 in order to seek their perspectives on (1) the extent of their engagement in the courses and (2) the degree to which their instructors promoted their \r\nengagement. The survey comprised three sub-scales: the first and third sub-scales addressed instructional design aspects of the course, and the second sub-scale addressed attitudes and behaviors whereby the instructors promoted student engagement. The results showed a significant difference on the second sub-scale (sig = 0.003) at the .05 level, indicating that students rated instructors with professional development higher on instructor behaviors that engaged them in their \r\ncourses than those instructors who received no professional development. There were no significant differences found for the first and third sub-scales indicating that the instructional design aspects of the courses under investigation were not influenced by instructors’ professional development. Qualitative data showed that three quarters of the students who had instructors whose background included professional development geared to encouraging student engagement felt that their courses had engaged them. Future research will focus on increasing the response rate and exploring in more depth both the instructional design and qualitative aspects of student engagement.\r\n", "visits": 726, "categories": [9, 6, 7, 4]}}, {"model": "links.link", "pk": 1458, "fields": {"created_time": "2015-07-29T15:34:59.397Z", "updated_time": "2015-07-29T15:34:59.397Z", "title": "An Overview of the Strategic Mandate Agreement Proposals Prepared by Ontario’s Public Colleges and Universities Online Learning Set to Expand and Become a Core Function", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Overview-Strategic-Mandate-Jan7.pdf", "file": null, "description": "In response to what the Ministry of Training, Colleges and Universities has outlined as a need for increasing capacity, affordability, and access through collaboration, technology, and innovation, for new and flexible approaches to learning and teaching, and for a renewed focus on productivity and sustainability, each college and university has submitted a proposed strategic mandate agreement comprising a differentiated mandate statement, an institutional vision, and three priority objectives.\r\n", "visits": 1050, "categories": [19, 9, 6, 7, 4]}}, {"model": "links.link", "pk": 1459, "fields": {"created_time": "2015-07-30T20:22:04.166Z", "updated_time": "2015-07-30T20:22:04.166Z", "title": "Student Success after Transfer from College to Lakehead University", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/2012-11-FINAL-REPORT-Lakehead-Student-success-after-transfer-college-Lakehead.pdf", "file": null, "description": "A large number of college graduates enroll at Lakehead University each year to further their education. Within the Ontario University system Lakehead is tied with Ryerson as the university having the largest share of Ontario transfer students compared to its share of Ontario system full-time equivalent students. Because Lakehead is an important destination for college transfer students, it is important to study the success of these students as has been done for traditional direct entry \r\n(straight from high school) students. This report compares and contrasts the success of the following three groups of college students entering Lakehead:\r\n those entering through bilateral or multi-lateral agreements with block transfer,\r\n advanced standing college transfer students (those who have completed a college diploma and \r\nare eligible for transfer credit) and,\r\n other college students without transfer credits (students who have upgraded their high school \r\ncredential at a college, those who only partially completed a diploma, or those whose average is \r\nbelow the requirement for transfer credit).\r\n\r\nSpecifically, this report explores whether there are any significant differences in the success rates and / or profile of the three types of college transfer students. Comparisons will be made with direct entry students. Success will be measured using modifications of measures traditionally applied to first-time, full-time freshmen including retention rate, six-year graduation rate, and grade-point average.\r\n", "visits": 800, "categories": [18, 9, 5]}}, {"model": "links.link", "pk": 1460, "fields": {"created_time": "2015-07-30T20:26:57.571Z", "updated_time": "2015-07-30T20:26:57.571Z", "title": "Participation, Graduation and Dropout rates View", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/6000003-eng.pdf", "file": null, "description": "The overall participation rate in postsecondary education among those aged 18 to 20 years in December 1999 increased\r\nsteadily from 54% in December 1999 to 79% in December 2005. Looking more specifically at participation rates and status by type of institution attended, attendance at university almost doubled over the six years period from 21% in 1999 to 40% in\r\n2005, while attendance at college / CEGEP went up from 26% in 1999 to 42% in 2005 among the YITS respondents. Growth in attendance at postsecondary institutions slowed between 2003 and 2005 as respondents grew out of the prime\r\npostsecondary education age range.\r\n", "visits": 631, "categories": [3]}}, {"model": "links.link", "pk": 1461, "fields": {"created_time": "2015-07-30T20:30:56.408Z", "updated_time": "2015-07-30T20:30:56.408Z", "title": "Post-secondary Education: In Support of First Nations and Inuit Students", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/ATB4_PostSecondary_en.pdf", "file": null, "description": "Quality post-secondary education (PSE) is an overlooked and often unseen factor in the promotion of the spiritual, emotional and physical well-being of First Nations and Inuit peoples. The numbers back this up; on average, First Nations and Inuit peoples have lower PSE achievement levels, higher rates of unemployment and lower incomes than non-Aboriginal people. In addition to educational and economic advantages, higher educational attainment levels have been shown to be related to improved health and a better standard of living. Therefore, the promotion of increased post-secondary education for First Nations and Inuit peoples is by default promoting an invigorating, fortifying future for Aboriginal people, families and communities.\r\n", "visits": 690, "categories": [12]}}, {"model": "links.link", "pk": 1462, "fields": {"created_time": "2015-07-30T20:31:10.437Z", "updated_time": "2015-07-30T20:31:10.437Z", "title": "Post-secondary Education: In Support of First Nations and Inuit Students", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/ATB4_PostSecondary_en.pdf", "file": null, "description": "Quality post-secondary education (PSE) is an overlooked and often unseen factor in the promotion of the spiritual, emotional and physical well-being of First Nations and Inuit peoples. The numbers back this up; on average, First Nations and Inuit peoples have lower PSE achievement levels, higher rates of unemployment and lower incomes than non-Aboriginal people. In addition to educational and economic advantages, higher educational attainment levels have been shown to be related to improved health and a better standard of living. Therefore, the promotion of increased post-secondary education for First Nations and Inuit peoples is by default promoting an invigorating, fortifying future for Aboriginal people, families and communities.\r\n", "visits": 659, "categories": [12]}}, {"model": "links.link", "pk": 1463, "fields": {"created_time": "2015-07-30T20:33:17.297Z", "updated_time": "2015-07-30T20:33:17.297Z", "title": "Defining, Measuring and Achieving “Student Success” in Ontario Colleges and Universities", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/AtIssueStudent_Success_ENG.pdf", "file": null, "description": "Since the Higher Education Quality Council of Ontario (HEQCO) was launched, it has completed and published more than 140 research studies – and funded dozens more that are currently underway – that explore a wide range of trends and issues involving Ontario’s postsecondary system. Drawing mainly from HEQCO’s own research, this @Issue paper:\r\n\r\n• Describes how the definition of student success has gradually broadened at\r\nOntario colleges and universities;\r\n• Summarizes some of the underlying institutional and student population factors that also impact \r\non most current measures of student success;\r\n• Provides broad observations about some recent findings as they relate to the awareness, \r\nutilization and impact of various student service, course-based and other initiatives designed to \r\npromote student success;\r\n• Recommends what can be measured – as well as how and what outcomes can be expected – when it \r\ncomes to initiatives and interventions designed to improve student success.\r\n", "visits": 614, "categories": [3]}}, {"model": "links.link", "pk": 1464, "fields": {"created_time": "2015-08-01T02:05:40.029Z", "updated_time": "2017-02-20T16:52:33.014Z", "title": "Cheating, Student Authentication and Proctoring in Online Programs", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/Cheating_Student_Authentication_and_Proctoring_in_Online_Programs___New_England_Board_of_Higher_Education.pdf", "file": "", "description": "“Without having to miss out on fun, just outsource your test to us, an expert will take it and you will get the awesome grade that you deserve. All at prices you will not believe. How does that sound?”\r\n\r\n—Excerpt from one of many results of googling “take my test” This pitch is more than incredibly crass. It is really just outright pimping of hired poseurs to online students willing to “pay for performance.” With the massive growth of online education, such parasitic companies have sprung up like weeds, presenting a serious threat to program integrity.\r\n", "visits": 836, "categories": [9, 6, 7, 4]}}, {"model": "links.link", "pk": 1469, "fields": {"created_time": "2015-08-03T17:50:05.939Z", "updated_time": "2015-08-03T17:50:05.939Z", "title": "AHELO: The Ontario Experience", "url": "http://s3.amazonaws.com/static.pseupdate.mior.ca/media/links/AHELO_The_Ontario_Experience-ENG.pdf", "file": null, "description": "In 2011 Ontario joined the Organisation for Economic Co-operation and Development’s (OECD) Assessment of Higher Education Learning Outcomes (AHELO) feasibility study. The Higher Education Quality Council of Ontario (HEQCO) led the project on behalf of the Ministry of Training, Colleges and Universities (MTCU) and in cooperation with the Council of Ministers of Education, Canada (CMEC).\r\nInitiated in 2006, AHELO was a feasibility study to determine if standard generic and discipline-specific tests could be used in different countries to measure what university students know and are able to do. Intending to contribute to the international conversation on establishing better indications of learning quality, the study aimed to develop common learning outcomes and assess student performance at the end of a bachelor’s degree (first cycle) in a variety of educational cultures, languages and institutions through standard tests. The feasibility study developed three assessments: one for generic skills and two for discipline-specific skills in economics and civil engineering.", "visits": 874, "categories": [17, 6, 10]}}, {"model": "links.link", "pk": 1473, "fields": {"created_time": "2015-08-06T16:17:50.903Z", "updated_time": "2015-08-06T16:17:50.903Z", "title": "Transition to College: Perspectives of Secondary School Students", "url": "http://www.ucarecdn.com/f3fe55ff-0ff1-47fe-a0d6-70ae9f50d17e/", "file": "https://ucarecdn.com/f3fe55ff-0ff1-47fe-a0d6-70ae9f50d17e/", "description": "\r\nThis research report represents the first phase of a multi-year collaborative research initiative of the Association of Colleges of Applied Arts and Technology of Ontario.1 The initiative is designed to develop a cohesive picture of the pathways from secondary school to college. The major purpose of this phase of the research was to identify secondary school students’ perceptions of Ontario colleges and of college as a possible post-secondary educational destination for them, and to determine the factors that have shaped these perceptions. A second purpose was to identify secondary school student achievement patterns, graduation rates and course enrolments in order to consider their influence on current and future college\r\nenrolments.\r\n", "visits": 633, "categories": [3]}}, {"model": "links.link", "pk": 1474, "fields": {"created_time": "2015-08-06T16:33:20.662Z", "updated_time": "2015-08-06T16:33:20.662Z", "title": "Changing Literacy", "url": "http://www.ucarecdn.com/39a0d40d-a224-4564-ba71-b174178f2283/", "file": "https://ucarecdn.com/39a0d40d-a224-4564-ba71-b174178f2283/", "description": "Current discussions about literacy often focus on how economic changes are raising expectations for literacy achievement. The emergence of a so-called knowledge economy or learning economy requires more people to do more things with print. Less attention has been given, however, to how the pressure to produce more literacy affects the contexts in which literacy \r\nlearning takes place. This article looks at the literacy learning experience of an autoworker turned union representative, a blind computer programmer, two bilingual autodidacts, and a former southern sharecropper raising children in a high-tech university town. It uses the concept of the literacy sponsor to explore their access to learning and their responses to economic and \r\ntechnological change. Their experiences point to some directions for incorporating economic history into thinking about cultural diversity and for using resources in school to addresseconomic turbulence and inequality beyond the school.\r\n", "visits": 651, "categories": [12, 8, 6, 7]}}, {"model": "links.link", "pk": 1475, "fields": {"created_time": "2015-08-06T16:35:25.145Z", "updated_time": "2015-08-06T16:35:25.145Z", "title": "2013 Cost of Recruiting an Undergraduate Student Benchmarks for Four-Year and Two-Year Institutions", "url": "http://www.ucarecdn.com/01bc6463-187c-4187-90d7-2888a965c801/", "file": "https://ucarecdn.com/01bc6463-187c-4187-90d7-2888a965c801/", "description": "What is a typical budget and staff size for admissions and recruitment for private vs. public and small vs. large institutions? To answer this question and provide up-to-date benchmarks, Noel-Levitz conducted a brief, web-based poll of enrollment and admissions officers across the United States in the fall of 2013. The poll was part of the firm’s ongoing series of benchmark polls for higher education.\r\n", "visits": 987, "categories": [8, 3]}}, {"model": "links.link", "pk": 1476, "fields": {"created_time": "2015-08-06T16:37:22.735Z", "updated_time": "2015-08-06T16:37:22.735Z", "title": "When Learning Analytics Meets E-Learning", "url": "http://www.ucarecdn.com/c3cb3886-d518-4067-9b90-51a16ab3f14d/", "file": "https://ucarecdn.com/c3cb3886-d518-4067-9b90-51a16ab3f14d/", "description": "While student data systems are nothing new and most educators have been dealing with student data for many years, learning analytics has emerged as a new concept to capture educational big data. Learning analytics is about better understanding of the learning and teaching process and interpreting student data to improve their success and learning experiences. This paper provides an overview to learning analytics in higher education and more specifically, in e-learning. It also explores some of the issues around learning analytics.\r\n", "visits": 614, "categories": [9, 6, 7]}}, {"model": "links.link", "pk": 1477, "fields": {"created_time": "2015-08-06T16:41:01.840Z", "updated_time": "2015-08-06T16:41:01.840Z", "title": "What Motivates Occasional Faculty Developers to Lead Faculty Development Workshops? A Qualitative Study", "url": "http://www.ucarecdn.com/0a62d3d5-c706-407c-8982-42df38dde8bd/", "file": "https://ucarecdn.com/0a62d3d5-c706-407c-8982-42df38dde8bd/", "description": "The demand for faculty development is ongoing, and many medical schools will need to expand their pool of faculty\r\ndevelopers to include physicians and scientists whose primary expertise is not education. Insight into what motivates\r\noccasional faculty developers can guide recruitment and retention strategies. This study was designed to understand the\r\nmotivations of faculty developers who occasionally (one to three times each year) lead faculty development workshops.", "visits": 634, "categories": [9, 6, 7]}}, {"model": "links.link", "pk": 1478, "fields": {"created_time": "2015-08-06T16:47:36.399Z", "updated_time": "2015-08-06T16:47:36.399Z", "title": "What Can the Business World Teach Us About Strategic Planning?", "url": "http://www.ucarecdn.com/8bad37e4-e864-4b71-a97b-be7a15d37af7/", "file": "https://ucarecdn.com/8bad37e4-e864-4b71-a97b-be7a15d37af7/", "description": "The need for a reliable strategic planning framework for distance educators and their institutions has never been greater than it is now. Increased government regulations, accreditation standards, and competition are converging with decreased funding from federal, state, and private sources, and administrators require better strategic planning. A strategic planning model known as the Balanced Scorecard has met with widespread adoption and sweeping success among the business community, but, surprisingly, has not been widely adopted among institutions of higher and distance education. In this article the authors share what they have learned about this strategic planning model through a review of the available literature and their own early efforts to introduce it to their institution, the Division of Continuing Education at Brigham Young University in Provo, Utah.\r\n", "visits": 627, "categories": [19, 8, 15]}}, {"model": "links.link", "pk": 1479, "fields": {"created_time": "2015-08-06T17:10:20.398Z", "updated_time": "2015-08-06T17:10:20.398Z", "title": "Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence", "url": "http://www.ucarecdn.com/5e01cbe4-ee24-461f-9376-d6d76972aed5/", "file": "https://ucarecdn.com/5e01cbe4-ee24-461f-9376-d6d76972aed5/", "description": "A college degree has replaced the high school diploma as a mainstay for economic self-sufficiency and responsible citizenship. In addition, earning a bachelor’s degree is linked to long-term cognitive, social, and economic benefits to individuals —benefits that are passed onto future generations, enhancing the quality of life of the families of college-educated persons, the communities in which they live, and the larger society.\r\n", "visits": 873, "categories": [3]}}, {"model": "links.link", "pk": 1480, "fields": {"created_time": "2015-08-06T17:20:43.641Z", "updated_time": "2015-08-06T17:20:43.641Z", "title": "Developing University Literacy and Promoting Academic Success across Disciplines: A Case Study of French-Language University Literacy", "url": "http://www.ucarecdn.com/707ae41b-6f81-494d-a97e-539f07454765/", "file": "https://ucarecdn.com/707ae41b-6f81-494d-a97e-539f07454765/", "description": "This report presents the findings of a one-year study of the creation and implementation of a new Français course at the University of Ottawa, offered as a pilot project in 2012-2013. The course was created at the request of francophone first-year students from regions of Canada where the French language is in a minority context. These students reported experiencing difficulty in bridging the gap between the literacy skills they acquired in secondary school and the academic literacy skills \r\nrequired of them to succeed in the mandatory foundational French courses (FRA courses) and other courses taught in French (Lamoureux et al., 2013).\r\n", "visits": 629, "categories": [6, 7]}}, {"model": "links.link", "pk": 1481, "fields": {"created_time": "2015-08-06T17:23:43.927Z", "updated_time": "2015-08-06T17:23:43.927Z", "title": "University Funding Model Refform Consultation Paper", "url": "http://www.ucarecdn.com/0386bc62-834b-4051-a9dd-91414322519b/", "file": "https://ucarecdn.com/0386bc62-834b-4051-a9dd-91414322519b/", "description": "On March 12, 2015, the government announced that Ontario would be moving forward with the transformation of its postsecondary education sector by launching consultations on modernizing the university funding model. The purpose of this consultation paper is to outline an engagement process and position the review within the context of the government’s \r\noverall plan for postsecondary education. Funding universities in a more quality-driven, sustainable and transparent way is part of the government’s economic plan for Ontario.\r\n", "visits": 667, "categories": [8]}}, {"model": "links.link", "pk": 1482, "fields": {"created_time": "2015-08-06T17:27:14.106Z", "updated_time": "2015-08-06T17:27:45.552Z", "title": "The Role of Intermediary Bodies in Enhancing Quality and Sustainability in Higher Education", "url": "http://www.ucarecdn.com/2e5cc2f1-0314-4105-aa28-d0d06bcec428/", "file": "https://ucarecdn.com/2e5cc2f1-0314-4105-aa28-d0d06bcec428/", "description": "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.\r\n", "visits": 875, "categories": [19, 8, 15, 6, 5, 13]}}, {"model": "links.link", "pk": 1483, "fields": {"created_time": "2015-08-06T17:29:41.210Z", "updated_time": "2015-08-06T17:29:41.210Z", "title": "Seven Legitimate Apprehensions about Evaluating Teacher Education Programs and Seven “Beyond Excuses” Imperatives", "url": "http://www.ucarecdn.com/997776e1-695e-4f3d-9d40-072cd9f0d820/", "file": "https://ucarecdn.com/997776e1-695e-4f3d-9d40-072cd9f0d820/", "description": "Background: Via the reauthorization of the Higher Education Act (HEA), stronger accountability proponents are now knocking on the doors of the colleges of education that prepare teachers and, many argue, prepare teachers ineffectively. This is raising questions about how effective and necessary teacher education programs indeed are. While research continues to evidence that teachers have a large impact on student achievement, the examination of teacher education programs is a rational backward mapping of understanding how teachers impact students. Nonetheless, whether and how evaluations of teacher education programs should be conducted isyet another hotly debated issue in the profession.\r\n", "visits": 714, "categories": [20, 7]}}, {"model": "links.link", "pk": 1484, "fields": {"created_time": "2015-08-06T17:31:54.563Z", "updated_time": "2015-08-06T17:31:54.563Z", "title": "The Development and Validation of the Interprofessional Attitudes Scale: Assessing the Interprofessional Attitudes of Students in the Health Professions", "url": "http://www.ucarecdn.com/8e6d5dbe-1a79-4d41-afa0-7e37ca168e6c/", "file": "https://ucarecdn.com/8e6d5dbe-1a79-4d41-afa0-7e37ca168e6c/", "description": "No validated tools assess all four competency domains described in the 2011 report Core Competencies for Interprofessional Collaborative Practice (IPEC Report). The purpose of this study was to develop and validate a tool based on the IPEC Report core\r\ncompetency domains that assesses the interprofessional attitudes of students in the health professions.\r\n", "visits": 623, "categories": [15, 16, 7]}}, {"model": "links.link", "pk": 1485, "fields": {"created_time": "2015-08-06T17:35:32.998Z", "updated_time": "2015-08-06T17:35:32.998Z", "title": "The Art of Observation: A Pedagogical Framework", "url": "http://www.ucarecdn.com/afea754f-e9eb-4fe7-b64f-309fc9fb6c46/", "file": "https://ucarecdn.com/afea754f-e9eb-4fe7-b64f-309fc9fb6c46/", "description": "Observational skills, honed through experience with the literary and visual arts, bring together in a timely manner many of the goals of the medical humanities, providing thematic cohesion through the act of seeing while aiming to advance clinical skills through a unified practice. In an arts observation pedagogy, nature writing serves as an apt model for precise, clinically relevant linguistic noticing because meticulous attention to the natural world involves scientific precision; additionally, a number of visual metaphors employed in medicine are derived from close observation of the natural world. Close reading reinforces observational skills as part of integrative, multidisciplinary clinical practice. Literary precision provides an educational bridge to recognizing the importance of detail in the clinical realm. In weighing multiple perspectives, observation applied to practice helps learners understand the nuances of the role of witness, activating reflection consonant with the viewer’s professional identity. The realization that seeing is highly filtered through the observer’s values allows the act of observation to come under scrutiny, opening the observer’s gaze to disturbance and challenging the values and precepts of the prevailing medical culture. Application of observational skills can, for example, help observers recognize and address noxious effects of the built environment. As learners describe what they see, they also develop the communication skills needed to articulate both problems and possible improvements within their expanding sphere of influence. The ability to craft \r\nthis speech as public narrative can lead to interventions with positive impacts on physicians, their colleagues, and patients.\r\n ", "visits": 720, "categories": [6, 7]}}, {"model": "links.link", "pk": 1486, "fields": {"created_time": "2015-08-06T17:39:40.299Z", "updated_time": "2015-08-06T17:39:40.299Z", "title": "The Pillars of Curriculum Reform", "url": "http://www.ucarecdn.com/88e23cf6-1f6c-44d5-a412-f6d8f72a83be/", "file": "https://ucarecdn.com/88e23cf6-1f6c-44d5-a412-f6d8f72a83be/", "description": "Medical schools have been engaged in curricular reform for over 20 years, although the 2010 release of the Carnegie Foundation’s Educating Physicians: A Call for Reform of Medical School and Residency1 galvanized the effort across the United States and \r\nCanada. The report’s authors suggested four key elements, which we describe below along with some examples of how they can be implemented.\r\n", "visits": 676, "categories": [6, 7]}}, {"model": "links.link", "pk": 1487, "fields": {"created_time": "2015-08-06T17:43:44.785Z", "updated_time": "2015-08-06T17:43:44.785Z", "title": "The Roles that Librarians and Libraries Play in Distance Education Settings", "url": "http://www.ucarecdn.com/96adfdae-dcf1-4c8c-a364-10dec5ba7060/", "file": "https://ucarecdn.com/96adfdae-dcf1-4c8c-a364-10dec5ba7060/", "description": "This article explores the literature that focuses on the various roles librarians and libraries play in distance education settings. Learners visit libraries either in person or via networked computing technology to ask for help with their online courses. Questions range from how to upload a document with a learning management system, to how to use software and hardware, to more complex questions about how to locate and research articles for term papers. The literature reviewed provides a \r\nglimpse into the historical roles, current roles, as well as possible new roles that libraries and librarians may play in the future. This article identifies various library services that are essential to distant learners and distance education settings, and will explain how librarians and libraries are providing these services online.\r\n", "visits": 662, "categories": [9]}}, {"model": "links.link", "pk": 1488, "fields": {"created_time": "2015-08-06T17:46:50.483Z", "updated_time": "2015-08-06T17:46:50.483Z", "title": "The Price of Knowledge Access and Student Finance in Canada Fourth Edition", "url": "http://www.ucarecdn.com/de830548-40af-42f9-ae8f-ef40371bb2b2/", "file": "https://ucarecdn.com/de830548-40af-42f9-ae8f-ef40371bb2b2/", "description": "There is currently no shortage of debate about post-secondary education policy in Canada. This reflects widespread agreement regarding the importance of skills, knowledge and innovation in a modern economy and society. As the \r\nrespective heads of two of the country’s leading academic and business organizations have put it: “Ensuring our country’s long-term economic growth and continued prosperity—and realizing this country’s promise—will depend heavily on the education and skill levels of Canadians and their success in creating and applying ideas and knowledge” (Beatty and Morris,2008)\r\n", "visits": 626, "categories": [8]}}, {"model": "links.link", "pk": 1489, "fields": {"created_time": "2015-08-06T17:49:50.581Z", "updated_time": "2015-08-06T17:49:50.581Z", "title": "The First Year: How to Support a Student", "url": "http://www.ucarecdn.com/4f34b339-2dad-4566-8420-5223f727bf09/", "file": "https://ucarecdn.com/4f34b339-2dad-4566-8420-5223f727bf09/", "description": "Academic preparation is an important part of being ready for college or university. Taking the right courses in high school, and succeeding in them, is vital for admission into the post-secondary programs of your choice as well as success in those \r\nprograms. There are, however, many other facets of your college or university life that you should also be prepared for.\r\n\r\nRemember to study what you love – if you didn’t obtain a very good mark in 12U Biology, you will \r\nnot like or succeed in university biology classes. \r\n\r\nUnderstand credit and finances – talk to your parents about money, credit, and budgeting. \r\n\r\nBe aware of the services and resources that are and will be available to you – in your research of \r\nacademic programs, also seek out what student services are available like health and counseling \r\nservices, academic skills support, financial aid advising, academic advising, etc. \r\n\r\nVISIT the schools you are considering applying to – there is no better way to determine how you \r\nfeel about a particular institution.\r\nCampus tours\r\nOn-campus events – fall open houses, March break, etc. University and College Fairs\r\nHigh School information sessions\r\n", "visits": 655, "categories": [3]}}, {"model": "links.link", "pk": 1490, "fields": {"created_time": "2015-08-06T17:51:36.497Z", "updated_time": "2015-08-06T17:51:36.497Z", "title": "Teaching Quality Improvement in Graduate Medical Education: An Experiential and Team- Based Approach to the Acquisition of Quality Improvement Competencies", "url": "http://www.ucarecdn.com/6e963840-eff4-47c3-be29-ad5f6e8d9903/", "file": "https://ucarecdn.com/6e963840-eff4-47c3-be29-ad5f6e8d9903/", "description": "An emerging priority in medical education is the need to facilitate learners’ acquisition of quality improvement (QI) competencies. \r\nAccreditation bodies in both Canada and the United States have included QI and patient safety in their core competencies.\r\n", "visits": 527, "categories": [7]}}, {"model": "links.link", "pk": 1491, "fields": {"created_time": "2015-08-06T17:54:45.641Z", "updated_time": "2015-08-06T17:54:45.641Z", "title": "SURVEY OF FIRST-YEAR UNIVERSITY STUDENTS", "url": "http://www.ucarecdn.com/32446e9b-7603-4cde-b642-ac39563c2756/", "file": "https://ucarecdn.com/32446e9b-7603-4cde-b642-ac39563c2756/", "description": "The Survey of First-Year University Students was co-ordinated by the Department of Housing and Student Life at the University of Manitoba and represents the fourth co-operative study of undergraduate education completed by The Canadian Undergraduate Survey Consortium. The nineteen universities participating in this year’s survey were Acadia University, Brandon University, Carleton University, Concordia University, Dalhousie University, Laurentian University, McMaster \r\nUniversity, Memorial University, Nipissing University, Queens University, Ryerson Polytechnic University, Simon Fraser University, St. Francis Xavier University, University of British Columbia, University of Lethbridge, University of Manitoba, University of Ottawa, University of Waterloo, and Wilfrid Laurier University.\r\n", "visits": 627, "categories": [3, 5]}}, {"model": "links.link", "pk": 1492, "fields": {"created_time": "2015-08-06T17:56:37.490Z", "updated_time": "2015-08-06T17:56:37.490Z", "title": " Student Success 2.0", "url": "http://www.ucarecdn.com/e6cb56b1-c12b-4bbe-8f3a-d9ae136273aa/", "file": "https://ucarecdn.com/e6cb56b1-c12b-4bbe-8f3a-d9ae136273aa/", "description": "Student success is core to the enterprise of any university. What is meant by “student success” is complex and nuanced, but a key measure is provided by student retention rates: the proportion of students who continue with their studies and complete their degrees.\r\n\r\nCarleton has made remarkable progress in improving its retention rates. For the 1992 cohort of undergraduates, only 56.5 per cent remained at the University two years after first enrolling. For the 2004 cohort, that figure had risen to 81.1 per cent. Much of this improvement can be attributed to the increase in the high school averages of students entering Carleton, as well as to\r\ninternal measures taken to encourage student success.\r\n", "visits": 598, "categories": [3]}}, {"model": "links.link", "pk": 1493, "fields": {"created_time": "2015-08-06T18:02:12.341Z", "updated_time": "2015-08-06T18:02:12.341Z", "title": "Mohawk's 5 Point Student Success Plan", "url": "http://www.ucarecdn.com/5ae93856-e86c-465b-b56b-59fa09217dfc/", "file": "https://ucarecdn.com/5ae93856-e86c-465b-b56b-59fa09217dfc/", "description": "Mohawk College promises its students a “college experience that empowers them to transform their lives.” Mohawk recognizes that student success depends on the entire experience students have at college, both inside and outside the classroom.\r\n", "visits": 832, "categories": [3]}}, {"model": "links.link", "pk": 1494, "fields": {"created_time": "2015-08-06T18:04:04.776Z", "updated_time": "2015-08-06T18:04:04.776Z", "title": "Student Retention: What Next?", "url": "http://www.ucarecdn.com/bb1b37cc-4d49-4ed6-831d-b71941493cf4/", "file": "https://ucarecdn.com/bb1b37cc-4d49-4ed6-831d-b71941493cf4/", "description": "This morning I will speak to what we must do next to more effectively address the continuing problem of student attrition in higher education. To do so I will briefly look back on what is now a thirty-year history of research & practice on student retention and reflect on the lessons we have learned over that time. I will argue that we have yet to attend to the deeper educational issues that ultimately shape student success in higher education. Until we do so, our efforts will always be less effective than we desire.\r\n", "visits": 832, "categories": [3]}}, {"model": "links.link", "pk": 1495, "fields": {"created_time": "2015-08-06T18:06:31.569Z", "updated_time": "2015-08-06T18:06:31.569Z", "title": "Seven Universal Principles of Student Success", "url": "http://www.ucarecdn.com/11da8223-aaaa-49bb-962e-00b39d86da96/", "file": "https://ucarecdn.com/11da8223-aaaa-49bb-962e-00b39d86da96/", "description": "Students are more likely to strive for and achieve success when they believe that their personal effort matters—when they think they can exert significant influence or control over the outcomes of their life and their future success (Bandura, 1997; Chemers, Hu, & Garcia, 2001; Csikszentmihalyi, 1990; Elias, & Loomis, 2002; Multon, Brown, & Lent, 1991; Solberg, et al.,\r\n1993).\r\nJoe Cuseo\r\nProfessor Emeritus, Psychology; Educational Consultant, AVID\r\n(jcuseo@earthlink.net)\r\n", "visits": 841, "categories": [3]}}, {"model": "links.link", "pk": 1496, "fields": {"created_time": "2015-08-06T18:08:38.886Z", "updated_time": "2015-08-06T18:08:38.886Z", "title": "The Role of Data in Understanding & Impacting Student Persistence", "url": "http://www.ucarecdn.com/30d51edc-23ee-44ac-870b-a3ca15abf1ca/", "file": "https://ucarecdn.com/30d51edc-23ee-44ac-870b-a3ca15abf1ca/", "description": "Significant pressure on institutions to retain students who have already been recruited\r\n• Support student success: high achieving students who we want to succeed\r\n• Institutional Reputation\r\n• Cost effective – recruitment of students has been highly competitive (especially international students who are a source of much needed funding for institutions); easier to try and keep students you already have than to recruit new students\r\n", "visits": 752, "categories": [14, 3]}}, {"model": "links.link", "pk": 1497, "fields": {"created_time": "2015-08-06T18:10:15.206Z", "updated_time": "2015-08-06T18:10:15.206Z", "title": "Student Success for First Generation Students", "url": "http://www.ucarecdn.com/2887a54c-6b8f-4f9f-a08c-c2f9a70d90ff/", "file": "https://ucarecdn.com/2887a54c-6b8f-4f9f-a08c-c2f9a70d90ff/", "description": "• Review what is happening & lessons learned\r\n• Establish a common understanding of FG student success\r\n• Collaborate - World Cafe\r\no Share best practices & lessons learned\r\no Discuss FG student success\r\no Look at assessment of FG student success\r\no Plan for next steps\r\n", "visits": 646, "categories": [12, 3]}}, {"model": "links.link", "pk": 1498, "fields": {"created_time": "2015-08-06T18:13:08.402Z", "updated_time": "2015-08-06T18:13:08.402Z", "title": "Moving In, Moving Through, Moving Out” \u000bNancy K. Schlossberg’s Transition Theory", "url": "http://www.ucarecdn.com/9e257e87-4daa-41fa-aa55-62e54206bf26/", "file": "https://ucarecdn.com/9e257e87-4daa-41fa-aa55-62e54206bf26/", "description": "She has been contributing to the field of counseling and sociology since the early 1950’s. \r\nBachelors of Arts in Sociology in 1951 from Barnard College in 1951. \r\nEd.D in Counseling in 1961 from Teachers College, Columbia University. \r\nServed on the faculties of Wayne State University, Howard University and Pratt University and at the University of Maryland, College Park.\r\nCurrently she is a professor emeritus in the Department of Counseling and Personnel Services, College of Education, and Director of Counseling of the Center of Human Services Department, University of Maryland, College Park \r\n(Schlossberg et al., 1995). \r\n", "visits": 822, "categories": [6, 7]}}, {"model": "links.link", "pk": 1499, "fields": {"created_time": "2015-08-06T18:15:51.883Z", "updated_time": "2015-08-06T18:15:51.883Z", "title": "Marginality and Mattering: Key Issues in Building Community", "url": "http://www.ucarecdn.com/b591bdcf-4f2d-4e7c-8c96-c0116d7bfdd5/", "file": "https://ucarecdn.com/b591bdcf-4f2d-4e7c-8c96-c0116d7bfdd5/", "description": "One of the deepest current concerns in higher education is to find ways to more fully involve students in learning. Astin (1977, 1984) found that greater degrees of involvement with the programs and activities of the campus influence student satisfaction with college, academic achievement, and persistence toward graduation. Involvement, \"the amount of physical and \r\npsychological energy that the student devotes to the academic experience\" (1984, p. 297), includes five postulates, two of which are critical in understanding our task of building community on a college or university campus: \"The amount of student learning and personal development associated with any educational program is directly proportional to the quality and quantity of student involvement in that program. The effectiveness of any educational policy or practice is directly related to the capacity of that policy or practice to increase student involvement\" (p. 298).\r\n", "visits": 956, "categories": [6]}}, {"model": "links.link", "pk": 1500, "fields": {"created_time": "2015-08-06T18:18:14.537Z", "updated_time": "2015-08-06T18:18:14.537Z", "title": "Applying Cognitive Psychology to Education: Translational Educational Science", "url": "http://www.ucarecdn.com/4a561a1c-d98b-47d5-80c5-092e22f2cda6/", "file": "https://ucarecdn.com/4a561a1c-d98b-47d5-80c5-092e22f2cda6/", "description": "The scientific study of human learning and memory is now more than 125 years old. Psychologists have conducted thou- sands of experiments, correlational analyses, and field studies during this time, in addition to other research conducted by those from \r\nneighboring fields. A huge knowledge base has been carefully built up over the decades.\r\n\r\nGiven this backdrop, we may ask ourselves: What great changes in education have resulted from this huge research base? How has the scientific study of learning and memory changed practices in education from those of, say, a century ago? Have we succeeded in building a translational educational science to rival medical science (in which biological knowledge is translated into medical practice) or types of engineering (in which, e.g., basic knowledge in chemistry is translated into products through chemical engineering)?\r\n", "visits": 693, "categories": [6]}}, {"model": "links.link", "pk": 1501, "fields": {"created_time": "2015-08-06T18:21:08.446Z", "updated_time": "2015-08-06T18:21:08.446Z", "title": "The Patterns of Persistence in Post-Secondary Education Among College Students in Ontario: New Evidence from Longitudinal Data", "url": "http://www.ucarecdn.com/38b0d807-61df-4770-8447-ca3e0abb0933/", "file": "https://ucarecdn.com/38b0d807-61df-4770-8447-ca3e0abb0933/", "description": "This paper reports the results of an analysis of persistence in post-secondary education (PSE) for college students in Ontario based on the extremely rich YITS-B dataset that has been used for other recent studies at the national level. We calculate hazard or transition rates (and cumulative transition rates) with respect to those who i) graduate, ii) switch programs, and \r\niii) leave PSE (perhaps to return later). We also look at the reasons for switching and leaving, subsequent re-entry rates among leavers, and graduation and persistence rates once switchers and re-entrants are taken into account. These patterns are then probed in more detail using hazard (regression) models where switching and leaving are related to a variety of individual \r\ncharacteristics, family background, high school outcomes, and early pse experiences. Student pathways are seen to be varied. Perhaps the single most important finding is that the proportion of students who either obtain a degree or continue to be enrolled somewhere in the PSE system in the years after entering a first program remains close to the 80 percent mark for the five years following entry. Seventy-one percent of students graduate within five years of starting, while another 6 percent are still in the PSE system.\r\n", "visits": 635, "categories": [3]}}, {"model": "links.link", "pk": 1502, "fields": {"created_time": "2015-08-06T18:22:28.925Z", "updated_time": "2015-08-06T18:22:28.925Z", "title": "Recommendations for Writing Successful Grant Proposals: An Information Synthesis", "url": "http://www.ucarecdn.com/175f473d-f0e9-4fd0-ac9f-eec6d7dae688/", "file": "https://ucarecdn.com/175f473d-f0e9-4fd0-ac9f-eec6d7dae688/", "description": "To provide a detailed account of the nature and scope of recommendations for promoting faculty grant proposal success in academic medical settings.\r\n", "visits": 725, "categories": [8]}}, {"model": "links.link", "pk": 1503, "fields": {"created_time": "2015-08-06T18:28:13.916Z", "updated_time": "2015-08-06T18:28:13.916Z", "title": "Enacting Literacy: Local Understanding, Significant Disability, And A New Frame For Educational Opportunity", "url": "http://www.ucarecdn.com/fcd9ac1b-3633-43bd-b3e8-f1b90635773c/", "file": "https://ucarecdn.com/fcd9ac1b-3633-43bd-b3e8-f1b90635773c/", "description": "Culturally authoritative texts such as Text Revision of the Diagnostic & Statistical Manual-IV [DSM-IVTR](\r\nAmerican Psychiatric Association [APA], 2004) describe literate impossibility for individuals with disability labels associated\r\nwith severe developmental disabilities. Our qualitative research challenges the assumptions of perpetual subliteracy\r\nauthoritatively embedded within the DSM-IV-TR (APA, 2004). U. S. education policy also confronts, at least rhetorically, assumed\r\nhopelessness with reading and writing remediation in schools. Most recently, the federal government has directed national\r\nconcern toward issues of literacy acquisition and child failure through the No Child Left Behind Act of 2001 (NCLB). One\r\ndescription of NCLB provided by the U.S. Department of Education (2004) suggested universal literacy was a primary objective.\r\nHowever, our research suggests that the NCLB statute appears to emphasize a restrictive standardization as the route to\r\nuniversal literacy that would in fact leave out many people with severe developmental disabilities.", "visits": 614, "categories": [6]}}, {"model": "links.link", "pk": 1504, "fields": {"created_time": "2015-08-06T18:29:46.210Z", "updated_time": "2015-08-06T18:29:46.211Z", "title": "Curriculum and Pedagogy for Academic-Occupational Integration in Community Colleges: Illustrations from an Instrumental Case Study - Part VIII: Classroom Techniques for Integrating Literacy Instructio", "url": "http://www.ucarecdn.com/4c4a689c-9a83-43ce-80ba-18b5a4f63a6f/", "file": "https://ucarecdn.com/4c4a689c-9a83-43ce-80ba-18b5a4f63a6f/", "description": "One of the advantages of academic-occupational integration is that it provides an opportunity to teach reading and writing skills in\r\nthe context of the workplace applications, permitting literacy skills and content knowledge to develop simultaneously. This\r\napproach, a form of contextualized instruction (Mikulecky, 1998) is distinctly different from traditional approaches which see\r\nliteracy skills as a prerequisite to learning content (Sticht, 1995). The purpose of this segment is to provide descriptions of a variety of ways in which instructors in community colleges are contextualizing literacy instruction in occupational content. The\r\ninstructional activities are discussed in Perin (2000a).", "visits": 684, "categories": [18, 6, 10, 3, 7]}}, {"model": "links.link", "pk": 1505, "fields": {"created_time": "2015-08-06T18:31:48.322Z", "updated_time": "2015-08-06T18:31:48.322Z", "title": "A Good Start Is Not Enough: What It Will Take to Improve Adolescent Literacy", "url": "http://www.ucarecdn.com/df884fe9-185f-4686-a857-5e407bb91367/", "file": "https://ucarecdn.com/df884fe9-185f-4686-a857-5e407bb91367/", "description": "literacy. This commentary asks the question: What changes can the states and federal government make to education policy that will boost adolescent reading achievement?\r\nRecently, American College Testing (ACT) issued a report about the problems with adolescent literacy (ACT, 2006). ACT thinks\r\nAmerica’s teens should be able to read well enough to get into college and to complete freshman year successfully (attaining at\r\nleast Cs in their basic subjects). Their analysis of middle and high school reading achievement over the past several years suggests this isn’t the case for a growing percentage of students. In fact, ACT reported that while many eighth graders are not on track for this kind of triumph, the numbers of students who are not ready actually increases as students move through high school; progressively fewer 10th and 12th graders are on track to do well.", "visits": 738, "categories": [18]}}, {"model": "links.link", "pk": 1506, "fields": {"created_time": "2015-08-06T18:34:22.191Z", "updated_time": "2015-08-06T18:34:22.191Z", "title": "Prevailing Attitudes about the Role of Women in Distance Learning Administration", "url": "http://www.ucarecdn.com/dcbcfe15-58bc-480c-98f7-1506ea0ed413/", "file": "https://ucarecdn.com/dcbcfe15-58bc-480c-98f7-1506ea0ed413/", "description": "The increasing scarcity of women within higher academic ranks is troublesome, especially as associate and full-professors with tenure are generally those tapped for leadership positions. This study surveyed female administrators in distance education in an effort to thematically analyze their perceptions of distance learning in higher education. Themes that garnered more input from the women included the following: assumptions of gender disparity, the optimistic viewpoint that in the future more women will succeed as administrators in distance education, and the belief that the role of administrators was to provide value and goals in distance education but that change in this arena was too slow and obstructions to the quality of distance learning needed to be eliminated. In addition, it appears that Caucasian (non - Hispanic) women are more prone to suggest that gender disparity is a problem and women who hold a higher level of administration spoke less often about problems with gender disparity and appeared to have a more positive attitude.", "visits": 603, "categories": [19, 9]}}, {"model": "links.link", "pk": 1507, "fields": {"created_time": "2015-08-06T18:38:28.240Z", "updated_time": "2015-08-06T18:38:28.240Z", "title": "Post-Secondary Student Support Program and University and College Entrance Preparation Program - Nationall Program Guidelines 2015-2016", "url": "http://www.ucarecdn.com/c12d2083-5de3-44d8-a350-69018052ae67/", "file": "https://ucarecdn.com/c12d2083-5de3-44d8-a350-69018052ae67/", "description": "The following Post-Secondary Student Support Program (PSSSP) and University and College Entrance \r\nPreparation Program (UCEPP) National Program Guidelines will be in effect as of April 1, 2015.\r\n\r\nThese program guidelines include program and eligibility information. Aboriginal Affairs and Northern Development Canada (AANDC) regional offices may provide additional detail for the delivery of the programs and their services.\r\n\r\n", "visits": 646, "categories": [12]}}, {"model": "links.link", "pk": 1508, "fields": {"created_time": "2015-08-06T18:40:41.854Z", "updated_time": "2015-08-06T18:40:41.854Z", "title": "Overview of Student Retention Theories, Strategies, and Practices at Peer Institutions", "url": "http://www.ucarecdn.com/c8a7b27f-2bab-489b-b621-61ff0cbc9d51/", "file": "https://ucarecdn.com/c8a7b27f-2bab-489b-b621-61ff0cbc9d51/", "description": "In the following report, Hanover Research examines programs and initiatives employed at peer institutions to improve retention rates from first year to second year, and second year to third year, as well as graduation rates. The report includes a review of national findings regarding issues and factors essential to student retention, as well as an extensive examination of 18 of the peer institutions of XYZ University.\r\n\r\n", "visits": 1747, "categories": [6, 3]}}, {"model": "links.link", "pk": 1509, "fields": {"created_time": "2015-08-06T18:43:21.297Z", "updated_time": "2015-08-06T18:43:21.297Z", "title": "Achieving Equity in Higher Education: The Unfinished Agenda", "url": "http://www.ucarecdn.com/7a59d289-60f8-49c7-ad84-077cc8216fa2/", "file": "https://ucarecdn.com/7a59d289-60f8-49c7-ad84-077cc8216fa2/", "description": "In this retrospective account of their scholarly work over the past 45 years, Alexander and Helen Astin show how the struggle to achieve greater equity in American higher education is intimately connected to issues of character development, leadership, civic responsibility, and spirituality. While shedding some light on a variety of questions having to do with fairness and equity, this research has not succeeded in removing the structural barriers to progress among underrepresented groups. Accordingly, the authors advocate that colleges and universities focus greater attention on developing student values and other personal qualities that will produce a new generation of citizens who are committed to creating a more just and equitable\r\nsociety.", "visits": 782, "categories": [5]}}, {"model": "links.link", "pk": 1510, "fields": {"created_time": "2015-08-06T18:46:51.944Z", "updated_time": "2015-08-06T18:46:51.944Z", "title": "State of Mind: Addressing mental health issues on university campuses", "url": "http://www.ucarecdn.com/f7c8e350-7bf9-4bdd-8149-7e45dd12b629/", "file": "https://ucarecdn.com/f7c8e350-7bf9-4bdd-8149-7e45dd12b629/", "description": "University leaders are actively addressing the issue of mental health on campuses across Canada. No longer seen as simply a question of crisis management, mental health issues are being approached in more proactive and systematic ways, as universities increasingly appreciate the advantages of prevention over reaction. “We are exploring what we need as a sector to deal with mental health issues in the post-secondary setting,” says Dr. Su-Ting Teo, Director of Student Health and Wellness\r\nat Ryerson University. Dr. Teo is co-chair of a working group on mental health for the Canadian Association of College and\r\nUniversity Student Services (CACUSS), one of several inter-institutional organizations focusing on the issue. The key\r\nis to identify best practices and then put into action strategies and plans that work best for an individual institution\r\nand its specific circumstances.", "visits": 716, "categories": [16]}}, {"model": "links.link", "pk": 1511, "fields": {"created_time": "2015-08-06T18:52:08.724Z", "updated_time": "2015-08-06T18:52:08.724Z", "title": "Rethinking Failure", "url": "http://www.ucarecdn.com/5cd5e202-b526-4637-a950-8fc3ef0a8f0c/", "file": "https://ucarecdn.com/5cd5e202-b526-4637-a950-8fc3ef0a8f0c/", "description": "\r\nFailure in one way or another, is likely unavoidable. The experience can take on different meanings for each of us, but the feat behind is something we all share, Moments of failure are typically viewed as poor performances. A teacher attaches a grad to an assignment or test, and the course often continues, in spite of the fact that a number of students have not mastered a significant portion of the material.\r\n", "visits": 717, "categories": [6]}}, {"model": "links.link", "pk": 1512, "fields": {"created_time": "2015-08-06T18:53:59.424Z", "updated_time": "2015-08-06T18:53:59.424Z", "title": "Ensuring First Nations, Métis and Inuit Student Success Leadership through Governance", "url": "http://www.ucarecdn.com/ef1e94b3-3452-4bb8-bfd7-3abe050d5a2a/", "file": "https://ucarecdn.com/ef1e94b3-3452-4bb8-bfd7-3abe050d5a2a/", "description": "This report examines some of the key issues surrounding the education of First Nations, Métis and Inuit students and proposes a governance framework that school boards can use to improve student results.\r\n", "visits": 613, "categories": [12]}}, {"model": "links.link", "pk": 1513, "fields": {"created_time": "2015-08-06T18:56:10.485Z", "updated_time": "2017-01-25T17:21:25.927Z", "title": "How internationalised is your university?", "url": "https://ucarecdn.com/bb2e13de-c4a7-4e1b-a1f0-f3b73a55cbe0/", "file": "https://ucarecdn.com/bb2e13de-c4a7-4e1b-a1f0-f3b73a55cbe0/", "description": "New research at the University of Warwick demonstrates two shortcomings with the current benchmarking of internationalisation: they are based purely on structural measures and they use a simple bi-polar distinction between home and international students. There are several dangers in relying on these measures: Structural internationalisation ≠ Student satisfaction: Latest research shows that in the UK, the lower the proportion of UK students, the less satisfied students of all backgrounds are. This does not mean that structural internationalisation should be avoided; on the contrary, students appreciate the value of an 'internationalisation' experience, so what we need is an agenda for integration.", "visits": 852, "categories": [14]}}, {"model": "links.link", "pk": 1514, "fields": {"created_time": "2015-08-06T18:58:42.121Z", "updated_time": "2015-08-06T18:58:42.121Z", "title": "Engendering College Student Success: Improving the First Year and Beyond", "url": "http://www.ucarecdn.com/cc7049e1-d6c2-4a69-83ed-37d28b5f59e0/", "file": "https://ucarecdn.com/cc7049e1-d6c2-4a69-83ed-37d28b5f59e0/", "description": "All beginning college students face enormous challenges, ranging from the academic to the social, and the first year of college marks the period of greatest vulnerability for student attrition.i For many students, the initial college year is the first time they are on their own, without close parental guidance. It is unsurprising that they are often ill-equipped to navigate the\r\nchallenges endemic to the college experience.\r\nFor example, the intellectual requirements of college often differ significantly from those that they were expected to meet in high school. At the same time, the social freedom of college, while ultimately the source of exploration and growth, may lead first-year students down unproductive paths. From being responsible for managing their own finances, to organizing and\r\nstructuring their time, to moderating their alcohol and drug consumption, life on campus presents college students with situations for which they may have little preparation and over which they must quickly achieve mastery.", "visits": 655, "categories": [3]}}, {"model": "links.link", "pk": 1515, "fields": {"created_time": "2015-08-06T19:01:25.002Z", "updated_time": "2015-08-06T19:01:25.002Z", "title": "Future to Discover: Fourth Year Post-secondary Impacts Report", "url": "http://www.ucarecdn.com/fa35f627-a416-45ed-8341-80ce08194f42/", "file": "https://ucarecdn.com/fa35f627-a416-45ed-8341-80ce08194f42/", "description": "This report presents the latest results from the Future to Discover project. It is the first in a new series that will be produced for New Brunswick, evaluating new ways to tackle a key challenge provinces face in meeting their future needs for skilled workers: engaging enough young people in post-secondary education. Promotion of high school students’ access to post-secondary education is a major goal of Canadian governments, in part because of its increasingly important role in helping individuals attain social and economic success. Yet uncertainty remains as to the best policy interventions to encourage students to make the transition.\r\n", "visits": 645, "categories": [19, 15]}}, {"model": "links.link", "pk": 1516, "fields": {"created_time": "2015-08-06T19:03:40.699Z", "updated_time": "2015-08-06T19:03:40.699Z", "title": "Student Debt in Canada: Education shouldn’t be a debt sentence", "url": "http://www.ucarecdn.com/a6f46749-4a4a-4f75-8381-7d5bf2e21e11/", "file": "https://ucarecdn.com/a6f46749-4a4a-4f75-8381-7d5bf2e21e11/", "description": "Canadians are making sacrifices to prepare themselves for a changing workforce. Federal and provincial government\r\ndecisions are forcing students to take on more education related debt than any previous generation, while middle class\r\nearnings have largely stagnated in the past twenty years.\r\n\r\nSkyrocketing tuition fees and the prevalence of loan-based financial assistance have pushed student debt to historic\r\nlevels. This past year, almost 425,000 students were forced to borrow in order to finance their education. The aggregate of\r\nloans disbursed by the Canada Student Loans Program, less the aggregate of loan repayments received is resulting in student\r\ndebt increasing by $1 million per day.", "visits": 736, "categories": [8]}}, {"model": "links.link", "pk": 1517, "fields": {"created_time": "2015-08-06T19:05:52.906Z", "updated_time": "2015-08-06T19:05:52.907Z", "title": "A Portrait of First Nations and Education", "url": "http://www.ucarecdn.com/c2305b48-9a26-457b-94fd-73e0b3088a1f/", "file": "https://ucarecdn.com/c2305b48-9a26-457b-94fd-73e0b3088a1f/", "description": "In Canada, 1,172,785 persons identify as Aboriginal, and 698,025 identify as First Nations.\r\n• Aboriginal youth are the fastest growing demographic. The First Nations population grew 3.5 times faster than the on-Aboriginal population in 2006.\r\n• Approximately 30% of the First Nations adult population is less than 30 years of age while 13% are 60 years of age and older. \r\n", "visits": 1161, "categories": [12]}}, {"model": "links.link", "pk": 1518, "fields": {"created_time": "2015-08-06T19:08:06.114Z", "updated_time": "2015-08-06T19:08:06.114Z", "title": "Facilitated Reflective Performance Feedback: Developing an Evidence- and Theory-Based Model That Builds Relationship, Explores Reactions and Content, and Coaches for Performance Change (R2C2)", "url": "http://www.ucarecdn.com/c45cb9e5-8a30-44ba-8592-e93e9e958e0d/", "file": "https://ucarecdn.com/c45cb9e5-8a30-44ba-8592-e93e9e958e0d/", "description": "To develop and conduct feasibility testing of an evidence-based and theory-informed model for facilitating performance feedback for physicians so as to enhance their acceptance and use of the feedback.", "visits": 637, "categories": [19]}}, {"model": "links.link", "pk": 1519, "fields": {"created_time": "2015-08-06T19:09:55.713Z", "updated_time": "2015-08-06T19:09:55.713Z", "title": "Enacting Literacy: Local Understanding, Significant Disability, And A New Frame For Educational Opportunity ", "url": "http://www.ucarecdn.com/b4861271-a236-4a09-b0a7-d090c3179739/", "file": "https://ucarecdn.com/b4861271-a236-4a09-b0a7-d090c3179739/", "description": "Purpose of Research: In this analysis and synthesis of our recent qualitative and ethnographic studies, we specifically describe the dimensions of local understanding that foster citizenship in the literate community for individuals commonly acted upon as hopelessly aliterate, subliterate, or illiterate due to assumptions surrounding their degree of disability. We contrast these descriptions of local understanding with U.S. education policy that mandates what we believe to be a singular, narrow, and rigid approach to early or initial written language instruction. ", "visits": 596, "categories": [6]}}, {"model": "links.link", "pk": 1520, "fields": {"created_time": "2015-08-06T19:25:58.498Z", "updated_time": "2015-08-06T19:25:58.498Z", "title": "Education Indicators in Canada: An International Perspective", "url": "http://www.ucarecdn.com/039e7b07-2bf1-4b84-80ec-2e0948a3a428/", "file": "https://ucarecdn.com/039e7b07-2bf1-4b84-80ec-2e0948a3a428/", "description": "The primary objectives of the Pan-Canadian Education Indicators Program (PCEIP) are to develop and maintain a set of statistics that provide information about education and learning in Canada and to support evidence-based policy making. PCEIP has been doing this since publishing its first set of education indicators for Canada and its jurisdictions in 1996. In September 2009, a set of international indicators was introduced in the first edition of Education Indicators in Canada: An International Perspective. Each year, this PCEIP series presents indicators for Canada and its provinces/territories, placing them in a broader international context. The report has been designed to complement and expand upon the information for Canada that is provided annually to the Organisation for Economic Co-operation and Development (OECD) for publication in its Education at a Glance (EAG) report. The international context provided by the report supports the mission of the Canadian Education Statistics Council (CESC) to “create and commit to comprehensive and long-term strategies, plans, and programs to collect, analyze, and disseminate nationally and internationally policy-relevant and comparable statistical information.”", "visits": 637, "categories": [14]}}, {"model": "links.link", "pk": 1521, "fields": {"created_time": "2015-08-06T19:27:39.934Z", "updated_time": "2015-08-06T19:27:39.934Z", "title": "Integration, Motivation, Strengths and Optimism: Retention Theories Past, Present and Future", "url": "http://www.ucarecdn.com/d91b0aa9-ab40-4e05-8584-018782c598f1/", "file": "https://ucarecdn.com/d91b0aa9-ab40-4e05-8584-018782c598f1/", "description": "The earliest studies of undergraduate retention in the United States occurred in the 1930s and focused on what was referred to at the time as student mortality: the failure of students to graduate (Berger & Lyon, 2005). Historically higher education research has had an eye toward pathology with a focus on repairing students’ problems (Shushok & Hulme, 2006). To this end, much research exists on why students fail to persist as opposed to why they succeed. Strength-based approaches to the study of undergraduate retention involve studying successful students. Studying what is right with students may illuminate new aspects of successful student experiences which can in turn be applied to supporting all students. This paper will provide a brief historical overview of undergraduate retention followed by factors commonly related to undergraduate retention. Finally, an overview of the recent application of motivational theories to understand undergraduate retention including attribution theory, expectancy theory, goal setting theory, self-efficacy beliefs, academic self-concept, motivational orientations and optimism will be provided. Considerations for the future of motivational theories in undergraduate retention will be discussed with particular emphasis on the value of strength-based approaches to study and practice.", "visits": 736, "categories": [3]}}, {"model": "links.link", "pk": 1522, "fields": {"created_time": "2015-08-06T19:30:06.048Z", "updated_time": "2015-08-06T19:30:06.048Z", "title": "Frequent Use of Social Networking Sites Is Associated with Poor Psychological Functioning Among Children and Adolescents", "url": "http://www.ucarecdn.com/9b053e42-9619-44a7-90b0-bdf41f2d747a/", "file": "https://ucarecdn.com/9b053e42-9619-44a7-90b0-bdf41f2d747a/", "description": "Social networking sites (SNSs) have gained substantial popularity among youth in recent years. However, the relationship between the use of these Web-based platforms and mental health problems in children and adolescents is unclear. This study investigated the association between time spent on SNSs and unmet need for mental health support, poor self-rated mental health, and reports of psychological distress and suicidal ideation in a representative sample of middle and high school children in Ottawa, Canada. Data for this study were based on 753 students (55% female; Mage = 14.1 years) in grades 7–12 derived from the 2013 Ontario Student Drug Use and Health Survey. Multinomial logistic regression was used to examine the associations between mental health variables and time spent using SNSs. Overall, 25.2% of students reported using SNSs for more than 2 hours every day, 54.3% reported using SNSs for 2 hours or less every day, and 20.5% reported infrequent or no\r\nuse of SNSs. Students who reported unmet need for mental health support were more likely to report using SNSs for more than 2 hours every day than those with no identified unmet need for mental health support. Daily SNS use of more than 2 hours was also independently associated with poor self-rating of mental health and experiences of high levels of psychological distress and suicidal ideation. The findings suggest that students with poor mental health may be greater users of SNSs. These results indicate an opportunity to enhance the presence of health service providers on SNSs in order to provide support to youth.", "visits": 642, "categories": [4]}}, {"model": "links.link", "pk": 1523, "fields": {"created_time": "2015-08-06T19:32:57.368Z", "updated_time": "2015-08-06T19:32:57.368Z", "title": "Game-Based Digital Interventions for Depression Therapy: A Systematic Review and Meta-Analysis", "url": "http://www.ucarecdn.com/4c1d7845-a707-43b1-b9f6-5b020ad76aa8/", "file": "https://ucarecdn.com/4c1d7845-a707-43b1-b9f6-5b020ad76aa8/", "description": "The aim of this study was to review the existing literature on game-based digital interventions for depression systematically and examine their effectiveness through a meta-analysis of randomized controlled trials (RCTs). Database searching was conducted using specific search terms and inclusion criteria. A standard meta-analysis was also conducted of available RCT studies with a random effects model. The standard mean difference (Cohen’s d) was used to calculate the effect size of each study. Nineteen studies were included in the review, and 10 RCTs (eight studies) were included in the meta-analysis. Four types of game interventions—psycho-education and training, virtual reality exposure therapy, exercising, and entertainment—were identified, with various types of support delivered and populations targeted. The meta-analysis revealed a moderate effect size of the game interventions for depression therapy at posttreatment (d= -0.47 [95% CI - 0.69 to - 0.24]). A subgroup analysis\r\nshowed that interventions based on psycho-education and training had a smaller effect than those based on the other forms, and that self-help interventions yielded better outcomes than supported interventions. A higher effect was achieved when a waiting list was used as the control. The review and meta-analysis support the effectiveness of game-based digital interventions for depression. More large-scale, high-quality RCT studies with sufficient long-term data for treatment evaluation are needed.", "visits": 637, "categories": [16, 4]}}, {"model": "links.link", "pk": 1524, "fields": {"created_time": "2015-08-06T19:35:39.326Z", "updated_time": "2015-08-06T19:35:39.326Z", "title": "Curriculum and Pedagogy for Academic-Occupational Integration in Community Colleges: Illustrations from an Instrumental Case Study - Part VIII: Classroom Techniques for Integrating Literacy Instructio", "url": "http://www.ucarecdn.com/c1a90e88-1028-4394-9191-11e9628bba1b/", "file": "https://ucarecdn.com/c1a90e88-1028-4394-9191-11e9628bba1b/", "description": "One of the advantages of academic-occupational integration is that it provides an opportunity to teach reading and writing skills in the context of the workplace applications, permitting literacy skills and content knowledge to develop simultaneously. This approach, a form of contextualized instruction (Mikulecky, 1998) is distinctly different from traditional approaches which see literacy skills as a prerequisite to learning content (Sticht, 1995). The purpose of this segment is to provide descriptions of a variety of ways in which instructors in community colleges are contextualizing literacy instruction in occupational content. The instructional activities are discussed in Perin (2000a).", "visits": 651, "categories": [6, 10, 7]}}, {"model": "links.link", "pk": 1525, "fields": {"created_time": "2015-08-06T19:39:21.229Z", "updated_time": "2015-08-06T19:39:21.229Z", "title": "Community Engagement Studios: A Structured Approach to Obtaining Meaningful Input From Stakeholders to Inform Research", "url": "http://www.ucarecdn.com/47e60c25-2835-4181-b775-1fd684450992/", "file": "https://ucarecdn.com/47e60c25-2835-4181-b775-1fd684450992/", "description": "Engaging communities in research increases its relevance and may speed the translation of discoveries into improved health outcomes. Many researchers lack training to effectively engage stakeholders, whereas academic institutions lack infrastructure to support community engagement.", "visits": 642, "categories": [19, 16, 5]}}, {"model": "links.link", "pk": 1526, "fields": {"created_time": "2015-08-06T19:41:29.483Z", "updated_time": "2015-08-06T19:41:29.483Z", "title": "Career ready: Towards a national strategy for the mobilization of Canadian potential", "url": "http://www.ucarecdn.com/47f123ad-4b36-437a-9a2d-b7e4608736d2/", "file": "https://ucarecdn.com/47f123ad-4b36-437a-9a2d-b7e4608736d2/", "description": "This report was commissioned by the Canadian Council of Chief Executives (CCCE) as part of a multi-year effort to improve the quality of education and skills training in Canada while enhancing young people’s ability to succeed in the 21st century job market. Opinions in the paper are those of the author and do not necessarily reflect the views of the CCCE or its members.", "visits": 617, "categories": [19, 8, 3]}}, {"model": "links.link", "pk": 1527, "fields": {"created_time": "2015-08-06T19:46:12.127Z", "updated_time": "2015-08-06T19:46:12.127Z", "title": "Bringing Home the Health Humanities: Narrative Humility, Structural Competency, and Engaged Pedagogy", "url": "http://www.ucarecdn.com/b9462d64-733b-4fb4-9adb-280821c3f329/", "file": "https://ucarecdn.com/b9462d64-733b-4fb4-9adb-280821c3f329/", "description": "As health humanities programs grow and thrive across the country, encouraging medical students to read, write, and become more reflective about their professional roles, educators must bring a sense of self-reflexivity to the discipline itself. In the health humanities, novels, patient histories, and pieces of reflective writing are often treated as architectural spaces or “homes”\r\nthat one can enter and examine. Yet, narrative-based learning in health care settings does not always allow its participants to feel “at home”; when not taught with a critical attention to power and pedagogy, the health humanities can be unsettling and even dangerous. Educators can mitigate these risks by considering not only what they teach but also how they\r\nteach it.\r\nIn this essay, the authors present three pedagogical pillars that educators can use to invite learners to engage more fully, develop critical awareness of medical narratives, and feel “at home” in the health humanities. These pedagogical pillars are narrative humility (an awareness of one’s prejudices, expectations, and frames of listening), structural competency (attention to\r\nsources of power and privilege), and engaged pedagogy (the protection of students’ security and well-being). Incorporating these concepts into pedagogical practices can create safe and productive classroom spaces for all, including those most vulnerable and at risk of being “unhomed” by conventional hierarchies and oppressive social structures. This model then can\r\nbe translated through a parallel process from classroom to clinic, such that empowered, engaged, and cared for learners become empowering, engaging, and caring clinicians.", "visits": 674, "categories": [16, 6]}}, {"model": "links.link", "pk": 1528, "fields": {"created_time": "2015-08-06T19:48:54.003Z", "updated_time": "2015-08-06T19:48:54.003Z", "title": "A questionnaire to capture students’ perceptions of research integration in their courses", "url": "http://www.ucarecdn.com/b16c20df-518f-4d54-863e-a3378adf7b7e/", "file": "https://ucarecdn.com/b16c20df-518f-4d54-863e-a3378adf7b7e/", "description": "Using a variety of research approaches and instruments, previous research has revealed what university students tend to see as benefits and disadvantages of the integration of research in teaching. In the present study, a questionnaire was developed on the basis of categorizations of the research–teaching nexus in the literature. The aim of the Student Perception of Research Integration Questionnaire (SPRIQ) is to determine the factors that capture the way students perceive research integration in their courses. The questionnaire was administered among 221 students from five different undergraduate courses at a research intensive university in The Netherlands. Data analysis revealed four factors regarding research integration: motivation, reflection, participation, and current research. These factors are correlated with students’ rating of the quality of the course and\r\nwith their beliefs about the importance of research for their learning. Moreover, courses could be distinguished in terms of research intensiveness, from the student perspective, based on the above-mentioned factors. It is concluded that the SPRIQ helps to understand how students perceive research integration in specific courses and is a promising tool to give feedback to teachers and program managers who aim to strengthen links between research, teaching, and student learning.", "visits": 711, "categories": [6, 3, 5, 7]}}, {"model": "links.link", "pk": 1529, "fields": {"created_time": "2015-08-06T19:50:27.907Z", "updated_time": "2015-08-06T19:50:27.907Z", "title": "Applying Kolb’s Learning Cycle to Competency-Based Residency Education", "url": "http://www.ucarecdn.com/1bd5b767-a428-468e-a0b9-277d69a1c08f/", "file": "https://ucarecdn.com/1bd5b767-a428-468e-a0b9-277d69a1c08f/", "description": "In his 1984 book Experiential Learning, David Kolb describes the role of experience in learning.1 Kolb’s Learning Cycle is a conceptual model that frames learning as an active process engaged in by adults as they grasp and transform experience into learning and development through action and reflection.2 According to the model, learners’ understandings deepen and broaden through an iterative process, supported by teaching actions and assessment processes.", "visits": 745, "categories": [6, 7]}}, {"model": "links.link", "pk": 1530, "fields": {"created_time": "2015-08-06T19:52:18.493Z", "updated_time": "2015-08-06T19:52:18.493Z", "title": "Aid for Writing Learning Outcomes", "url": "http://www.ucarecdn.com/24d14532-00a0-47de-a819-3bb1a0072977/", "file": "https://ucarecdn.com/24d14532-00a0-47de-a819-3bb1a0072977/", "description": "Well-written course outcomes and lesson objectives are the critical foundation of a successful course. Course outcomes and lesson objectives are essential from a standards alignment standpoint, as well as for an overall quality measure of the course. \r\n\r\nA learning outcome is a formal statement of what students are expected to learn. Learning outcome statements refer to specific knowledge, practical skills, areas of professional development, attitudes, higher-order thinking skills, etc. that faculty members expect students to develop, learn, or master during a course (Suskie, 2004). Learning outcomes are also often referred to as “expected learning outcomes”, “student learning outcomes”, or “learning outcome statements”.\r\n", "visits": 610, "categories": [7]}}, {"model": "links.link", "pk": 1531, "fields": {"created_time": "2015-08-06T19:53:50.303Z", "updated_time": "2015-08-06T19:53:50.303Z", "title": "A Good Start Is Not Enough: What It Will Take to Improve Adolescent Literacy", "url": "http://www.ucarecdn.com/b4609e72-be85-4fdc-8a9c-b1d6c7e321eb/", "file": "https://ucarecdn.com/b4609e72-be85-4fdc-8a9c-b1d6c7e321eb/", "description": "Reading instruction has been reformed successfully in the primary grades, but with no consequent improvement in adolescent literacy. This commentary asks the question: What changes can the states and federal government make to education policy that will boost adolescent reading achievement?", "visits": 857, "categories": [18, 6, 7]}}, {"model": "links.link", "pk": 1532, "fields": {"created_time": "2015-08-06T19:55:36.170Z", "updated_time": "2015-08-06T19:55:36.170Z", "title": "2015 Adult Learner Marketing and Recruitment Practices Benchmark Report", "url": "http://www.ucarecdn.com/c29df17d-b354-41dc-83b6-b1beb8b0be78/", "file": "https://ucarecdn.com/c29df17d-b354-41dc-83b6-b1beb8b0be78/", "description": "What’s working in adult learner recruitment and marketing and which practices are most widely used? To find out, Ruffalo Noel Levitz conducted a 72-item, web-based poll in April 2015 as part of the firm’s continuing series of benchmark polls for higher education. Because undergraduate and graduate programs often employ similar practices to attract adult learners, this report combines its findings across undergraduate and graduate levels. For a profile of the poll respondents, please refer to the Appendix, page 41. Note that all respondents in this study had at least one adult-focused degree program.", "visits": 893, "categories": [19, 18, 3]}}, {"model": "links.link", "pk": 1533, "fields": {"created_time": "2015-08-06T19:57:39.452Z", "updated_time": "2015-08-06T19:57:39.452Z", "title": "2014 Recruitment Funnel Benchmarks Report for Four-Year Institutions", "url": "http://www.ucarecdn.com/45216580-2179-4de8-a436-2c8c03e0a0ac/", "file": "https://ucarecdn.com/45216580-2179-4de8-a436-2c8c03e0a0ac/", "description": "When and how are today’s prospective undergraduate students entering the recruitment funnel and moving through it? This report provides funnel conversion and yield rate benchmarks for particular student groups and particular entry points, such as in-state vs. out-of-state FTIC (first-time-in-college) students, campus visitors, transfer students, and other groups. By comparing these external benchmarks to their own internal benchmarks, campus enrollment teams can more accurately forecast the conversion and yield rates to expect at each stage of the college decision process.", "visits": 795, "categories": [3]}}, {"model": "links.link", "pk": 1534, "fields": {"created_time": "2015-08-06T19:59:47.726Z", "updated_time": "2015-08-06T19:59:47.726Z", "title": "2014 E-Recruiting Practices Report for Four-Year and Two-Year Institutions", "url": "http://www.ucarecdn.com/c84ea9e0-fc1b-4250-8c47-15d65f8e6c6a/", "file": "https://ucarecdn.com/c84ea9e0-fc1b-4250-8c47-15d65f8e6c6a/", "description": "What are the most popular practices and tactics for electronic student recruitment at the undergraduate level? To find out, Noel-Levitz conducted a web-based poll in the spring of 2014 as part of the firm’s continuing series of benchmark polls for higher education. As a special bonus, a number of gaps between campus practices and prospective students’ expectations are identified based on a parallel study of college-bound high school students in spring 2014 (see information at bottom).", "visits": 1041, "categories": [9, 3]}}, {"model": "links.link", "pk": 1535, "fields": {"created_time": "2015-08-06T20:34:50.992Z", "updated_time": "2015-08-06T20:34:50.992Z", "title": "YOUR EDUCATIONAL PHILOSOPHY", "url": "http://www.ucarecdn.com/30dded1b-2c71-46f4-bc03-2b343ebf1b87/", "file": "https://ucarecdn.com/30dded1b-2c71-46f4-bc03-2b343ebf1b87/", "description": "So let’s start with the big picture. What is the purpose of schools in our society? Why do societies invest so many resources into educating their young? Yes, we teach so that students will learn, but to what end? What is the point? Of what benefit and to whom is a well-educated public? These kind questions have to do with the philosophy of education. (A philosophy is a set of principles based on one’s values and beliefs that are used to guide one's behavior.) These kinds of questions greatly affect how we educate students yet, they do not get asked nearly enough. Below is a list of possible reasons for educating young humans. You will most likely find that it is hard to select just one; instead, there seems to be a variety of reasons or purposes.", "visits": 561, "categories": [7]}}, {"model": "links.link", "pk": 1536, "fields": {"created_time": "2015-08-06T20:37:37.057Z", "updated_time": "2015-08-06T20:37:37.057Z", "title": "The Ethics of Postgraduate Supervision: A View From Cultural Studies", "url": "http://www.ucarecdn.com/5f254606-7bfd-4713-b3b4-608bf5f5e766/", "file": "https://ucarecdn.com/5f254606-7bfd-4713-b3b4-608bf5f5e766/", "description": "To make the comparison that one should never properly make, Higher Degree Research (HDR hereafter) supervision shares with parenting its status as that topic about which every person has an opinion. Watching other people supervise can be as exacerbating as observing a nonchalant parent whose child is throwing food in a café. When a postgraduate student takes directions that one could never possibly recommend, it is easy to imagine that better training was possible, that bad choices were made at crucial junctures, and that somewhere sits a parent reading the newspaper while the floor gets covered in spaghetti. The neglectful supervisor, like the neglectful parent, is easily viewed as a person of a certain type, such that quotidian discussions of supervision practices easily deteriorate into a moral commentary on personal virtues and vices. Although providing short-lived pious pleasures, the urge to judgment can be damaging to higher degree research cultures. Supervision practices need to be understood not as expressions of a moral disposition (friendly, mean, forgiving) or achievements of profound intelligence (the cult of the inept genius), but as institutionally responsive practices within a\r\nbroader tertiary system that remains unclear about what higher degree research should achieve, and apprehensive about what its graduates should aspire to afterwards.", "visits": 571, "categories": [5]}}, {"model": "links.link", "pk": 1537, "fields": {"created_time": "2015-08-06T20:39:58.778Z", "updated_time": "2015-08-06T20:39:58.778Z", "title": "Lead­ins Used By Teachers in Teaching English for Occupational Purposes to Non Native Speakers", "url": "http://www.ucarecdn.com/6ea87f5c-1462-4edb-8b05-3a38f658f4fa/", "file": "https://ucarecdn.com/6ea87f5c-1462-4edb-8b05-3a38f658f4fa/", "description": "Teacher has a great responsibility on determining the success of learning process of a language classroom as there are many elements that teachers need to take into account in establishing effective learning environment for their students whom may vary in terms of cultures, races, intellect, learning strategies and many more others. Hence, well­ thought lead­ins are indeed crucial to be applied in language classroom as it Arrendas (1998) has explained that lead­in is a strategy that been used by teachers in the initial part of the lesson which aims at exposing the students to the content of the lesson as well as enabling the students to correlate the idea with their prior knowledge in order to create meaningful learning environment for the students. Prior to this matter, lead­ins is another important element in pedagogy that should not be taken lightly among the teachers and has to be explored deeper in order to be utilized effectively in their classrooms. As there is not much studies that are focused in this matter, it is hoped that it is the academic gap that the researchers hoped to fill in into the rapid development of academic field. ", "visits": 680, "categories": [7]}}, {"model": "links.link", "pk": 1538, "fields": {"created_time": "2015-08-06T20:41:55.856Z", "updated_time": "2015-08-06T20:41:55.856Z", "title": "What is Data Mining?", "url": "http://www.ucarecdn.com/1bc035bc-0f0e-454e-a9b0-fe72beacd960/", "file": "https://ucarecdn.com/1bc035bc-0f0e-454e-a9b0-fe72beacd960/", "description": "Generally, data mining (sometimes called data or knowledge discovery) is the process of analyzing data from different perspectives and summarizing it into useful information - information that can be used to increase revenue, cuts costs, or both. Data mining software is one of a number of analytical tools for analyzing data. It allows users to analyze data from many different dimensions or angles, categorize it, and summarize the relationships identified. Technically, data mining is the process of finding correlations or patterns among dozens of fields in large relational databases.", "visits": 533, "categories": [7]}}, {"model": "links.link", "pk": 1539, "fields": {"created_time": "2015-08-06T20:43:57.075Z", "updated_time": "2015-08-06T20:43:57.075Z", "title": "Data Mining from A to Z: Better Insights, New Opportunities", "url": "http://www.ucarecdn.com/e56f7349-253a-496f-89d3-ae3fdd21d897/", "file": "https://ucarecdn.com/e56f7349-253a-496f-89d3-ae3fdd21d897/", "description": "Most organizations are awash in data – too much of it. And as many have learned, the ability to make effective, fact-based decisions is not dependent on the amount of data you have. Success is based on your ability to discover more meaningful and predictive insights from all the data you capture.\r\n\r\nThat’s where predictive analytics and data mining come into play. Data mining looks for hidden patterns in your data that can be used to predict future behavior. Businesses, scientists and governments have used this approach for years to transform data into proactive insights. The same approach applies to business issues across virtually any industry.", "visits": 684, "categories": [7, 4]}}, {"model": "links.link", "pk": 1540, "fields": {"created_time": "2015-08-06T20:59:29.166Z", "updated_time": "2015-08-06T20:59:29.166Z", "title": "Overcoming the democratic deficit in VET:why VET needs its own Bradley Review (Wheelahan)", "url": "http://www.ucarecdn.com/21ba10f1-905a-48b4-808b-e1cc76685215/", "file": "https://ucarecdn.com/21ba10f1-905a-48b4-808b-e1cc76685215/", "description": "Vocational education and training is changing rapidly, but there is no coherence to these changes or shared understandings about what VET should be like. The danger is that the current changes will lead to the development of a new tertiary education sector that includes the upper levels of VET, but leaves the remainder as a rump. VET needs its own review, similar to the 2008 Review of Australian Higher Education led by Denise Bradley. There needs to be a vision for VET and a shared public purpose and some explicit understanding about its relationship with schools and higher education.", "visits": 647, "categories": [7, 4]}}, {"model": "links.link", "pk": 1541, "fields": {"created_time": "2015-08-06T21:07:27.551Z", "updated_time": "2015-08-06T21:07:27.552Z", "title": "Integration and fragmentation of post compulsory teacher education", "url": "http://www.ucarecdn.com/c425c3e6-da4a-45b2-8731-7e2440dc7202/", "file": "https://ucarecdn.com/c425c3e6-da4a-45b2-8731-7e2440dc7202/", "description": "The boundaries between vocational and academic post compulsory education have been blurred by students combining vocational and academic studies and by students transferring increasingly between the two types of education. Institutions are also blurring the boundaries between the sectors by increasingly offering programs from two and sometimes three sectors. In contrast, teachers seem more entrenched than ever in their own sector. This article reports a project on the preparation of Australian teachers of vocational education. It examines the prospect of integrating the preparation of teachers in post compulsory education to teach in schools, vocational education institutions and higher education institutions. It argues that greater differentiation between different types of vocational teachers and vocational teacher preparation can support the development of a continuum along which it would be possible to establish points of commonality with the preparation of school and higher education teachers.", "visits": 620, "categories": [7]}}, {"model": "links.link", "pk": 1542, "fields": {"created_time": "2015-08-08T21:29:03.196Z", "updated_time": "2015-08-08T21:29:03.196Z", "title": "Build It But Will They Teach?: Strategies for Increasing Faculty Participation& Retention in Online & Blended Education", "url": "http://www.ucarecdn.com/aea79ffc-d79a-476e-814a-864efffe1b7e/", "file": "https://ucarecdn.com/aea79ffc-d79a-476e-814a-864efffe1b7e/", "description": "The need for online and blended programs within higher education continues to grow as the student population in the United States becomes increasingly non-traditional. As administrators strategically offer and expand online and blended programs, faculty recruitment and retention will be key. This case study highlights how a public comprehensive university utilized the results of a 2012 institutional study to design faculty development initiatives, an online course development process, and an online course review process to support faculty participation and retention in online and blended programs. Recommendations based on this case study include replicable strategies on how to increase faculty participation and retention in online and blended programs using collaboration, support, and ongoing assessment. This case study is a compendium to the 2012 Armstrong institutional study highlighted in the article \"Factors Influencing Faculty Participation & Retention In Online &Blended Education.\"", "visits": 584, "categories": [9]}}, {"model": "links.link", "pk": 1543, "fields": {"created_time": "2015-08-09T01:24:18.610Z", "updated_time": "2015-08-09T01:24:18.610Z", "title": "COLLEGE AFTER UNIVERSITY UNDERSTANDING A GROWING MARKET SEGMENT", "url": "http://www.ucarecdn.com/026db558-498a-4e5a-bcf9-de3c032dde02/", "file": "https://ucarecdn.com/026db558-498a-4e5a-bcf9-de3c032dde02/", "description": "I’d like to introduce you to Jennifer. Jennifer is 25 years old and is looking for a better job. She graduated from university in 2014 with a Bachelor’s degree in Psychology, spent a year overseas teaching English, and has been working at a coffee shop ever since.\r\n\r\n\r\nJennifer expected that the critical thinking skills she acquired in university, along with her work experience abroad, would help her land a ‘real job’, but so far, no luck.\r\n\r\n\r\nJennifer is not alone. According to Statistics Canada, the number of recent university graduates who are ‘underemployed’ is growing rapidly.\r\n\r\nIn 2011, 40% of women and 27% of men in the workforce, aged 25 to 34, had university degrees. This is up from 19% and 17% respectively ten years earlier. But, almost one fifth of these recent university graduates were overqualified for their jobs, and for Humanities Majors like Jennifer, the proportion goes up to about one third.\r\n", "visits": 656, "categories": [17]}}, {"model": "links.link", "pk": 1544, "fields": {"created_time": "2015-08-09T01:28:26.619Z", "updated_time": "2015-08-09T01:28:26.619Z", "title": "A National Study of Theories and Their Importance for Faculty Development for Online Teaching", "url": "http://www.ucarecdn.com/3b4d94e3-2f8b-47c9-b098-140b27bd3f33/", "file": "https://ucarecdn.com/3b4d94e3-2f8b-47c9-b098-140b27bd3f33/", "description": "This article presents the results of a national study of 39 higher education institutions that collected information about their practices for faculty development for online teaching and particularly the content and training activities used during 2011-2012. An instrument of 26 items was developed based on a review of literature on faculty development for online teaching and analyzed in Meyer (2014). The study found that 72%(n=29) organizations used learning style theory as a basis for their training activities, followed by 69% that used adult learning (Merriam, 2001) and self-directed learning (Knowles, 1975), 64% that used Kolb's (1984)experiential learning model, 59% that used Knowles' (1975) andragogy theories, and 54% that used various instructional design models. Models of good practice were strongly favored (79%) over research on online learning (31%) or theories of learning (23%) in faculty training. Pedagogies of online learning were most important to 92% of the respondents, while research about online learning was most important to only 23% of those who completed the survey. Differences based on Carnegie classification were also found.", "visits": 809, "categories": [9]}}, {"model": "links.link", "pk": 1545, "fields": {"created_time": "2015-08-09T01:32:09.180Z", "updated_time": "2015-08-09T01:33:10.474Z", "title": "All Adjuncts are Not Created Equal: An Exploratory Study of Teaching and Professional Needs of Online Adjuncts", "url": "http://www.ucarecdn.com/0901d65e-58c3-41e4-a01b-25cdf3dda1a3/", "file": "https://ucarecdn.com/0901d65e-58c3-41e4-a01b-25cdf3dda1a3/", "description": "Online education programs continue to rely on a significant contingent of adjunct faculty to meet the instructional needs of the students. Discourse relating to this situation primarily focuses on the extent to which adjuncts are able to ensure the rigor and quality of instruction as well as the ability of the organization to attract, retain, and support qualified professionals. In response, organizations have created very structured,standardized professional development opportunities, meticulous monitoring of adjunct activities and inflexible policies to guide interactions with learners. This one-size-fits-all strategy limits the organization’s ability to facilitate an adjunct-organizational relationship that supports the adjunct in ways that meet their individual needs. The purpose of this exploratory, quantitative questionnaire study was to examine the difference between the adjuncts’ primary rationale for teaching, and their self-identified professional category. In addition, the study sought to explore the difference between the adjunct’s primary professional needs and their self-identified professional category. The results of the study demonstrated that there was a significant difference between the self-identified professional employment groups in the areas of student focused instruction, personal needs, an interest in online pedagogy, career advancement, and flexible work schedule categories. There was not a significant difference in the self-identified professional employment groups and the category of skill development", "visits": 828, "categories": [9]}}, {"model": "links.link", "pk": 1546, "fields": {"created_time": "2015-08-09T01:36:58.422Z", "updated_time": "2015-08-09T01:36:58.422Z", "title": "Analyzing the Influences of Course Design and Gender On Online Participation", "url": "http://www.ucarecdn.com/129c5dea-2f87-4fd5-aecc-bfc4e37bc7cc/", "file": "https://ucarecdn.com/129c5dea-2f87-4fd5-aecc-bfc4e37bc7cc/", "description": "Interaction is a critical component of successful online learning and by extension an important component inoverall online program quality. The researcher studied the impact of course design on participation in an online university course. The participants were university students’ (n= 62, male= 33, female= 29). Their responses from online discussions were analyzed using repeated measures factorial ANOVA finding a statistically significant decrease in student participation in weeks when major assignments were due. The impact of assignments was similar for female and male participants. Measures of effect size indicated that course design accounted for more variation in online participation than gender. The key finding of the study was that course design can have a significant impact on level of participation and therefore student success in the online course. Ways to prevent or mitigate the impact of the reduction in student participation are presented.", "visits": 805, "categories": [9]}}, {"model": "links.link", "pk": 1547, "fields": {"created_time": "2015-08-09T01:43:11.035Z", "updated_time": "2015-08-09T01:43:11.035Z", "title": "Applying Leadership Theories to Distance Education Leadership", "url": "http://www.ucarecdn.com/79cb35ad-a7eb-4c24-bc66-e8b0e7686f85/", "file": "https://ucarecdn.com/79cb35ad-a7eb-4c24-bc66-e8b0e7686f85/", "description": "The instructional delivery mode in distance education has been transitioning from the context of a physical classroom environment to a virtual learning environment or maintaining a hybrid of the two. However, most distance education programs in dual mode institutions are situated in traditional face-to-face instructional settings. Distance education leaders, therefore, operate in a transition mode which requires some level of flexibility as they authorize and manage change and regularly upgrade their knowledge and skills base to adapt to the constantly changing environment. It is obvious that online distance learning is an evolving learning environment that requires leaders of traditional learning environment to acquire new skills and assume new roles. The requirements for distance education leadership and the dearth of research on how educational and leadership theories influence leaders of distance education programs calls for an examination of leadership theories. Examining various leadership theories provides a theoretical framework for current and prospective distance education leaders. This paper examines theories that can impact distance education leadership. These include transformational, situational, complexity, systems, and adoption and diffusion of innovation theories.", "visits": 632, "categories": [19, 9]}}, {"model": "links.link", "pk": 1548, "fields": {"created_time": "2015-08-09T01:46:25.478Z", "updated_time": "2015-08-09T01:46:25.478Z", "title": "Assessing Student Retention in Online Learning Environments: A Longitudinal Study", "url": "http://www.ucarecdn.com/47cd5ba2-cf73-4216-b3e9-04e6841ac6a8/", "file": "https://ucarecdn.com/47cd5ba2-cf73-4216-b3e9-04e6841ac6a8/", "description": "In their initial study, authors Boston, Ice, and Gibson (2011) explored the relationship between student demographics and interactions, and retention at a large online university. Participants in the preliminary study(n = 20,569) included degree-seeking undergraduate students who completed at least one course at the American Public University System (APUS) in 2007. Two notable findings from the study were (1) the importance of transfer credit, and (2) the consistency of activity in predicting continued enrollment.Interestingly, the latter finding was confirmed upon the analysis of longitudinal data from the current study.Further related to the latter finding-yet unexpected, was the existence of new literature that, although subtle,affirms the importance for online institutions to conduct ongoing research on these topics. Readers of the current study are encouraged to refer to the preliminary study toward a comprehensive understanding of these nuances. Though informative, the researchers wished to validate the original study findings through longitudinal evaluation of retention.", "visits": 671, "categories": [9, 3]}}, {"model": "links.link", "pk": 1549, "fields": {"created_time": "2015-08-09T01:49:47.163Z", "updated_time": "2015-08-09T01:49:47.163Z", "title": "Comparing Attitudes of Online Instructors and Online College Students: Quantitative Results for Training, Evaluation and Administration", "url": "http://www.ucarecdn.com/b855d475-81eb-4c8f-a3bf-a41a7d408561/", "file": "https://ucarecdn.com/b855d475-81eb-4c8f-a3bf-a41a7d408561/", "description": "The past decade has witnessed an explosion in online learning opportunities for post-secondary students throughout the United States. The university has developed a Faculty Online Observation (FOO) model to allow for an annual observation of online adjunct faculty with a focus on five major areas of facilitation. To test the effectiveness and support of the FOO, a survey related to the observation areas was administered to online faculty and students. The results determined a number of areas of agreement and non-agreement between the groups. The findings will provide valuable information for future training and professional development needs of online instructors, and processes of teaching based on perspectives of instructors, course developers, students, and discipline managers.", "visits": 619, "categories": [9, 7]}}, {"model": "links.link", "pk": 1550, "fields": {"created_time": "2015-08-09T01:52:03.233Z", "updated_time": "2015-08-09T01:52:03.233Z", "title": "An Evaluation of Course Evaluations", "url": "http://www.ucarecdn.com/e46d0f65-b3eb-421e-9b7b-29ede9bb0c9a/", "file": "https://ucarecdn.com/e46d0f65-b3eb-421e-9b7b-29ede9bb0c9a/", "description": "Student ratings of teaching have been used, studied, and debated for almost a century. This article examines student ratings of teaching from a statistical perspective. The common practice of relying on averages of student teaching evaluation scores as the primary measure of teaching effectiveness for promotion and tenure decisions should be abandoned for substantive and statistical reasons: There is strong evidence that student responses to questions of “effectiveness” do not measure teaching effectiveness. Response rates and response variability matter. And comparing averages of categorical responses, even if the categories are represented by numbers, makes little sense. Student ratings of teaching are valuable when they ask the right questions, report response rates and score distributions, and are balanced by a variety of other sources and methods to evaluate teaching.", "visits": 691, "categories": [19, 6, 5, 7]}}, {"model": "links.link", "pk": 1551, "fields": {"created_time": "2015-08-09T01:55:19.354Z", "updated_time": "2015-08-09T01:55:19.354Z", "title": "Factors Influencing Faculty Participation & Retention in Online & Blended Education", "url": "http://www.ucarecdn.com/a4bdf907-9040-4094-8d9a-9b6a51c30a4d/", "file": "https://ucarecdn.com/a4bdf907-9040-4094-8d9a-9b6a51c30a4d/", "description": "Faculty members play a central role in the development, implementation, and long-term sustainability of online and blended education programs. Therefore, faculty recruitment and retention strategies for these programs must align with the needs of the faculty. This article highlights the results of an institutional study conducted at a public comprehensive university in 2012 that examined factors influencing faculty participation and retention in online and blended education. This article also provides a comparative overview of the results of a similar institutional study conducted at The George Washington University (GWU) in 1997 that examined factors influencing faculty participation in distance education. The original surveys from the 1997 GWU study were updated for the 2012 Armstrong study. The results revealed that while technology and learning platforms have continued to evolve over the past 15 years, many of the needs and concerns of faculty are relatively similar. The results also revealed that faculty involvement is quintessential in the development and expansion of online and blended programs as well as in the design of faculty development initiatives.", "visits": 625, "categories": [9, 7]}}, {"model": "links.link", "pk": 1552, "fields": {"created_time": "2015-08-09T01:58:50.708Z", "updated_time": "2015-08-09T01:58:50.708Z", "title": "How Adult Online Graduates Portray Their Degree", "url": "http://www.ucarecdn.com/4ee94848-2c0f-40f7-9d8e-88aed1324095/", "file": "https://ucarecdn.com/4ee94848-2c0f-40f7-9d8e-88aed1324095/", "description": "This qualitative case study investigated how adult graduates of online Bachelor's degree programs describe the online aspect of their degree. Online education is promoted as a method for adult students to access the benefits of a college degree. Therefore, it is important for prospective online students, higher education institutions and policy makers to understand how online degrees are valued in society and by online graduates.The primary method of data collection was interviews of 24 graduates. The setting of this study, a well-regarded research university primarily known for its traditional campus-based programs, helped to isolate perceptions of the online delivery modality. All participants in the study held a high opinion of their online degree and of the university. However, the participants also recognized that some people have a negative opinion of online degrees. The participants described two strategies for dealing with encounters with people with negative perceptions of online degrees. Slightly more than half of the participants were forthcoming and open about earning a degree online. However, a large minority of participants were concerned about negative perceptions of online degrees. These participants often did not volunteer information about the online aspect of their degree to other people unless specifically questioned. Additional research is recommended to further explain the extent to which perceptions of online degrees are associated with the online delivery mode rather than other factors and to investigate the effect of delivery mode and institution type on the economic impact of an earning a Bachelor's degree later in life.", "visits": 612, "categories": [9, 3]}}, {"model": "links.link", "pk": 1553, "fields": {"created_time": "2015-08-09T02:02:43.279Z", "updated_time": "2015-08-09T02:02:43.279Z", "title": "Identifying and Addressing the Mental Health Needs of Online Students in Higher Education", "url": "http://www.ucarecdn.com/9772e999-7881-4521-aa67-0a7f651e1a03/", "file": "https://ucarecdn.com/9772e999-7881-4521-aa67-0a7f651e1a03/", "description": "89% of colleges and universities in the United States offer online courses and of those institutions 58% offer degree programs that are completely online (Parker, Lenhart & Moore, 2011). Providing online student services is an important component of these distance programs and is often required by accrediting bodies. Health and wellness services for online students are especially essential, as college students are accessing mental health services for severe problems at increasing rates on college campuses (Gallagher, Sysko, & Zhang, 2001). This paper outlines how institutions of higher learning can prepare faculty to identify mental health needs of online students and suggests effective administrative policies and programs to address these student needs.Online enrollments were less than 10% of all students in 2002 when the Sloan Foundation began their annual surveys on the topic.By 2011, 32%of all enrolled post-secondary students were taking at least one online course and the numbers have been increasing steadily (Allen & Seaman, 2013). The rising percentage of online students has led to awareness by college administrations that these students have the same needs as students in a traditional classroom setting. Students who want to learn online also want to access their student services online. For learners enrolled in online programs, and living in geographically distant locations, internet access to student services is essential. These students' needs have resulted in revision of college and university policies and the creation of extensive web-based services for technical support in online courses, enrollment services, financial aid, and library resources. ", "visits": 781, "categories": [19, 9, 16]}}, {"model": "links.link", "pk": 1554, "fields": {"created_time": "2015-08-09T02:05:53.684Z", "updated_time": "2015-08-09T02:05:53.684Z", "title": "How internationalised is your university? From structural indicators to an agenda for integration", "url": "http://www.ucarecdn.com/1b2c4159-0dd7-4d0a-97c3-8d4fc366d8cf/", "file": "https://ucarecdn.com/1b2c4159-0dd7-4d0a-97c3-8d4fc366d8cf/", "description": "New research at the University of Warwick demonstrates two shortcomings with the current benchmarking of internationalisation: they are based purely on structural measures and they use a simple bi-polar distinction between home and international students. There are several dangers in relying on these measures:\r\n\r\nStructural internationalisation ≠ Student satisfaction: Latest research shows that in the UK, the \r\nlower the proportion of UK students, the less satisfied students of all backgrounds are. This does \r\nnot mean that structural internationalisation should be avoided; on the contrary, students \r\nappreciate the value of an 'internationalisation' experience, so what we need is an\r\nagenda for integration.\r\n", "visits": 679, "categories": [14]}}, {"model": "links.link", "pk": 1555, "fields": {"created_time": "2015-08-09T02:09:25.762Z", "updated_time": "2015-08-09T02:09:25.763Z", "title": "It is (More) About the Students: Faculty Motivations and Concerns Regarding Teaching Online", "url": "http://www.ucarecdn.com/09e1c644-b323-40f6-92a0-8bac09229b3a/", "file": "https://ucarecdn.com/09e1c644-b323-40f6-92a0-8bac09229b3a/", "description": "There is increasing interest, if not demand, from universities and students for faculty to teach using online technologies. However, many faculty members are reluctant to teach online. In this paper, we examine data collected from a broad range of faculty (part-time, tenure track, new and more experienced, in education,business, and liberal arts) to explore the relationship between faculty attitudes, experiences, self-perceived preparedness, and concerns about teaching online courses. In particular, we examine whether faculty who have taught online courses, feel more prepared and more motivated to teach online and have more positive attitudes about online teaching than those who have not taught online. Our findings indicate that while there are a number of concerns about teaching online among the faculty we surveyed, concerns about students are among the most important. We end with some policy and procedural implications for why faculty may or may not usenew technologies to teach.", "visits": 702, "categories": [9, 7]}}, {"model": "links.link", "pk": 1556, "fields": {"created_time": "2015-08-09T02:16:28.080Z", "updated_time": "2015-08-09T02:16:28.080Z", "title": "Lack of federal resources fails international student strategy ", "url": "http://www.ucarecdn.com/e6f196ff-5b06-4be4-a27a-c11ab29364c3/", "file": "https://ucarecdn.com/e6f196ff-5b06-4be4-a27a-c11ab29364c3/", "description": "Canadian officials are finding it difficult to keep up with the increasing demand from international students, leading to waiting times for visas that are weeks longer than those in Britain or the United States, and reducing the program’s competitiveness.\r\nThe lengthy timelines are contained in a report from Citizenship and Immigration Canada (CIC), obtained by The Globe and Mail through freedom of information legislation. While the federal government wants to double the number of students from abroad by 2022, it has not provided sufficient resources to process the increased numbers, the report says. CIC blames this “lack of coordination” between federal departments for an increase of 30 per cent in processing times for study permits and a doubling of the time for temporary resident visas.\r\n", "visits": 618, "categories": [14]}}, {"model": "links.link", "pk": 1557, "fields": {"created_time": "2015-08-09T02:20:57.184Z", "updated_time": "2015-08-09T02:20:57.184Z", "title": "Non Traditional Education: A View From the Market", "url": "http://www.ucarecdn.com/d15a77ca-e1c2-4cae-9e98-38129eb72cc5/", "file": "https://ucarecdn.com/d15a77ca-e1c2-4cae-9e98-38129eb72cc5/", "description": "For many decades America enjoyed a well-deserved reputation as a leader in technological innovation and creativity and most countries of the world looked toward the United States for indications of what was likely to become the next global trend. Clearly, America's pre-eminence in many areas of technology has been challenged by such countries as Japan, Germany and more recently China. However, many innovations and developments of a socio-economic nature also tend to have their origins in the U.S. and are frequently a harbinger of what is likely to occur in three, five or even ten years hence in other parts of the world.", "visits": 572, "categories": [5]}}, {"model": "links.link", "pk": 1558, "fields": {"created_time": "2015-08-09T02:23:06.607Z", "updated_time": "2015-08-09T02:23:06.607Z", "title": "Prerequisites for Persistence in Distance Education", "url": "http://www.ucarecdn.com/8584ab7b-0d63-4756-8017-735fdb3d8049/", "file": "https://ucarecdn.com/8584ab7b-0d63-4756-8017-735fdb3d8049/", "description": "In the last two decades, distance education has grown worldwide and is now established as a reliable educational method. Accompanying this development, questions about low rates of student persistence havecome to interest governments, institutions, and university management. This article is based on an original local study at a university in Sweden investigating what it takes to get students to continue their enrolment in courses or programs. Teachers' views were captured in interviews and focus groups. These views were analyzed in the context of research in the field catalogued under the keywords \"retention\" and \"persistence\" in\"distance education\" and \"distance learning.\" The results indicate that the teachers would like to see a shift in focus from students to the organization and its technical and administrative teacher and learner support. Staff attitudes, institutional structure, and the management views towards distance education seem to be critical factors.", "visits": 596, "categories": [9]}}, {"model": "links.link", "pk": 1559, "fields": {"created_time": "2015-08-09T02:25:29.184Z", "updated_time": "2015-08-09T02:25:29.184Z", "title": "What Do We Know About How Teachers Influence Student Performance on Standardized Tests: And Why Do We Know so Little About Other Student Outcomes?", "url": "http://www.ucarecdn.com/f75fbd56-e203-47bd-a034-aa2c70c6205b/", "file": "https://ucarecdn.com/f75fbd56-e203-47bd-a034-aa2c70c6205b/", "description": "Background/Context: Since the 1970s, researchers have attempted to link observational measures of instructional process to\r\nstudent achievement (and occasionally to other outcomes of schooling). This paper reviews extensively both historical and\r\ncontemporary research to identify what is known about effective teaching.\r\n\r\nPurpose/Objective: Good, after reviewing what is known about effective teaching, attempts to apply this to current descriptions\r\nof effective teaching and its application value for practice. Good notes that much of the “new” research on effective teaching has simply replicated what has been known since the 1980s. Although this is not unimportant (since it shows that older findings still pertain to contemporary classrooms), it is unfortunate that research has not moved beyond the relationship between general teacher behavior (those that cut across subject areas) and student achievement (as measured by standardized tests). How this information can be applied and the difficulty in using this information is examined in the paper.", "visits": 499, "categories": [6, 7]}}, {"model": "links.link", "pk": 1560, "fields": {"created_time": "2015-08-09T02:28:22.178Z", "updated_time": "2015-08-09T02:28:22.178Z", "title": "Relationship Between Personality Characteristics of Online Instructors and Student Evaluations", "url": "http://www.ucarecdn.com/d8100cce-5226-4138-8c1e-b42863114394/", "file": "https://ucarecdn.com/d8100cce-5226-4138-8c1e-b42863114394/", "description": "The purpose of this study was to examine the relationship between each of the five personality factors in the Big Five Inventory (BFI) and online faculty student evaluations. Faculty members from the School of Criminal Justice (CJ) and the School of Information Technology (IT) from an online university were asked to complete the BFI (44 item personality inventory). There were 179 valid BFI surveys returned with matched student evaluation data. There were small correlations between some of the five factors and student evaluations for all subjects. However, when separated by school, there were no statistically significant correlations for faculty inIT but there were significant correlations with moderate effect sizes for faculty in CJ.Keywords: Big Five Inventory, Student Evaluations, Online Instructors Relationship Between Personality Characteristics of Online Instructors and Student Evaluations", "visits": 615, "categories": [9, 6, 7]}}, {"model": "links.link", "pk": 1561, "fields": {"created_time": "2015-08-09T02:30:34.810Z", "updated_time": "2015-08-09T02:30:34.810Z", "title": "Risk Associated With The Choice To Teach Online", "url": "http://www.ucarecdn.com/26eb630a-4183-4714-a1a5-b8e4c3a94016/", "file": "https://ucarecdn.com/26eb630a-4183-4714-a1a5-b8e4c3a94016/", "description": "This article presents findings from a case study related to the risks associated with the choice of traditional,tenure track faculty to teach online. Education offered at a distance via the World Wide Web is on the rise; so too is the demand for university faculty members who will teach those courses. While traditional academic and professional expectations remain unchanged, the new medium presents a new context in which these faculty members live, work, and balance personal and professional decisions. This study provided a multi-dimensional perspective on one college of education’s faculty and administrators as they seek to negotiate this emerging environment. Interviews with faculty, administrators, and faculty peer reviewers were conducted to provide amore complete, triangulated picture of the case.", "visits": 569, "categories": [9, 7]}}, {"model": "links.link", "pk": 1562, "fields": {"created_time": "2015-08-09T02:35:30.127Z", "updated_time": "2015-08-09T02:35:30.127Z", "title": "Interim Sexual Assault Support and Response Protocol", "url": "http://www.ucarecdn.com/9fe0a3e6-4d69-48dc-af76-23facd86deaa/", "file": "https://ucarecdn.com/9fe0a3e6-4d69-48dc-af76-23facd86deaa/", "description": "Thompson Rivers University (TRU) recognizes that all members of the University community should be able to work, tach, and learn in an environment where they are free from harassment, discrimination, and violence. Sexual activity without consent is sexual assault. Sexual assault is a criminal offence in Canada.", "visits": 607, "categories": [16]}}, {"model": "links.link", "pk": 1563, "fields": {"created_time": "2015-08-09T02:37:35.322Z", "updated_time": "2015-08-09T02:37:35.322Z", "title": "Supporting the General Education Program for Distance and Adult Students", "url": "http://www.ucarecdn.com/57a37011-bf57-41f5-a0c3-dfa17cb01e56/", "file": "https://ucarecdn.com/57a37011-bf57-41f5-a0c3-dfa17cb01e56/", "description": "How do you blend General Education competencies (i.e. communication, ethical/logical/mathematical reasoning) across an institution and curriculum? Kaplan University’s General Education program integrates and assesses student proficiency in General Education disciplines across all undergraduate programs. The datais used to inform curricular improvements in a continuous process for maximizing student learning.", "visits": 646, "categories": [18, 9]}}, {"model": "links.link", "pk": 1564, "fields": {"created_time": "2015-08-09T02:40:33.452Z", "updated_time": "2015-08-09T02:40:33.452Z", "title": "Teaching Writing in Online Distance Education: Supporting Student Success", "url": "http://www.ucarecdn.com/f8c690a1-42df-4f14-8c2c-6c23d8a46ec2/", "file": "https://ucarecdn.com/f8c690a1-42df-4f14-8c2c-6c23d8a46ec2/", "description": "An intervention is a counseling action an instructor may use to support a student who struggles to work productively in an online writing instruction (OWI) course. Interventions may increase retention and graduation rates at institutions as well as increase student and teacher satisfaction (Allen, Bourhis, Burrell, andMabry, 2002; Archambault and Crippen, 2009; McCombs, Ufnar, and Shepherd, 2007; O'Dwyer, Carey, and Kleiman, 2007; Stein, Wanstreet, Calvin, Overtoom, and Wheaton, 2005; Sun, Tsai, Finger, Chen, and Yeh,2008). In Moore's (1993) Theory of Transaction Distance, interventions are called \"advice and counsel,\" and they are a crucial component of the program structure element in the theory. Many researchers recommend early identification and intervention for struggling students (Archambault et al., 2010; Simpson, 2004). For example, Simpson (2004) found that early interventions following Keller's (1987) ARCS model (Attention,Relevance, Confidence and Satisfaction) were effective in helping students complete a course. In addition,Simpson found that such interventions could be cost effective; however, there are many open variables when calculating cost. As researchers and online instructors, the authors recommend early intervention activities performed by email and text messaging at many opportunistic intervention points during the course of the instruction. As well, developing an intervention strategy prior to course beginning to assist in planning and preparation is advocated and recommended.", "visits": 611, "categories": [9, 3]}}, {"model": "links.link", "pk": 1565, "fields": {"created_time": "2015-08-09T02:45:52.173Z", "updated_time": "2015-08-09T02:45:52.173Z", "title": "Teens, Technology & Friendships", "url": "http://www.ucarecdn.com/3cd423b1-58f2-40fb-abff-70b0cc175bf9/", "file": "https://ucarecdn.com/3cd423b1-58f2-40fb-abff-70b0cc175bf9/", "description": "This report is a collaborative effort based on the input and analysis of the following individuals who variously helped design (and translate) the quantitative instrument, conduct focus groups, analyze data, write the report and design graphics. This is the second of three reports based on this data collection that broadly examine how teens use technology particularly in the context of peer friendships and romantic relationships. ", "visits": 604, "categories": [6, 4]}}, {"model": "links.link", "pk": 1566, "fields": {"created_time": "2015-08-09T02:48:41.554Z", "updated_time": "2015-08-09T02:48:41.554Z", "title": "Teens, Social Media & Technology Overview 2015", "url": "http://www.ucarecdn.com/a1537470-e372-4dee-bdb0-a4feb7bb9be3/", "file": "https://ucarecdn.com/a1537470-e372-4dee-bdb0-a4feb7bb9be3/", "description": "This report is the first in a series of reports examining teenagers’ use of technology. Forthcoming reports will focus on how American adolescents use social media and mobile phones to create, maintain and end their friendships and romantic relationships. This report is a collaborative effort based on the input and analysis of the following individuals. ", "visits": 624, "categories": [4]}}, {"model": "links.link", "pk": 1567, "fields": {"created_time": "2015-08-09T02:52:53.985Z", "updated_time": "2015-08-09T02:52:53.985Z", "title": "What Characteristics of College Students Influence Their Decisions to Select Online Courses?", "url": "http://www.ucarecdn.com/4c76ee8f-c20e-44ea-9f2d-dc5fc92de1e1/", "file": "https://ucarecdn.com/4c76ee8f-c20e-44ea-9f2d-dc5fc92de1e1/", "description": "The primary goal of this study was to identify a wide range of characteristics of college students that may influence their decisions to select online courses. The motivation underlying this study is the realization that online courses are no longer exclusively being taken by non-traditional students (for undergraduates, that would be students age 25 years and older with career, family, and/or social obligations). In fact, there are recent reports indicating that traditional undergraduate students (on-site students that are age 18-24) are now including online courses in their course curriculum. To accomplish the goal of this study, an ordered logit model was developed in which a Likert scale question asking students how likely/unlikely they were to take an online course was used at the dependent variable. The independent variables were based on a wide range of responses to questions regarding student demographic, experience, and preference information (these are the students’ characteristics). The data for this study is from a 2010 Oklahoma State University campus-wide student survey. The results of the study have identified a number of considerations that may be helpful to administrators wishing to improve and/or expand online course offering, as well as areas that can be further investigated in future studies. For example, undergraduate and graduate students enrolled in business majors were more likely than those in other majors to select online courses. On the other hand, undergraduate students(traditional and non-traditional) enrolled in engineering majors and graduate students enrolled in anatomy,biochemistry, biology, and botany major were the least likely groups of students to select online courses.Freshman and sophomores were found to be more likely than juniors and seniors to select online courses, and were much more likely than graduate students to select online courses. With respect to residency, out-of-state/non-residents (not including international students) were the most likely to select online courses, while international students were the least likely to select online courses. Finally, a significant and positive relationship was identified between some web 2.0 technologies, such as online social networking (e.g.Facebook) and live video chatting (e.g. Skype), and students’ likelihood of selecting online courses.", "visits": 638, "categories": [9, 6, 10]}}, {"model": "links.link", "pk": 1568, "fields": {"created_time": "2015-08-09T02:56:24.578Z", "updated_time": "2015-08-09T02:56:24.578Z", "title": "What Online Students Want Compared to What Institutions Expect", "url": "http://www.ucarecdn.com/2cb0e8a9-73d8-474f-ba6c-aec1cb06422f/", "file": "https://ucarecdn.com/2cb0e8a9-73d8-474f-ba6c-aec1cb06422f/", "description": "The purpose of this study was to examine whether a set of instructional practices commonly prescribed to online faculty in the higher education setting were consistent with the expectations of a group of experienced online student participants. Online faculty performance conventions were collected from 20 institutions of higher learning located in the United States. The collective practices yielded three primary domains related to administrative faculty performance expectations in online instruction: Communication, Presence/Engagement,and Timeliness/Responsiveness. Undergraduate participants representing a cross section of colleges and universities in the United States were surveyed to determine their expectations for online faculty as compared to scaled items derived from the lists of participating institutions. The results of this investigation offer practitioners insight into how administrative instructional guidelines relate to the user demands of an informed group of undergraduate online studentsThe purpose of this study was to examine whether a set of instructional practices commonly prescribed toonline faculty in the higher education setting were consistent with the expectations of a group of experiencedonline student participants. Online faculty performance conventions were collected from 20 institutions ofhigher learning located in the United States. The collective practices yielded three primary domains related toadministrative faculty performance expectations in online instruction: Communication, Presence/Engagement,and Timeliness/Responsiveness. Undergraduate participants representing a cross section of colleges anduniversities in the United States were surveyed to determine their expectations for online faculty as comparedto scaled items derived from the lists of participating institutions. The results of this investigation offerpractitioners insight into how administrative instructional guidelines relate to the user demands of an informedgroup of undergraduate online students", "visits": 682, "categories": [19, 9, 6, 10, 7]}}, {"model": "links.link", "pk": 1569, "fields": {"created_time": "2015-08-09T03:02:04.086Z", "updated_time": "2015-08-09T03:02:04.086Z", "title": "Virtualization and Online Learning\" at Queen's", "url": "http://www.ucarecdn.com/ee11e16f-2090-49bb-9c2a-462bede4db4b/", "file": "https://ucarecdn.com/ee11e16f-2090-49bb-9c2a-462bede4db4b/", "description": "The 2012-13 Senate Academic Planning Task force was asked to explore \"virtualization and online learning\" at Queen's. In the early days, we became familiar with the history of the discussions and identified a number of controversies that had made it difficult to reach a consensus on the role of online learning at Queen's. As new and familiar themes emerged, we realized that the issue of online learning is far more complex than it had seemed, reaching into areas such as course quality, curriculum \r\nplanning, staffing, resource allocation, unit autonomy, and academic freedom. We hope that the report provided will address many of the issues about online learning that have been raised within the community. Recognizing that some of our recommendations will fall short of unanimous agreement from the community, we hope that the report will be received as balanced and progressive.\r\n", "visits": 600, "categories": [9]}}, {"model": "links.link", "pk": 1570, "fields": {"created_time": "2015-08-09T03:08:02.384Z", "updated_time": "2015-08-09T03:08:02.384Z", "title": "Large First-Year Course Re-Design to Promote Student Engagement and Student Learning", "url": "http://www.ucarecdn.com/6c30aebe-7934-4bff-85e6-dd2c61dbd0dd/", "file": "https://ucarecdn.com/6c30aebe-7934-4bff-85e6-dd2c61dbd0dd/", "description": "This paper presents the findings of a research study on a complete course re-design of a large first-year class, which changed the learning environment and reduced boundaries to allow for more meaningful student engagement and improved student learning. The specific purpose of this study was to determine if a blended course design can increase student engagement and influence students’ approach to learning in a large first-year course.\r\n", "visits": 708, "categories": [6, 3]}}, {"model": "links.link", "pk": 1571, "fields": {"created_time": "2015-08-09T03:17:35.346Z", "updated_time": "2015-08-09T03:18:17.469Z", "title": "BaCkgrOUnd On the e-Learning WOrking grOUp In the summer of 2012, the Administration Committee proposed and agreed to the creation of a working group whose mandate would be to set recommendations on ", "url": "http://www.ucarecdn.com/82cc3ceb-11a1-40ed-b578-1294ed74589c/", "file": "https://ucarecdn.com/82cc3ceb-11a1-40ed-b578-1294ed74589c/", "description": "In the summer of 2012, the Administration Committee proposed and agreed to the creation of a working group whose mandate would be to set recommendations on online teaching and learning based on the University’s particular situation. The Working Group on E-Learning was created in the fall and started meeting in November 2012.\r\n\r\nThe E-Learning Working Group met twice a month and heard the views of different people. It also undertook detailed research to learn about the benefits of e-learning and blended learning and reviewed what other institutions are doing on e-learning.\r\n", "visits": 628, "categories": [9]}}, {"model": "links.link", "pk": 1572, "fields": {"created_time": "2015-08-09T03:27:37.309Z", "updated_time": "2015-08-09T03:27:37.309Z", "title": "Report on Online Learning: Student and Faculty Experience at Mohawk College (OPSEU Local 240 Political Action Committee)", "url": "http://www.ucarecdn.com/f32e0a55-e079-4b5f-bed2-e4bfd49ec01c/", "file": "https://ucarecdn.com/f32e0a55-e079-4b5f-bed2-e4bfd49ec01c/", "description": "On-line, blended and other forms of web enhanced learning are becoming increasingly popular as a means of delivering post-secondary education. According to a recent report completed by the Higher Education Strategy Associates, 57% of\r\nCanadian university courses make use of some online component (Rogers, Usher & Kaznowska, 2011).\r\n\r\nThe decision of Mohawk College to move to blended learning was part of a strategic plan begun in 2008 that focused on “advancing educational outcomes through the strategic integration of learning technologies” (Mohawk College 1). To this end the college formulated a committee composed of faculty, administration and management to examine the various learning platforms current at that time (FirstClass, WebCT) and tasked with deciding which learning management system the college \r\nshould adopt. They selected Desire2Learn (D2L) as the learning management system to be adopted, and a further plan was developed to have all courses fully blended within five years of the initial start-up of D2L in 2009. Blended learning is defined as using the web “to deliver substantial course materials accompanied by a strategic reduction in face-to-face contact. Online and \r\nface-to-face learning spaces are thoughtfully integrated, maximizing the unique characteristics of each, in order to enhance the quality of the learning experience” (Mohawk College 2).\r\n", "visits": 846, "categories": [9, 20]}}, {"model": "links.link", "pk": 1573, "fields": {"created_time": "2015-08-09T03:38:08.419Z", "updated_time": "2015-08-09T03:38:08.419Z", "title": "Ontario for Whom? A sectoral vision for integrating online learning in the classroom", "url": "http://www.ucarecdn.com/4faeba9c-5180-48b0-bbf3-75a2ff1bb769/", "file": "https://ucarecdn.com/4faeba9c-5180-48b0-bbf3-75a2ff1bb769/", "description": "Online delivery of courses and programmes is not a panacea. It is simply one tool in the access toolkit. For many students, particularly younger students and those who are already underrepresented in post-secondary education, online delivery is not a substitute for in-class, face-to-face education and should only be used in a way that enhances the learning experience\r\nand accommodates the unique needs of students. Without appropriate levels of funding, it is unlikely for online course offerings to have the same academic rigour as face-to-face classes. Many learners need an intense interaction with their instructors that is difficult to achieve with online delivery. The importance of the social and intellectual interaction between students and teachers that enhances academic quality is not served well by poorly-designed online courses or programmes or with a goal of cost-saving or revenue generation.\r\n\r\nStudents, faculty and staff believe that any new initiative may be at risk of diverting the emphasis away from improving the \r\nAny expansion to online education must addresss:\r\n\r\n• The skyrocketing cost of attending a post- secondary institution in Ontario. \r\n\r\n• Ontario’s student-faculty ratio and class sizes that are the largest in Canada.\r\n\r\n• The lack of space at institutions to achieve the provincial government’s projected 70 percent post-secondary attainment rate and the shortfall in deferred maintenance.\r\n\r\n• The increasing reliance on private sector services and funding and the subsequent impact on \r\nacademic freedom and quality of education.\r\n", "visits": 739, "categories": [9, 20]}}, {"model": "links.link", "pk": 1574, "fields": {"created_time": "2015-08-09T03:40:20.144Z", "updated_time": "2015-08-09T03:40:20.144Z", "title": "Fact Sheet Summary of Ontario eLearning Surveys of Publicly Assisted PSE Institutions (Tony Bates)", "url": "http://www.ucarecdn.com/797cbb98-1c4d-4064-a923-ee7232fc63ba/", "file": "https://ucarecdn.com/797cbb98-1c4d-4064-a923-ee7232fc63ba/", "description": "\r\n• As part of the Open Ontario Plan outlined in the 2010 Speech from the Throne and the 2010 Budget, the government announced the intention to establish an Ontario Online Institute (OOI).\r\n\r\n• While Ontario has a strong foundation to build on including existing elearning initiatives such as Contact North/Contact Nord, elearnnetwork/ reseauelearning and OntarioLearn, it was recognized that these initiatives do not capture the full scope of elearning activity taking place at our institutions. As a result, a survey of colleges and universities was done in spring 2010.\r\nAs a result, a survey of colleges and universities was done in spring 2010.\r\n", "visits": 664, "categories": [9]}}, {"model": "links.link", "pk": 1575, "fields": {"created_time": "2015-08-16T18:12:56.228Z", "updated_time": "2015-08-16T18:12:56.228Z", "title": "What Do We Know About How Teachers Influence Student Performance on Standardized Tests", "url": "http://www.ucarecdn.com/ad055741-81e5-4f26-9974-d91bb38e779c/", "file": "https://ucarecdn.com/ad055741-81e5-4f26-9974-d91bb38e779c/", "description": "Background/Context: Since the 1970s, researchers have attempted to link observational measures of instructional process to\r\nstudent achievement (and occasionally to other outcomes of schooling). This paper reviews extensively both historical and\r\ncontemporary research to identify what is known about effective teaching.", "visits": 544, "categories": [6, 7]}}, {"model": "links.link", "pk": 1576, "fields": {"created_time": "2015-08-16T18:15:04.376Z", "updated_time": "2015-08-16T18:15:04.376Z", "title": "Gender Inequalities in the Transition to College", "url": "http://www.ucarecdn.com/81188963-1fe1-4b04-a7df-3fdf009e83cc/", "file": "https://ucarecdn.com/81188963-1fe1-4b04-a7df-3fdf009e83cc/", "description": "Background: In terms of high school graduation, college entry, and persistence to earning a college degree, young women now consistently outperform their male peers. Yet most research on gender inequalities in education continues to focus on aspects of education where women trail men, such as women’s under representation at top-tier institutions and in science and engineering programs. The paucity of research on the realms where women outpace men, namely college enrollment and completion, constitutes a major gap in the literature.\r\n", "visits": 693, "categories": [6, 3, 7]}}, {"model": "links.link", "pk": 1577, "fields": {"created_time": "2015-08-16T18:18:44.734Z", "updated_time": "2015-08-16T18:18:44.734Z", "title": "Crossing the Line: When Pedagogical Relationships Go Awry", "url": "http://www.ucarecdn.com/dc842b1a-fad7-4928-ac3b-b9353402f648/", "file": "https://ucarecdn.com/dc842b1a-fad7-4928-ac3b-b9353402f648/", "description": "Background/Context: Very little empirical research has been conducted on the issue of educator sexual misconduct (ESM) in secondary settings. The few reports available typically treat a larger social issue, such as sexual harassment or child abuse; therefore, data on ESM specifically must be extrapolated. When such data are obtained, the focus has been on rates of incidence rather than the nature of the problem. Feminist scholars have theorized embodiment in education and debated whether and to what extent an eroticized pedagogy is desirable, but scant attention has been paid to how and why erotic pedagogy can go awry.", "visits": 836, "categories": [7]}}, {"model": "links.link", "pk": 1578, "fields": {"created_time": "2015-08-16T18:21:28.756Z", "updated_time": "2015-08-16T18:21:28.756Z", "title": "Toward the Integration of Meditation into Higher Education: A Review of Research Evidence", "url": "http://www.ucarecdn.com/1ae4a87d-7928-4590-b43b-b2fd1e160e10/", "file": "https://ucarecdn.com/1ae4a87d-7928-4590-b43b-b2fd1e160e10/", "description": "Context: There is growing interest in the integration of meditation in higher education.\r\nPurpose: Here, we review evidence bearing on the utility of meditation to facilitate the achievement of traditional educational goals and to enhance education of the “whole person.”\r\nResearch Design: We examine how meditation practices may help foster important cognitive skills of attention and information processing, as well build stress resilience and adaptive interpersonal capacities through a review of the published research literature.\r\nConclusions/Recommendations: We offer directions for future research, highlighting the importance of theory-based investigations, increased methodological rigor, expansion of the scope of education-related outcomes studied, and the study of best practices for teaching meditation in educational settings.", "visits": 609, "categories": [7]}}, {"model": "links.link", "pk": 1579, "fields": {"created_time": "2015-08-16T18:23:47.508Z", "updated_time": "2015-08-16T18:23:47.508Z", "title": "Non-Tenure-Track Faculty’s Social Construction of a Supportive Work Environment", "url": "http://www.ucarecdn.com/42bfecaa-7878-4872-b28f-b87ab9efbf3c/", "file": "https://ucarecdn.com/42bfecaa-7878-4872-b28f-b87ab9efbf3c/", "description": "Background: The number of non-tenure-track faculty (NTTF), including both full-time (FT) and part-time (PT) positions, has risen to two-thirds of faculty positions across the academy. To date, most of the studies of NTTF have relied on secondary data or large-scale surveys. Few qualitative studies exist that examine the experience, working conditions, and worklife of NTTF. The study is framed by the theory advanced by Berger and Luckmann that reality is socially constructed and the broader sociological tradition of symbolic interactionism described by Blumer, Denzin, and Stryker.\r\n", "visits": 679, "categories": [20, 7]}}, {"model": "links.link", "pk": 1580, "fields": {"created_time": "2015-08-16T18:25:27.356Z", "updated_time": "2017-01-26T00:24:57.258Z", "title": "“They Never Told Me What to Expect, So I Didn’t Know What to Do”", "url": "https://ucarecdn.com/2946adca-3bf5-4f6d-b340-d0b2c284eb44/", "file": "https://ucarecdn.com/2946adca-3bf5-4f6d-b340-d0b2c284eb44/", "description": "Background: Low community college completion rates are an area of concern for policymakers and practitioners. Although many students require developmental education upon entry, research suggests that even students who are deemed “college-ready” by virtue of their placement test scores or completion of developmental coursework may not earn a credential, suggesting that college readiness encompasses more than academic skill.", "visits": 694, "categories": [3]}}, {"model": "links.link", "pk": 1581, "fields": {"created_time": "2015-08-16T18:28:05.917Z", "updated_time": "2015-08-16T18:28:05.917Z", "title": "Developing Skills Through Partnerships", "url": "http://www.ucarecdn.com/86264d31-b2c2-4f67-9816-eaade7050ad2/", "file": "https://ucarecdn.com/86264d31-b2c2-4f67-9816-eaade7050ad2/", "description": "n\tNovember\t2005,\tthe\tprovince\tof\tOntario\tand\tthe\tfederal\tgovernment\tsigned\ttwo\thistoric\tagreements\t–\tthe\tCanada-Ontario\tLabour\tMarket\tDevelopment\tAgreement\tand\tthe\tCanada-Ontario\tLabour\tMarket\tPartnership\tAgreement.\t\tOne\tyear\tlater,\ton\tNov.\t24,\t2006,\tkey\tlabour\tmarket\tstakeholders,\tincluding\tusers,\tdelivery\tagents\tand\tgovernment\tcame\ttogether\tto\tcollectively\ttake\tstock\tof\tprogress\tand\tto\texplore\thow\tpartners\tcan\thelp\tgovernments\tmove\tforward\twith\tsuccessfully\timplementing\tthe\tagreements.\t\t", "visits": 598, "categories": [20]}}, {"model": "links.link", "pk": 1582, "fields": {"created_time": "2015-08-16T18:30:55.467Z", "updated_time": "2015-08-16T18:30:55.467Z", "title": "University/College Applicant Study 2014 UCAS", "url": "http://www.ucarecdn.com/3a9ce54c-26d7-4a85-b60d-cf5e02df0259/", "file": "https://ucarecdn.com/3a9ce54c-26d7-4a85-b60d-cf5e02df0259/", "description": "The University/College Applicant Study™ (UCAS™) has been surveying applicants for over 18 years to gain insights into the post-secondary education (PSE) decision-making process. The study includes the measurement of:\r\nApplicant demographics, including socio-economic characteristics and educational profile\r\nKey decision factors weighed by applicants when they consider a PSE institution (academic, campus, extracurricular, financial, nurturing, outcome and reputation), and the impact of these factors on their application decisions.", "visits": 627, "categories": [3]}}, {"model": "links.link", "pk": 1583, "fields": {"created_time": "2015-08-16T18:33:13.745Z", "updated_time": "2015-08-16T18:33:13.746Z", "title": " Ideas can… build Canada", "url": "http://www.ucarecdn.com/226e7fe1-53b9-4424-9685-73c64e681dea/", "file": "https://ucarecdn.com/226e7fe1-53b9-4424-9685-73c64e681dea/", "description": "Budget 2016 Consultations\r\n\r\nSubmission to the House of Commons Standing\r\n\r\nCommittee on Finance\r\nAugust 2015\r\n\r\nIdeas can... build Canada\r\nThe challenges facing publics, governments, and businesses in the 21st century – from managing technological change and driving job creation, to the search for low‐carbon economic strategies, and building social inclusion – require innovative, people‐centered, evidence‐based solutions. The Federation for the Humanities and Social Sciences welcomes the opportunity to provide the following recommendations to the House of Commons Standing Committee on Finance for Budget 2016:\r\n", "visits": 613, "categories": [8]}}, {"model": "links.link", "pk": 1584, "fields": {"created_time": "2015-08-16T18:35:15.892Z", "updated_time": "2015-08-16T18:35:15.892Z", "title": "Annotated Bibliography: PSE Retention Programs/Interventions", "url": "http://www.ucarecdn.com/29e9e8ee-4a6d-48d2-820a-68d4b3de6412/", "file": "https://ucarecdn.com/29e9e8ee-4a6d-48d2-820a-68d4b3de6412/", "description": "The following research reports detail the results of programs or inventions designed to increase the retention of post-secondary students. This bibliography is intended as a sample of the recent literature on this topic, rather than an exhaustive list. For inclusion, articles or reports generally described experimental research studies of PSE retention programs. Preference was given to larger scale projects focused on colleges in jurisdictions outside of Ontario (in several cases, progress reports from ongoing, large-scale initiatives were also included). Where possible, links to the original research are provided.", "visits": 734, "categories": [3]}}, {"model": "links.link", "pk": 1585, "fields": {"created_time": "2015-08-16T18:36:52.203Z", "updated_time": "2015-08-16T18:36:52.203Z", "title": "Transforming Ontario’s Apprenticeship Training System", "url": "http://www.ucarecdn.com/e7e3f85c-5397-4728-97d0-446b9d90f80f/", "file": "https://ucarecdn.com/e7e3f85c-5397-4728-97d0-446b9d90f80f/", "description": "Ontario’s colleges share the provincial government’s belief that apprenticeship must play a greater role in addressing skills shortages and contributing to innovative, high-performance workplaces that enhance Ontario’s competitiveness.\r\n", "visits": 557, "categories": [6]}}, {"model": "links.link", "pk": 1586, "fields": {"created_time": "2015-08-16T18:38:22.480Z", "updated_time": "2015-08-16T18:38:22.480Z", "title": "Transforming Ontario’s Apprenticeship Training System", "url": "http://www.ucarecdn.com/94b29512-5887-4d6e-8e97-b83d972087da/", "file": "https://ucarecdn.com/94b29512-5887-4d6e-8e97-b83d972087da/", "description": "Ontario’s colleges share the provincial government’s belief that apprenticeship must play a greater role in addressing skills shortages and contributing to innovative, high-performance workplaces that enhance Ontario’s competitiveness.\r\n", "visits": 693, "categories": [20]}}, {"model": "links.link", "pk": 1587, "fields": {"created_time": "2015-08-16T18:41:45.256Z", "updated_time": "2015-08-16T18:41:45.256Z", "title": "Best Practices in Measuring the Impact of Student Success Strategies", "url": "http://www.ucarecdn.com/9cfa8f78-4bb9-47c5-a0a2-c13fdd811a82/", "file": "https://ucarecdn.com/9cfa8f78-4bb9-47c5-a0a2-c13fdd811a82/", "description": "Student Success Program background The three pillars SSP assumptions SSP evaluation SSP year one SSP year two Lessons learned Conclusion", "visits": 575, "categories": [3]}}, {"model": "links.link", "pk": 1588, "fields": {"created_time": "2015-08-16T18:42:46.076Z", "updated_time": "2015-08-16T18:42:46.077Z", "title": "Best Practices in Measuring the Impact of Student Success Strategies", "url": "http://www.ucarecdn.com/7cc44eff-455c-4cdf-b55b-a0dd99b932b4/", "file": "https://ucarecdn.com/7cc44eff-455c-4cdf-b55b-a0dd99b932b4/", "description": "Best Practices in Measuring the Impact of Student Success Strategies", "visits": 597, "categories": [3]}}, {"model": "links.link", "pk": 1589, "fields": {"created_time": "2015-08-16T18:45:30.664Z", "updated_time": "2015-08-16T18:45:30.664Z", "title": "Building College Wide Support for a Coordinated Student Retention Plan", "url": "http://www.ucarecdn.com/8274ef74-97bc-48b4-9691-c458df08f037/", "file": "https://ucarecdn.com/8274ef74-97bc-48b4-9691-c458df08f037/", "description": "Essential ingredients to gaining buy-in. The obstacles? Where does accountability for student retention rest?", "visits": 606, "categories": [10, 3]}}, {"model": "links.link", "pk": 1590, "fields": {"created_time": "2015-08-16T18:48:04.420Z", "updated_time": "2015-08-16T18:48:04.420Z", "title": "Building a World Class Workforce Partners in Ontario’s renewed employment and training system", "url": "http://www.ucarecdn.com/fd8fa125-cc69-44a2-86b8-47a2a994540e/", "file": "https://ucarecdn.com/fd8fa125-cc69-44a2-86b8-47a2a994540e/", "description": "Ontario faces significant challenges to its global competitiveness. At the same time, demographic trends point to growing skills shortages and to increased competition worldwide for skilled labour. In the face of these challenges, there is an urgent need to ensure the economy has the skills it needs and individuals have access to recognized, credentialed education and training that meets their individual aspirations and supports their transition to long-term employment.\r\n\r\nThe proposals contained in this document also address a key priority of the McGuinty government: addressing poverty. For example, with youth unemployment at nearly 14 per cent, Ontario must ensure that at-risk youth, who have even higher unemployment rates, participate in education and training programs such as the Ontario Youth Apprenticeship Program, Job Connect and Learning to 18.\r\n\r\n", "visits": 694, "categories": [20, 6, 7]}}, {"model": "links.link", "pk": 1591, "fields": {"created_time": "2015-08-16T18:50:33.264Z", "updated_time": "2015-08-16T18:50:33.264Z", "title": "When Efficiency Becomes a Liability Capital Funding Priorities in the Ontario College System", "url": "http://www.ucarecdn.com/ad091202-0bf5-41f4-b28c-317a74bba14f/", "file": "https://ucarecdn.com/ad091202-0bf5-41f4-b28c-317a74bba14f/", "description": "Educational Consulting Services (ECS) has supported every college in Ontario in the planning of their campuses and buildings. The focus of this work has been the reconciliation of the colleges’ education and training missions with their infrastructure.\r\nAs campus and space planners, ECS has assisted in enhanced space management, transformation of facilities, and improved utilization.\r\nThis report is a compendium of observations and a high level commentary on the question of capital funding. It was prepared at the request of ACAATO and draws on ECS’s experience in Ontario and other jurisdictions. The report also draws on\r\ninformation provided by college administrators for this study.\r\nToday, the colleges’ sustainability is compromised. Reliance on efficiency as a means of overcoming budget shortfalls is an exhausted strategy. The expectation that colleges can still be more efficient has, in fact, become a liability.\r\n", "visits": 741, "categories": [8]}}, {"model": "links.link", "pk": 1592, "fields": {"created_time": "2015-08-16T18:53:57.569Z", "updated_time": "2015-08-16T18:53:57.569Z", "title": "Personal Mentoring Pilot Project for First-Generation Students at La Cité collégiale", "url": "http://www.ucarecdn.com/ef841847-1892-4436-8c8d-2c51edba68b4/", "file": "https://ucarecdn.com/ef841847-1892-4436-8c8d-2c51edba68b4/", "description": "Rae Report (2005) recommendation:«…develop a \r\nFirst-Generation Strategy that involves early outreach to students and ongoing supports to ensure success while they are enrolled».", "visits": 559, "categories": [3]}}, {"model": "links.link", "pk": 1593, "fields": {"created_time": "2015-08-16T18:57:09.199Z", "updated_time": "2015-08-16T18:57:09.199Z", "title": "Language Skills for the Workplace", "url": "http://www.ucarecdn.com/049c7ee5-1199-4451-9ea3-06450f43dc37/", "file": "https://ucarecdn.com/049c7ee5-1199-4451-9ea3-06450f43dc37/", "description": "Executive Summary\r\nOntario is Canada’s largest provincial destination for immigrants. Language barriers, lack of recognition for foreign credentials and lack of work experience in Canada prevent many from gaining employment in their field of expertise.\r\n\r\nThere is an urgent and growing need for occupation-specific language training in Ontario. Immigrants cannot apply their experience, skills and knowledge without the level of language proficiency needed in the workplace, but there are not enough language training opportunities to meet their needs. Shortages of skilled workers in many sectors will increasingly hinder\r\nOntario’s economic prosperity.", "visits": 667, "categories": [7]}}, {"model": "links.link", "pk": 1594, "fields": {"created_time": "2015-08-16T18:59:45.380Z", "updated_time": "2015-08-16T18:59:45.380Z", "title": "Role of Colleges of Applied Arts and Technology (CAATs) in raising Ontario’s labour productivity and contributing to its prosperity (Prism & Donner) ", "url": "http://www.ucarecdn.com/cb184a61-9f75-4001-86ba-048564400d8a/", "file": "https://ucarecdn.com/cb184a61-9f75-4001-86ba-048564400d8a/", "description": "This report documents the central role of the college-educated workforce in improving labour productivity across the economy and supporting an innovation culture in the workplace. It describes critical “enabling occupations” that play a key role in allowing\r\ncompanies to build a culture of innovation in the workplace which they need if they are to continually restructure for success. It develops a “Prosperity Cycle” model and demonstrates the importance of college graduates in building a culture of innovation in a\r\ndozen key Ontario industries.", "visits": 636, "categories": [8, 20]}}, {"model": "links.link", "pk": 1595, "fields": {"created_time": "2015-08-16T19:03:39.068Z", "updated_time": "2015-08-16T19:03:39.068Z", "title": "Applied Research and Innovation Ontario Colleges - An Underutilized Resource", "url": "http://www.ucarecdn.com/02db65b0-0a75-4e37-893e-65a1c0bf41b3/", "file": "https://ucarecdn.com/02db65b0-0a75-4e37-893e-65a1c0bf41b3/", "description": "In March 2004, a sweeping agenda was unveiled by the Federal government to stimulate the development of “a Canada of success.” The underlying strategy has two fundamental components:\r\n• Support learning by providing young Canadians with tools to success, while encouraging lifelong learning for all; and\r\n• Support innovative Canadian industries and enhance productivity.", "visits": 871, "categories": [10]}}, {"model": "links.link", "pk": 1596, "fields": {"created_time": "2015-08-16T19:06:27.893Z", "updated_time": "2015-08-16T19:06:27.893Z", "title": "Canada’s Most Important Economic Investment: Increasing Access to College Education and Training", "url": "http://www.ucarecdn.com/324760cb-1d74-4cd8-ab85-0a7492d31e95/", "file": "https://ucarecdn.com/324760cb-1d74-4cd8-ab85-0a7492d31e95/", "description": "For Canada to succeed, all Canadians must have the opportunity to develop and use their skills and knowledge to the fullest. So said the government of Prime Minister Paul Martin in the Speech from the Throne that opened the 37th Parliament of Canada in February 2004: “Investing in people will be Canada’s most important economic investment.”", "visits": 718, "categories": [8, 20, 10]}}, {"model": "links.link", "pk": 1597, "fields": {"created_time": "2015-08-16T19:08:24.700Z", "updated_time": "2015-08-16T19:08:24.700Z", "title": "Catalysts of Economic Innovation Building on the Applied Research Capacity of Ontario Colleges", "url": "http://www.ucarecdn.com/997ad88f-7717-4e9c-bc9c-12ad8f1ea9a4/", "file": "https://ucarecdn.com/997ad88f-7717-4e9c-bc9c-12ad8f1ea9a4/", "description": "Ontario firms and organizations are being challenged to increase productivity through innovation in order to compete on the fiercely competitive world stage and improve the quality of life of Ontarians. Yet, Ontario suffers from innovation gaps\r\nthat place its productivity and prosperity goals at risk.\r\n", "visits": 631, "categories": [10]}}, {"model": "links.link", "pk": 1598, "fields": {"created_time": "2015-08-16T19:10:03.875Z", "updated_time": "2015-08-16T19:10:03.875Z", "title": "IMPROVING COLLEGE SYSTEM PATHWAYS", "url": "http://www.ucarecdn.com/b7e99dfe-117e-4df7-9b2d-b9b4bea587c2/", "file": "https://ucarecdn.com/b7e99dfe-117e-4df7-9b2d-b9b4bea587c2/", "description": "Over recent years, it has become increasingly common for students to pursue multiple pathways through the postsecondary education system. Current research in Canada shows that the movement of students both between and within colleges and universities is becoming more typical (e.g., Youth in Transition Survey, Statistics Canada). In Ontario’s colleges, this trend is evidenced by the fact that current students are more likely to have previous postsecondary experience than in the past. In 2007-08, approximately 37 per cent of college students reported having some previous postsecondary experience; this experience could include an incomplete or a complete credential from either college or university (Student Satisfaction Survey, MTCU). Many of these students were pursuing a second credential, as 11 per cent had previously completed a college diploma, and nine per cent had a university degree. In fact, pursuing multiple credentials is the intended goal of many postsecondary students. For example, in 2007-08, 21 per cent of college students indicated that their main goal in enrolling in college was “to prepare for further college or university study,” a percentage which has increased significantly from 16 per cent of students in 2000-01. In addition, many students make the decision to continue their studies while still attending college, or shortly after graduation. The Graduate Satisfaction Survey (MTCU) is administered to college graduates six months after graduation and includes questions on further education. The most recent survey showed that more than 26 per cent of the 2006-07 graduates were continuing their education within six months of graduation. Many recent college graduates choose to attend university; the percentage of graduates enrolled in university within six months of graduation increased substantially from five per cent for the 2001-02 graduates to nine per cent for 2006-07 graduates.", "visits": 624, "categories": [10]}}, {"model": "links.link", "pk": 1599, "fields": {"created_time": "2015-08-16T19:12:14.908Z", "updated_time": "2015-08-16T19:12:14.908Z", "title": "Investing in Ontario’s Workforce: Strong Colleges for a Strong Ontario", "url": "http://www.ucarecdn.com/11bd126f-c84b-42a9-b249-82d212ee70fe/", "file": "https://ucarecdn.com/11bd126f-c84b-42a9-b249-82d212ee70fe/", "description": "Ontario’s colleges are eager to partner with the Government of Ontario to expand college capacity by at least 10 percent and double the number of apprentices over the next five years. Assuming that Government will continue to fund enrolment growth, colleges are fully prepared to improve access to applied education and increase enrolment levels. Ontario’s colleges are also committed to working with the Government of Ontario to improve the quality of applied education and to make postsecondary\r\neducation more affordable.", "visits": 683, "categories": [20, 10]}}, {"model": "links.link", "pk": 1600, "fields": {"created_time": "2015-08-16T19:14:13.500Z", "updated_time": "2015-08-16T19:14:13.500Z", "title": "Profile of Non-Direct Entrants to Ontario’s Colleges, 2008", "url": "http://www.ucarecdn.com/63cc014c-70b2-4020-a969-fc5d95f32e44/", "file": "https://ucarecdn.com/63cc014c-70b2-4020-a969-fc5d95f32e44/", "description": "Non-direct entrants to Ontario’s colleges have not been well understood through research. Shifting demographics and a changing labour market indicate that the colleges need to attract a greater number of individuals from a variety of entry pathways.\r\n\r\nThe objective of this report is to profile applicants and students coming to Ontario colleges through a non-direct route, relative to those who have come directly from high school, in terms of their demographics, perceptions, influences, finances and use of student services. Creating profiles of non-direct entrants, segmented by various entry pathways, provides valuable insight for recruitment strategies, admissions processes, anticipation of student needs and services, and programming decisions. This report utilizes existing data sources that have been re-configured and analyzed to enable the development of a profile of non-direct entrants.", "visits": 663, "categories": [3]}}, {"model": "links.link", "pk": 1601, "fields": {"created_time": "2015-08-16T19:18:47.699Z", "updated_time": "2015-08-16T19:18:47.699Z", "title": "Response to the Discussion Paper “Adult Education Review”", "url": "http://www.ucarecdn.com/7533b6ab-5292-4f62-9ad7-93f17ed87e70/", "file": "https://ucarecdn.com/7533b6ab-5292-4f62-9ad7-93f17ed87e70/", "description": "This paper is the response of the Association of Colleges of Applied Arts and Technology of Ontario (ACAATO) to the consultation on adult education in Ontario. It provides an analysis of the elements of an adult education system, the role of the colleges, the trends which are shaping the environment as well as responses to the six questions posed in the Discussion\r\nPaper.", "visits": 612, "categories": [18]}}, {"model": "links.link", "pk": 1602, "fields": {"created_time": "2015-08-16T19:20:28.666Z", "updated_time": "2015-08-16T19:20:28.666Z", "title": "College Baccalaureate Degree Approval Processes in Other Jurisdictions", "url": "http://www.ucarecdn.com/a025436b-e179-4733-92bc-5dc6114d9d25/", "file": "https://ucarecdn.com/a025436b-e179-4733-92bc-5dc6114d9d25/", "description": "This study examined aspects of approval processes for baccalaureate degree programs in colleges in the following 11 jurisdictions: Alberta, British Columbia, Austria, Denmark, Finland, Flanders, Florida, Germany, Ireland, the Netherlands, and New Zealand. More detailed profiles are provided for seven of the jurisdictions. In order to make the data more relevant for the Ontario reader, some comparisons with characteristics of the baccalaureate degree approval process in Ontario are noted.", "visits": 628, "categories": [17]}}, {"model": "links.link", "pk": 1603, "fields": {"created_time": "2015-08-16T19:22:56.708Z", "updated_time": "2015-08-16T19:22:56.708Z", "title": "A COMPARATIVE ANALYSIS OF THE BALANCE BETWEEN COLLEGE AND UNIVERSITY ENROLLMENT IN THE UNITED STATES AND ONTARIO", "url": "http://www.ucarecdn.com/aed966d5-86ae-4878-9130-d47f82a978f5/", "file": "https://ucarecdn.com/aed966d5-86ae-4878-9130-d47f82a978f5/", "description": "The Task Force on Competitiveness, Productivity and Economic Progress and its research arm, the Institute for Competitiveness and Prosperity, were established by the Government of Ontario in 2001 to “measure and monitor Ontario’s productivity, competitiveness and economic progress compared to other provinces and the U.S. states and to report to the public on a regular basis.” The Task Force has issued two annual reports, Closing the Prosperity Gap (November 2002) and Investing for Prosperity (November 2003), and the Institute four working papers: A View of Ontario: Ontario’s Clusters of Innovations (April 2002), Measuring Ontario’s Prosperity: Developing an Economic Indicator System (August 2002), Missing Opportunities: Ontario’s Urban Prosperity Gap (June 2003), and Striking Similarities: Attitudes and Ontario’s Prosperity\r\nGap (September 2003).", "visits": 989, "categories": [17]}}, {"model": "links.link", "pk": 1604, "fields": {"created_time": "2015-08-16T19:25:05.065Z", "updated_time": "2015-08-16T19:25:05.065Z", "title": "Student Experiences in Credit Transfer at Ontario Colleges", "url": "http://www.ucarecdn.com/48ba614d-ac8d-4c11-8dad-08a9bffa9544/", "file": "https://ucarecdn.com/48ba614d-ac8d-4c11-8dad-08a9bffa9544/", "description": "Student pathways increasingly rely on transfer between postsecondary institutions as greater numbers of students move between institutions, pursue multiple credentials, or return to postsecondary education. In a 2011 survey of Ontario college students, 41% reported having some post-secondary experience; the same survey also found that 19% of respondents said their main goal in applying for their current program was to “prepare for further university or college study.” Transfer of credit for prior learning is clearly an increasingly mainstream educational activity, and institutions are under increasing pressure to improve the processes by which this occurs.", "visits": 687, "categories": [17, 6]}}, {"model": "links.link", "pk": 1605, "fields": {"created_time": "2015-08-16T19:26:45.804Z", "updated_time": "2015-08-16T19:26:45.804Z", "title": "Breaking Down Barriers to Student Success", "url": "http://www.ucarecdn.com/47070187-ca34-4456-bed2-5ad49dd2cfe0/", "file": "https://ucarecdn.com/47070187-ca34-4456-bed2-5ad49dd2cfe0/", "description": "Post-secondary education is a cornerstone of Ontario’s continued prosperity. The Ontario government realizes this and confirmed its commitment to expanding post-secondary education in the 2010, 2011 and 2012 provincial budgets. The government announced funding allocations in all three budgets to support enrolment growth in the post-secondary sector. The 2011 budget committed the province to creating 60,000 more spaces in colleges and universities.", "visits": 809, "categories": [3]}}, {"model": "links.link", "pk": 1606, "fields": {"created_time": "2015-08-16T19:28:53.352Z", "updated_time": "2015-08-16T19:28:53.352Z", "title": "CANADIAN EDUCATION BEFORE THE WAR", "url": "http://www.ucarecdn.com/77702617-2a98-4dc1-a5e2-3a23b71f10f8/", "file": "https://ucarecdn.com/77702617-2a98-4dc1-a5e2-3a23b71f10f8/", "description": "ADMINISTRATION AND CONTROL.—Under the Canadian Constitution, education is the responsibility of the provincial governments. There is no single, national school system; each of the provinces grapples with the problem in its own way. Yet the similarities among the provincial school systems are more striking than the differences. In every province education is administered by a Minister of the Crown, advised and aided by a group of employed experts. The chief of these is usually\r\nstyled deputy minister or superintendent of education. In every province except the smallest (Prince Edward Island), the provincial contribution to educational budgets is much less than the amount derived from local taxes on real property; in all provinces the degree of provincial control of education is high, especially over such items as the training and certification of teachers, curricula, standards, and supervision. Every province requires school attendance to the age of fourteen, some to the age of sixteen. Although junior high schools or intermediate schools are found in many urban centers, the usual pattern is the familiar 8-4 arrangement. Quebec has a seven-year elementary school and two of the provinces have five-year secondary schools.", "visits": 583, "categories": [5]}}, {"model": "links.link", "pk": 1607, "fields": {"created_time": "2015-08-17T02:35:35.993Z", "updated_time": "2015-08-17T02:35:35.993Z", "title": "ENHANCING THE ROLE OF COLLEGES IN IMMIGRANT INTEGRATION TO EMPLOYMENT", "url": "http://www.ucarecdn.com/007e45e1-1969-471c-b3b8-a2a8c6b8a5ea/", "file": "https://ucarecdn.com/007e45e1-1969-471c-b3b8-a2a8c6b8a5ea/", "description": "Immigrants will represent nearly 100 per cent of net labour market growth in Canada by the year 2011.1 More than ever, employers recognize the need to effectively integrate immigrants into the workplace and they seek solutions to leverage the talents and contributions immigrants bring to the Canadian economy.", "visits": 590, "categories": [14]}}, {"model": "links.link", "pk": 1608, "fields": {"created_time": "2015-08-17T02:37:49.768Z", "updated_time": "2015-08-17T02:37:49.768Z", "title": "EMPOWERING ONTARIO: transforming Higher Education in the 21st Century", "url": "http://www.ucarecdn.com/f8025c07-6fec-4534-a174-289cc71427a1/", "file": "https://ucarecdn.com/f8025c07-6fec-4534-a174-289cc71427a1/", "description": "In his book, The World is Flat, author Thomas L. Friedman argues the barriers that used to separate countries – such as commerce and the movement of people – are gone, leaving the world more integrated, mobile and open to competition from all. Only countries that understand how to embrace this new reality will thrive in the world economy of the future. Creativity is always looking for a better home, as the Canadian Urban Institute and Jane Jacobs have argued.", "visits": 892, "categories": [10, 5]}}, {"model": "links.link", "pk": 1609, "fields": {"created_time": "2015-08-17T02:39:47.720Z", "updated_time": "2015-08-17T02:39:47.720Z", "title": "EVALUATION OF DEGREES IN APPLIED AREAS OF STUDY", "url": "http://www.ucarecdn.com/f9b551ff-7920-4a38-a7e7-503e4e7509c9/", "file": "https://ucarecdn.com/f9b551ff-7920-4a38-a7e7-503e4e7509c9/", "description": "In response to stronger demand for access to degree programs and changing expectations from employers due to labour market needs, the Ministry made a number of decisions about how to increase access to a broader range of degree opportunities in April 2000. One of those decisions was to allow Colleges of Applied Arts and Technology (CAATs) to offer degrees in applied areas of study. These degrees differ from research-focused degrees because they have a strong focus on preparation for entry to practice occupations. The first degree programs began development in 2001. As of the evaluation period, thirteen of the twenty four colleges in Ontario were offering college degree programs. ", "visits": 762, "categories": [10, 5]}}, {"model": "links.link", "pk": 1610, "fields": {"created_time": "2015-08-17T02:43:20.172Z", "updated_time": "2015-08-17T02:43:20.172Z", "title": "The Power of Partnerships", "url": "http://www.ucarecdn.com/509e7f89-a827-4229-98eb-e52c31b06dcd/", "file": "https://ucarecdn.com/509e7f89-a827-4229-98eb-e52c31b06dcd/", "description": "A partnership approach - retention framework.\r\nPractical Nursing Diploma", "visits": 622, "categories": [3]}}, {"model": "links.link", "pk": 1611, "fields": {"created_time": "2015-08-17T02:45:40.235Z", "updated_time": "2015-08-17T02:45:40.235Z", "title": "Ontario Learns Strengthening Our Adult Education System", "url": "http://www.ucarecdn.com/2a1ade1d-bdb9-4a21-9149-e2166c9ab3a4/", "file": "https://ucarecdn.com/2a1ade1d-bdb9-4a21-9149-e2166c9ab3a4/", "description": "In May 2004 the Adult Education Review was launched at the request of the Minister of Education and the Minister of Training, Colleges and Universities. The goal of the review was to propose a policy framework for adult education and recommend actions that would not only support but also improve adult education in Ontario.", "visits": 709, "categories": [18]}}, {"model": "links.link", "pk": 1612, "fields": {"created_time": "2015-08-17T02:48:23.820Z", "updated_time": "2015-08-17T02:48:23.820Z", "title": "The Future of Postsecondary Education and Skills Training in Canada", "url": "http://www.ucarecdn.com/178ac68a-a127-45df-a409-02f2429e1c02/", "file": "https://ucarecdn.com/178ac68a-a127-45df-a409-02f2429e1c02/", "description": "Canada is at a crucial point: we are well-positioned to manage the opportunities and challenges of the global economy, but despite existing efforts, we are falling behind in investing in people and encouraging research and innovation.The need to improve postsecondary education and skills training in Canada is driven by global and local challenges. In the global marketplace, our key competitors are moving ahead with economic restructuring, investment in the education and skills of their people, technological change, research and innovation and aggressive competition. The rapid growth of emerging economies, especially in China and India, along with high oil prices and the strong Canadian dollar, are posing substantial challenges for Canada's industries. To remain prosperous in the face of this competition, Canada needs a workforce that is qualified, flexible, adaptable,and innovative, with employees and employers who embrace lifelong learning.Yet, in Canada, pressures are mounting on our postsecondary programs and institution", "visits": 576, "categories": [5]}}, {"model": "links.link", "pk": 1613, "fields": {"created_time": "2015-08-17T02:51:11.625Z", "updated_time": "2015-08-17T02:51:11.626Z", "title": "Facilitating College to University Transfer in the European Higher Education Area and Beyond: Opportunities for Ontario's Colleges", "url": "http://www.ucarecdn.com/b980cc5c-29bb-4ed1-82bf-f4dc6c9f2558/", "file": "https://ucarecdn.com/b980cc5c-29bb-4ed1-82bf-f4dc6c9f2558/", "description": "Ontario's provincial government recognizes college to university transfer as increasingly important. The challenge that Ontario faces is that its college and university systems were created as binary structures, with insufficient credit transfer opportunities for college students who wish to access universities with appropriate advanced standing. This paper discusses Fanshawe College's consequent attempt to create new pathways for its students within the European Higher Education Area, whose Bologna Process provides an integrated credit transfer system that is theoretically very open to student mobility. This unique project is intended to act as an exemplar for other Ontario colleges seeking similar solutions, and to support an articulation agreement between Fanshawe's Advanced Diploma in Architectural Technology and a Building Sciences Master's program at Victoria University of Wellington in New Zealand. ", "visits": 636, "categories": [17]}}, {"model": "links.link", "pk": 1614, "fields": {"created_time": "2015-08-17T02:53:23.992Z", "updated_time": "2015-08-17T02:53:23.992Z", "title": "Factors Affecting Attrition at a Canadian College", "url": "http://www.ucarecdn.com/a2218c75-39be-4d1b-81b3-5d917143aba7/", "file": "https://ucarecdn.com/a2218c75-39be-4d1b-81b3-5d917143aba7/", "description": "What are the key factors associated with attrition specifically at a Canadian community college?", "visits": 668, "categories": [10, 3]}}, {"model": "links.link", "pk": 1615, "fields": {"created_time": "2015-08-17T02:55:08.625Z", "updated_time": "2015-08-17T02:55:08.625Z", "title": "The Financial Benefits of Enhanced College Credential and Credit Recognition in Ontario", "url": "http://www.ucarecdn.com/b8756cef-f696-40b6-b8f8-7dab9891b845/", "file": "https://ucarecdn.com/b8756cef-f696-40b6-b8f8-7dab9891b845/", "description": "This study assesses the economic and financial benefits for individuals and the province of Ontario of implementing a coordinated, province-wide credential and credit recognition and transfer system for Ontario college graduates enrolling in a university undergraduate degree program in the province. The study demonstrates that there are solid economic and financial reasons to develop such a system. It also recognizes that the current patchwork transfer framework results in significant instances of inequity for students and that an enhanced system will encourage more students to pursue the higher education that matches their interests and skills. It will also reduce the number of students who feel compelled to leave Ontario to continue their education. The study recommends a Made-in-Ontario solution to address the fundamental equity and fairness concerns of students, to simplify administration for post-secondary institutions, and to strengthen our economy by providing educational opportunities for the workforce this province will need to compete and prosper in the global economy. ", "visits": 671, "categories": [8, 10]}}, {"model": "links.link", "pk": 1616, "fields": {"created_time": "2015-08-17T02:57:58.580Z", "updated_time": "2015-08-17T02:57:58.580Z", "title": "How Real Is Race?: A Sourcebook on Race, Culture, and Biology", "url": "http://www.ucarecdn.com/e867c47f-7e9c-426a-96bd-76db46a193b1/", "file": "https://ucarecdn.com/e867c47f-7e9c-426a-96bd-76db46a193b1/", "description": "Mukhopadhyay, Henze, and Moses’ How Real is Race? A Sourcebook on Race, Culture, and Biology is a refreshing read on the significance of understanding race not as biology, but as a sociocultural construct that operates as power. The word “refreshing” is apropos because it achieves what has been challenging for many of us educators: the writers painstakingly explain and show how race has been and continues to be constructed through culture. And they do it in clear language—a true feat considering the complexity of the topic and the fact that this is the first book to take up the project of a “biocultural approach” to explaining the racial construct. With respect to the biocultural approach, the authors argue, “Race is very much culturally and socially real, and has had and continues to have real consequences, both social and biological” (p. xvi). While offering a perspective on race that connects biology and cultural anthropology, they debunk in great detail the enduring myth of race as biological by presenting key research studies in an accessible manner.", "visits": 565, "categories": [5]}}, {"model": "links.link", "pk": 1617, "fields": {"created_time": "2015-08-17T03:00:16.681Z", "updated_time": "2015-08-17T03:00:16.681Z", "title": "An Institutional Framework for Retention", "url": "http://www.ucarecdn.com/f9878eef-7860-4e81-9736-bbdbb286df9e/", "file": "https://ucarecdn.com/f9878eef-7860-4e81-9736-bbdbb286df9e/", "description": "Factors that contribute to post-secondary education participation and persistence, barriers to access, and the relationship between educational attainment and labour market outcomes.", "visits": 633, "categories": [3]}}, {"model": "links.link", "pk": 1618, "fields": {"created_time": "2015-08-17T03:04:36.828Z", "updated_time": "2015-08-17T03:04:36.828Z", "title": "Delivering on Your Promises", "url": "http://www.ucarecdn.com/bf0c6ac0-5306-4aad-a535-0b51d4274483/", "file": "https://ucarecdn.com/bf0c6ac0-5306-4aad-a535-0b51d4274483/", "description": "Enrolment declines\r\nCapacity constraints\r\nBudget pressures\r\nImage programs\r\nStudent attrition\r\nService complaints\r\nEnvironmental shifts", "visits": 618, "categories": [19, 7]}}, {"model": "links.link", "pk": 1619, "fields": {"created_time": "2015-08-17T03:12:55.498Z", "updated_time": "2015-08-17T03:12:55.498Z", "title": "Investing in prosperity Helping small business innovate and create jobs", "url": "http://www.ucarecdn.com/4aaab35c-6405-41cf-ab5b-3d2daa6b020c/", "file": "https://ucarecdn.com/4aaab35c-6405-41cf-ab5b-3d2daa6b020c/", "description": "Because innovation is an inherently social process – requiring people to make connections, develop ideas, and orchestrate implementation – colleges have built relationships to help their clients increase their scope of innovative practices. Each college is directly involved with many local economic development and innovation networks. ", "visits": 831, "categories": [20]}}, {"model": "links.link", "pk": 1620, "fields": {"created_time": "2015-08-17T03:17:20.929Z", "updated_time": "2015-08-17T03:17:20.929Z", "title": "Know Canada, Know the World: Lessons from Universities Canada’s workshop on innovation in experiential learning", "url": "http://www.ucarecdn.com/95728e12-a918-4d0a-bc08-d6c67478c2c5/", "file": "https://ucarecdn.com/95728e12-a918-4d0a-bc08-d6c67478c2c5/", "description": "Canada needs to take an integrated and innovative approach to enhancing student mobility, according to participants at a workshop held December 2014 by Universities Canada. The workshop – held in Calgary and attracting university and private sector leaders – called for Canada to step up its efforts to get university students moving beyond their province and beyond our borders.", "visits": 588, "categories": [5]}}, {"model": "links.link", "pk": 1621, "fields": {"created_time": "2015-08-17T03:22:00.240Z", "updated_time": "2015-08-17T03:22:00.240Z", "title": "Mapping the Ontario Advanced Diploma: European and American Outcomes for Business", "url": "http://www.ucarecdn.com/15c1c331-efd0-4ea4-95cd-e289775f461e/", "file": "https://ucarecdn.com/15c1c331-efd0-4ea4-95cd-e289775f461e/", "description": "This report maps learning outcomes associated with three Ontario advanced diploma programs in Business (Accounting Administration, Human Resources Administration, and Marketing Administration) in order to determine whether these credentials are equivalent to baccalaureate degrees in an international (European and American) context. In so doing, it draws on recent discussions of learning outcomes in both Ontario and the European Higher Education Area (EHEA), particularly with regard to the Bologna Process. It also provides more information for current Ontario debates about the positioning of the three-year advanced diploma. ", "visits": 617, "categories": [5]}}, {"model": "links.link", "pk": 1622, "fields": {"created_time": "2015-08-17T03:24:50.920Z", "updated_time": "2015-08-17T03:24:50.920Z", "title": "Evaluating the Effectiveness of Modified Peer Instruction in Large Introductory Physics Classes", "url": "http://www.ucarecdn.com/ce2403d5-21dd-4449-99bf-37cc5edf04f1/", "file": "https://ucarecdn.com/ce2403d5-21dd-4449-99bf-37cc5edf04f1/", "description": "This report presents the results of research into the use of collaborative, multiple-choice format question-writing activities as a supplement to standard peer instruction (PI) methods in a large introductory physics course.", "visits": 642, "categories": [7]}}, {"model": "links.link", "pk": 1623, "fields": {"created_time": "2015-08-17T03:29:58.259Z", "updated_time": "2015-08-17T03:29:58.259Z", "title": "Resource Requirements and Costs of Developing and Delivering MOOCs", "url": "http://www.ucarecdn.com/d860604e-515e-4ac2-969f-f9cb5e7309cd/", "file": "https://ucarecdn.com/d860604e-515e-4ac2-969f-f9cb5e7309cd/", "description": "Given the ongoing alarm regarding uncontrollable costs of higher education, it would be reasonable to expect not only concern about the impact of MOOCs on educational outcomes, but also systematic efforts to document the resources expended on their development and delivery. However, there is little publicly available information on MOOC costs that is based on rigorous analysis. In this article, we first address what institutional resources are required for the development and delivery of MOOCs, based on interviews conducted with 83 administrators, faculty members, researchers, and other actors in the MOOC space. Subsequently, we use the ingredients method to present cost analyses of MOOC production and delivery at four institutions. We find costs ranging from $38,980 to $325,330 per MOOC, and costs per completer of $74-$272, substantially lower than costs per completer of regular online courses, by merit of scalability. Based on this metric, MOOCs appear more cost-effective than online courses, but we recommend judging MOOCs by impact on learning and caution that they may only be cost-effective for the most self-motivated learners. By demonstrating the methods of cost analysis as applied to MOOCs, we hope that future assessments of the value of MOOCs will combine both cost information and effectiveness data to yield cost-effectiveness ratios that can be compared with the cost-effectiveness of alternative modes of education delivery. Such information will help decision-makers in higher education make rational decisions regarding the most productive use of limited educational resources, to the benefit of both learners and taxpayers.", "visits": 670, "categories": [6, 7]}}, {"model": "links.link", "pk": 1624, "fields": {"created_time": "2015-08-17T03:37:13.875Z", "updated_time": "2015-08-17T03:37:13.875Z", "title": "A New Vision For Higher Education in Ontario ", "url": "http://www.ucarecdn.com/a62a184b-4588-4aa4-8998-86ca84d1e40d/", "file": "https://ucarecdn.com/a62a184b-4588-4aa4-8998-86ca84d1e40d/", "description": "Every developed country is racing to keep up with profound and fundamental changes in the 21st century The new knowledge economy is creating unprecedented demands for higher levels of expertise and skills, while, at the same \\, changing demographics will significantly reduce the numbers of qualified people available in the economy.", "visits": 636, "categories": [5]}}, {"model": "links.link", "pk": 1625, "fields": {"created_time": "2015-08-17T03:41:16.141Z", "updated_time": "2015-08-17T03:41:16.141Z", "title": "The Business Case for LifeLong Learning and JoB-Based Training", "url": "http://www.ucarecdn.com/79c269af-e6d3-4b6c-a708-0542404b363a/", "file": "https://ucarecdn.com/79c269af-e6d3-4b6c-a708-0542404b363a/", "description": "The rapid turnover of technology and ever expanding network of data and information which underpin the knowledge economy have led to a reevaluation of the importance of knowledge to the economic process. Economists now conclude that human capital - the ideas, skills, and expertise of people - is a fundamental driver of economic growth. Demand for employees that possess a mix of both “hard” and “soft” skills is rising ", "visits": 646, "categories": [20]}}, {"model": "links.link", "pk": 1626, "fields": {"created_time": "2015-08-17T03:45:09.228Z", "updated_time": "2017-02-20T14:33:24.600Z", "title": "Opening Doors to Nursing Degrees", "url": "https://ucarecdn.com/93a8eb40-1c54-4874-a3c3-8b05c8d074c2/", "file": "https://ucarecdn.com/93a8eb40-1c54-4874-a3c3-8b05c8d074c2/", "description": "Ontario needs to expand nursing education options to improve access to the nursing profession,\r\ncreate better pathways amongst all nursing occupations, and build Ontario’s capacity to meet the \r\nprovince’s long-term nursing needs\r\n\r\nThe opportunity\r\n\r\nOntario’s colleges are capable of playing a larger role within a long-term provincial strategy for \r\nsustaining and renewing the nursing workforce Colleges have the ability to reach out to \r\nprospective students from diverse backgrounds who have the potential to be successful in nursing \r\ndegree programs Many colleges are geographically located where there is a need for expanded access \r\nto nursing education\r\n\r\nOntario’s vision for meeting the future need for baccalaureate-prepared nurses should include a \r\nrange of options, such as stand-alone university programs, stand-alone college programs, and \r\ncollaborative college-university programs This means a regulatory change is needed to authorize \r\ncolleges to grant the Bachelor of Science in Nursing degree Any college wishing to grant this \r\ndegree would be required to meet national accreditation standards established by the Canadian \r\nAssociation of Schools of Nursing (CASN), as well as the requirements of the Postsecondary\r\nEducation Quality Assessment Board (PEQAB)\r\n", "visits": 754, "categories": [17, 20, 10]}}, {"model": "links.link", "pk": 1627, "fields": {"created_time": "2015-08-17T03:50:43.503Z", "updated_time": "2017-01-25T17:05:02.246Z", "title": "Teacher Effects, Value-Added Models, and Accountability", "url": "https://www.tcrecord.org/Content.asp?ContentId=17290", "file": "", "description": "Background: In the last decade, the effects of teachers on student performance (typically manifested as state-wide standardized\r\ntests) have been re-examined using statistical models that are known as value-added models. These statistical models aim to compute the unique contribution of the teachers in promoting student achievement gains from grade to grade, net of student\r\nbackground and prior ability. Value-added models are widely used nowadays and they are used by some states to rank teachers. These models are used to measure teacher performance or effectiveness (via student achievement gains), with the ultimate objective of rewarding or penalizing teachers. Such practices have resulted in a large amount of controversy in the education community about the role of value-added models in the process of making important decisions about teachers such as salary increases, promotion, or termination of employment.\r\n", "visits": 799, "categories": [7]}}, {"model": "links.link", "pk": 1628, "fields": {"created_time": "2015-08-17T03:53:19.981Z", "updated_time": "2015-08-17T03:53:19.981Z", "title": "DES PERSONNES SANS EMPLOI DES EMPLOIS SANS PERSONNE - L'AVENIR DU MARCHE DU TRAVAIL EN ONTARIO", "url": "http://www.ucarecdn.com/151cbd55-d79b-4bd5-be36-f7417240fc76/", "file": "https://ucarecdn.com/151cbd55-d79b-4bd5-be36-f7417240fc76/", "description": "Pendant que presque tous les pays du monde s’occupent, de façon tout à fait justifiée, de la récession actuelle, une crise démographiquetouchant le marché du travail menace d’ébranler les fondements mêmes de notre société et denotre économie.", "visits": 567, "categories": [20]}}, {"model": "links.link", "pk": 1629, "fields": {"created_time": "2015-08-17T03:59:16.719Z", "updated_time": "2015-08-17T03:59:16.719Z", "title": "Differentiation and transformation in higher education", "url": "http://www.ucarecdn.com/eb5fb66b-ffe0-4d15-9c1d-9e8219e1c571/", "file": "https://ucarecdn.com/eb5fb66b-ffe0-4d15-9c1d-9e8219e1c571/", "description": "The priority for the Ontario government – for its economic ministries, its education ministries, and for the entire government – must be economic growth and helping more people find good jobs. ", "visits": 804, "categories": [15, 20, 5]}}, {"model": "links.link", "pk": 1630, "fields": {"created_time": "2015-08-17T04:01:24.730Z", "updated_time": "2015-08-17T04:01:24.730Z", "title": "The Patterns of Persistence in Post-Secondary Education Among College Students in Ontario: New Evidence from Longitudinal Data", "url": "http://www.ucarecdn.com/4c9fcf45-64f4-485c-abe4-5aaa6065aa44/", "file": "https://ucarecdn.com/4c9fcf45-64f4-485c-abe4-5aaa6065aa44/", "description": "This paper reports the results of an analysis of persistence in post-secondary education (PSE) for college students in Ontario based on the extremely rich YITS-B dataset that has been used for other recent studies at the national level. We calculate hazard or transition rates (and cumulative transition rates) with respect to those who i) graduate, ii) switch programs, and iii) leave PSE (perhaps to return later). We also look at the reasons for switching and leaving, subsequent re-entry rates among leavers, and graduation and persistence rates once switchers and re-entrants are taken into account. These patterns are then probed in more detail using hazard (regression) models where switching and leaving are related to a variety of individual characteristics, family background, high school outcomes, and early pse experiences. Student pathways are seen to be varied. Perhaps the single most important finding is that the proportion of students who either obtain a degree or continue to be enrolled somewhere in the PSE system in the years after entering a first program remains close to the 80 percent mark for the five years following entry. Seventy-one percent of students graduate within five years of starting, while another 6 percent are still in the PSE system. ", "visits": 664, "categories": [10, 3]}}, {"model": "links.link", "pk": 1631, "fields": {"created_time": "2015-08-17T04:04:43.588Z", "updated_time": "2015-08-17T04:04:43.588Z", "title": "RETHINKING THE SYSTEM OF CREDENTIALS AWARDED BY ONTARIO’S COLLEGES OF APPLIED ARTS & TECHNOLOGY", "url": "http://www.ucarecdn.com/bdc3be04-7ab2-4bcc-87c7-da5d17ee0f58/", "file": "https://ucarecdn.com/bdc3be04-7ab2-4bcc-87c7-da5d17ee0f58/", "description": "This paper examines the suitability of two of the credential titles awarded by Ontario’s colleges: the advanced, or three-year, diploma and the two-year diploma. The paper considers, in the light of recent developments and practices in other jurisdictions, how accurately these two credentials signal to employers and other educational institutions the learning achievements and qualifications of those who earn the credentials. It is noted that the Ontario advanced diploma appears to be the only three year postsecondary credential in North America, and possibly in the whole world, that is not a degree. By contrast, in many European countries that are signatories to the Bologna Accord, institutions comparable to Ontario colleges routinely award three-year, career-focused baccalaureate degrees. And within North America, the credential awarded in fifty states and one province for completion of a two-year program in a college is an associate degree. The paper concludes that students in Ontario colleges would be better served if the present advanced diploma were replaced with a three-year baccalaureate degree, and the two-year diploma were replaced with an associate degree. These changes in credentials would enable the colleges to more effectively fulfill their mandate of helping to develop the skilled workforce that is needed to make the Ontario economy productive and competitive, and helping residents of Ontario realize their potential. ", "visits": 634, "categories": [10]}}, {"model": "links.link", "pk": 1632, "fields": {"created_time": "2015-08-17T04:07:57.811Z", "updated_time": "2017-01-25T17:20:42.348Z", "title": "Seamless Pathways A Symposium on Improving Transitions From High School to College", "url": "https://ucarecdn.com/810c73c8-3d02-49f1-a6f0-fd4a5311ecdc/", "file": "https://ucarecdn.com/810c73c8-3d02-49f1-a6f0-fd4a5311ecdc/", "description": "Seamless Pathways: A Symposium on Improving Transitions from High School to College gathered prominent Ontario educators, policy-makers and government leaders in Toronto on June 6, 2006. The purpose of the symposium was to bring together an expert group of education leaders.", "visits": 848, "categories": [3, 5]}}, {"model": "links.link", "pk": 1633, "fields": {"created_time": "2015-08-17T04:11:02.673Z", "updated_time": "2015-08-17T04:11:02.673Z", "title": "Student Mobility Between Ontario’s Colleges and Universities", "url": "http://www.ucarecdn.com/0caa8331-9ad7-4a70-b90c-ac4066590d29/", "file": "https://ucarecdn.com/0caa8331-9ad7-4a70-b90c-ac4066590d29/", "description": "The movement of students between postsecondary institutions is becoming increasingly common and has created a need for greater emphasis on postsecondary education (PSE) pathways. This report outlines the available data on postsecondary student mobility within Ontario, with a focus on mobility between Ontario’s colleges and universities.", "visits": 687, "categories": [17, 3, 5]}}, {"model": "links.link", "pk": 1634, "fields": {"created_time": "2015-08-17T04:13:14.107Z", "updated_time": "2015-08-17T04:13:14.107Z", "title": "Perceptions and Resilience in Underrepresented Students’ Pathways to College", "url": "http://www.ucarecdn.com/81ca6b1b-3605-4c12-932c-36fc6ef2d863/", "file": "https://ucarecdn.com/81ca6b1b-3605-4c12-932c-36fc6ef2d863/", "description": "Background/Context: Schools have attempted to address stratification in black and Latino students’ access to higher education through extensive reform initiatives, including those focused on social supports. A crucial focus has been missing from these efforts, essential to improving the effectiveness of support mechanisms and understanding why they have been insufficient: how students experience these reforms.", "visits": 605, "categories": [10, 3]}}, {"model": "links.link", "pk": 1635, "fields": {"created_time": "2015-08-17T04:15:11.085Z", "updated_time": "2015-08-17T04:15:11.085Z", "title": "A COMPARATIVE ANALYSIS OF COLLEGE EXPENDITURE IN THE UNITED STATES AND ONTARIO", "url": "http://www.ucarecdn.com/1342c9b7-2d1b-4382-8d29-65fe472c186e/", "file": "https://ucarecdn.com/1342c9b7-2d1b-4382-8d29-65fe472c186e/", "description": "This report examines data on operating expenditure per full-time equivalent student at community colleges in the United States and Ontario. Depending on the method used to equate U.S. and Canadian currency, expenditure per FTE student in Ontario sits somewhere between 74% and 92% of a comparable U.S. value. Notwithstanding this relative disadvantage, students in Ontario support, through tuition and other fees, a higher proportion of college operating expenditure than do students in the United States (30.8% vs. 23.5%). ", "visits": 799, "categories": [8]}}, {"model": "links.link", "pk": 1636, "fields": {"created_time": "2015-08-17T04:19:25.832Z", "updated_time": "2015-08-17T04:19:25.832Z", "title": "Who Doesn’t Go To Post-Secondary Education?", "url": "http://www.ucarecdn.com/43133bac-9833-4d09-aaa0-af3eaa162487/", "file": "https://ucarecdn.com/43133bac-9833-4d09-aaa0-af3eaa162487/", "description": "This study1 was designed to develop a better understanding of the characteristics of the young people who do not pursue post-secondary education (PSE) directly after leaving secondary school, and the factors that shaped their decision making. ", "visits": 761, "categories": [10, 3]}}, {"model": "links.link", "pk": 1637, "fields": {"created_time": "2015-08-25T15:36:33.904Z", "updated_time": "2015-08-25T15:36:33.904Z", "title": "Aboriginal Participation in Major Resource Development Opportunities", "url": "http://www.ucarecdn.com/1d398eb4-2a7c-48a6-a755-692741741839/", "file": "https://ucarecdn.com/1d398eb4-2a7c-48a6-a755-692741741839/", "description": "Over the next several years, more than 500 Aboriginal communities across Canada will find themselves living right in the heart of some of the biggest oil, gas, forestry and mining projects Canada has seen in decades. Debates over pipelines, accelerated foreign investment, and the push for a national energy strategy have turned a spotlight on the central role that Aboriginal communities can play in resource development.", "visits": 963, "categories": [12]}}, {"model": "links.link", "pk": 1638, "fields": {"created_time": "2015-08-25T15:38:34.697Z", "updated_time": "2015-08-25T15:38:34.697Z", "title": "Aboriginal Youth Collaborative Feasibility Study", "url": "http://www.ucarecdn.com/c9c8ff97-1e82-4172-a71d-0ae04e291eef/", "file": "https://ucarecdn.com/c9c8ff97-1e82-4172-a71d-0ae04e291eef/", "description": "While conditions vary across First Nations, Inuit, and Métis communities, as well as urban and rural contexts, the well-being gap between Aboriginal and non-Aboriginal populations is significant across most of the country. Population aging and emerging labour shortages in Canada present an opportunity for Aboriginal youth, as the fastest growing demographic, to make a significant contribution to the country’s long-term prosperity. As the Aboriginal population is projected to rise above 1.5 million by 2026, there is an urgency to act now to enable, support, and empower Aboriginal youth to achieve their potential and participate fully in Canada’s social and economic future.", "visits": 969, "categories": [12]}}, {"model": "links.link", "pk": 1639, "fields": {"created_time": "2015-08-25T15:45:01.762Z", "updated_time": "2015-08-25T15:45:01.762Z", "title": "Australia-Canada Roundtable on Foreign Qualification Recognition", "url": "http://www.ucarecdn.com/c12834c2-1cc1-4cba-b523-2f27056cb9cc/", "file": "https://ucarecdn.com/c12834c2-1cc1-4cba-b523-2f27056cb9cc/", "description": "Like many developed countries around the world, Canada and Australia will face growing labour market pressures as a result of unprecedented demographic trends and increasing competition for skilled workers. As part of their response to current and emerging skill shortages, both countries are committed to improving qualification recognition processes to better facilitate internal mobility and skilled migration. With Canada and Australia functioning as federal systems, qualification recognition tends to involve a number of jurisdictions and a range of practices, creating an often confusing and lengthy process for many foreign trained professionals. While Canada is driving improvements in foreign qualification recognition through\r\nintergovernmental and stakeholder collaboration, Australia is restructuring internal systems to centralize and standardize qualification assessment and professional registration. Since both countries face a number of common issues and share similar policy objectives, there is an opportunity to not only share key lessons and emerging best practices, but also work together to advance further collaboration across a range of professions.", "visits": 672, "categories": [5]}}, {"model": "links.link", "pk": 1640, "fields": {"created_time": "2015-08-25T15:47:37.513Z", "updated_time": "2015-08-25T15:47:37.513Z", "title": "Skills and Learning in Canada: A Review of Key Issues That Could Affect Canada’s Future Economic Prosperity and Social Development Report Report", "url": "http://www.ucarecdn.com/5ce0d5bc-1586-4128-9661-d181d07f3e1f/", "file": "https://ucarecdn.com/5ce0d5bc-1586-4128-9661-d181d07f3e1f/", "description": "Canada has enjoyed exceptional and sustained economic growth for the past 15 years – strong commodity prices have created a currency advantage in export markets, the R&D collaboration between universities and the private sector is strong, post-secondary education attainment is one of the highest amongst OECD countries, the overall unemployment rate has fallen, and the number of small and medium enterprises have risen in the last decade. However, as international competition for talent and capital continue to intensify, now may be the time to review one of the critical elements for any economy – skills and learning.", "visits": 654, "categories": [8, 6, 7]}}, {"model": "links.link", "pk": 1641, "fields": {"created_time": "2015-08-25T16:12:23.134Z", "updated_time": "2017-02-17T16:59:30.694Z", "title": "Time to Break the Mould: Fresh Options for First Nations' Fiscal Policy", "url": "https://ucarecdn.com/091b0496-d983-4380-be7b-d64329206ab6/", "file": "https://ucarecdn.com/091b0496-d983-4380-be7b-d64329206ab6/", "description": "The main players in First Nations’ public finance agree on one thing: The present fiscal regime is\r\nbroken, and needs to be fixed. Many of the arrangements that govern aboriginal communities’\r\nrevenues, borrowing and spending date back to the 19th century, and remain riddled with\r\npaternalism, uncertainty and inefficiency.\r\nFirst Nations finances are on a far more fragile footing than other levels of government in\r\nCanada. The provinces and territories obtain a significant portion of their revenues through\r\nfederal transfers -- such as the Canada Health Transfer, the Canada Social Transfer and\r\nequalization payments -- based on negotiated and pre-determined formulas. These\r\njurisdictions, as well as municipalities, also generate substantial tax revenues from a variety of\r\nsources.", "visits": 678, "categories": [12]}}, {"model": "links.link", "pk": 1642, "fields": {"created_time": "2015-08-25T16:15:55.392Z", "updated_time": "2015-08-25T16:16:49.575Z", "title": "Northern Connections Broadband and Canada's Digital Divide", "url": "http://www.ucarecdn.com/1275568a-882d-42f7-a6cf-8af21995dc1f/", "file": "https://ucarecdn.com/1275568a-882d-42f7-a6cf-8af21995dc1f/", "description": "More than 120 years ago, in a small town in British Columbia, a railroad tycoon named Donald Smith hammered the last spike in the Canadian Pacific Railway, linking Canada from the Pacific to the Atlantic with a great ribbon of wood and steel. At the time, many said the project was folly: too expensive, too bold, too difficult. Yet the dreamers behind that tremendous feat\r\nof engineering never wavered in their vision of what the railway would achieve: the opening up of a continent, the\r\nend of geographic and economic isolation, and the physical uniting of a great nation. This vision moved closer to its\r\nrealization some decades later, when a vast network of telephone wires, followed by a system of interprovincial highways and roads, further shrank the distances between farm, town, and city.", "visits": 756, "categories": [4]}}, {"model": "links.link", "pk": 1643, "fields": {"created_time": "2015-08-26T01:59:27.622Z", "updated_time": "2017-01-25T17:05:28.661Z", "title": "Future of Forestry Summary Report April 2015 Sustainable Solutions", "url": "https://ucarecdn.com/794b66b2-2d49-4846-add0-8e940485e820/", "file": "https://ucarecdn.com/794b66b2-2d49-4846-add0-8e940485e820/", "description": "Canada is the steward of a diverse forest landscape unlike any other region of the world. Our forest management practices are watched carefully by Canadians and the rest of the world. This level of public interest demands robust engagement and stringent oversight from private and public sectors. The challenge moving forward sustainably is to continuously improve existing management systems, while avoiding the creation of additional bureaucracy. To enable the forestry sector to develop deeper and more authentic public confidence, a concerted effort is needed among stakeholders to establish a common understanding, respect, and trust.", "visits": 767, "categories": [5]}}, {"model": "links.link", "pk": 1644, "fields": {"created_time": "2015-08-26T02:02:02.601Z", "updated_time": "2015-08-26T02:02:02.601Z", "title": "Getting Together: First Nations and Capital Markets", "url": "http://www.ucarecdn.com/046d32d9-82e9-4349-9ae5-685f91056ed2/", "file": "https://ucarecdn.com/046d32d9-82e9-4349-9ae5-685f91056ed2/", "description": "This roundtable will focus on access to capital markets to meet the needs of a growing number of First Nations businesses and communities seeking financial participation in projects that can be valued in hundreds of millions of dollars. Based on the analysis below, we propose the following key issues and questions for discussion:", "visits": 642, "categories": [12]}}, {"model": "links.link", "pk": 1645, "fields": {"created_time": "2015-08-26T02:04:25.119Z", "updated_time": "2015-08-26T02:04:25.119Z", "title": "Exploring the Microfoundations of International Community: Toward a Theory of Enlightened Nationalism", "url": "http://www.ucarecdn.com/ebb618f1-98f3-46ac-87c9-12da7302eaf4/", "file": "https://ucarecdn.com/ebb618f1-98f3-46ac-87c9-12da7302eaf4/", "description": "This paper challenges conventional wisdom about the drivers of international community at the individual level. Presenting\r\nnew data and a novel natural experiment approach to the study of cross-border contact and international community,\r\nit tests some of the key microfoundations of international relations theory about how a sense of shared international community may arise and evolve among individuals. The hypotheses are tested using survey data from a large sample (n = 571)\r\nof American study abroad students in a range of universities across a treatment and a control group. Surprisingly, findings\r\ndo not support the main hypothesis that cross-border contact fosters a sense of shared international community. However,\r\nthe second hypothesis drawn from the liberal paradigm, suggesting that cross-border contact lowers threat perceptions, is\r\nstrongly supported. The “Huntingtonian” hypothesis that cross-border contact heightens nationalism also garners wide\r\nsupport. The paper concludes with a discussion of the implications for theory and future research, especially the potential\r\nof rethinking the drivers of international community at the individual level to rely less on a sense of shared identity and\r\nessential sameness, and more on a feeling of “enlightened nationalism” and appreciation for difference.", "visits": 564, "categories": [14]}}, {"model": "links.link", "pk": 1646, "fields": {"created_time": "2015-08-26T02:06:22.331Z", "updated_time": "2015-08-26T02:06:22.331Z", "title": "Some College, No Degree: A National View of Students with Some College Enrollment, but No Completion", "url": "http://www.ucarecdn.com/40c8e6ce-1ec5-4622-a31b-23acfdd2b5f2/", "file": "https://ucarecdn.com/40c8e6ce-1ec5-4622-a31b-23acfdd2b5f2/", "description": "Over the past 20 years, more than 31 million students have enrolled in college and left without receiving a degree or certificate. Almost one-third of this population had only a minimal interaction with the higher education system, having enrolled for just a single term at a single institution. Signature Report 7 examines the \"some college, no degree\" phenomenon to better understand the value of some college in its own right and as well as the contribution the \"some college, no degree\" population can make to achieving college completion goals.", "visits": 765, "categories": [3]}}, {"model": "links.link", "pk": 1647, "fields": {"created_time": "2015-08-26T02:12:35.351Z", "updated_time": "2017-01-25T17:03:05.674Z", "title": "Mobility of the Skilled Workforce: A European Union-Canada Roundtable", "url": "https://ucarecdn.com/18ec3131-bd60-451d-a90a-6cbed76deaea/", "file": "https://ucarecdn.com/18ec3131-bd60-451d-a90a-6cbed76deaea/", "description": "As knowledge-intensive economies with aging workforces, Canada and the EU are facing similar labour market challenges amind deepening economic ties. Although labour shortages require long-term strategies, facilitating the temporary movement of skilled individuals could serve to strengthen economic relations; however, qualifications recognition is one of the key barriers to labour mobility between Canada and the EU due largely to the diverse range of practices and regulatory authorities across jurisdictions.", "visits": 716, "categories": [14]}}, {"model": "links.link", "pk": 1648, "fields": {"created_time": "2015-08-26T02:15:08.514Z", "updated_time": "2015-08-26T02:15:08.514Z", "title": "Levelling the playing field Discussion Paper April 2015 First Nations and Financial Empowerment", "url": "http://www.ucarecdn.com/89d74a12-f3e7-4829-acb1-061973b4aa0c/", "file": "https://ucarecdn.com/89d74a12-f3e7-4829-acb1-061973b4aa0c/", "description": "The Public Policy Forum has organized a series of roundtables to discuss strategies to better connect First Nations, Metis and Inuit businesses and communities with affordable financing and new sources of funding. Our goal is to develop a series of concrete recommendations to help inform a comprehensive strategy that enhances First Nations, Metis and Inuit access to capital. The first roundtable was held in Toronto, with the focus of discussions being access to large-scale commercial financing. Our second roundtable was held in Vancouver and considered where capital can be better leveraged for First Nations, Metis and Inuit communities.", "visits": 634, "categories": [12]}}, {"model": "links.link", "pk": 1649, "fields": {"created_time": "2015-08-26T02:19:35.247Z", "updated_time": "2015-08-26T02:19:35.247Z", "title": "Exogenous Variables and Value-Added Assessments: A Fatal Flaw", "url": "http://www.ucarecdn.com/9f8db16d-bd6f-4f7b-8759-1b479f926c85/", "file": "https://ucarecdn.com/9f8db16d-bd6f-4f7b-8759-1b479f926c85/", "description": "There has been rapid growth in value-added assessment of teachers to meet the widely supported identifying the most effective and the most ineffective teachers in a school system. The former group is to be r epwoalircdye gdo walh oilfe the lpartotbelre mgrso.u Cph iise tf oa mbeo nhge ltpheedm o ris f tirheed c foomr mthoenilry pfooourn dp ecrlfaosrsm-taon-cclea.s sB uatn,d v yaeluaer--taod-dyeeadr a upnprreolaiachbeilsi ttyo i nte tahceh escr oerveasl uoabttiaoinn ehda.v Tee macahneyr fvraolume -caladsdse tdo s ccloarsess a acpropsesa rt wtoo baed jhaicgehnlty yuenasrtsa.ble across two classes of the same subject that they teach in the same semester, or", "visits": 569, "categories": [7]}}, {"model": "links.link", "pk": 1650, "fields": {"created_time": "2015-08-26T02:23:28.234Z", "updated_time": "2015-08-26T02:23:28.234Z", "title": "STUDENTS’ PERCEPTIONS MATTER: EARLY SIGNS OF UNDERGRADUATE STUDENT RETENTION/ATTRITION", "url": "http://www.ucarecdn.com/2e1a0f7b-f576-48d8-b5b4-a20be912eba3/", "file": "https://ucarecdn.com/2e1a0f7b-f576-48d8-b5b4-a20be912eba3/", "description": "Along with the massification of higher education and increasing costs, the pressure on institutions to retain all students to degree completion has been mounting (Crosling, Thomas, and Heagney, 2008). On an international level, for the first time in\r\nthe nation’s history, the Unites States is falling behind other nations in terms of the percentage of the population who is educated (National Science Board, 2008). Nationally, obtaining a higher education degree has been linked to economic growth (Baum and Ma, 2007), which may be particularly poignant during the current recession. At an institutional level, the costs of not retaining students are substantial, both financially and in terms of prestige (Crosling, Thomas, and Heagney, 2008).", "visits": 606, "categories": [3]}}, {"model": "links.link", "pk": 1651, "fields": {"created_time": "2015-08-26T02:27:06.915Z", "updated_time": "2015-08-26T02:27:06.915Z", "title": "Graduates falling behind because education out of step with rapidly shifting workplace", "url": "http://www.ucarecdn.com/e58fbc18-61d0-413b-9b3e-edb3d7e59e01/", "file": "https://ucarecdn.com/e58fbc18-61d0-413b-9b3e-edb3d7e59e01/", "description": "Post-secondary institutions in Canada are stuck in a world of out-dated educational models that fall short of the country’s and their students’ needs, says Kevin Lynch, a man whose career has taken him to the highest echelons of government, business and academia.\r\n“In a profoundly changing world, the one strategy that doesn’t make sense is to keep doing what you’ve always done,” Lynch told me when we chatted not long before he delivered a lecture at a UBC Public Policy Forum on Friday. “That’s not to say it was a bad strategy for the past. But it’s not a good strategy for the future.” The result, he said, is that Canadian graduates are falling behind at a time in history when our economic success depends on them surging to the head of the pack.", "visits": 635, "categories": [5]}}, {"model": "links.link", "pk": 1652, "fields": {"created_time": "2015-08-26T02:32:55.155Z", "updated_time": "2015-08-26T02:32:55.155Z", "title": "BUILDING LEADERS Early Childhood Development in Indigenous Communities", "url": "http://www.ucarecdn.com/fa60a178-3036-4b9f-99ce-d4e533dcf0cd/", "file": "https://ucarecdn.com/fa60a178-3036-4b9f-99ce-d4e533dcf0cd/", "description": "For children in First Nations, Inuit and Métis communities across Canada, there is much to be positive about. Their communities are young: nearly a third of the total Indigenous population in Canada is under the age of 14, compared to 16.5% for the non-Indigenous population. Also, a characteristic of many Indigenous cultures is the centrality of children, which may be reflected in the active involvement of the community, and in support for families and parents. Youthfulness and a culture of respect for children are reasons for optimism and inspiration, but the effects of colonialism and the legacy of residential schools cannot be overlooked. These contribute to social and economic problems in many communities, impeding the ability of children to reach their potential as tomorrow’s leaders and decision makers. Statistics on virtually every measure of well-being such as family income, education, crowding and homelessness, poor water quality, and health outcomes\r\n– reveal the serious disadvantages Indigenous children face compared to non-Indigenous children in Canada.", "visits": 635, "categories": [12]}}, {"model": "links.link", "pk": 1653, "fields": {"created_time": "2015-08-26T02:36:14.360Z", "updated_time": "2015-08-26T02:36:14.360Z", "title": "Comprehensive International Plan 2015-2019", "url": "http://www.ucarecdn.com/66c412d6-1712-476b-adf5-7351ba1c746d/", "file": "https://ucarecdn.com/66c412d6-1712-476b-adf5-7351ba1c746d/", "description": "Queen’s University will strengthen its international reputation by emphasizing what has built its enviable national reputation, namely the transformative student learning experience it delivers within a research-intensive environment. The overarching goal of the university’s Strategic Framework (2014-2019) is to support Queen’s vision as Canada’s quintessential balanced academy.2\r\nInternationalization is one of the four strategic drivers of the Strategic Framework, which builds upon the university’s Academic Plan and Strategic Research Plan.", "visits": 630, "categories": [14]}}, {"model": "links.link", "pk": 1654, "fields": {"created_time": "2015-08-26T02:44:52.284Z", "updated_time": "2015-08-26T02:44:52.284Z", "title": "THE AUDACITY OF COOPERATION: WHY WE NEED MORE OF IT", "url": "http://www.ucarecdn.com/68676bf2-e2f1-46a0-b870-5dc3beabe2ac/", "file": "https://ucarecdn.com/68676bf2-e2f1-46a0-b870-5dc3beabe2ac/", "description": "I want to speak to you tonight about the cooperative movement in Canada and internationally, and its place in a balanced, pluralistic economy. In the aftermath of the financial crisis of 2008 and the continuing economic challenges we face, it’s more important than ever that all three legs of our economic stool are strong and balanced: the public sector, the corporate sector and the cooperative sector.\r\n\r\nI also want to suggest ways we could strengthen the partnerships between the public and cooperative sectors for the benefit of Canadians.", "visits": 601, "categories": [19]}}, {"model": "links.link", "pk": 1655, "fields": {"created_time": "2015-08-26T02:47:32.086Z", "updated_time": "2015-08-26T02:47:32.086Z", "title": "Employment Challenges for Youth in a Changing Economy", "url": "http://www.ucarecdn.com/75652e2e-a379-40cc-afa3-67cf3b16b8ed/", "file": "https://ucarecdn.com/75652e2e-a379-40cc-afa3-67cf3b16b8ed/", "description": "The onset of economic downturn in late 2008 and early 2009 has had a varied effect on the Canadian economy. While much has been made about Canada’s relatively stable performance during this time, persistently high levels of youth unemployment since the downturn reveal that for a large number of Canadian youth, the impacts of recession have been deeply felt. Panelists and participants at the symposium Employment Challenges for Youth in a Changing Economy pointed to a need to uncover what the specific impacts of downturn have been, why high youth unemployment rates persist, and what can be done by policymakers, the private sector, and academic and community institutions to help youth realize their full potential.", "visits": 649, "categories": [8]}}, {"model": "links.link", "pk": 1656, "fields": {"created_time": "2015-08-26T16:03:15.571Z", "updated_time": "2015-08-26T16:03:15.571Z", "title": "Access and Barriers to Postsecondary Education: Evidence from the Youth in Transition Survey", "url": "http://www.ucarecdn.com/8d9f9484-9f8b-4521-b53e-32a9aed39c2a/", "file": "https://ucarecdn.com/8d9f9484-9f8b-4521-b53e-32a9aed39c2a/", "description": "Abstract\r\nWe exploit the Youth in Transition Survey, Cohort A, to investigate access and barriers to postsecondary education (PSE). We first look at how access to PSE by age 21 is related to family characteristics, including family income and parental education. We find that the effects of the latter significantly dominate those of the former. Among the 25% of all youths who do not access PSE, 23% of this group state that they had no PSE aspirations and 43% report no barriers. Only 22% of the 25% who do not access PSE (or 5.5% of all youths in our sample) claim that “finances” constitute a barrier. Further analysis suggests that\r\naffordability per se is an issue in only a minority of those cases where finances are cited, suggesting that the real problem for the majority of those reporting financial barriers may be that they do not perceive PSE to be of sufficient value to\r\nbe worth pursuing: “it costs too much” may mean “it is not worth it” rather than “I cannot afford to go.” Our general conclusion is that cultural factors are the principal determinants of PSE participation. Policy implications are discussed.\r\n\r\nRésumé\r\nNous avons scruté les données de l’Enquête auprès de jeunes en transition (cohorte A) afin de comprendre les facteurs qui mènent aux études postsecondaires et ceux qui y font obstacle. Pour ce faire, nous avons d’abord \r\nanalysécomment l’accès aux études à l’âge de 21 ans était lié aux caractéristiquesfamiliales, comme le revenu familial et le niveau de scolarité des parents. Nous avons alors constaté que les effets de cette dernière caractéristique l’emportaient sur le revenu familial. En outre, parmi le quart de tous les jeunes qui n’ont pas eu accès à des études postsecondaires, 23 % ont indiqué", "visits": 687, "categories": [3]}}, {"model": "links.link", "pk": 1657, "fields": {"created_time": "2015-08-26T16:07:11.986Z", "updated_time": "2015-08-26T16:07:11.986Z", "title": "Who Is the Successful University Student? An Analysis of Personal Resources", "url": "http://www.ucarecdn.com/d728e7fb-c4a8-4d30-bc45-ca369b7efa2f/", "file": "https://ucarecdn.com/d728e7fb-c4a8-4d30-bc45-ca369b7efa2f/", "description": "Abstract\r\nA number of factors have been identified in the research literature as being important for student success in university. However, the rather large body of literature contains few studies that have given students the opportunity to directly report what they believe contributes to their success as an under- graduate student. The primary purpose of this study is to explore students’ descriptions of the personal resources that they use to succeed while attempt- ing to reach their goals as well \r\nas those personal characteristics or obstacles that keep them from reaching their goals. Prominent themes supportive of student success included having a future orientation, persistence, and executive functioning skills such as time management and organization. Results also demonstrate that stress, inadequate academic skills, and distractions are detrimental to student success in university. This study is unique in that it gathers the content data directly from the population of interest; it is one of the few qualitative studies of undergraduate students’ self-generated percep tions. Implications for university administrator and academic counsellors and directions for future research are discussed.\r\n\r\n\r\nRésumé\r\nDes travaux de recherche ont déjà relevé certains facteurs comme étant importants pour la réussite des étudiants de niveau universitaire. Mais bien qu’abondante, la recherche n’a cependant pas donné aux étudiants de premier cycle la possibilité de communiquer directement leur avis quant aux raisons de leur réussite. Le but principal de cette étude est d’explorer les descriptions que les étudiants font des ressources personnelles qu’ils utilisent pour atteindre leurs objectifs et, ubsidiairement, les caractéristiques personnelles ou les obstacles qui les empêchent d’atteindre leurs objectifs. Parmi les thèmes importants menant à la réussite des élèves on trouve l’orientation vers l’avenir, la persévérance et des compétences exécutives telles que la gestion du temps et l’organisation. Les résultats démontrent également que le stress, des compétences académiques inadéquates et les distractions représentent des obstacles à la réussite des études universitaires. Cette étude est unique car elle collige les données directement de la population concernée. Elle est aussi l’une des rares études qualitatives portant sur la perception des étudiants de premier cycle. On y examine les conséquences pour les administrateurs universitaires et les conseillers scolaires, de même que les orientations possibles de futures recherches.\r\n", "visits": 621, "categories": [3]}}, {"model": "links.link", "pk": 1658, "fields": {"created_time": "2015-08-26T16:17:46.907Z", "updated_time": "2015-08-26T16:17:46.907Z", "title": "The University Corporatization Shift: A Longitudinal Analysis of University Admission Handbooks, 1980 to 2010", "url": "http://www.ucarecdn.com/e36618bf-245a-4782-b6e5-bae66e31e4b2/", "file": "https://ucarecdn.com/e36618bf-245a-4782-b6e5-bae66e31e4b2/", "description": "Abstract\r\nThis paper explores university corporatization and its impact on university literature, examining the frequency and placement of content in the admissions handbooks (viewbooks) of six Ontario universities from 1980 to 2010, at five-year intervals. Government budget cuts implemented in the mid-1990s served as a point of interest in the timing of corporatization. Content\r\nanalysis showed a decreased emphasis on academics and an increased emphasis on the university experience; academics moved toward the back of the viewbooks, and student experience and university-specific advantages moved toward the front. The timing of these changes, however, did not correlate, as expected, with government budget cuts of the mid-1990s.\r\n\r\nRésumé\r\nCet article examine la privatisation des l’universités et ses effets répercussions sur la littérature publication universitaire. Sur des intervalles de 5 ans, les auteurs étudient Six universités de l›Ontario sont étudiées pour examiner la fréquence et le placement la disposition du contenu dans les de manuels d’admission à l›universitéde six universités ontariennes, publiés de 1980 à 2010, utilisant des intervalles de 5 ans. Les compressions budgétaires gouvernementales mises en oeuvre par le gouvernement dans vers la moitié des années 1990 servent de point central pour l’analyse de la privatisation des\r\nuniversités. L’analyse de contenu est utilisée pour examiner le placement et la fréquence de contenu dans les manuels d›admission. Les résultats indiquent une diminution de d’attention l’attention portée sur le contenu académique\r\net une augmentation de l’emphase mise l’importance de sur l›expérience universitaire. C’est ainsi que le contenu académique a été déplacé vers la fin des manuels d’admission, tandis que les éléments de la vie étudiante, et une augmentation du contenu associé à l’expérience des étudiants et des avantages spécifiques propres de à chacune des universités étaient mis en évidence, au début de la publication. Toutefois, la période à laquelle Le moment de ces changements ont été apportés, cependant, ne correspond pas avec à celle celui des compressions coupes budgétaires gouvernementales mises en oeuvre par\r\nle gouvernement dans le milieu vers la moitié des années 1990.", "visits": 539, "categories": [19]}}, {"model": "links.link", "pk": 1659, "fields": {"created_time": "2015-08-26T16:22:59.792Z", "updated_time": "2015-08-26T16:22:59.792Z", "title": "A Comparison of Factors Related to University Students’ Learning: College- Transfer and Direct-Entry from High School Students", "url": "http://www.ucarecdn.com/e7e4be71-98f6-469f-adb3-0769008c60e5/", "file": "https://ucarecdn.com/e7e4be71-98f6-469f-adb3-0769008c60e5/", "description": "Abstract\r\nArticulation agreements between colleges and universities, whereby students with two-year college diplomas can receive advancement toward a four-year university degree, are provincially mandated in some Canadian provinces and\r\nhighly encouraged in others. In this study, we compared learning in collegetransfer and direct-entry from high school (DEHS) students at the University of Guelph–Humber in Ontario, using eight factors related to learning: age, gender, years of prior postsecondary experience, learning approach, academic performance, use of available learning resources, subjective course experience, and career goals. Our results show that while college-transfer students tend to be older than DEHS students, they do not significantly differ in either learning approach or academic performance. This is an important finding, suggesting that college-transfer programs are a viable option for non-traditional university students. We conclude that the academic success of college transferstudents is attainable with careful consideration of policies, such as admissions criteria, and the drafting of formal articulation agreements betweeninstitutions.\r\n\r\nRésumé\r\nLes ententes d’articulation entre les collèges et les universités (qui permettent aux étudiants de programmes d’études collégiales de deux ans d’être admis dans un programme universitaire de quatre ans) sont prescrites dans certaines\r\nprovinces canadiennes et fortement encouragées dans d’autres. Chez des étudiants de l’Université de Guelph-Humber en Ontario, la présente étude a comparé huit facteurs liés à l’apprentissage, entre les études universitaires après un séjour au collège et les études universitaires directement après les études secondaires (DEHS), soit l’âge, le sexe, les années d’expérience postsecondaire, la méthode d’apprentissage, le rendement scolaire, l’utilisation de ressources d’apprentissage disponibles, l’expérience subjective en matière de cours et les objectifs de carrière. Nos résultats démontrent que, tandis que\r\nles étudiants qui passent par le collège ont tendance à être plus âgés que les étudiants DEHS, leurs méthodes d’apprentissage et leurs résultats scolaires restent sensiblement les mêmes. Cette constatation est importante et suggère que les programmes avec transfert collégial sont une solution acceptable pour les étudiants non traditionnels. Nous concluons que la réussite scolaire des étudiants qui transitent au collégial est réalisable si on étudie attentivement les politiques, comme les critères d’admission et la rédaction d’ententes d’articulation formelles entre les institutions.", "visits": 843, "categories": [17, 6]}}, {"model": "links.link", "pk": 1660, "fields": {"created_time": "2015-08-26T16:28:17.529Z", "updated_time": "2015-08-26T16:28:17.529Z", "title": "The Problem of First-Year Seminars: Risking Disengagement Through Market- place Ideals", "url": "http://www.ucarecdn.com/561b90b7-a3c9-4e70-bb88-935cf4649dd7/", "file": "https://ucarecdn.com/561b90b7-a3c9-4e70-bb88-935cf4649dd7/", "description": "Abstract\r\nFirst-year seminars (FYS) have become increasingly prevalent in North American postsecondary institutions. The popularity of such initiatives owes much to the belief that providing unprepared students general life and academic skills can bolster engagement and thereby improve retention. In this paper we argue that, despite their good intentions, many FYS actually perpetuate the kind of disengagement they were designed to alleviate due to their reliance on a narrow, instrumental view of education. To demonstrate, we briefly outline the history and curricula of the FYS movement to draw attention to its dependence on marketplace ideals, rationales, and strategies. We demonstrate some of the ways this vision of education impoverishes the university experience and suggest that, in order to be robust, FYS must focus first and foremost on cultivating rich understandings of the broader purposes of higher education and its relation to the good life, both for and beyond one’s own fulfillment.\r\n\r\nRésumé\r\nLes séminaires de première année sont devenus de plus en plus répandus dans les énstitutions d post-secondaires en Amérique du Nord. La popularité de telles initiatives doit beaucoup à l’idée que le fait de fournir des aptitudes\r\ngénérales et académiques aux étudiants non préparés peut renforcer leur engagement et ainsi améliorer leur taux de rétention. Dans cet article, nous soutenons que, malgré leurs bonnes intentions, beaucoup de sention. Dans cet aère année perpétuent le même genre de désengagement qu’ils essaient d’atténuer en raison de leur dépendance envers une vision instrumentale\r\nmais étroite de l’éducation. Pour le démontrer, nous décrivons brièvement l’histoire et les programmes de ce mouvement qui vise à attirer l’attention sur sa dépendance à l’égard des idéaux de marché, des justifications et des stratégies. Nous démontrons quelques-unes des façons par lesquelles cette vision de l’éducation appauvrit l’expérience universitaire et nous suggérons que pour être robustes, les séminaires de première année doivent d’abord se concentrer à cultiver la richesse de compréhension des objectifs plus larges de l’enseignement supérieur et de sa relation au bien-vivre, pour la r ur n-viv\r\npersonnelle des étudiants et au-delà.", "visits": 586, "categories": [6]}}, {"model": "links.link", "pk": 1661, "fields": {"created_time": "2015-08-26T16:43:34.630Z", "updated_time": "2015-08-26T16:43:34.630Z", "title": "Is Service-Learning the Kind Face of the Neo-Liberal University?", "url": "http://www.ucarecdn.com/324ff88b-dc7a-4baa-8faa-cb6d22780294/", "file": "https://ucarecdn.com/324ff88b-dc7a-4baa-8faa-cb6d22780294/", "description": "Abstract\r\nThe emergence of service-learning pedagogies in Canada has received a varietyof critical responses. Some regard service-learning as a public relations effort of universities and colleges; others see it as a countermovement to academic\r\ncorporatization; still others consider it part of a wider cultural project to produce self-responsible and socially responsible, enterprising citizens. In this article, we argue that each type of response rests on a different critique of the neo-liberal context of post-secondary education; these critiques, in turn, stem from different conceptions of neo-liberalism: as policy, ideology, or governance (Larner, 2000). Rather than attempt to resolve contradictions among these conceptualizations, we address them as a framework for understanding divergent responses to service-learning. We illustrate the framework with the example of a high-enrolment undergraduate course, and we call for future research and educative engagement with the politics of post-secondary servicelearning that is informed by a multi-faceted analysis of neo-liberalism.\r\n\r\nRésumé\r\nL’émergence au Canada de la pédagogie d’apprentissage par le service communautaire a suscité une grande variété de réactions. Certains y voient une opération de relations publiques de la part des universités et des collèges, d’autres un mouvement à l’encontre du corporatisme académique, d’autres encore un volet d’un vaste projet culturel ayant pour but de former des citoyens entreprenants, et responsables envers eux-mêmes et la société. Dans cet article, nous avançons que chacune de ces réactions repose sur une critique particulière du contexte néolibéral de la formation postsecondaire, \r\ndécoulant elle-même de conceptions diverses du néolibéralisme : comme politique, comme idéologie ou comme gouvernance (Larner, 2000). Plutôt que de tenter de résoudre les contradictions qui opposent ces concepts, nous en faisons le cadre qui permet de mieux comprendre les réactions divergentes face à l’apprentissage par le service communautaire. Nous illustrons ce\r\ncadre en donnant l’exemple d’un cours populaire du premier cycle, puis soulignons le besoin d’entreprendre des recherches et d’étayer, par une analyse du néolibéralisme à multiples facettes, la politique de l’apprentissage postsecondaire par le service communautaire.", "visits": 598, "categories": [6]}}, {"model": "links.link", "pk": 1662, "fields": {"created_time": "2015-08-26T16:47:38.963Z", "updated_time": "2015-08-26T16:47:38.963Z", "title": "A Mixed-Methods Inquiry into the Intimate Practices of Partnered Mature Students and Influences on Relationship, Sexual, and School Satisfaction", "url": "http://www.ucarecdn.com/038818a9-91a1-4765-a127-91c164292e5e/", "file": "https://ucarecdn.com/038818a9-91a1-4765-a127-91c164292e5e/", "description": "Abstract\r\nThrough the use of mixed qualitative and quantitative methods, the current study explored the impact of postsecondary study on the intimate relationships and school experiences of partnered mature students. Quantitative regression analyses indicated that parental status, family support, partner support, and sexual desire significantly predicted relationship satisfaction, while family support and partner support significantly predicted sexual satisfaction. Age and sexual desire predicted school satisfaction for women only. Through qualitative thematic analysis it was determined that not having enough time, feeling\r\ntoo tired, and being stressed negatively impacted sexual satisfaction, while experiencing personal growth was described as both beneficial and problematic. Some participants reported using sex to aid in their academic success by way\r\nof offering a distraction or reducing stress. We discuss possible ways that postsecondary institutions, through their campus programs, can better address the impact school may have on mature students’ intimate relationships.\r\n\r\nRésumé\r\nGrâce à l’utilisation d’une variété de méthodes qualitatives et quantitatives, l’étude suivante étudie l’effet des études post-secondaires sur les relations intimes et les expériences scolaires des étudiants adultes en couple. La régression des analyses quantitatives indique que le statut parental, le soutien familial, l’appui du partenaire et les désirs sexuels prédisent significativement la satisfaction à l’égard des relations personnelles, tandis que le soutien familial et l’appui du partenaire prédisent de façon significative la satisfaction sexuelle. L’âge prédit aussi la satisfaction académique chez les hommes et\r\nles femmes, de même que le désir sexuel chez les hommes seulement. En utilisant une analyse thématique qualitative, il a été déterminé que le fait de ne pas disposer d’assez de temps, la fatigue et le stress ont des répercussions négatives sur la satisfaction sexuelle. Enfin, une croissance personnelle a été décrite comme étant à la fois bénéfique et problématique. Certains participants ont déclaré avoir utilisé le sexe pour aider à leurs réussites scolaires afin de s’offrir une distraction ou de diminuer leur stress. Nous discutons des moyens possibles pour les institutions post-secondaires de mieux traiter, par\r\nle truchement de leurs programmes, l’effet que peuvent avoir les études sur les relations intimes des étudiants adultes.", "visits": 646, "categories": [18]}}, {"model": "links.link", "pk": 1663, "fields": {"created_time": "2015-08-26T18:38:38.042Z", "updated_time": "2015-08-26T18:38:38.042Z", "title": "Furthering the “Theory Debate” in the Scholarship of Teaching: A Proposal Based on MacIntyre’s Account of Practices", "url": "http://www.ucarecdn.com/39a4b1b7-c095-4663-a3ee-ae056fbc9f45/", "file": "https://ucarecdn.com/39a4b1b7-c095-4663-a3ee-ae056fbc9f45/", "description": "Abstract\r\nInitiatives intended to support and advance the scholarship of teaching have become common in Canada as well as internationally. Nonetheless, the notion of a scholarship of teaching remains contested and has been described as\r\nunder-theorized. In this conceptual study, I contribute to the ongoing “theory debate” in the scholarship of teaching, applying a philosophical lens. I propose that Alasdair MacIntyre’s account of “practices,” including concepts of virtue, standards of excellence, internal goods, and transformation, offers a useful theoretical framework by which to identify the nature and defend the purposes and desired outcomes of this domain of scholarship. I argue that the moral virtues of justice, courage, and truthfulness, identified by MacIntyre as fundamental to all social practices, are essential also for meaningful engagement\r\nin the practice of the scholarship of teaching, but that two additional and overarching virtues are needed: authenticity and phronesis.\r\n\r\nRésumé\r\nLes initiatives ayant pour but d’encourager et de développer la scholarship of teaching sont devenues courantes au Canada ainsi qu’ailleurs dans le monde. Toutefois, la notion même de scholarship of teaching demeure contestée et on a même dit qu’elle manquait de fondement théorique. Dans le présent article conceptuel, je contribue au « débat théorique » actuel en lien avec la scholarship of teaching en adoptant une perspective philosophique. Je suggère que les travaux d’Alasdair MacIntyre sur les « pratiques » – y compris sur les notions de vertu, de normes d’excellence, de biens internes, et de transformation – nous offrent un cadre théorique pouvant servir à identifier la nature de ce type de science ainsi qu’à défendre ses objectifs et\r\nrésultats attendus. Je soutiens que les vertus morales de justice, de courage et d’honnêteté, identifiées par MacIntyre comme étant fondamentales à toutes pratiques sociales, sont également essentielles pour un engagement profond envers la pratique de la scholarship of teaching, mais que deux autres vertus plus générales sont aussi nécessaires, à savoir l’authenticité et la phronesis.", "visits": 559, "categories": [7]}}, {"model": "links.link", "pk": 1664, "fields": {"created_time": "2015-08-26T19:05:24.057Z", "updated_time": "2015-08-26T19:05:24.057Z", "title": "Bologna Through Ontario Eyes: The Case of the Advanced Diploma in Architectural Technology", "url": "http://www.ucarecdn.com/d65eb698-078b-4e37-b2f0-0ce1f0f027b1/", "file": "https://ucarecdn.com/d65eb698-078b-4e37-b2f0-0ce1f0f027b1/", "description": "Abstract\r\nInspired by Ontario’s burgeoning interest in postsecondary student mobil- ity, this article examines how elements of Europe’s Bologna Process can help bridge the college–university divide of Ontario’s postsecondary system. Via discourse analysis of relevant qualification frameworks and program stan- dards, it argues that the current system disadvantages students by failing to recognize that the Ontario advanced (three-year) diploma in Architectural Technology is equivalent to a baccalaureate-level qualification in the inter- national context. The article concludes by discussing the larger significance of these findings in terms of ongoing debates about the “changing places” (HESA, 2012) of degrees in the Canadian higher education system.\r\n\r\nRésumé\r\nInspirés par l’intérêt naissant de l’Ontario envers la mobilité des étudiants postsecondaires, les auteurs du présent article examinent comment les éléments du processus de Bologne en Europe peuvent contribuer à combler le fossé collège-université du système d’enseignement postsecondaire de l’Ontario. Grâce à l’analyse du discours portant sur des normes de programme et des structures de qualification pertinents, l’article fait valoir que le système actuel désavantage les étudiants du \r\nfait qu’il omet de reconnaître que le diplôme ontarien de niveau avancé (trois ans) en technologie de l’architecture équivaut à une qualification d’un niveau correspondant au baccalauréat dans un contexte international. Enfin, l’article conclut en abordant l’importance plus grande de ces constatations en termes de débats ayant cours à propos des « autres lieux » (HESA, 2012) des diplômes ou grades du système d’enseignement supérieur du Canada.\r\n", "visits": 808, "categories": [17, 5]}}, {"model": "links.link", "pk": 1665, "fields": {"created_time": "2015-08-26T19:08:40.944Z", "updated_time": "2015-08-26T19:08:40.944Z", "title": "Understanding Students’ Experiences in Their Own Words: Moving Beyond a Basic Analysis of Student Engagement", "url": "http://www.ucarecdn.com/e46d8b6b-920b-4e4c-a9bb-d9d6360895dc/", "file": "https://ucarecdn.com/e46d8b6b-920b-4e4c-a9bb-d9d6360895dc/", "description": "Abstract\r\nThis study examines the lived experiences of students as expressed in their reflections on their experiences of learning at Ambrose University in Calgary. It uses quantitative outcomes-related data from the National Survey of Stu- dent Engagement and the Theological School Survey of Student Engagement to illuminate qualitative data obtained through student focus groups. The analysis of the qualitative data was conducted using the constant comparative method developed by Glaser and \r\nStrauss. The study concludes with recom- mendations for improving student engagement.\r\n\r\nRésumé\r\nCette étude examine les expériences vécues par des élèves telles qu’exprimées dans leurs réflexions sur leurs expériences d’apprentissage à l’Université Ambrose, à Calgary. Afin d’éclairer les données qualitatives obtenues par le truchement de groupes de discussion d’étudiants, l’étude utilise les données liées aux r��sultats quantitatifs de l’Enquête nationale sur la participation étudiante (NSSE) et de l’Enquête de l’école de théologie sur l’engagement des étudiants (TSSSE). L’analyse des données qualitatives a été réalisée selon la méthode comparative constante développée par Glaser et Strauss. L’étude se conclut par des recommandations afin d’améliorer l’engagement des élèves.\r\n", "visits": 654, "categories": [6, 3]}}, {"model": "links.link", "pk": 1666, "fields": {"created_time": "2015-08-26T19:29:52.158Z", "updated_time": "2017-02-17T17:56:58.860Z", "title": "Anatomy of a Tuition Freeze: The Case of Ontario", "url": "https://ucarecdn.com/7a4c10cb-2c5c-4f95-a6d7-7e21479a101d/", "file": "https://ucarecdn.com/7a4c10cb-2c5c-4f95-a6d7-7e21479a101d/", "description": "Using two conceptual frameworks from political science—Kingdon’s (2003) multiple streams model and the advocacy coalition framework (Sabatier & Jenkins-Smith, 1993)—this case study examines the detailed history of a major tuition policy change in Ontario in 2004: a tuition freeze. The paper explores the social, political, and economic factors that influenced policymakers on this particular change to shed light on the broader questions of the dynamics of postsecondary policymaking. The study found that the Liberal Party’s decision to freeze postsecondary tuition fees was a function of stakeholder relations, public opinion, and brokerage politics, designed for electoral success. The policy implementation strategy was intended to facilitate the cooperation and interests of the major institutions. Within the broader policy community, student-organized interest groups and other policy advocates were aligned in a policy preference, a critical component for successful change.\r\n\r\nÀ l’aide de deux cadres conceptuels en science politique, le modèle à volets multiples de Kingdon (2003) et le cadre de coalitions de défense de Sabatier et Jenkins-Smith (1993), la présente étude de cas examine l’histoire détaillée d’un changement majeur en matière de politique de frais de scolarité qui a eu lieu en Ontario en 2004 : le gel des frais de scolarité. Le présent article examine les facteurs sociaux, politiques et économiques qui ont dirigé certains responsables \r\npolitiques vers ce changement particulier, afin de faire la lumière sur les questions plus générales portant sur la dynamique de \r\nl’élaboration de politiques en matière d’enseignement postsecondaire. L’étude conclut que la décision du parti Libéral de geler les frais de scolarité des études postsecondaires relevait de relations avec les intervenants, d’opinion publique et de politique de médiation, dans le but de remporter les élections. La stratégie de mise en œuvre de la politique visait à faciliter la coopération et les intérêts entre institutions d’envergure. Au sein d’une communauté politique plus large, des groupes d’intérêt étudiants et d’autres défenseurs de la politique partageaient la même préférence politique, un élément essentiel\r\nà la réussite de ce changement.", "visits": 663, "categories": [8]}}, {"model": "links.link", "pk": 1667, "fields": {"created_time": "2015-08-26T19:39:18.197Z", "updated_time": "2015-08-26T19:39:18.197Z", "title": "Comparaison de deux types d’approches utilisant les nouvelles technologies visant à aider les élèves à comprendre des notions abstraites du programme-cadre de Sciences", "url": "http://www.ucarecdn.com/b1a770fd-0642-4ff4-adfb-f7ed86908eff/", "file": "https://ucarecdn.com/b1a770fd-0642-4ff4-adfb-f7ed86908eff/", "description": "Le projet Comprendre le concept de force en sciences est né de l’initiative des ministères de l’Éducation de l’Ontario et du Québec dans le cadre d’une entente de collaboration signée par les deux Premiers Ministres de ces provinces concernant le\r\nsecteur de l’éducation ainsi que d’autres secteurs d’activité. C’est une étude comparative, de nature collaborative et de type exploratoire, qui s’est déroulée de mai 2007 à mai 2008. Elle pourrait être suivie d’une étude plus approfondie et de plus d’envergure selon l’intérêt des résultats présentés ci-dessous de même que la disponibilité des ressources disponibles.", "visits": 642, "categories": [4]}}, {"model": "links.link", "pk": 1668, "fields": {"created_time": "2015-08-26T19:50:36.742Z", "updated_time": "2015-08-26T19:50:36.742Z", "title": "TRAVAILLER, APPRENDRE et COLLABORER EN RÉSEAU", "url": "http://www.ucarecdn.com/fe5f93da-6db7-4edd-8737-f657265cb4f0/", "file": "https://ucarecdn.com/fe5f93da-6db7-4edd-8737-f657265cb4f0/", "description": "Certaines données utilisées dans ce guide sont tirées du projet de recherche-action Modes de travail et de collaboration\r\nà l’ère d’Internet réalisé sous l’égide du CEFRIO. Ce projet visait essentiellement à étudier la mise en place,\r\nle fonctionnement, l’évolution et les résultats générés par une série de communautés de pratique virtuelles. Rappelons\r\nqu’il poursuivait trois grands objectifs :", "visits": 576, "categories": [4]}}, {"model": "links.link", "pk": 1669, "fields": {"created_time": "2015-08-26T19:52:30.683Z", "updated_time": "2015-08-26T19:52:30.683Z", "title": "Teaching the Way We Aspire to Teacch: Now and in the Future", "url": "http://www.ucarecdn.com/a34301ff-bc45-43c9-9cd7-2d25ec8992d5/", "file": "https://ucarecdn.com/a34301ff-bc45-43c9-9cd7-2d25ec8992d5/", "description": "Most teachers enter the profession with strong ideals regarding the work they are about to undertake, and the impact\r\nthis work will have on the students they teach. A good number of those who apply to faculties of education will report\r\nthat teaching is something they have dreamed of doing since they were, themselves, young children. Others will tell\r\nstories of teachers encountered throughout their own schooling – teachers who, through effective teaching strategies,\r\npersonal encouragement and modeling, influenced their decision to pursue a teaching career. Conversations\r\nwith teacher candidates entering their first years of professional life are, in many cases, full of hope, passion and the\r\nexpectation that, through their work as teachers, they will be able to inspire, excite, and make a similar impact on the\r\nlives of the young people with whom they work.", "visits": 569, "categories": [7]}}, {"model": "links.link", "pk": 1670, "fields": {"created_time": "2015-08-26T21:28:33.309Z", "updated_time": "2015-08-26T21:28:33.309Z", "title": "From Vision to Action in Canadian Education", "url": "http://www.ucarecdn.com/05ca6a00-32e9-483e-8bb8-0c11600d3769/", "file": "https://ucarecdn.com/05ca6a00-32e9-483e-8bb8-0c11600d3769/", "description": "One of the commitments emerging from the Canadian Education Association’s What’s Standing in the Way of Change in Education? workshop in Calgary in October 2013 was to convene a series of Regional Workshops designed to expand\r\nthe conversation about change in Canada’s education systems. To this end, in the Spring of 2014, similar workshops were held in New Brunswick, Manitoba, Ontario and British Columbia with a final session held in Quebec in August, 2014.", "visits": 626, "categories": [5]}}, {"model": "links.link", "pk": 1671, "fields": {"created_time": "2015-08-26T21:32:10.172Z", "updated_time": "2015-08-26T21:32:10.172Z", "title": "The Promise and Problem of Literacy for Canada: An Agenda for Action", "url": "http://www.ucarecdn.com/61088f6a-5961-4cb4-8f35-fd835057b673/", "file": "https://ucarecdn.com/61088f6a-5961-4cb4-8f35-fd835057b673/", "description": "Two of five Canadians would have difficulty reading this sentence, following the instructions on a prescription bottle,\r\nfinding out information about how to vote, or filling out a permission form for their child’s upcoming school trip. Although for nine of the past 14 years, Canada has ranked first on the United Nations Human Development Index (HDI), a measure of a country’s relative wellbeing, complacency would be a serious mistake. Low levels of literacy – especially among adults and vulnerable groups – remain a significant challenge to Canada’s continued wellbeing. As our performance on the HDI and other international rankings confirms, we have a solid foundation on which to build; but we must not underestimate the significance\r\nof literacy problems in this country. The groups most vulnerable to low literacy are the poor; persons of Aboriginal ancestry; persons whose native language is neither English nor French; persons in rural and isolated communities; and persons with certain disabling conditions. Given the rise in skill levels demanded throughout the labour market, the ubiquity of new technologies in daily and work life, and the desire of people to engage with public issues, those with poor literacy will become even further marginalized.", "visits": 651, "categories": [5]}}, {"model": "links.link", "pk": 1672, "fields": {"created_time": "2015-08-26T21:34:26.904Z", "updated_time": "2015-08-26T21:34:26.904Z", "title": "8 Ways Universities Are Making an Impact with Data", "url": "http://www.ucarecdn.com/c7bb3295-3ed7-4f6c-8ff2-e5c9ff3d78fc/", "file": "https://ucarecdn.com/c7bb3295-3ed7-4f6c-8ff2-e5c9ff3d78fc/", "description": "Universities and colleges strive to grow and fulfill their mission of educating their communities. Communicating the data around that mission—how many students are graduating? What does the student population look like? Is the University managing its finances?— is an important component of any institution’s daily life. In this era of larger data and disparate data sources, that can be especially challenging. However, institutions that have been able to present important data online have been able to tell their stories better and engage with their communities in a meaningful way.\r\n\r\nThis paper presents eight ways that higher education is using analytics and data visualization, supported by examples from real institutions. It also addresses common issues such as keeping data up-to-date as well as appropriately private and secure.", "visits": 804, "categories": [5]}}, {"model": "links.link", "pk": 1673, "fields": {"created_time": "2015-08-26T22:38:38.580Z", "updated_time": "2015-08-26T22:38:38.581Z", "title": "Hybrid Delivery of College Instruction in the Skilled Trades: Supporting Apprenticeship Completion", "url": "http://www.ucarecdn.com/f21ac0ee-cc8e-4405-9b14-a3763c71464a/", "file": "https://ucarecdn.com/f21ac0ee-cc8e-4405-9b14-a3763c71464a/", "description": "We set out to determine whether hybrid delivery of a college program could facilitate completion of an apprenticeship. We found unanticipated complexity in the answer. The hybrid program delivered completion rates and average student grades that were comparable to those in a program delivered entirely in the classroom, but in only half the required time. However, we found that performance in the in-class portion of the program was not always linked to apprenticeship completion. The factors affecting completion are varied, in part because different stakeholders place a different value on completion.", "visits": 685, "categories": [9, 6, 7]}}, {"model": "links.link", "pk": 1674, "fields": {"created_time": "2015-08-26T22:43:43.420Z", "updated_time": "2015-08-26T22:43:43.420Z", "title": "Persistence Rates With data current through April 2014 Slip While Retention Holds Steady", "url": "http://www.ucarecdn.com/9b7ec05f-cb1b-45f8-a958-e94a7e150027/", "file": "https://ucarecdn.com/9b7ec05f-cb1b-45f8-a958-e94a7e150027/", "description": "The overall persistence rate for first-time college students has dropped 1.2 percentage points since 2009, while the retention\r\nrate has remained nearly constant.The persistence rate is the percentage of students who return to college at any institution for their second year, while the retention rate is the percentage of students who return to the same institution for their second year.", "visits": 745, "categories": [3]}}, {"model": "links.link", "pk": 1675, "fields": {"created_time": "2015-08-26T22:45:11.028Z", "updated_time": "2017-01-25T17:01:47.686Z", "title": "Green Jobs: Is This the New “New Economy”", "url": "https://ucarecdn.com/c2e8d325-30bb-44dc-828f-74b97cf39d19/", "file": "https://ucarecdn.com/c2e8d325-30bb-44dc-828f-74b97cf39d19/", "description": "On November 2 and 3 2009, the Public Policy Forum hosted a symposium on the issue of green jobs. In this time of economic recovery and concern over the environment, many Canadians see the green economy as a way to create new, environmentally friendly jobs and encourage a sustainable economic recovery. However, many questions remain about the creation of green jobs and the broader role of the green economy in Canada. This symposium was meant to provide some clarity.", "visits": 666, "categories": [8]}}, {"model": "links.link", "pk": 1676, "fields": {"created_time": "2015-08-26T22:47:33.431Z", "updated_time": "2015-08-26T22:47:33.431Z", "title": "The Road to Retention", "url": "http://www.ucarecdn.com/590f082f-5b49-479a-9ad2-3bc75c889427/", "file": "https://ucarecdn.com/590f082f-5b49-479a-9ad2-3bc75c889427/", "description": "The workshops explored questions like: What are the attributes of a choice employer? What are Generation Y’s values and expectations when it comes to work and the workplace? What is the impact of these values in an organizational setting? How has\r\nthe conception of work evolved? How can employers attract and retain young workers?", "visits": 950, "categories": [3]}}, {"model": "links.link", "pk": 1677, "fields": {"created_time": "2015-08-26T22:49:38.486Z", "updated_time": "2015-08-26T22:49:38.486Z", "title": "WORKPLACE INNOVATION IN CANADA’S PUBLIC SERVICE", "url": "http://www.ucarecdn.com/a4a99ecf-e1af-4dd9-a4c3-96748806369b/", "file": "https://ucarecdn.com/a4a99ecf-e1af-4dd9-a4c3-96748806369b/", "description": "In an era of fiscal restraint, it is particularly important that governments focus on providing the greatest value to Canadians in the most efficient way. The most common response for those acting under financial pressure is to examine what a government does and to choose among competing priorities. However, a complementary approach is often overlooked: Governments must also examine how the work gets done.\r\nAcross sectors, organizations are continuously improving the way they work. Teams are developing better practices and processes, leveraging new technologies, and building more efficient and inspiring workspaces to generate greater value.", "visits": 712, "categories": [8]}}, {"model": "links.link", "pk": 1678, "fields": {"created_time": "2015-08-26T22:54:04.465Z", "updated_time": "2015-08-26T22:54:04.466Z", "title": "Innovation and the Human Brain", "url": "http://www.ucarecdn.com/8e8091cf-fdd1-48ea-825b-6ce44fa521f6/", "file": "https://ucarecdn.com/8e8091cf-fdd1-48ea-825b-6ce44fa521f6/", "description": "On may 16th. 2011, IBM, Baycrest and the Public Policy Forum convened Innovation and the Human Brain. This conference was convened, in part, at the request of the Minister of Research and Innovation in an effort to bring together business, academia and government to tackle one of the main issues which will define Ontario's innovation agenda over the coming decade - brain research.", "visits": 760, "categories": [19, 8]}}, {"model": "links.link", "pk": 1679, "fields": {"created_time": "2015-08-26T22:56:04.625Z", "updated_time": "2015-08-26T22:56:04.625Z", "title": "Social Finance Breakfast Roundtable Summary", "url": "http://www.ucarecdn.com/23de3c03-f997-4bb1-a8fe-eabec51226de/", "file": "https://ucarecdn.com/23de3c03-f997-4bb1-a8fe-eabec51226de/", "description": "At a time of increasingly complex societal challenges and tight fiscal constraints, all participants agreed that social finance offers an opportunity for Canada to mobilize new sources of capital to generate positive social and financial returns. Despite recent advancements in the field of social finance, Canada remains in the early adoption stage and has yet to reach a stage of maturity. Participants agreed that transformational change takes time and commitment; as such, it should such change, reporting that there is increasingly more openness to innovation and more permission to think differently.", "visits": 609, "categories": [8]}}, {"model": "links.link", "pk": 1680, "fields": {"created_time": "2015-08-27T01:47:11.737Z", "updated_time": "2015-08-27T01:47:11.738Z", "title": "Schizophrenia in Canada The social and economic case for a collaborative model of care", "url": "http://www.ucarecdn.com/3a09a752-3332-482a-a8b0-f01649520895/", "file": "https://ucarecdn.com/3a09a752-3332-482a-a8b0-f01649520895/", "description": "Every year, schizophrenia disrupts the lives of hundreds of thousands of Canadians. While affecting only approximately\r\n1% of the population, this complex, multifaceted illness places a disproportionate strain on patients, families,\r\nclinicians and other care providers. Symptoms, which vary in severity and expression, can make it incredibly\r\ndifficult for patients to sustain relationships, engage in social networks or carry out routine tasks. Moreover, these\r\nsocial burdens extend well beyond the affected patient. Families and health professionals who provide care often\r\nfind their lives interrupted and negatively impacted by the illness. Ineffective policy, poorly organized care systems and\r\nexpensive medications all contribute to placing the burden directly on families. The result is higher emotional costs and\r\nlower standards of life among care providers.", "visits": 918, "categories": [16]}}, {"model": "links.link", "pk": 1681, "fields": {"created_time": "2015-08-27T01:48:51.472Z", "updated_time": "2015-08-27T01:50:11.226Z", "title": "Realizing The Potential: Global Perspectives on Indigenous Economic Development", "url": "http://www.ucarecdn.com/31f66083-5609-423f-ae1e-a0ab0598d60a/", "file": "https://ucarecdn.com/31f66083-5609-423f-ae1e-a0ab0598d60a/", "description": "Canada’s natural resource sector employs 1.8 million people and generates billions of dollars of tax revenues and royalties annually. Hundreds of resource projects are underway and many more are planned for the near future which, according to the federal government, could represent a total investment of $650 billion. Responsible resource management has significant implications for all Canadians, with revenues from projects supporting local and regional infrastructure development and social programs.", "visits": 699, "categories": [12]}}, {"model": "links.link", "pk": 1682, "fields": {"created_time": "2015-08-27T01:53:34.176Z", "updated_time": "2015-08-27T01:53:34.176Z", "title": "Northern Connections Broadband and Canada's Digital Divide", "url": "http://www.ucarecdn.com/68b98fff-32c9-4904-904c-09b1d98cdd2e/", "file": "https://ucarecdn.com/68b98fff-32c9-4904-904c-09b1d98cdd2e/", "description": "More than 120 years ago, in a small town in British Columbia, a railroad tycoon named Donald Smith hammered the last spike in the Canadian Pacific Railway, linking Canada from the Pacific to the Atlantic with a great ribbon of wood and steel. At the time, many said the project was folly: too expensive, too bold, too difficult. Yet the dreamers behind that tremendous feat\r\nof engineering never wavered in their vision of what the railway would achieve: the opening up of a continent, the end of geographic and economic isolation, and the physical uniting of a great nation. This vision moved closer to its realization some decades later, when a vast network of telephone wires, followed by a system of interprovincial highways and roads, further shrank the distances between farm, town, and city.", "visits": 850, "categories": [4]}}, {"model": "links.link", "pk": 1683, "fields": {"created_time": "2015-08-27T01:58:35.593Z", "updated_time": "2015-08-27T01:58:35.593Z", "title": "Winning Global Mandates: Lessons from Canadian Leaders", "url": "http://www.ucarecdn.com/e4b86965-645d-4f68-be30-a0200fa27a1e/", "file": "https://ucarecdn.com/e4b86965-645d-4f68-be30-a0200fa27a1e/", "description": "A country’s economic strength is enhanced by its ability to win investment from multi-national enterprises (MNEs). Global corporate mandates bestow subsidiaries with resources that are essential for establishing and expanding operations. They also help to spur positive spin-off benefits, including innovation and job growth that benefit stakeholders across industries and sectors. Canadian leaders who understand the factors that drive MNE investment decisions are better positioned for success.", "visits": 683, "categories": [19, 14]}}, {"model": "links.link", "pk": 1684, "fields": {"created_time": "2015-08-27T02:11:13.868Z", "updated_time": "2015-08-27T02:11:13.868Z", "title": "Universities need a new model of governance", "url": "http://www.ucarecdn.com/8daa57a1-3e8c-4aae-9ef6-dae2868a346c/", "file": "https://ucarecdn.com/8daa57a1-3e8c-4aae-9ef6-dae2868a346c/", "description": "When former University of British Columbia president Martha Piper was asked in 2011 about the impact a university president has, her swift response, after nearly 10 years at the helm before her retirement in 2006 was, “not much.” As Ms. Piper returns to the university as interim president after Arvind Gupta’s hasty departure this month, would she say the same thing today?", "visits": 664, "categories": [19, 17, 15]}}, {"model": "links.link", "pk": 1685, "fields": {"created_time": "2015-08-27T02:13:13.412Z", "updated_time": "2015-08-27T02:13:13.412Z", "title": "Building Leaders Early Childhood Development in Indigenous Communities", "url": "http://www.ucarecdn.com/d523259e-5fa9-4c7e-ba2a-af1bb45955bc/", "file": "https://ucarecdn.com/d523259e-5fa9-4c7e-ba2a-af1bb45955bc/", "description": "Research and experience have demonstrated that early childhood development (ECD) is integral to future outcomes. Quality ECD programming contributes to healthy growth and development, as well as school readiness and success. Given the legacy of colonialism in Canada, access to culturally relevant ECD programs can play a key role in bridging gaps in life-chances between Indigenous and non-Indigenous children.", "visits": 647, "categories": [12]}}, {"model": "links.link", "pk": 1686, "fields": {"created_time": "2015-08-27T02:15:08.988Z", "updated_time": "2015-08-27T02:15:08.988Z", "title": "Exploring the Intended and Unintended Consequences of High-Stakes Teacher Evaluation on Schools, Teachers, and Students", "url": "http://www.ucarecdn.com/cf1ae6bd-ffcd-483c-9c98-3288f3cd36a8/", "file": "https://ucarecdn.com/cf1ae6bd-ffcd-483c-9c98-3288f3cd36a8/", "description": "The stakes are getting higher for teachers daily as more and more states adopt hiring, granting policies based on teacher evaluations. Even more concerning is the limited discussion about whether foirri nngo,t ahnigdh t-estnaukrees- tdeeaccishieorn se vaarelu baatisoend coann tmhee erta ttihoen ainlet etnhdaetd f ioruintgc oimneef foefc itmivper toevaecdh setrusd (eans tp arcimhiaervielym meneta,s uarnedd a bty w ohbaste rcvoastti.o Tnh deaseta h aignhd- svtaalkuees-added svcaolirdeist)y ,w pilelr icmenptraogvee fsitruedde,n atn adc thuiernveomveern) tt.h Taht,i si fp rneomt imsee ti,s ccohualldle rnegseudl tb iyn vaa rniuomusb vearr oiaf bploesss aibnlde ausnsiunmtepntdioends c(oen.gse.,q rueelniacbeisl.ity,", "visits": 638, "categories": [19, 6, 7]}}, {"model": "links.link", "pk": 1687, "fields": {"created_time": "2015-08-27T02:17:10.497Z", "updated_time": "2015-08-27T02:17:10.497Z", "title": "How internationalised is your university? ", "url": "http://www.ucarecdn.com/4a6e7ff3-7cac-4cd7-9c9e-37d1a6368ab2/", "file": "https://ucarecdn.com/4a6e7ff3-7cac-4cd7-9c9e-37d1a6368ab2/", "description": "New research at the University of Warwick demonstrates two shortcomings with the current benchmarking of internationalisation: they are based purely on structural measures and they use a simple bi-polar distinction between home and international students.", "visits": 676, "categories": [14, 5]}}, {"model": "links.link", "pk": 1688, "fields": {"created_time": "2015-08-27T02:18:50.994Z", "updated_time": "2015-08-27T02:18:50.994Z", "title": "A Benchmark for Making College Affordable", "url": "http://www.ucarecdn.com/c35bec67-5fc9-4dbc-a6a0-ed43ff58a1c6/", "file": "https://ucarecdn.com/c35bec67-5fc9-4dbc-a6a0-ed43ff58a1c6/", "description": "College prices have increased by 45 percent on average over the past decade, while household income has declined by 7 percent in the same period. According to a Lumina/Gallup survey in 2015, more than three-quarters of American adults do not think education beyond high school is affordable for everyone in the nation who needs it.", "visits": 1165, "categories": [8, 10]}}, {"model": "links.link", "pk": 1689, "fields": {"created_time": "2015-08-27T02:21:24.200Z", "updated_time": "2015-08-27T02:21:24.200Z", "title": "Frequent Use of Social Networking Sites Is Associated with Poor Psychological Functioning Among Children and Adolescents", "url": "http://www.ucarecdn.com/a4476880-5fcb-455d-ba69-3b573899f28f/", "file": "https://ucarecdn.com/a4476880-5fcb-455d-ba69-3b573899f28f/", "description": "Social networking sites (SNSs) have gained substantial popularity among youth in recent years. However, the\r\nrelationship between the use of these Web-based platforms and mental health problems in children and adolescents\r\nis unclear. This study investigated the association between time spent on SNSs and unmet need for mental health support, poor self-rated mental health, and reports of psychological distress and suicidal ideation in a representative sample of middle and high school children in Ottawa, Canada. Data for this study were based on 753 students (55% female; Mage = 14.1 years) in grades 7–12 derived from the 2013 Ontario Student Drug Use and Health Survey. Multinomial logistic regression was used to examine the associations between mental health variables and time spent using SNSs. Overall, 25.2% of students reported using SNSs for more than 2 hours every day, 54.3% reported using SNSs for 2 hours or less every day, and 20.5% reported infrequent or no use of SNSs. Students who reported unmet need for mental health support were more likely to report using\r\nSNSs for more than 2 hours every day than those with no identified unmet need for mental health support. Daily SNS use of more than 2 hours was also independently associated with poor self-rating of mental health and experiences of high levels of psychological distress and suicidal ideation. The findings suggest that students with poor mental health may be greater users of SNSs. These results indicate an opportunity to enhance the presence of health service providers on SNSs in order to provide support to youth.", "visits": 625, "categories": [7]}}, {"model": "links.link", "pk": 1690, "fields": {"created_time": "2015-08-27T02:23:28.003Z", "updated_time": "2015-08-27T02:23:28.003Z", "title": "Is there a Best Fit? Assessing Alternative Entrance Pathways into an Undergraduate Degree for Non-Traditional Students at York University", "url": "http://www.ucarecdn.com/8907e861-e8a1-4aa6-98e1-4d431e848520/", "file": "https://ucarecdn.com/8907e861-e8a1-4aa6-98e1-4d431e848520/", "description": "This pilot study examines alternative entrance pathways into York University undergraduate degree programs for students who apply from outside the formal education system. These alternative pathways are designed to facilitate university access for students from under-represented populations (for example, low-income, first-generation, Aboriginal, racialized minorities, differently abled, newcomers to Canada, sole-support caregivers, students with incomplete high school education, or some combination of the preceding).", "visits": 651, "categories": [17, 3]}}, {"model": "links.link", "pk": 1691, "fields": {"created_time": "2015-08-27T02:26:19.704Z", "updated_time": "2015-08-27T02:26:19.704Z", "title": "A Statistical Profile on the Health of First Nations in Canada", "url": "http://www.ucarecdn.com/31316e12-d642-4210-8e79-6cb89a805409/", "file": "https://ucarecdn.com/31316e12-d642-4210-8e79-6cb89a805409/", "description": "First Nations in Canada: Vital\r\nStatistics for Atlantic and Western Canada, 2001/2002\r\n", "visits": 807, "categories": [12]}}, {"model": "links.link", "pk": 1692, "fields": {"created_time": "2015-08-27T02:28:11.342Z", "updated_time": "2015-08-27T02:28:11.342Z", "title": "Work-Integrated Learning in Ontario’s Postsecondary Sector: The Pathways of Recent College and University Graduates", "url": "http://www.ucarecdn.com/6c1a905b-a0f0-4769-a53b-da4ed4fd4826/", "file": "https://ucarecdn.com/6c1a905b-a0f0-4769-a53b-da4ed4fd4826/", "description": "Work-integrated learning (WIL) has been identified as a key strategy for supporting Canada’s postsecondary education (PSE) system in responding to an increasingly dynamic, globalized, knowledge-based economy. Ontario in particular has been described as a “hot bed” of co-operative education (Ipsos Reid, 2010). However, while there is a common belief that WIL improves employment outcomes (see Gault, Redington & Schlager, 2000; Kramer & Usher, 2010), research on this topic has generally been specific to certain programs and types of WIL (Sattler, 2011).", "visits": 687, "categories": [17, 8, 5]}}, {"model": "links.link", "pk": 1693, "fields": {"created_time": "2015-08-27T02:30:04.027Z", "updated_time": "2015-08-27T02:30:04.028Z", "title": "Innovation in the Public Sector: A Systematic Review and Future Research Agenda", "url": "http://www.ucarecdn.com/d5af08d5-56f2-4713-9df4-8f2433112ef9/", "file": "https://ucarecdn.com/d5af08d5-56f2-4713-9df4-8f2433112ef9/", "description": "This article brings together empirical academic research on public sector innovation. Via a systematic literature review we investigate 181 articles and books on public sector innovation, published between 1990 and 2014. These studies are analysed based on the following themes: (1) the definitions of innovation, (2) innovation types, (3) goals of innovation, (4) antecedents of innovation and (5) outcomes of innovation. Based upon this analysis, we develop an empirically-based framework of potentially important antecedents and effects of public sector innovation. We propose three future research suggestions: (1) more variety in methods: moving from a qualitative dominance to using other methods, such as surveys, experiments and multi-method approaches; (2) emphasize theory development and testing as studies are often theory-poor; and (3) conduct more cross-national and cross-sectoral studies, linking for instance different governance and state traditions to the development and effects of public sector innovation.", "visits": 689, "categories": [19, 15]}}, {"model": "links.link", "pk": 1694, "fields": {"created_time": "2015-08-27T02:32:34.628Z", "updated_time": "2015-08-27T02:34:44.524Z", "title": "Workforce Requirements: Recession and Recovery", "url": "http://www.ucarecdn.com/d98a87ba-3bd0-4db4-903c-ddddbabef23d/", "file": "https://ucarecdn.com/d98a87ba-3bd0-4db4-903c-ddddbabef23d/", "description": "In 2007, business, education and labour leaders came together to form Ontario’s Workforce Shortage Coalition, dedicated to raising awareness of the emerging skills shortage challenge. The coalition represents more than100,000 employers and millions of employees.\r\nA Conference Board of Canada report prepared for the coalition predicted Ontario will face a shortage of more than 360,000 employees by 2025. Employers will need more highly skilled workers as technology changes and competition for customers grows tougher. As well, baby boomers are retiring and the number of young workers is about to plummet.", "visits": 681, "categories": [19, 8]}}, {"model": "links.link", "pk": 1695, "fields": {"created_time": "2015-08-27T02:34:27.800Z", "updated_time": "2015-08-27T02:34:27.800Z", "title": "Ontario Private Career Colleges: An Exploratory Analysis", "url": "http://www.ucarecdn.com/beb9f288-824b-4302-8965-619689bc67d0/", "file": "https://ucarecdn.com/beb9f288-824b-4302-8965-619689bc67d0/", "description": "There are about 420 registered private career colleges (PCCs) in Ontario – the number is in constant flux. 60% of schools are ten years of age or younger. They serve 53,000 full time equivalent (FTE) students, or about 1 in 15 Ontario postsecondary students. Their overall vocational revenues are in the order of $360M annually. They are mostly small; 70% have total revenues under $1M and average enrolment is under 200.", "visits": 714, "categories": [19, 10]}}, {"model": "links.link", "pk": 1696, "fields": {"created_time": "2015-08-29T19:18:07.512Z", "updated_time": "2015-08-29T19:18:18.654Z", "title": "Quelle approche pédagogique pour optimiser l’effi cience de l’apprentissage du complément du nom?", "url": "http://www.ucarecdn.com/8ff92175-5c11-49ac-bb61-269d7ef26ed8/", "file": "https://ucarecdn.com/8ff92175-5c11-49ac-bb61-269d7ef26ed8/", "description": "Nous cherchons à mesurer l’effi cience d’approches inductive ou déductive à court et à long terme sur l’apprentissage par des élèves de 1re secondaire de savoirs relatifs au complément du nom. Dans le cadre de cette expérimentation, les résultats montrent que l’approche déductive permet une appropriation signifi cativement plus grande, mais uniquement pour des aspects morphologiques. Par ailleurs, il semble que l’approche pédagogique ait moins d’incidence sur l’apprentissage que l’effet-enseignant, peu importe l’approche préconisée par l’enseignant. La discussion des résultats portera sur l’importance\r\nde différentes variables de l’intervention éducative autre que l’approche pédagogique. Mots clés : approche déductive, approche inductive, approches pédagogiques, complément du nom, effet-enseignant, grammaire.\r\n\r\nWe attempt to measure the ef ficiency of inductive or deductive approaches to short and long-term learning of knowledge about the “complément du nom” by French as a fi rst language secondary 1 students. Our results show that, in the context of our experiment, the deductive approach allows greater appropriation of morphological aspects. Moreover, it seems that the \r\npedagogical approach has less impact on the learning than the teacher effect, regardless of the approach used. We will discuss our results in putting forward the importance of some conditions of the educative intervention. Keywords: complément du nom, deductive approach, grammar, inductive approach, pedagogical approaches, learning, teacher effect.\r\n", "visits": 620, "categories": [7]}}, {"model": "links.link", "pk": 1697, "fields": {"created_time": "2015-08-29T19:21:49.504Z", "updated_time": "2015-08-29T19:21:49.504Z", "title": "L’éducation aux médias dans le Programme de formation de l’école québécoise : intégration, pratiques et problématiques", "url": "http://www.ucarecdn.com/7433d658-0b0a-4f5d-9c53-85016613b616/", "file": "https://ucarecdn.com/7433d658-0b0a-4f5d-9c53-85016613b616/", "description": "Cet article évalue l’état de l’éducation aux médias au Québec. Pour ce faire, il présente et défi nit d’abord cette notion, pour ensuite en schématiser les ancrages problématiques dans le Programme de formation de l’école québécoise (PFÉQ). Cet article soulève également la question de la formation des enseignants, notamment par une analyse des formations offertes aux professeurs dans les universités québécoises et par la synthèse de quatre entrevues de groupe réalisées auprès d’enseignants de niveaux primaire et secondaire. La synthèse effectuée permet de problématiser la mise en oeuvre des intentions éducatives\r\ndu PFÉQ en matière d’éducation aux médias à la lumière des perspectives exprimées par des enseignants et des enseignantes. Nos travaux indiquent un soutien minimal offert par le système scolaire québécois se traduisant par la rareté des formations, des ressources et des appuis institutionnels.\r\nMots-clés : conditions de travail, éducation aux médias, formation des enseignants, littératie\r\nmédiatique, Programme de formation de l’école québécoise\r\nL’éducation aux médias dans le Programme de formation de l’école québécoise 2\r\nCanadian Journal of Education / Revue canadienne de l’éducation 38:2 (2015)\r\nwww.cje-rce.ca\r\n\r\nAbstract\r\nThis article provides an assessment on the state of media education in the province of Québec. It introduces and defines the notion of “media education,” and then maps its problematic roots in the Québec Education Program (QEP). The article also raises the issue of teacher training in media education and offers an analysis of current university programs and professional development opportunities available for teachers. Finally, it presents the results of four group interviews conducted with teachers working at primary and secondary levels. The article questions the implementation of the QEP educational\r\naims with regard to media education in the light of perspectives expressed by teachers. It highlights minimal support offered by the school system, resulting in a scarcity of training and resources as well as poor institutional support.\r\nKeywords: media education, media literacy, Québec Education Program, teacher training,\r\nwork conditions.", "visits": 636, "categories": [7, 4]}}, {"model": "links.link", "pk": 1698, "fields": {"created_time": "2015-08-29T19:26:51.656Z", "updated_time": "2015-08-29T19:26:51.656Z", "title": "La collaboration entre l’école, la famille et la communauté en milieu à risque : quels défi s pour la formation initiale des enseignants du primaire?", "url": "http://www.ucarecdn.com/77a0f7de-20fa-4635-b5c3-802af1331151/", "file": "https://ucarecdn.com/77a0f7de-20fa-4635-b5c3-802af1331151/", "description": "Diverses expérimentations de stratégies de collaboration entre l’école, la famille et la communauté (CEFC) en milieu à risque (MR) font ressortir l’apport positif de cette collaboration sur la persévérance scolaire des élèves (Deslandes, 2006; Epstein, 2001; MELS, 2009). Trente-cinq stagiaires en enseignement ont effectué un stage en MR; vingt-cinq La collaboration entre l’école, la famille et la communauté en milieu à risque d’entre eux ont amorcé un projet de CEFC. L’analyse de ces projets à partir de la typologie d’Epstein (2011) fait ressortir principalement deux types de collaboration, à savoir la communication et le volontariat. La collaboration avec la communauté est présente dans quelques projets des stagiaires, tandis que la prise de décisions relatives à la vie scolaire par les parents, ne suscite aucune activité. La formation initiale devrait sensibiliser les\r\nfuturs enseignants à la pertinence des six types de CEFC, entre autres, la connaissance par les parents de leur rôle parental et les moyens de susciter le soutien scolaire à la maison.\r\nMots-clés : collaboration école-famille-communauté, formation initiale en enseignement,\r\nmilieu à risque, stagiaires en enseignement, typologie d’Epstein.\r\n\r\nAbstract\r\nSeveral experiments investigated the collaboration strategies between school, family, and community (CSFC) in underprivileged areas (UA). The results showed positive repercussions on the student’s performance and attitude towards school and learning (Deslandes, 2006; Epstein, 2001; MELS, 2009). Thirty-fi ve pre-service teachers had their practicum in schools from underprivileged areas, and 25 of them initiated a CSFC project. After analyzing the projects, based on Epstein’s typology (2011), two dominant types of collaboration emerge: communicating and volunteering. Collaborating with the community was\r\na part of some projects, while decision making by parents about the school was absent. We argue that the original teaching formation should guide the future teachers towards the six types of CSFC, particularly the knowledge of their parenting role by the parents and ways to get school support at home.\r\nKeywords: Epstein’s typology, original teaching formation, pre-service teacher practicum,\r\nschool-family-community collaboration, underprivileged area.", "visits": 623, "categories": [6, 7]}}, {"model": "links.link", "pk": 1699, "fields": {"created_time": "2015-08-29T19:31:05.579Z", "updated_time": "2015-08-29T19:31:05.579Z", "title": "Are You Providing an Education that Is Worth Caring About? Advice to Non-Native Teachers in Northern First Nations Communities", "url": "http://www.ucarecdn.com/3661ac76-09d5-4e5a-b188-8c6c16de9cba/", "file": "https://ucarecdn.com/3661ac76-09d5-4e5a-b188-8c6c16de9cba/", "description": "This article explores the development of culturally relevant teaching practices of non-Native teachers in First Nations communities. The findings were gathered from a qualitative study that asked First Nations and non-Native educators what they believed non-Native teachers needed to know about cultivating student success for First Nations students. Based on participants’ personal stories, suggestions, and advice, this article encourages non-Native teachers to enrich their teaching practices through self-reflection, communication and community engagement, and the right kind of attitude. Participants\r\nsuggest that these activities can help non-Native teachers create a learning environment that is meaningful to the students they teach.\r\nKeywords: culturally relevant teaching, First Nations education, teacher development\r\n\r\nRésumé\r\nCet article explore les méthodes pédagogiques adaptées aux différences culturelles que développent des enseignants non autochtones au sein de communautés des Premières Nations. Les résultats présentés proviennent d’une étude qualitative dans le cadre de laquelle des enseignants autochtones et non autochtones se sont vu demander ce que, à leur avis, des enseignants non autochtones ont besoin de savoir afin de promouvoir la réussite scolaire de leurs élèves autochtones. Basé sur les témoignages, les suggestions et les conseils des participants, cet article encourage les enseignants non autochtones à\r\nenrichir leurs méthodes pédagogiques par la réflexion personnelle, la communication et l’engagement communautaire, et l’adoption d’une bonne attitude. Les participants croient que cela peut aider les enseignants non autochtones à créer un milieu d’apprentissage qui est pertinent pour leurs élèves.\r\nMots-clés : enseignement adapté aux réalités culturelles, éducation des autochtones, perfectionnement\r\ndes enseignants", "visits": 770, "categories": [12, 7]}}, {"model": "links.link", "pk": 1700, "fields": {"created_time": "2015-08-29T19:34:33.969Z", "updated_time": "2015-08-29T19:34:33.969Z", "title": "Professor of Teaching: The Quest for Equity and Parity", "url": "http://www.ucarecdn.com/cb490290-b0a1-40dc-ab8f-cb6e95a72a83/", "file": "https://ucarecdn.com/cb490290-b0a1-40dc-ab8f-cb6e95a72a83/", "description": "Abstract\r\nEmerging from the contested site of a new university campus, this article reflects on the transformative process of reconceptualizing and rebuilding a professional and an academic stream in a 21st-century Faculty of Education. In order to maximize her own capital, an assistant professor sought tenure in an innovative new stream introduced to her campus,\r\nprofessor of teaching. The novel rank reflected the commitment of the university to provide educational leadership, outstanding teaching, and curriculum innovation to higher education. However, guidelines for promotion to professor were not directive and\r\nexhaustive but more suggestive of being situated in place-based environments. Within the context of a market driven and policy-laden post-secondary institution, this was problematic. Since evidence supporting promotion to full professor is dependent on the discipline and the faculty, a myriad of interpretations of what exactly constituted a professor of\r\nteaching emerged. Based on the ambiguity of these policies, the discussion surrounding the experiences of otherness and marginalization which arose as this scholar-practitioner focused on her work as a teacher educator and a researcher in an emerging rank became of singular interest.\r\nKeywords: professor of teaching, higher education, tenure, promotion, research, marginalization\r\n\r\nRésumé\r\nTirant sa source du site contesté d’un nouveau campus universitaire, cet article propose une réflexion sur le processus de transformation lié à la reconceptualisation et à la refonte d’un volet professionnel et universitaire au sein d’une Faculté d’éducation du XXIe siècle. En vue de maximiser son propre capital, une professeure adjointe a cherché à obtenir sa\r\npermanence dans un volet novateur introduit dans son campus, celui de « professor of teaching », un nouveau niveau de poste reflétant la volonté de l’université de promouvoir le leadership en éducation, l’excellence dans l’enseignement et l’innovation en matière de curriculum au postsecondaire. Toutefois, au lieu d’être directifs et exhaustifs, les critères à remplir pour accéder à ce niveau de poste étaient plutôt de nature suggestive et fondées sur le milieu. Dans le contexte d’un établissement postsecondaire axé sur le marché et ancré dans des politiques, cela posait un problème. Comme les données venant appuyer\r\nla promotion au poste de professeur titulaire dépendent de la discipline et de la faculté, une foule d’interprétations de ce qui constitue exactement un « professor of teaching » a surgi. Étant donné l’ambiguïté de ces politiques, la discussion entourant les expériences d’altérité et de marginalisation qui est survenue lorsque cette universitaire-praticienne a concentré son attention sur son travail comme professeure de pédagogie et comme chercheuse dans un nouveau niveau de poste s’est avérée particulièrement intéressante.\r\nMots-clés : professor of teaching, enseignement supérieur, permanence, promotion,\r\nrecherche, marginalisation", "visits": 563, "categories": [7]}}, {"model": "links.link", "pk": 1701, "fields": {"created_time": "2015-08-29T19:43:49.645Z", "updated_time": "2015-08-29T19:43:49.645Z", "title": "ON THE ASSESSMENT OF INTRINSIC, EXTRINSIC, AND AMOTIVATION IN EDUCATION: EVIDENCE ON THE CONCURRENT AND CONSTRUCT VALIDITY OF THE ACADEMIC MOTIVATION SCALE", "url": "http://www.ucarecdn.com/e072c5bc-71c4-4867-a819-8fe82520f7dc/", "file": "https://ucarecdn.com/e072c5bc-71c4-4867-a819-8fe82520f7dc/", "description": "A new measure of motivation toward education has been developed in French, namely the \"Echelle de Motivation en Education\" (EME). The ME is based on the tenets of self-determination theory and is composed of seven aubscales assessing three types of intinsic motivation.", "visits": 618, "categories": [7]}}, {"model": "links.link", "pk": 1702, "fields": {"created_time": "2015-08-29T19:48:44.956Z", "updated_time": "2015-08-29T19:48:44.956Z", "title": "Unlikely Allies: Hilda Neatby, Michel Foucault, and the Critique of Progressive Education", "url": "http://www.ucarecdn.com/e9a5bec3-b45f-461a-92ac-b31a2f230689/", "file": "https://ucarecdn.com/e9a5bec3-b45f-461a-92ac-b31a2f230689/", "description": "Hilda Neatby, the author of So Little for the Mind, which stirred up a national debate about education in the 1950s, finds an unlikely ally in Michel Foucault. Both believe that progressive education, grounded in scientific pedagogy, is a means of domination rather than liberation. Both trace its roots to the 18th-century Age of Reason, which, according to Foucault, gave birth to the “disciplinary society” and, in Neatby’s view, destabilized the balance between faith and reason. Although they are philosophically far apart (Foucault, a Nietzschean; Neatby, a Christian), they have a startlingly similar appraisal of the progressive school.", "visits": 564, "categories": [7]}}, {"model": "links.link", "pk": 1703, "fields": {"created_time": "2015-08-29T19:53:00.229Z", "updated_time": "2015-08-29T19:53:00.229Z", "title": "Benchmarks of Historical Thinking: First Steps", "url": "http://www.ucarecdn.com/b0f815a8-444e-4810-8c26-2fcc3639c3a1/", "file": "https://ucarecdn.com/b0f815a8-444e-4810-8c26-2fcc3639c3a1/", "description": "Although historical thinking has been the subject of a substantial body of recent research, few attempts explicitly apply the results on a large scale in North America. This article, a narrative inquiry, examines the first stages of a multi-year, Canadawide\r\nproject to reform history education through the development of classroombased assessments. The study is based on participant-observations, documents generated by the project, and interviews, questionnaires, and correspondence with participants.\r\nThe authors find impediments – apparently surmountable – in teachers’ application of potentially difficult concepts, and in their organizational resistance.", "visits": 732, "categories": [7]}}, {"model": "links.link", "pk": 1704, "fields": {"created_time": "2015-08-29T19:54:59.596Z", "updated_time": "2015-08-29T19:54:59.596Z", "title": "Motivation and Education: The Self-Determination Perspective", "url": "http://www.ucarecdn.com/446a5f48-5060-49e8-8ac8-560a5ba130c3/", "file": "https://ucarecdn.com/446a5f48-5060-49e8-8ac8-560a5ba130c3/", "description": "Self-determination theory (Deci & Ryan, 1985, 1991), when applied to the realm of education, is concerned primarily with promoting in students an interest in learning, a valuing of education, and a confidence in their own capacities and attributes. These outcomes are manifestations of being intrinsically motivated and internalizing values and regulatory processes. Research\r\nsuggests that these processes result in high-quality learning and conceptual understanding, as well as enhanced personal growth and adjustment. In this article we also describe social-contextual factors that nurture intrinsic motivation and pralmote internalization, leading to the desired educational outcomes.", "visits": 612, "categories": [7]}}, {"model": "links.link", "pk": 1705, "fields": {"created_time": "2015-08-29T19:57:23.497Z", "updated_time": "2015-08-29T19:57:23.497Z", "title": "``Sustainability’’ in higher education From doublethink and newspeak to critical thinking and meaningful learning", "url": "http://www.ucarecdn.com/2b39bd41-ed03-48f6-a5a3-02a71c1a528d/", "file": "https://ucarecdn.com/2b39bd41-ed03-48f6-a5a3-02a71c1a528d/", "description": "Keywords Sustainable development, Higher education, Learning\r\n\r\nAbstract It is higher education’s responsibility to continuously challenge and critique value and knowledge claims that have prescriptive tendencies. Part of this responsibility lies in engaging students in socio-scientific disputes. The ill-defined nature of sustainability manifests itself in such disputes when conflicting values, norms, interests, and reality constructions meet. This makes sustainability – its need for contextualization and the debate surrounding it – pivotal for higher education. It offers an opportunity for reflection on the mission of our universities and colleges, but also a chance to enhance the quality of the learning process. This paper explores both the overarching goals and process of higher education from an emancipatory view and with regard to sustainability.", "visits": 801, "categories": [13, 7]}}, {"model": "links.link", "pk": 1706, "fields": {"created_time": "2015-08-29T19:59:11.734Z", "updated_time": "2015-08-29T19:59:11.734Z", "title": "Barriers to use of simulation-based education [Les barrières à l’utilisation de la formation basée sur simulateur]", "url": "http://www.ucarecdn.com/519f1974-37c2-4fc1-89f1-68e06236c061/", "file": "https://ucarecdn.com/519f1974-37c2-4fc1-89f1-68e06236c061/", "description": "Purpose: Barriers to simulation-based education in postgraduate and continuing education for anesthesiologists have not\r\nbeen well studied. We hypothesized that the level of training may influence attitudes towards simulation-based education\r\nand impact on the use of simulation. This study investigated this issue at the University of Toronto which possesses two sites\r\nequipped with high-fidelity patient simulators.", "visits": 678, "categories": [7, 4]}}, {"model": "links.link", "pk": 1707, "fields": {"created_time": "2015-08-29T20:01:06.304Z", "updated_time": "2015-08-29T20:01:06.304Z", "title": "LEARNER CHARACTERISTICS AS PREDICTORS OF ONLINE SOCIAL PRESENCE", "url": "http://www.ucarecdn.com/767f4fe5-bb34-4b6a-921d-2a9b46636ee8/", "file": "https://ucarecdn.com/767f4fe5-bb34-4b6a-921d-2a9b46636ee8/", "description": "In this study, the authors’ determined the individual learner characteristics of educators enrolled in online courses that influenced social presence (affective social communication). Findings reveal that the number of online courses taken, followed\r\nby computer‐mediated communication proficiency, are significant predictors of social presence. Recommendations for the effective use of online learning recognize that instructors must deliberately structure interaction patterns to overcome the potential lack of social presence of the medium. Similarly, quality instructional design and course development strategies need be incorporated with supportive pre‐course instructional activities provided to acquaint novice learners with online learning\r\nexpectations.\r\nKey words: online learning, social presence, learner characteristics, computermediated\r\ncommunication", "visits": 661, "categories": [7, 4]}}, {"model": "links.link", "pk": 1708, "fields": {"created_time": "2015-08-29T20:04:20.560Z", "updated_time": "2015-08-29T20:04:20.560Z", "title": "EXPLORING TEACHER CANDIDATES’ ASSESSMENT LITERACY: IMPLICATIONS FOR TEACHER EDUCATION REFORM AND PROFESSIONAL DEVELOPMENT", "url": "http://www.ucarecdn.com/a833ec5f-e43c-483c-8e9b-bdce7c827eed/", "file": "https://ucarecdn.com/a833ec5f-e43c-483c-8e9b-bdce7c827eed/", "description": "This study examined the assessment literacy of primary/junior teacher candidates in all four years of their concurrent program. Candidates from each year of the program completed a survey pertaining to self‐described level of assessment literacy, main\r\npurposes of assessment, utilization of different assessment methods, need for further training, and suggested methods for promoting assessment literacy in university and practice teaching settings. Levels of self‐efficacy remained relatively low for teacher candidates across each of the four years of this program. Most candidates suggested summative purposes for assessment and only a minority expressed formative purposes. They favoured observational techniques and personal communication.\r\nKey words: classroom assessment; preservice education\r\n\r\nCette étude porte sur la capacité d’évaluation chez les étudiants en pédagogie durant les quatre années de leur programme de formation à l’enseignement au primaire et au premier cycle du secondaire. Des étudiants de chaque année du programme ont\r\nrempli un questionnaire portant sur les sujets suivants : auto‐estimation de leur aptitude à l’évaluation, buts principaux des évaluations, utilisation de diverses méthodes d’évaluation, besoin d’une formation plus poussée et suggestion de\r\nméthodes pouvant aider à perfectionner l’aptitude à l’évaluation à l’université et lors de stages pédagogiques. Les répondants dans chacune des années du programme estimaient que leur capacité d’évaluation était relativement faible. La plupart ont\r\nparlé d’évaluations sommatives et seulement une minorité, d’évaluations formatives. Les répondants favorisaient les techniques d’observation et les communications personnelles.\r\nMots clés : évaluation des élèves, formation à l’enseignement", "visits": 629, "categories": [7]}}, {"model": "links.link", "pk": 1709, "fields": {"created_time": "2015-08-29T20:07:34.077Z", "updated_time": "2015-08-29T20:07:34.077Z", "title": "Implementing Parent Engagement Policy in an Increasingly Culturally Diverse Community of New Immigrants: How New is “New”?", "url": "http://www.ucarecdn.com/093a090e-c9fc-4e22-9c4e-f65e074fd66b/", "file": "https://ucarecdn.com/093a090e-c9fc-4e22-9c4e-f65e074fd66b/", "description": "Abstract\r\nThe Ontario Ministry of Education announced the Parent Engagement Policy for Ontario Schools in 2010. This policy aims to support parent engagement and provides a vision of its implementation at schools, boards, and the ministry. This mixed methods case study sheds light on its implementation and thus its implication by exploring the parent engagement\r\nexperiences of parents and teachers. The study results reveal that the actual and desired levels of engagement are different between new immigrants and the established or non-immigrant families, and that teacher education in parent engagement is desirable in optimizing parent partnerships.\r\nKeywords: immigrants, parent engagement, policy, parent involvement, teacher education,\r\nprofessional development\r\n\r\nRésumé\r\nLe Ministère de l’éducation de l’Ontario a annoncé le Parent politique d’engagement pour les écoles de l’Ontario en 2010. Cette politique vise à soutenir l’engagement parent et Implementing Parent Engagement Policy in an Increasingly Culturally Diverse \r\nfournit une vision de sa mise en oeuvre dans les écoles, les conseils scolaires et le ministère. Cette méthodes mixtes étude de cas met en lumière sa mise en oeuvre et donc son implication en explorant la participation des parents expériences vécues par les parents et les enseignants. Les résultats de l’étude révèlent la réelle et désirée niveaux d’engagement sont différentes entre les nouveaux immigrants et les établis ou de non-immigrant, familles et que la formation des maîtres en participation des parents est souhaitable dans l’optimisation des partenariats parent.\r\nMots-clés : immigrés, participation des parents, la participation des parents, la formation des enseignants, le développement professionnel, politique, défense des intérêts du public", "visits": 668, "categories": [14, 7]}}, {"model": "links.link", "pk": 1710, "fields": {"created_time": "2015-08-29T20:10:49.458Z", "updated_time": "2015-08-29T20:10:49.458Z", "title": "A Benchmark for Making College Affordable", "url": "http://www.ucarecdn.com/19380718-1877-4758-a6d4-06f5ee6031ef/", "file": "https://ucarecdn.com/19380718-1877-4758-a6d4-06f5ee6031ef/", "description": "College prices have increased by 45 percemt on average over the past decade, while household income has declinded by 7 percent in the same period.", "visits": 986, "categories": [8]}}, {"model": "links.link", "pk": 1711, "fields": {"created_time": "2015-08-29T20:12:32.126Z", "updated_time": "2015-08-29T20:12:32.126Z", "title": "Career ready: Towards a national strategy for the mobilization of Canadian potential", "url": "http://www.ucarecdn.com/6db20e77-b758-48d3-9a55-a7c3c04f2da5/", "file": "https://ucarecdn.com/6db20e77-b758-48d3-9a55-a7c3c04f2da5/", "description": "Jobs paranoia is widespread in Canada. Elementary pupils are coming home after receiving the “job talk” from their teachers, typically emphasizing the importance of getting good grades so they can get into a high-quality university – rarely a college, a polytechnic institute or an apprenticeship program. Parents worry about enrolling their children in the “right” schools and academic programs. There is growing concern about the transition from school to work. News media, television programs and movies offer tales of underemployed university and college graduates, intense competition for decent jobs and chronic youth unemployment.", "visits": 601, "categories": [20]}}, {"model": "links.link", "pk": 1712, "fields": {"created_time": "2015-08-29T20:15:03.680Z", "updated_time": "2015-08-29T20:15:03.680Z", "title": "University Funding Model Model Reform Consultation Paper", "url": "http://www.ucarecdn.com/3df327c1-f03b-4085-9c52-075c52a0da8a/", "file": "https://ucarecdn.com/3df327c1-f03b-4085-9c52-075c52a0da8a/", "description": "On March 12, 2015, the government announced that Ontario would be moving forward with the transformation of its\r\npostsecondary education sector by launching consultations on modernizing the university funding model. The purpose of this\r\nconsultation paper is to outline an engagement process and position the review within the context of the government’s overall\r\nplan for postsecondary education. Funding universities in a more quality-driven, sustainable and transparent way is part of the\r\ngovernment’s economic plan for Ontario.", "visits": 616, "categories": [8]}}, {"model": "links.link", "pk": 1713, "fields": {"created_time": "2015-08-29T20:41:59.744Z", "updated_time": "2015-08-29T20:41:59.744Z", "title": "REPORT OF THE SEXUAL ASSAULT POLICY REVIEW WORKING GROUP CONCORDIA UNIVERSITY", "url": "http://www.ucarecdn.com/75f33099-d870-4ddf-afc1-675e69351982/", "file": "https://ucarecdn.com/75f33099-d870-4ddf-afc1-675e69351982/", "description": "At the heart of Concordia University’s mission and tradition is respect for every member of its community. The university is committed to equality, dignity, and the building and maintaining of a healthy, safe and respectful environment.\r\nBehaviours commonly associated with rape culture, such as victim blaming, normalizing sexual objectification and violence, are absolutely unacceptable in the Concordia community. As such, sexual violence violates our institutional values, in particular the rights of individuals in our university community to be treated with dignity and respect.\r\nConcordia has taken many important steps to creating a safe environment. It was the first university in Canada to create the position of sexual harassment advisor in 1987 and one of the first to adopt a policy on sexual harassment in the early 1990s. It was also among the first Canadian universities to create an Ombuds Office in the 1970s. In 2013, the university launched the Sexual Assault Resource Centre (SARC) to inform the campus community about consent and prevention, and to provide\r\nsurvivor support.", "visits": 658, "categories": [16]}}, {"model": "links.link", "pk": 1714, "fields": {"created_time": "2015-08-29T20:44:25.671Z", "updated_time": "2015-08-29T20:44:25.671Z", "title": "Detecting and Preventing “Multiple-Account” Cheating in Massive Open Online Courses", "url": "http://www.ucarecdn.com/80d44f93-7bce-408a-b175-a54b30eb6245/", "file": "https://ucarecdn.com/80d44f93-7bce-408a-b175-a54b30eb6245/", "description": "ABSTRACT\r\nWe describe a cheating strategy enabled by the features of massive open online courses (MOOCs) and detectable by virtue of the sophisticated data systems that MOOCs provide. The strategy, Copying Answers using Multiple Existences Online (CAMEO), involves a user who gathers solutions to assessment questions using a “harvester” account and then submits correct\r\nanswers using a separate “master” account. We use “clickstream” learner data to detect CAMEO use among 1.9 million course participants in 115 MOOCs from two universities. Using conservative thresholds, we estimate CAMEO prevalence at 1,237 certificates, accounting for 1.3% of the certificates in the 69 MOOCs with CAMEO users. Among earners of 20 or more\r\ncertificates, 25% have used the CAMEO strategy. CAMEO users are more likely to be young, male, and international than other MOOC certificate earners. We identify preventive strategies that can decrease CAMEO rates and show evidence of their effectiveness in science courses.\r\nKeywords: Massive Open Online Courses (MOOCs), Cheating Detection, Educational\r\nCertification, Educational Data Mining (EDM), Security.", "visits": 740, "categories": [9, 4]}}, {"model": "links.link", "pk": 1715, "fields": {"created_time": "2015-08-29T20:46:23.075Z", "updated_time": "2015-08-29T20:46:23.075Z", "title": "Cooperation and Competition in Large Classrooms ", "url": "http://www.ucarecdn.com/982e3ecc-265f-45f9-97ea-7f1ce92afe5a/", "file": "https://ucarecdn.com/982e3ecc-265f-45f9-97ea-7f1ce92afe5a/", "description": "Instructors of large classes must contend with numerous challenges, among them low student motivation. Research in evolutionary biology, echoed by work in other disciplines, suggests that aspects of the classroom incentive structure – such as grades, extra credit, and instructor and peer acknowledgment – may shape motivations to engage in studies and to collaborate with peers. Specifically, the way that incentives are distributed in relative quantity (the slope of competition; the proportion of benefits earned through performance relative to peers) and space (the scale of competition; the proportion of peers with whom one is competing) may affect strategies to cooperate or to compete with others. ", "visits": 620, "categories": [7]}}, {"model": "links.link", "pk": 1716, "fields": {"created_time": "2015-08-29T20:48:18.369Z", "updated_time": "2015-08-29T20:48:18.369Z", "title": "Community Service Learning and Community-Based Learning as Approaches to Enhancing University Service Learning ", "url": "http://www.ucarecdn.com/9cc20085-9eb9-47cd-9c26-5d65526e0e1b/", "file": "https://ucarecdn.com/9cc20085-9eb9-47cd-9c26-5d65526e0e1b/", "description": "This report describes a study exploring the impact of academic community-based learning (CBL), course community-service learning (CSL) and other in-course learning activities (ICLA) on student learning. Informed by Kolb’s (1984) experiential learning cycle, the study used a survey instrument, adapted from several existing survey instruments, examining students’ self-reporting in a number of areas such as: \r\n\tStudent engagement\r\n\tDepth of learning\r\n\tPerceptions of course environment including teaching quality and course workload\r\n\tEducational outcomes", "visits": 624, "categories": [6]}}, {"model": "links.link", "pk": 1717, "fields": {"created_time": "2015-08-29T20:50:31.946Z", "updated_time": "2015-08-29T20:50:31.946Z", "title": "Work-Integrated Learning in Ontario’s Postsecondary Sector: The Pathways of Recent College and University Graduates", "url": "http://www.ucarecdn.com/e17952fb-aa51-4e16-8e3b-03153d1a164f/", "file": "https://ucarecdn.com/e17952fb-aa51-4e16-8e3b-03153d1a164f/", "description": "Work-integrated learning (WIL) has been identified as a key strategy for supporting Canada’s postsecondary education (PSE) system in responding to an increasingly dynamic, globalized, knowledge-based economy. Ontario in particular has been described as a “hot bed” of co-operative education (Ipsos Reid, 2010). However, while there is a common belief that WIL improves employment outcomes (see Gault, Redington & Schlager, 2000; Kramer & Usher, 2010), research on this topic has generally been specific to certain programs and types of WIL (Sattler, 2011).\r\n", "visits": 620, "categories": [20]}}, {"model": "links.link", "pk": 1718, "fields": {"created_time": "2015-08-29T20:51:43.725Z", "updated_time": "2015-08-29T20:51:43.725Z", "title": "Bridging the Divide, Part I: What Canadian Job Ads Said", "url": "http://www.ucarecdn.com/cbd93a96-356c-48d9-a79f-d86c78a8d45b/", "file": "https://ucarecdn.com/cbd93a96-356c-48d9-a79f-d86c78a8d45b/", "description": "Discussions of Canada’s so-called ‘skills gap’ have reached a fever pitch. Driven by conflicting reports and data, the conversation shows no signs of abating. On the one hand, economic indicators commonly used to identify gaps point to problems limited to only certain occupations (like health occupations) and certain provinces (like Alberta) rather than to a general skills crisis. On the other hand, employers continue to report a mismatch between the skills they need in their workplaces and those possessed by job seekers, and to voice concern that the postsecondary system is not graduating students with the skills they need.", "visits": 644, "categories": [20]}}, {"model": "links.link", "pk": 1719, "fields": {"created_time": "2015-08-29T20:53:11.900Z", "updated_time": "2015-08-29T20:53:11.900Z", "title": "Bridging the Divide, Part II: What Canadian Job Ads Produced ", "url": "http://www.ucarecdn.com/b6700d95-d74a-44df-ae81-662686a01d97/", "file": "https://ucarecdn.com/b6700d95-d74a-44df-ae81-662686a01d97/", "description": "Media and policy commentary have focused lately on Canadian employers’ apparent inability to find employees with the desired labour market skills. To explore this issue further, HEQCO reviewed and summarized the current discourse surrounding a “skills gap” in The Great Skills Divide: A Review of the Literature and conducted an analysis of Canadian job advertisements geared toward recent postsecondary graduates in Bridging the Divide, Part I: What Canadian Job Ads Said. In the latter publication, 316 job advertisements for entry-level positions requiring postsecondary education were examined to ascertain the education credentials, work experience and essential skills employers were seeking. To follow-up on Bridging the Divide, Part I, the current report analyzes survey responses from 103 employers that posted job advertisements included in the preceding study. In particular, employers were asked if they had filled the advertised position or, if not, the reasons for being unable to find someone to hire. Those employers that had filled the position were also asked about the successful candidates’ qualifications and performance on the job so far.", "visits": 559, "categories": [20]}}, {"model": "links.link", "pk": 1720, "fields": {"created_time": "2015-08-29T20:56:16.424Z", "updated_time": "2015-08-29T20:56:16.425Z", "title": "The Great Skills Divide: A Review of the Literature", "url": "http://www.ucarecdn.com/35206e60-f8c8-4ae4-a75c-1486101b26ef/", "file": "https://ucarecdn.com/35206e60-f8c8-4ae4-a75c-1486101b26ef/", "description": "Discussions of Canada’s so-called “skills gap” have reached a fever pitch. Driven by conflicting reports and data, the conversation shows no signs of abating. On the one hand, economic indicators commonly used to identify gaps point to problems limited to only certain occupations (like health occupations) and certain provinces (like Alberta) rather than to a general skills crisis. On the other hand, employers continue to report a mismatch between the skills they need in their workplaces and those possessed by job seekers, and to voice concern that the postsecondary system is not graduating students with the skills they need.", "visits": 711, "categories": [20]}}, {"model": "links.link", "pk": 1721, "fields": {"created_time": "2015-08-29T20:57:50.473Z", "updated_time": "2015-08-29T20:57:50.473Z", "title": "Outcomes-Based Funding: Current Status, Promising Practices and Emerging Trends", "url": "http://www.ucarecdn.com/eddab0d9-99c1-466e-ab50-4ad21c659f9c/", "file": "https://ucarecdn.com/eddab0d9-99c1-466e-ab50-4ad21c659f9c/", "description": "Probing the question of the effectiveness and applicability of outcomes-based funding policy for higher education in Ontario requires an approach that (1) reviews current research and policy literatures on this topic and (2) differentiates and contextualizes the knowledge available. In order to evaluate successful and unsuccessful policy features and institutional practices, it is important to take stock of current policies across varied provincial, state, regional and national contexts, as well as over time. The topic of outcomes-based funding has received considerable and continuing attention in the research and policy literatures, and syntheses of these are currently available (e.g., Dougherty & Reddy, 2011, 2013; Frøhlich, Schmidt & Rosa, 2010; National Conference of State Legislatures, 2013). However, a comprehensive policy-relevant perspective can only be a product of extended study that considers policy contexts internationally and provides an actionable, differentiated view on the research and policy in this area. This study will examine policy and research literature to address the following research questions:\r\n1. What provinces, states and countries are funding their public postsecondary systems on the basis of outcomes, and what proportion of funding is devoted to these funding mechanisms?\r\n2. Have outcomes-based funding policies in place within jurisdictions changed over time and, if so, how?\r\n3. How has the implementation of performance-based funding affected the performance of higher education institutions?\r\n4. What successful practices can be identified based on others’ experiences?\r\n5. What unsuccessful practices can be identified based on others’ experiences?\r\n6. What are the overall trends in outcomes-based funding in other jurisdictions?", "visits": 642, "categories": [8]}}, {"model": "links.link", "pk": 1722, "fields": {"created_time": "2015-08-29T21:00:00.489Z", "updated_time": "2015-08-29T21:00:00.489Z", "title": "Outcomes of Doctoral Program Graduates: Pilot Test of a Strategy to Measure Outcomes Using Exit and Alumni Surveys", "url": "http://www.ucarecdn.com/9a6bb11c-7795-444f-9fac-db0ef8c77732/", "file": "https://ucarecdn.com/9a6bb11c-7795-444f-9fac-db0ef8c77732/", "description": "Enrolments in graduate programs in Ontario and across Canada have grown substantially over the past 15 years. This growth has been supported and encouraged by strategic investments from provincial and federal governments. Although it has been argued that an increase in the number of Canadians with master’s- or PhD-level education is needed to support increased innovation and economic advancement, there is a growing view that many recent master’s and doctoral graduates are unemployed or underemployed. The current lack of evidence regarding the employment outcomes of master’s and doctoral graduates makes it difficult to evaluate the extent to which this might actually be the case. Several reports have highlighted the need for universities to document and report on the employment outcomes of master’s and doctoral graduates.", "visits": 620, "categories": [6]}}, {"model": "links.link", "pk": 1723, "fields": {"created_time": "2015-08-29T21:02:05.525Z", "updated_time": "2015-08-29T21:02:05.525Z", "title": "Still Worth It After All These Years", "url": "http://www.ucarecdn.com/8cc7c4bb-a380-42ec-9631-275d1050d3e9/", "file": "https://ucarecdn.com/8cc7c4bb-a380-42ec-9631-275d1050d3e9/", "description": "A general debate swirls about the value of going to university. A more focused anxiety simmers as to whether\r\nit is worth studying the humanities compared to the surely much more lucrative STEM fields (science, technology, engineering and math).\r\nOn one hand, young Ontarians hear predictions that most jobs of the future will require postsecondary skills and credentials. They are counselled that a university education still offers them the very best job prospects. Those without one will be disadvantaged, and in a punishing youth job market like today’s they will be disproportionately disadvantaged. Those with one – and that includes graduates from the humanities – will possess a set of transferable skills that will allow them to adapt to the unknowable future.\r\nOn the other side, young Ontarians are told about increasing tuition costs and high student debt levels; about university graduates unable to land jobs related to their field of study, especially in the humanities; about an erosion in the financial value of a degree, as the earnings advantage for those with one narrows; and about entrepreneurs and innovators who dropped out of university and made a fortune.\r\n", "visits": 680, "categories": [17]}}, {"model": "links.link", "pk": 1724, "fields": {"created_time": "2015-08-29T21:04:22.207Z", "updated_time": "2015-08-29T21:04:22.207Z", "title": "Apprenticeship in Ontario: An Exploratory Analysis", "url": "http://www.ucarecdn.com/aa629bfe-579e-4504-9553-d1886aeefbbd/", "file": "https://ucarecdn.com/aa629bfe-579e-4504-9553-d1886aeefbbd/", "description": "This report aims to introduce the reader to the apprenticeship sector in Ontario by providing an overview of the current state of affairs. We begin by outlining the structure and governance of apprenticeship in the province and survey the literature relevant to some of the policy debates regarding apprenticeship. The report then identifies and consolidates key data concerning the various components of this complex system, providing comparative Canadian data where relevant to identify areas of strength and weakness. The intent is for this report to provide a firm foundation from which further discussions concerning apprenticeship might proceed.", "visits": 845, "categories": [20]}}, {"model": "links.link", "pk": 1725, "fields": {"created_time": "2015-08-29T21:05:49.832Z", "updated_time": "2015-08-29T21:05:49.833Z", "title": "Apprenticeship in International Perspective: Points of Contrast with Ontario ", "url": "http://www.ucarecdn.com/230a2525-13b1-4607-8d38-d18dd0a6d63c/", "file": "https://ucarecdn.com/230a2525-13b1-4607-8d38-d18dd0a6d63c/", "description": "This report examines the apprenticeship systems of seven jurisdictions – Germany, Austria, Switzerland, Australia, England, France and the United States – to draw comparisons with Ontario’s apprenticeship system. The purpose of this work is to help us think differently about how the challenges that Ontario’s apprenticeship system faces have been addressed abroad. While knowledge of Ontario’s apprenticeship system is assumed, the report closes with profiles describing each of the seven apprenticeship contexts in detail. \r\nThe comparative analysis proceeds according to six different dimensions: historical and cultural factors; governance; scope; participation; apprenticeship structure; and qualifications and completion rates. For each case, common practice abroad is contrasted with Ontario’s apprenticeship system with the purpose of highlighting the differences that exist. ", "visits": 800, "categories": [14]}}, {"model": "links.link", "pk": 1726, "fields": {"created_time": "2015-08-29T21:07:22.756Z", "updated_time": "2015-08-29T21:07:22.756Z", "title": "The Apprentice Retention Program: Evaluation and Implications for Ontario ", "url": "http://www.ucarecdn.com/d16995b0-76d8-418a-980e-e18a514ac5f0/", "file": "https://ucarecdn.com/d16995b0-76d8-418a-980e-e18a514ac5f0/", "description": "Attraction and retention of apprentices and completion of apprenticeships are issues of concern to all stakeholders involved in training, economic development and workforce planning. The Canadian Apprenticeship Forum (CAF) has forecast that by 2017 there will be a need to train 316,000 workers to replace the retiring workforce in the construction industry alone (CAF, 2011a). In the automotive sector, shortages are expected to reach between 43,700 and 77,150 by 2021. However, shortages are already widespread across the sector, and CAF survey data show that almost half (48.1%) of employers reported that there was a limited number of qualified staff in 2011 (CAF, 2011a). Given this, retention of qualified individuals in apprenticeship training and supporting them through to completion is a serious issue. There is some indication that registration in apprenticeship programs has been increasing steadily over the past few years, but the number of apprentices completing their program has not kept pace (Kallio, 2013; Laporte & Mueller, 2011). Increasing the number of completions would result in a net benefit to both apprentices and employers, minimizing joblessness and skills shortages. ", "visits": 696, "categories": [3]}}, {"model": "links.link", "pk": 1727, "fields": {"created_time": "2015-08-29T21:09:42.158Z", "updated_time": "2015-08-29T21:09:42.158Z", "title": "Canadian Postsecondary Performance: IMPACT 2015", "url": "http://www.ucarecdn.com/f256315f-1f6e-4e8c-bd02-92aa90ff5602/", "file": "https://ucarecdn.com/f256315f-1f6e-4e8c-bd02-92aa90ff5602/", "description": "Canadians invest considerable energy, resources, and personal and societal aspiration into postsecondary education. It is good public policy to assess how we are doing and what outcomes we are achieving with that investment. One of HEQCO’s core mandates is to evaluate the postsecondary sector and to report the results of that assessment. To that end, in this report, we have assembled data that assess the performance of Canada’s 10 provincial public postsecondary education systems.", "visits": 756, "categories": [5]}}, {"model": "links.link", "pk": 1728, "fields": {"created_time": "2015-08-29T21:13:43.758Z", "updated_time": "2015-08-29T21:13:43.759Z", "title": "Learning Outcome Assessment: A Practioner's Handbook", "url": "http://www.ucarecdn.com/5a31e608-28c1-4452-92f1-20c2ab7dda07/", "file": "https://ucarecdn.com/5a31e608-28c1-4452-92f1-20c2ab7dda07/", "description": "This handbook is intended to serve as a resource for fculty, staffk academic leades and educational developers engaged in program and course desing/review, and the assissment of program-level learning outcomes for program improve. The assessment of learning outcomes at the program-level can assist in making improvements to curricula, teaching and assessment plans.", "visits": 627, "categories": [7]}}, {"model": "links.link", "pk": 1729, "fields": {"created_time": "2015-08-29T21:15:40.885Z", "updated_time": "2015-08-29T21:15:40.885Z", "title": "Students Weigh In: National Analysis of Results from the 2013 Canadian Graduate and Professional Student Survey", "url": "http://www.ucarecdn.com/cbf626f9-b72f-4f5f-b0f9-c5dc9e3b2006/", "file": "https://ucarecdn.com/cbf626f9-b72f-4f5f-b0f9-c5dc9e3b2006/", "description": "The Canadian Graduate and Professional Student Survey (CGPSS) is a national survey that was completed by over 51,000 students across 48 universities in 2013. This comprehensive survey includes questions covering a broad array of topics including students’ satisfaction with their departments, programs and advisors, availability of funding, use and quality of university services, and satisfaction with professional development supports (CAGS, 2010). This report uses data and opinions collected from graduate students through the CGPSS in an effort to contribute to the conversation on graduate student education in Canada.", "visits": 672, "categories": [6, 7]}}, {"model": "links.link", "pk": 1730, "fields": {"created_time": "2015-08-29T21:17:41.756Z", "updated_time": "2015-08-29T21:17:41.756Z", "title": "Multiple Case Study Evaluation of Postsecondary Bridging Programs for Internationally Educated Health Professionals", "url": "http://www.ucarecdn.com/01130eba-f51a-42a7-975f-77be82fe37f0/", "file": "https://ucarecdn.com/01130eba-f51a-42a7-975f-77be82fe37f0/", "description": "Bridging programs are designed for internationally educated immigrant professionals who have completed formal training in another country but who may not have the educational, professional or language requirements necessary to become licensed to practice in Canada. As Ontario’s population ages, the successful integration of internationally educated health professionals (IEHPs) into the health care workforce has been identified as a strategy to address the challenges created by the shrinking labour pool and growing demands on the health care system (Finley & Hancock, 2010; Stuckey & Munro, 2013). To better understand the role of Ontario’s postsecondary system in facilitating the entry of IEHPs into the health care workforce, this study analyzed seven Canadian bridging programs and obtained input from 15 key informants. The goal of the evaluation was to identify the characteristics and practices of effective IEHP bridging programs. The specific research questions addressed by the evaluation were:\r\n1. What are the expected outcomes of effective bridging programs and how should they be measured?\r\n2. What are the key features that contribute to bridging program effectiveness?\r\n3. What challenges do bridging programs face in achieving their goals?\r\n4. What is the appropriate role of regulatory colleges, government, employers and professional associations in ensuring bridging program effectiveness?", "visits": 624, "categories": [14]}}, {"model": "links.link", "pk": 1731, "fields": {"created_time": "2015-08-29T21:19:04.383Z", "updated_time": "2015-08-29T21:19:04.383Z", "title": "The Role of Intermediary Bodies in Enhancing Quality and Sustainability in Higher Education", "url": "http://www.ucarecdn.com/c9e6b209-9753-4eb7-89f4-995b03586380/", "file": "https://ucarecdn.com/c9e6b209-9753-4eb7-89f4-995b03586380/", "description": "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.", "visits": 601, "categories": [5]}}, {"model": "links.link", "pk": 1732, "fields": {"created_time": "2015-08-29T21:21:12.260Z", "updated_time": "2015-08-29T21:21:12.260Z", "title": "Put Students’ Minds Together and their Hearts Will Follow: Building a Sense of Community in Large-Sized Classes via Peer- and Self-Assessment", "url": "http://www.ucarecdn.com/92a0ca84-50e7-40f0-a4dd-89b0173e2da7/", "file": "https://ucarecdn.com/92a0ca84-50e7-40f0-a4dd-89b0173e2da7/", "description": "Many countries strive to make postsecondary education maximally accessible to their citizens under the assumption that educated citizens boost innovation and leadership, resulting in social and economic benefits. However, attempts to increase access, especially in contexts of stagnant or diminishing financial support, can result in ever-increasing class sizes. Two aspects of large classes are extremely worrisome. First, economic and logistical constraints have led many such classes to \r\ndevolve into settings characterized by lectures, readings and multiple-choice tests, thereby denying students experience and exercise with important transferable skills (e.g., critical thought, creative thought, self-reflective thought, expressive and receptive communication). Second, such classes are depicted as cold and impersonal, with little sense of community among students.\r\n", "visits": 535, "categories": [7]}}, {"model": "links.link", "pk": 1733, "fields": {"created_time": "2015-08-29T21:22:59.615Z", "updated_time": "2015-08-29T21:22:59.615Z", "title": "Outcomes-Based Education Initiatives in Ontario Postsecondary Education: Case Studies", "url": "http://www.ucarecdn.com/c8580921-b818-44ed-b901-4cd80f8a53a2/", "file": "https://ucarecdn.com/c8580921-b818-44ed-b901-4cd80f8a53a2/", "description": "The development of outcomes-based educational (OBE) practices represents one important way in which a learning outcomes approach to teaching and learning can be applied in the postsecondary sector. This study adopts a multiple case study design and profiles seven OBE initiatives being implemented in Ontario’s colleges and universities to better understand the scope of outcomes-based educational practices in the province’s postsecondary sector. ‘OBE initiatives’ are defined as purposeful \r\nactions undertaken by postsecondary providers directed at defining, teaching toward and assessing learning outcomes in their\r\neducational practice (modified from Jones, Voorhees & Paulson, 2002).\r\n", "visits": 653, "categories": [6]}}, {"model": "links.link", "pk": 1734, "fields": {"created_time": "2015-08-29T21:24:48.669Z", "updated_time": "2015-08-29T21:24:48.669Z", "title": "The Effects of Developmental Communication Instruction on Language Skills and Persistence at Four Ontario Colleges", "url": "http://www.ucarecdn.com/248c9312-3c90-41f3-b4c6-cd4c004e80c3/", "file": "https://ucarecdn.com/248c9312-3c90-41f3-b4c6-cd4c004e80c3/", "description": "With a mandate to prepare students for the labour market, ‘communication’ figures prominently among the essential employability skills that Ontario’s colleges are expected to develop in students prior to graduation. As a result, many colleges have instituted measures to help shore up the skills of students who are admitted to college yet who do not possess the expected ‘college-level English’ proficiency. Several have addressed this challenge by admitting these students into developmental communication classes, which are designed to build their skills to the expected college level.\r\n", "visits": 588, "categories": [6, 10]}}, {"model": "links.link", "pk": 1735, "fields": {"created_time": "2015-09-11T19:52:31.805Z", "updated_time": "2015-09-11T19:52:31.805Z", "title": "A Crisis in Student Loans? How Changes in the Characteristics of Borrowers and in the Institutions they Attended Contributed to Rising Loan Defaults", "url": "http://www.ucarecdn.com/7e1f9b39-6e5c-4f1a-9bc1-d5f7c458033d/", "file": "https://ucarecdn.com/7e1f9b39-6e5c-4f1a-9bc1-d5f7c458033d/", "description": "This paper examines the rise in student loan delinquency and default drawing on a unique set of administrative data on federal student borrowing, matched to earnings records from de-identified tax records. Most of the increase in default is associated with the rise in the number of borrowers at for-profit schools and, to a lesser extent, 2-year institutions and certain other non-selective institutions, whose students historically composed only a small share of borrowers. These non-traditional borrowers were drawn from lower income families, attended institutions with relatively weak educational outcomes, and experienced poor labor market outcomes after leaving school. In contrast, default rates among borrowers attending most 4-year public and non-profit private institutions and graduate borrowers—borrowers who represent the vast majority of the federal loan portfolio—have remained low, despite the severe recession and their relatively high loan balances. Their higher earnings, low rates of unemployment, and greater family resources appear to have enabled them to avoid adverse loan outcomes even during times of hardship. Decomposition analysis indicates that changes in characteristics of borrowers and the institutions they attended are associated with much of the doubling in default rates between 2000 and 2011. Changes in the type of schools attended, debt burdens, and labor market outcomes of non-traditional borrowers at for-profit and 2-year colleges explain the\r\nlargest share.\r\n", "visits": 857, "categories": [8]}}, {"model": "links.link", "pk": 1736, "fields": {"created_time": "2015-09-11T19:56:20.320Z", "updated_time": "2015-09-11T19:56:20.320Z", "title": "Universities: Putting ideas to work for Canadians", "url": "http://www.ucarecdn.com/14a90b56-78c3-4e5d-a49c-a29863d22579/", "file": "https://ucarecdn.com/14a90b56-78c3-4e5d-a49c-a29863d22579/", "description": "Canada’s universities put ideas to work for Canadians.\r\n\r\nCanada needs ingenuity, creativity, entrepreneurship, new ideas and competitive drive. We need to compete on our wits to succeed in the global economy. Canada’s universities are centres of knowledge, learning and innovation. Through teaching, research and community engagement, Canada’s universities help deliver the solutions needed to achieve ongoing prosperity for Canada. University faculty, researchers, graduates and students put their knowledge and skills to work for the benefit of Canada and Canadians now, and in the future.", "visits": 644, "categories": [5]}}, {"model": "links.link", "pk": 1737, "fields": {"created_time": "2015-09-11T19:58:51.485Z", "updated_time": "2015-09-11T19:58:51.485Z", "title": "Creating Opportunities in Education for Aboriginal Students", "url": "http://www.ucarecdn.com/f3565882-cbc6-473a-a830-968adaf385ba/", "file": "https://ucarecdn.com/f3565882-cbc6-473a-a830-968adaf385ba/", "description": "at the university of british columbia, Aboriginal students congregate in a First Nations Longhouse. At the University of Manitoba, senior managers now travel to Aboriginal communities to recruit students. The University of Saskatchewan’s College of Engineering runs outreach programs to engage Aboriginal youth well before they are of university age. At Lakehead University, the Native access program assists students in making a successful transition to university.\r\n\r\nCanadian universities are increasingly creating resources and programs for Aboriginal students – including courses, outreach and financial assistance, as well as programs and physical spaces where Aboriginal students can find counselling, support and connection to their culture.", "visits": 652, "categories": [12]}}, {"model": "links.link", "pk": 1738, "fields": {"created_time": "2015-09-11T20:00:25.600Z", "updated_time": "2015-09-11T20:00:25.600Z", "title": "Quick facts on Canada’s skills gap", "url": "http://www.ucarecdn.com/eab8ad63-f42b-4f28-ae54-eceea2c48118/", "file": "https://ucarecdn.com/eab8ad63-f42b-4f28-ae54-eceea2c48118/", "description": "Canada needs more university, college and trades graduates. In order to compete in the new global knowledge economy, we have to equip all Canadians to achieve their potential and contribute to a prosperous Canada.\r\n", "visits": 644, "categories": [17]}}, {"model": "links.link", "pk": 1739, "fields": {"created_time": "2015-09-11T20:04:22.154Z", "updated_time": "2015-09-11T20:04:22.154Z", "title": "Innovation in Education: Today’s undergraduate experience", "url": "http://www.ucarecdn.com/8ad7ecb5-a825-4604-8c12-a235fe60d881/", "file": "https://ucarecdn.com/8ad7ecb5-a825-4604-8c12-a235fe60d881/", "description": "Canada’s universities are learning communities where students develop the critical thinking, communication and analytical skills our knowledge-driven economy demands. Through innovation in teaching and hands-on research opportunities, universities are producing Canada’s next generation of scientists, entrepreneurs, professionals, educators, innovators and community leaders.", "visits": 586, "categories": [17]}}, {"model": "links.link", "pk": 1740, "fields": {"created_time": "2015-09-11T20:06:49.130Z", "updated_time": "2015-09-11T20:06:49.130Z", "title": "Innovate North-South Partnerships", "url": "http://www.ucarecdn.com/9cd992dd-24e3-46c5-ad99-58ff9cefa1f8/", "file": "https://ucarecdn.com/9cd992dd-24e3-46c5-ad99-58ff9cefa1f8/", "description": "This short document presents a synthesis of the main findings emerging from the six case studies aimed at identifying the characteristics of innovative North-South university partnerships conducted by the Association of Universities and Colleges of Canada (AUCC) in 2012. It includes an overview of the purpose of the study and details on how it was conducted, including a refresher on the analytical framework utilized to design the data collection and analysis tools. The last section presents a summary of the findings emerging from the study and some recommendations addressed to the funders of these partnerships, participating universities and faculty members as well as possible next steps.", "visits": 662, "categories": [17]}}, {"model": "links.link", "pk": 1741, "fields": {"created_time": "2015-09-11T20:08:55.445Z", "updated_time": "2015-09-11T20:08:55.445Z", "title": "Canada’s Universities: Partners for prosperity", "url": "http://www.ucarecdn.com/6c458d6d-b9f7-474e-b931-f4de8342c653/", "file": "https://ucarecdn.com/6c458d6d-b9f7-474e-b931-f4de8342c653/", "description": "This fall, Canada’s universities welcomed the Class of 2017. The skills, knowledge and experiences these students acquire will contribute directly to Canada’s economic growth for decades to come. Universities are at the heart of discovery and innovation in Canada, working in partnership to build a better Canada. They help drive prosperity and strengthen communities. Universities help\r\nCanadians achieve their aspirations for the future.", "visits": 601, "categories": [17]}}, {"model": "links.link", "pk": 1742, "fields": {"created_time": "2015-09-11T20:11:31.428Z", "updated_time": "2015-09-11T20:11:31.428Z", "title": "Pushing the frontiers of knowledge for the advancement of humanity", "url": "http://www.ucarecdn.com/e1352c02-40b1-4c28-8a66-93b45df10eff/", "file": "https://ucarecdn.com/e1352c02-40b1-4c28-8a66-93b45df10eff/", "description": "They innovate and advance knowledge in all sectors and, more importantly, apply learning to improve the quality of life for the most vulnerable, thereby contributing to the advancement of humanity. They help keep children in school with high-quality and relevant education. They improve incomes, advance food security and protect the natural environment. They champion human rights and engage civil society. They co-create knowledge with communities and keep governments abreast of the latest innovations and techniques, supporting them to develop effective policy frameworks.", "visits": 643, "categories": [14]}}, {"model": "links.link", "pk": 1743, "fields": {"created_time": "2015-09-11T20:15:38.313Z", "updated_time": "2017-01-25T17:13:57.811Z", "title": "Canada’s Universities in the World AUCC Internationalization Survey", "url": "https://ucarecdn.com/2d1f7baa-a5e7-4fac-b07f-d34e5c01eed6/", "file": "https://ucarecdn.com/2d1f7baa-a5e7-4fac-b07f-d34e5c01eed6/", "description": "The contemporary landscape of university internationalization In recent decades, globalization has become a pervasive force\r\nshaping higher education. Today almost all institutions in Canada and around the world engage to some degree in activities aimed at forging global connections and building global competencies among their students, faculty and administrative units. Developing such activities at many levels within universities is now a central part of institutional planning, structures and programming — a phenomenon known as the internationalization of higher education.", "visits": 786, "categories": [14]}}, {"model": "links.link", "pk": 1744, "fields": {"created_time": "2015-09-11T20:17:38.090Z", "updated_time": "2015-09-11T20:17:38.090Z", "title": "STUDENTS FOR DEVELOPMENT Working together for a sustainable future", "url": "http://www.ucarecdn.com/0b65ee34-5dfe-4aa6-9c00-9491c6246c22/", "file": "https://ucarecdn.com/0b65ee34-5dfe-4aa6-9c00-9491c6246c22/", "description": "Launched in 2005, the SFD program enabled university students to enrich their learning experience and contribute to international development, while strengthening links between institutions in Canada and overseas. SFD interns not only grew personally and professionally, they also contributed to the key development challenges of improving the lives of children and youth, ensuring food security and strengthening sustainable economies.", "visits": 965, "categories": [13]}}, {"model": "links.link", "pk": 1745, "fields": {"created_time": "2015-09-11T20:25:01.620Z", "updated_time": "2015-09-11T20:25:01.620Z", "title": "Submission to the Federal Science. Technology and Innovation Review", "url": "http://www.ucarecdn.com/001c2dd4-c72d-42e6-91c5-c11f4bd492b2/", "file": "https://ucarecdn.com/001c2dd4-c72d-42e6-91c5-c11f4bd492b2/", "description": "Canada's universities make essential contributions to our nationa innovation system, from conducting discover-driven research to partnering with industry on practical solutions to immediate problems. Universiites are key economic drivers of regional and national prosperity. They generate the ideas and solutions used by communities, small and medium enterrises, national and multi-national companies and sectors of the economy across the country", "visits": 593, "categories": [5]}}, {"model": "links.link", "pk": 1746, "fields": {"created_time": "2015-09-11T20:30:56.842Z", "updated_time": "2015-09-11T20:30:56.842Z", "title": "Inspiring Leaders with Global Skills", "url": "http://www.ucarecdn.com/a3bd671a-43c2-4b0e-8349-b6967330ff51/", "file": "https://ucarecdn.com/a3bd671a-43c2-4b0e-8349-b6967330ff51/", "description": "Jeannine Plamondon is a legal counsel who seeks justice for war crimes. Erin O’Brien is a United Nations worker helping to achieve food security in Africa. And Christopher Charles is a social entrepreneur and the inventor of a tool to combat anemia in Cambodia. These accomplished professionals are a few of the former participants in the Students for Development (SFD) program whose current careers and study paths have been profoundly shaped by their SFD internship experiences.", "visits": 778, "categories": [19]}}, {"model": "links.link", "pk": 1747, "fields": {"created_time": "2015-09-11T20:32:20.378Z", "updated_time": "2015-09-11T20:32:20.378Z", "title": "YOUTH EMPLOYMENT IN CANADA", "url": "http://www.ucarecdn.com/8dcb5edb-0e2c-4f09-b36c-651776eb8a6e/", "file": "https://ucarecdn.com/8dcb5edb-0e2c-4f09-b36c-651776eb8a6e/", "description": "For young Canadians, a university education remains a path to success in the job market. Canadian universities share the federal government’s concern about youth unemployment, and are committed to the goals of helping to create jobs and growth for the benefit of all Canadians, especially young people. Universities are taking steps to ensure that graduates are equipped with the skills they need to be competitive in a mobile and globally-connected knowledge labour market.", "visits": 631, "categories": [8]}}, {"model": "links.link", "pk": 1748, "fields": {"created_time": "2015-09-11T20:33:56.016Z", "updated_time": "2015-09-11T20:33:56.016Z", "title": "Knowledge creation through international collaboration Highlights from Phase 6 (2011-2014) of the Canada", "url": "http://www.ucarecdn.com/94b8d962-e66c-4daa-acdc-acc4366f5a3f/", "file": "https://ucarecdn.com/94b8d962-e66c-4daa-acdc-acc4366f5a3f/", "description": "From tracking the use of crack cocaine in Brazil to examining the effects of air pollution on children in Mexico to exploring\r\nthe impact of mining operations on local economies, the most recent phase of the Canada-Latin America and the Caribbean\r\nResearch Exchange Grants (LACREG) program supported more than 30 international research projects in a wide range of\r\ndisciplines and countries.", "visits": 568, "categories": [14]}}, {"model": "links.link", "pk": 1749, "fields": {"created_time": "2015-09-11T20:37:02.409Z", "updated_time": "2015-09-11T20:37:02.409Z", "title": "Higher Education for a stronger Canada", "url": "http://www.ucarecdn.com/481cb192-4599-4997-aeff-7f9690e37295/", "file": "https://ucarecdn.com/481cb192-4599-4997-aeff-7f9690e37295/", "description": "Before they set foot on campus, most had already undergone a significant process of researching university choices, course options and the potential for employment after graduation.\r\n\r\nThey are already anticipating the benefits – skills gained, a good job and a rewarding career. They are on the right track. Evidence shows high employment and strong incomes for university graduates. The investment pays off. The myth of the underemployed graduate is just that – a myth. Jobs for the university- educated in any discipline are growing across\r\nCanada. In Alberta, for instance, 56 percent of net new jobs since 2008 have been for university graduates. That’s almost double the result for college grads and triple the result for tradespeople.", "visits": 629, "categories": [5]}}, {"model": "links.link", "pk": 1750, "fields": {"created_time": "2015-09-11T20:42:17.164Z", "updated_time": "2015-09-11T20:42:17.165Z", "title": "AUCC Submission to the House of Commons Standing Committee on Finance", "url": "http://www.ucarecdn.com/87948c84-fe38-44f2-a23e-2cdf518e5d88/", "file": "https://ucarecdn.com/87948c84-fe38-44f2-a23e-2cdf518e5d88/", "description": "Canada’s universities are committed to working with all parliamentarians to build a more prosperous, innovative and competitive nation. We do this through research that drives economic growth and addresses pressing social problems, and education that provides students with the advanced skills needed to thrive in a dynamic, global job market.\r\n\r\nBudget 2014 included important investments in research and innovation, as well as support for internships. The Finance Committee is to be commended for its role in promoting them. \r\n\r\nThe university community’s recommendations for Budget 2015 focus in three areas: enhanced funding for research and innovation; an opportunities strategy for young Canadians; and initiatives to attract more Aboriginal Canadians to postsecondary education. Together, these recommendations contribute to three themes outlined in the Committee’s request for submissions.", "visits": 606, "categories": [8]}}, {"model": "links.link", "pk": 1751, "fields": {"created_time": "2015-09-11T20:43:50.566Z", "updated_time": "2015-09-11T20:43:50.566Z", "title": "Internationalization at Canadian universities", "url": "http://www.ucarecdn.com/1a35136a-e9c7-419e-94c2-f5868172e413/", "file": "https://ucarecdn.com/1a35136a-e9c7-419e-94c2-f5868172e413/", "description": "Canada’s universities develop globally aware graduates with the internationally competitive skills suited to the jobs of today and tomorrow, while fostering globally connected research and scholarship. Results from a new survey by Universities Canada highlight how universities across the country are highly engaged in and committed to internationalization – and where there is room for improvement.", "visits": 720, "categories": [14]}}, {"model": "links.link", "pk": 1752, "fields": {"created_time": "2015-09-11T20:45:33.118Z", "updated_time": "2015-09-11T20:45:33.118Z", "title": "Back to School Quick Facts", "url": "http://www.ucarecdn.com/0ccf3b71-c85f-408d-9f6f-1f991e285453/", "file": "https://ucarecdn.com/0ccf3b71-c85f-408d-9f6f-1f991e285453/", "description": "The more than one million undergraduate students heading to Canadian universities this fall will benefit from innovative\r\napproaches to teaching and learning, including more opportunities for experiential learning. After graduation, they’ll enjoy\r\nhigher earnings and better employment outcomes than those without degrees.", "visits": 822, "categories": [17]}}, {"model": "links.link", "pk": 1753, "fields": {"created_time": "2015-09-11T20:47:22.660Z", "updated_time": "2015-09-11T20:47:22.660Z", "title": "Know Canada, Know the World", "url": "http://www.ucarecdn.com/f70e0c28-e385-40ed-bedf-ebefaf16a83e/", "file": "https://ucarecdn.com/f70e0c28-e385-40ed-bedf-ebefaf16a83e/", "description": "Canada needs to take an integrated and innovative approach to enhancing student mobility, according to participants at a workshop held December 2014 by Universities Canada. The workshop – held in Calgary and attracting university and private sector leaders – called for Canada to step up its efforts to get university students moving beyond their province\r\nand beyond our borders.", "visits": 536, "categories": [6]}}, {"model": "links.link", "pk": 1754, "fields": {"created_time": "2015-09-11T20:49:18.895Z", "updated_time": "2015-09-11T20:49:18.895Z", "title": "Election 2015: Equipping Canada’s youth for the future", "url": "http://www.ucarecdn.com/7f483926-eea7-4e22-9b78-26dc3dedd336/", "file": "https://ucarecdn.com/7f483926-eea7-4e22-9b78-26dc3dedd336/", "description": "Canada needs skills of all kinds to remain competitive in the global economy. Today’s students are the workforce of tomorrow, and their education will shape Canada’s future prosperity. Graduates across all disciplines are reaping the rewards of a university education. They’re armed with the hands-on learning experience, entrepreneurial spirit and interdisciplinary skills that will help them succeed in an evolving labour market.", "visits": 612, "categories": [8]}}, {"model": "links.link", "pk": 1755, "fields": {"created_time": "2015-09-11T20:50:31.300Z", "updated_time": "2017-01-25T17:14:24.418Z", "title": "Election 2015: Crossing borders, opening minds", "url": "https://ucarecdn.com/57a98e0b-f98e-4fed-b3da-1ff7c1a26999/", "file": "https://ucarecdn.com/57a98e0b-f98e-4fed-b3da-1ff7c1a26999/", "description": "Studying and working abroad transforms Canadian students into global citizens, helping them develop intercultural\r\nawareness, adaptability and problem-solving skills. It also gives them a hiring edge with today’s employers. Leaving one’s home province to study can also be a transformative experience, increasing students’ understanding of the diverse cultures, histories and values that make up our country.", "visits": 645, "categories": [14]}}, {"model": "links.link", "pk": 1756, "fields": {"created_time": "2015-09-11T20:53:19.838Z", "updated_time": "2015-09-11T20:53:19.839Z", "title": "Toward Stronger Innovation Systems: Lessons from AUCC’s Innovation Policy Dialogue", "url": "http://www.ucarecdn.com/45842e01-7cf3-43d0-a865-418a81a7960c/", "file": "https://ucarecdn.com/45842e01-7cf3-43d0-a865-418a81a7960c/", "description": "Successful innovation policies and practices are tied to nations’ distinctive histories, societies and attitudes—but sharing them can galvanize fresh thinking and new approaches across national borders. This was the foremost lesson from the conference “Optimizing Canada’s innovation system: Perspectives from abroad” that the Association of Universities and Colleges of Canada hosted in Ottawa in October 2014.", "visits": 693, "categories": [19]}}, {"model": "links.link", "pk": 1757, "fields": {"created_time": "2015-09-11T20:55:02.817Z", "updated_time": "2015-09-11T20:55:02.817Z", "title": "Election 2015: Building prosperity through university research", "url": "http://www.ucarecdn.com/b4fe3c35-19f8-4a57-828d-388c874f0562/", "file": "https://ucarecdn.com/b4fe3c35-19f8-4a57-828d-388c874f0562/", "description": "University research drives innovation, builds economic prosperity and improves quality of life for all Canadians. We can be proud of our globally competitive research infrastructure, the excellence and capacity of our faculty, and the international scope of Canada’s research initiatives.\r\n\r\nCanada has the necessary building blocks to become a world leader in innovation, and universities are at the heart of this work. Investing in university research is integral to a nation’s long-term economic growth and productivity. Universities, industry and governments need to work together to encourage creativity and risk-taking and support students, researchers and entrepreneurs to cultivate a robust innovation system.", "visits": 628, "categories": [5]}}, {"model": "links.link", "pk": 1758, "fields": {"created_time": "2015-09-11T20:56:35.843Z", "updated_time": "2015-09-11T20:56:35.843Z", "title": "Election 2015: Closing Canada’s Indigenous education gap", "url": "http://www.ucarecdn.com/8f5182a6-27cb-4743-902d-9259037401d3/", "file": "https://ucarecdn.com/8f5182a6-27cb-4743-902d-9259037401d3/", "description": "Universities have a major role to play in closing Canada’s Indigenous education gap and supporting the reconciliation process. The Indigenous community in Canada is young, full of potential and growing fast – but still underrepresented at universities across the country. Our shared challenge is to ensure that all First Nations, Métis and Inuit students can achieve their potential through education, which will bring meaningful change to their communities and to Canada as a whole.", "visits": 724, "categories": [12]}}, {"model": "links.link", "pk": 1759, "fields": {"created_time": "2015-09-11T20:58:18.660Z", "updated_time": "2015-09-11T20:58:18.660Z", "title": "Aboriginal Service Plan and Reporting Guidelines", "url": "http://www.ucarecdn.com/310dadc6-5999-40de-b5e3-037237f62f55/", "file": "https://ucarecdn.com/310dadc6-5999-40de-b5e3-037237f62f55/", "description": "These guidelines outline the requirements for the 2015/16—2017/18 Aboriginal Service Plans, 2014/15 Interim Financial Report (previously Interim Report) and 2014/15 Final Report.", "visits": 814, "categories": [12]}}, {"model": "links.link", "pk": 1760, "fields": {"created_time": "2015-09-11T21:01:07.468Z", "updated_time": "2015-09-11T21:01:07.468Z", "title": "2015International Report Card on Public Education: Key Facts on Canadian Achievement and Equity", "url": "http://www.ucarecdn.com/ba52e9e1-ea26-4f02-9f2d-2c443e2f6f2e/", "file": "https://ucarecdn.com/ba52e9e1-ea26-4f02-9f2d-2c443e2f6f2e/", "description": "THE ENVIRONICS INSTITUTE FOR SURVEY RESEARCH was established by Michael Adams in 2006 to promote relevant and original public opinion and social research on important issues of public policy and social change. It is through such research that organizations and individuals can better understand Canada today, how it has been changing, and where it may be heading.", "visits": 887, "categories": [14]}}, {"model": "links.link", "pk": 1761, "fields": {"created_time": "2015-09-11T21:04:03.903Z", "updated_time": "2015-09-11T21:04:03.903Z", "title": "Ontario’s Differentiation Policy Framework for Postsecondary Education", "url": "http://www.ucarecdn.com/4449cecc-3550-4b57-b568-b74027480cf1/", "file": "https://ucarecdn.com/4449cecc-3550-4b57-b568-b74027480cf1/", "description": "Over the past decade, the Government of Ontario has increased investment in postsecondary education significantly, including increasing operating grants by 80 per cent since 2002–03. These investments helped to improve access to postsecondary education, supported significant enrolment growth at universities and colleges, and drove community and economic development. The tremendous expansion of Ontario’s postsecondary education system was made possible thanks to the commitment of our postsecondary education institutions to access, and their willingness to respond to the demand.\r\n", "visits": 608, "categories": [5]}}, {"model": "links.link", "pk": 1762, "fields": {"created_time": "2015-09-11T21:06:26.175Z", "updated_time": "2015-09-11T21:06:26.175Z", "title": "A Roadmap For Federal Action on Student Mental Health", "url": "http://www.ucarecdn.com/7f5b3b7a-3148-4153-9fab-f75bdf8ad65a/", "file": "https://ucarecdn.com/7f5b3b7a-3148-4153-9fab-f75bdf8ad65a/", "description": "Mental health is a growing concern for all Canadians. To date, it is estimated that approximately 20% of Canadians will experience some sort of mental illness in their lifetime1. It also remains a pressing issue for students across Canadian campuses as institutions continue to signal a rise in the number of mental health cases.\r\n", "visits": 669, "categories": [16]}}, {"model": "links.link", "pk": 1763, "fields": {"created_time": "2015-09-11T21:08:06.746Z", "updated_time": "2015-09-11T21:08:06.746Z", "title": "Private Student Debt in Canada Ten Year Trends from 2000-2010", "url": "http://www.ucarecdn.com/659f22a1-fe15-4a42-9745-6315912563f0/", "file": "https://ucarecdn.com/659f22a1-fe15-4a42-9745-6315912563f0/", "description": "According to data released by Statistics Canada in 2014, the years of 2000 - 2010 have seen significant increases in large\r\nand private debt among graduating students, and skyrocketing private debt among graduates with doctoral degrees. Although\r\nthe percentage of graduates in debt appears to be decreasing overall in this decade, this is both because of the introduction\r\nof 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,\r\nand increasingly from private sources.", "visits": 638, "categories": [8]}}, {"model": "links.link", "pk": 1764, "fields": {"created_time": "2015-09-11T21:10:52.713Z", "updated_time": "2015-09-11T21:10:52.713Z", "title": "National Student Financial Wellness Study", "url": "http://www.ucarecdn.com/fe7c76c0-dbbe-4188-a778-4196366f153e/", "file": "https://ucarecdn.com/fe7c76c0-dbbe-4188-a778-4196366f153e/", "description": "The National Student Financial Wellness Study (NSFWS) is a survey of college students examining the financial attitudes, practices, and knowledge of students from institutions of higher education across the United States. The purpose of the 2014 NSFWS is to gain a more thorough and accurate picture of the financial wellness of college students. The NSFWS was developed and administered by The Ohio State University in collaboration with co-investigators from Cuyahoga Community College, DePaul University, Iowa State University, Oberlin College, Ohio University, and Santa Fe College. The survey was administered online during autumn 2014 or winter 2015 to random samples of students from 52 participating institutions. Please see the following page for a complete list of the institutions that participated in the study. More information on the study is available at go.osu.edu/nsfws or by emailing the NSFWS team at nsfws@osu.edu.", "visits": 823, "categories": [8]}}, {"model": "links.link", "pk": 1765, "fields": {"created_time": "2015-09-11T21:14:09.211Z", "updated_time": "2015-09-11T21:14:09.211Z", "title": "Career ready: Towards a national strategy for the mobilization of Canadian potential", "url": "http://www.ucarecdn.com/9be610df-80bf-40d5-89a0-78c946666825/", "file": "https://ucarecdn.com/9be610df-80bf-40d5-89a0-78c946666825/", "description": "Jobs paranoia is widespread in Canada. Elementary pupils are coming home after receiving the “job talk” from their teachers, typically emphasizing the importance of getting good grades so they can get into a high-quality university – rarely a college, a polytechnic institute or an apprenticeship program. Parents worry about enrolling their children in the “right” schools and academic programs. There is growing concern about the transition from school to work. News media, television programs and movies offer tales of underemployed university and college graduates, intense competition for decent jobs and chronic youth unemployment.", "visits": 611, "categories": [14]}}, {"model": "links.link", "pk": 1766, "fields": {"created_time": "2015-09-11T21:15:54.339Z", "updated_time": "2015-09-11T21:15:54.339Z", "title": "An Overview of Francophone Postsecondary Education Participation in Ontario @ Issue Paper No. 17 November 26, 2013", "url": "http://www.ucarecdn.com/14def678-0d67-45bd-bb47-f7125f803112/", "file": "https://ucarecdn.com/14def678-0d67-45bd-bb47-f7125f803112/", "description": "Francophone students represent a unique population within Ontario, and understanding their educational experience is an important factor for developing policies and programs that contribute to their development, both as individual learners and with respect to the linguistic, cultural and economic vitality of the broader francophone community. Over the past few decades, postsecondary education (PSE) has increasingly become a focal point for all Canadians, with research linking length of schooling and levels of education to engagement in the workplace, career stability, occupational status, wealth, stronger social ties, and better psychological and physical health (Pallas, 2000). More recently, federal and provincial governments have linked the strength of the Canadian economy to the expansion of postsecondary enrolment (Industry Canada, 2001; Rae, 2005).", "visits": 649, "categories": [5]}}, {"model": "links.link", "pk": 1767, "fields": {"created_time": "2015-09-11T21:19:04.049Z", "updated_time": "2015-09-11T21:19:04.049Z", "title": "Investment over the Business Cycle: Insights from College Major Choice", "url": "http://www.ucarecdn.com/7cc9eb3b-cdb4-4799-83f9-ac8f67f1459b/", "file": "https://ucarecdn.com/7cc9eb3b-cdb4-4799-83f9-ac8f67f1459b/", "description": "This paper examines the relationship between individuals’ personal exposure to economic conditions and their investment choices in the context of human capital. Focusing on bachelor’s degree recipients, we find that birth cohorts exposed to higher unemployment rates during typical schooling years select majors that earn higher wages, that have better employment prospects, and that more often lead to work in a related field. Much of this switching behavior can be considered a rational response to differences in particular majors’ labor market prospects during a recession. However, higher unemployment leads to other meaningful changes in the distribution of majors. Conditional on changes in lifetime expected earnings, recessions encourage women to enter male-dominated fields, and students of both genders pursue more difficult majors, such as STEM fields. These findings imply that the economic environment changes how students select majors, possibly by encouraging them\r\nto consider a broader range of possible degree fields. Finally, in the absence of this compensating behavior, we estimate that the average estimated costs of graduating in a recession would be roughly ten percent larger.", "visits": 685, "categories": [8]}}, {"model": "links.link", "pk": 1768, "fields": {"created_time": "2015-09-11T21:20:56.755Z", "updated_time": "2017-02-17T16:52:27.593Z", "title": "Millennials should move in with parents to prosper, say financial experts Retreating home now seen as a smart decision rather than a cop-out", "url": "http://www.cbc.ca/news/business/millennials-should-move-in-with-parents-to-prosper-say-financial-experts-1.3183511", "file": "", "description": "Millennials have gotten a bad rap for their habit of moving in with their parents after post-secondary school. There's even a disparaging term for the phenomenon — \"failure to launch syndrome.\"", "visits": 905, "categories": [8]}}, {"model": "links.link", "pk": 1769, "fields": {"created_time": "2015-09-11T21:22:16.775Z", "updated_time": "2015-09-11T21:22:16.776Z", "title": "ABORIGINAL WOMEN OUTPERFORMING IN LABOUR MARKETS", "url": "http://www.ucarecdn.com/b033da91-6948-498c-aa47-4103794d4031/", "file": "https://ucarecdn.com/b033da91-6948-498c-aa47-4103794d4031/", "description": "Aboriginal women living off-reserve have bucked national trends, with employment rates rising since \r\n2007 alongside labour force participation.", "visits": 823, "categories": [12]}}, {"model": "links.link", "pk": 1770, "fields": {"created_time": "2015-09-11T21:24:19.784Z", "updated_time": "2015-09-11T21:24:19.784Z", "title": "Grad Survey", "url": "http://www.ucarecdn.com/011f82b9-6ac1-4d15-9862-9b2c71dd0f7a/", "file": "https://ucarecdn.com/011f82b9-6ac1-4d15-9862-9b2c71dd0f7a/", "description": "The latest Ontario government survey of graduates from undergraduate programs shows 94 per cent have secured employment two years after graduation. The average salary for university bachelor’s degree graduates in full-time jobs was $49,001 two years after graduation, up from the average $42,301 six months after graduation.\r\n\r\nThe survey of Ontario university students who graduated in 2012, conducted for the Ministry of Training, Colleges and Universities, concludes that university graduates get jobs related to their education. The best path to career success for Ontario students is still a university degree.", "visits": 705, "categories": [8]}}, {"model": "links.link", "pk": 1771, "fields": {"created_time": "2015-09-11T21:26:54.014Z", "updated_time": "2015-09-11T21:26:54.014Z", "title": "ACADEMICTRANSFORMATION:THEFORCESRESHAPINGHIGHEREDUCATIONINONTARIO Strategic Choices for the Future of Ontario’s Universities", "url": "http://www.ucarecdn.com/07b41e17-c415-448e-ba5c-156df04f3240/", "file": "https://ucarecdn.com/07b41e17-c415-448e-ba5c-156df04f3240/", "description": "\r\nSOME HIGHLIGHTS & KEY CONCLUSIONS…\r\n\r\n1. Transition from “elite” to “universal” higher education\r\n2. The emergence of a new research paradigm\r\n3. Average total funding has not declined…\r\n4. Ontario undergraduate teaching uses the world’s most expensive model but…\r\n5. The current reality is very different\r\n6. Funding drives university behaviour – One-size-fits- all\r\n", "visits": 779, "categories": [5]}}, {"model": "links.link", "pk": 1772, "fields": {"created_time": "2015-09-11T21:28:49.444Z", "updated_time": "2015-09-11T21:28:49.444Z", "title": "Advances in Technology Pave the Path to Actual Learning: Using Blogging as a Learning Tool", "url": "http://www.ucarecdn.com/5f251cdf-feac-4cbb-acc5-c8d116e0e8b0/", "file": "https://ucarecdn.com/5f251cdf-feac-4cbb-acc5-c8d116e0e8b0/", "description": "Do you know what the most common electronic device that college student’s possess? According to Joshua Bolkan, a\r\nmultimedia editor for Campus Technology and The Journal, “85% of college students own laptops while smartphones\r\ncome in second at 65%”. If technology is becoming a common practice among our students, what are we doing as\r\nprofessors to incorporate it into our classrooms? How can students use technology to reflect on their work? How can\r\ninstructors use technology as a supplement in reading and writing courses? How can technology be used to deepen our\r\nstudent’s critical thinking skills? These are questions we should be asking ourselves in a world where technology is\r\npaving the way to learning.", "visits": 815, "categories": [4]}}, {"model": "links.link", "pk": 1773, "fields": {"created_time": "2015-09-11T21:32:10.320Z", "updated_time": "2015-09-11T21:32:10.320Z", "title": "Advances in Technology Pave the Path to Actual Learning: Using Blogging as a Learning Tool", "url": "http://www.ucarecdn.com/c1033b5c-dbb4-4f77-97b8-84e94c687a7e/", "file": "https://ucarecdn.com/c1033b5c-dbb4-4f77-97b8-84e94c687a7e/", "description": "The purpose of this study was to identify how entrepreneurship education is delivered in Ontario colleges and universities. In Ontario, as in the rest of Canada, the increase in the number of entrepreneurship courses at universities and colleges, and the concurrent popularization and maturation of entrepreneurship programming, contribute to fostering entrepreneurial skills and mindsets, and the creation of businesses. The overall aim of this report is to inform debate and decision-making on entrepreneurship education through a mapping and assessment of existing programs in the province.", "visits": 630, "categories": [8]}}, {"model": "links.link", "pk": 1774, "fields": {"created_time": "2015-09-11T21:34:55.498Z", "updated_time": "2015-09-11T21:34:55.498Z", "title": "Students Weigh In: National Analysis of Results from the 2013 Canadian Graduate and Professional Student Survey Hillary", "url": "http://www.ucarecdn.com/ef2fa6aa-8ed8-4ef6-8b97-de56a3c59334/", "file": "https://ucarecdn.com/ef2fa6aa-8ed8-4ef6-8b97-de56a3c59334/", "description": "The Canadian Graduate and Professional Student Survey (CGPSS) is a national survey that was completed by over 51,000 students across 48 universities in 2013. This comprehensive survey includes questions covering a broad array of topics including students’ satisfaction with their departments, programs and advisors, availability of funding, use and quality of university services, and satisfaction with professional development supports (CAGS, 2010). This report uses data and opinions collected from graduate students through the CGPSS in an effort to contribute to the conversation on graduate student education in Canada.", "visits": 643, "categories": [5]}}, {"model": "links.link", "pk": 1775, "fields": {"created_time": "2015-09-27T04:01:38.685Z", "updated_time": "2015-09-27T04:01:38.685Z", "title": "Insights on Canadian Society: Diferences in the location of study of university-educated imigrants", "url": "http://www.ucarecdn.com/1e481295-a3a2-4e11-8b96-c51232c874ad/", "file": "https://ucarecdn.com/1e481295-a3a2-4e11-8b96-c51232c874ad/", "description": "According to the 2011 National Household Survey (NHS), immigrants accounted for 21% of Canada’s overall population, and among those who immigrated to Canada between 2001 and 2011, 41% held a bachelor’s degree or higher. Yet immigrants are less likely than the Canadian-born to be employed, and those who are employed are more likely to be overqualified relative to their occupation. They are also less likely to be working in an occupation that matches their field of study. The degree to which immigrants experience these disadvantages varies according to how long they have been living in Canada, with more established immigrants (those who have lived in Canada 10 years or more) showing higher employment rates and education-to-occupation match rates than immigrants who have not been in Canada as long.", "visits": 606, "categories": [14]}}, {"model": "links.link", "pk": 1776, "fields": {"created_time": "2015-09-27T04:03:57.084Z", "updated_time": "2015-09-27T04:03:57.084Z", "title": "The Community College Baccalaureate", "url": "http://www.ucarecdn.com/8bda2186-1a70-4e64-aa49-7f5fe708db25/", "file": "https://ucarecdn.com/8bda2186-1a70-4e64-aa49-7f5fe708db25/", "description": "The purpose of this paper is to discuss various issues surrounding the community college baccalaureate. In 2009, President Barack Obama provided a vision to increase graduation rates for students across the nation and challenged higher education to double the number of college degrees conferred nationwide by 2020. In addition, the President urged the country’s 1,200 community colleges to be instrumental in this initiative, as they have the capacity to provide the education necessary to produce a competitive workforce. In 2011, the dialogue continues and intensifies. At the 2011 Building a Grad Nation Summit, Vice President Biden issued a call to action to boost college graduation rates across the country and help the nation meet the President’s goals. He states, “Right now we’ve got an education system that works like a funnel when we need it to work like a pipeline.” ", "visits": 618, "categories": [5]}}, {"model": "links.link", "pk": 1777, "fields": {"created_time": "2015-09-27T04:05:25.099Z", "updated_time": "2015-09-27T04:05:25.099Z", "title": "What Benefits can be Derived from Teaching Knowledge about Language to Preservice Teachers? ", "url": "http://www.ucarecdn.com/f93e8d59-beb2-4d9d-ad42-1987a0546dad/", "file": "https://ucarecdn.com/f93e8d59-beb2-4d9d-ad42-1987a0546dad/", "description": "This paper evaluates the validity of teaching English grammar to preservice teachers in a teacher education course at a regional university. The course was delivered in blended mode using the grammar component of My Writing Lab Global (MWLG) and face-to-face instruction. The aim of this study was to establish if there are benefits to derive from teaching knowledge about language (KAL) to preservice teachers. Our quasi-experimental study found MWLG was well-received by participants who believed it had improved their KAL; this improvement was confirmed by 10% improvement on a pre and post KAL test (p < .001). MWLG scores and the KAL test also reliably predicted other academic competencies: the students’ accumulated GPA and their final written assessment scores for the course (r= .4 to .54; p < .01). Collectively, these findings suggest that explicit KAL is valued and valid knowledge and should be included in teacher education programs. ", "visits": 528, "categories": [7]}}, {"model": "links.link", "pk": 1778, "fields": {"created_time": "2015-09-27T04:07:09.977Z", "updated_time": "2015-09-27T04:07:09.977Z", "title": "A crisis in student loans? How changes in the characteristics of borrowers and in the institutions they attended contributed to rising loan defaults ", "url": "http://www.ucarecdn.com/e2ced3bb-7eeb-4f74-bc2b-8c0c21f18cf7/", "file": "https://ucarecdn.com/e2ced3bb-7eeb-4f74-bc2b-8c0c21f18cf7/", "description": "This paper examines the rise in student loan delinquency and default drawing on a unique set of administrative data on federal student borrowing, matched to earnings records from de-identified tax records. Most of the increase in default is associated with the rise in the number of borrowers at for-profit schools and, to a lesser extent, 2-year institutions and certain other non-selective institutions, whose students historically composed only a small share of borrowers. These non-traditional borrowers were drawn from lower income families, attended institutions with relatively weak educational outcomes, and experienced poor labor market outcomes after leaving school. In contrast, default rates among borrowers attending most 4-year public and non-profit private institutions and graduate borrowers—borrowers who represent the vast majority of the federal loan portfolio—have remained low, despite the severe recession and their relatively high loan balances. Their higher earnings, low rates of unemployment, and greater family resources appear to have enabled them to avoid adverse loan outcomes even during times of hardship. Decomposition analysis indicates that changes in characteristics of borrowers and the institutions they attended are associated with much of the doubling in default rates between 2000 and 2011. Changes in the type of schools attended, debt burdens, and labor market outcomes of non-traditional borrowers at for-profit and 2-year colleges explain the largest share. ", "visits": 716, "categories": [8]}}, {"model": "links.link", "pk": 1779, "fields": {"created_time": "2015-09-27T04:09:22.104Z", "updated_time": "2015-09-27T04:09:22.104Z", "title": "Cooperation and Competition in Large Classrooms ", "url": "http://www.ucarecdn.com/e4ff407e-1adc-41ae-b60f-24e1a8261094/", "file": "https://ucarecdn.com/e4ff407e-1adc-41ae-b60f-24e1a8261094/", "description": "Instructors of large classes must contend with numerous challenges, among them low student motivation. Research in evolutionary biology, echoed by work in other disciplines, suggests that aspects of the classroom incentive structure – such as grades, extra credit, and instructor and peer acknowledgment – may shape motivations to engage in studies and to collaborate with peers. Specifically, the way that incentives are distributed in relative quantity (the slope of competition; the proportion of benefits earned through performance relative to peers) and space (the scale of competition; the proportion of peers with whom one is competing) may affect strategies to cooperate or to compete with others. ", "visits": 626, "categories": [7]}}, {"model": "links.link", "pk": 1780, "fields": {"created_time": "2015-09-27T04:11:22.968Z", "updated_time": "2015-09-27T04:11:22.969Z", "title": "Further postsecondary educationand labour marketoutcomes", "url": "http://www.ucarecdn.com/58a44153-29f7-4ea7-89be-775482bc010e/", "file": "https://ucarecdn.com/58a44153-29f7-4ea7-89be-775482bc010e/", "description": "In March 2014, nearly one in four people aged 15 and over with a university degree reported having gone back to school and completed another certificate, diploma or university degree of equal or lower level. There were 6.5 million people with a university degree in March 2014 and their employment rate was 74.5%. In this release, labour market indicators for those with a university degree are presented by major field of study and then compared with those who completed further postsecondary studies and those who did not. ", "visits": 604, "categories": [20]}}, {"model": "links.link", "pk": 1781, "fields": {"created_time": "2015-09-27T04:12:29.157Z", "updated_time": "2015-09-27T04:12:29.157Z", "title": "Study:Labourmarketoutcomesofyoung postsecondarygraduates, 2005 to 2012 ", "url": "http://www.ucarecdn.com/2b2d9a7c-6a0a-4cc2-9da2-5f6bdcb1c0e4/", "file": "https://ucarecdn.com/2b2d9a7c-6a0a-4cc2-9da2-5f6bdcb1c0e4/", "description": "There was no substantial deterioration in the earnings and employment patterns of young postsecondary graduates between 2005 and 2012—a period that included the economic recession of 2008 and 2009. A new study found that this outcome held even when graduates from specific fields of study were examined. Using linked data from the 2006 Census, the 2011 National Household Survey, and tax data from 2005 to 2012, the study examined Canadian-born 25- to-34-year-old men and women with a high school diploma, college certificate or bachelor's degree. Annual wages and salaries as well as full-year, full-time employment rates were compared before and after the recession of 2008 and 2009. Full-year, full-time employment involves at least 49 weeks worked per year, mainly for 30 hours or more per week. The dollar figures are expressed in 2012 constant dollars to account for inflation. ", "visits": 604, "categories": [20]}}, {"model": "links.link", "pk": 1782, "fields": {"created_time": "2015-09-27T04:13:53.131Z", "updated_time": "2015-09-27T04:13:53.131Z", "title": "Hybrid Delivery of College Instruction in the Skilled Trades: Supporting Apprenticeship Completion ", "url": "http://www.ucarecdn.com/272d2784-f3d8-4fcd-82c1-c9268450c62e/", "file": "https://ucarecdn.com/272d2784-f3d8-4fcd-82c1-c9268450c62e/", "description": "We set out to determine whether hybrid delivery of a college program could facilitate completion of an apprenticeship. We found unanticipated complexity in the answer. The hybrid program delivered completion rates and average student grades that were comparable to those in a program delivered entirely in the classroom, but in only half the required time. However, we found that performance in the in-class portion of the program was not always linked to apprenticeship completion. The factors affecting completion are varied, in part because different stakeholders place a different value on completion. ", "visits": 611, "categories": [7]}}, {"model": "links.link", "pk": 1783, "fields": {"created_time": "2015-09-27T04:16:26.414Z", "updated_time": "2015-09-27T04:16:26.414Z", "title": "International Report Card on Public Education: Key Facts on Canadian Achievement and Equity", "url": "http://www.ucarecdn.com/5f78420d-e879-4b52-b1a2-e6db2bce530a/", "file": "https://ucarecdn.com/5f78420d-e879-4b52-b1a2-e6db2bce530a/", "description": "The comparative performance of education systems is attracting more attention than ever before. In Canada, questions have been raised about whether we are keeping pace with the world’s leading education systems, and whether our performance has been eroding over time. There are also concerns about whether too many students from less advantaged backgrounds are being left behind. This report reviews the latest international evidence regarding achievement and equity in education. It shows that, in terms of achievement, Canada consistently places among an elite group of high performing countries and economies. \r\nMoreover, Canada continues to be a leader in terms of equity: public schools in Canada are among the best in the world at helping to level the playing field between rich and poor children, and Canada is one of only a very few high-immigration countries that show no significant achievement gap between immigrants and non-immigrants. In fact, Canada distinguishes itself by its ability to combine high levels of achievement and high degrees of equity in education. \r\nAt the same time, Canada is not without its challenges. There has been a modest decline in Canada’s performance over time, and Canada’s relative advantage is diminishing as a number of other rapidly modernizing countries are catching up. And while the education attainment of Aboriginal peoples in Canada is increasing, the achievement gap between Aboriginal and non-Aboriginal peoples at the higher end of the education attainment spectrum is still getting wider. No matter how well Canada may have performed to date in any given international study, there is will always be a need to strive for improvement.\r\n", "visits": 622, "categories": [5]}}, {"model": "links.link", "pk": 1784, "fields": {"created_time": "2015-09-27T04:17:52.609Z", "updated_time": "2015-09-27T04:17:52.609Z", "title": "Étudiants français : la hausse des frais de scolarité ne pénalise pas toutes les universités québécoises ", "url": "http://www.ucarecdn.com/a401dd82-7c05-4e9e-b2c8-55d49952ebab/", "file": "https://ucarecdn.com/a401dd82-7c05-4e9e-b2c8-55d49952ebab/", "description": "Les étudiants français aiment le Québec : le coût de la vie y est abordable et les frais de scolarité peu élevés. En effet, depuis 1978, ils payaient le même tarif que les Québécois, contrairement aux autres étudiants étrangers, mais ce traitement de faveur a pris fin en septembre. Tous les nouveaux étudiants – ce qui exclut ceux qui ont déjà entamé leur baccalauréat et les étudiants aux cycles supérieurs – ont vu leur facture tripler, passant de 2 300 $ à 6 650 $ par année, soit le même montant que les étudiants venus des autres provinces canadiennes. Le gouvernement du Québec espère ainsi faire un profit de 30 millions annuellement.\r\n", "visits": 637, "categories": [8]}}, {"model": "links.link", "pk": 1785, "fields": {"created_time": "2015-09-27T04:19:09.117Z", "updated_time": "2017-01-25T17:18:32.526Z", "title": "Honouring the Truth, Reconciling for the Future Summary of the Final Report of the Truth and Reconciliation Commission of Canada", "url": "https://ucarecdn.com/553f6d13-c293-43f0-9df2-7d224c4a1837/", "file": "https://ucarecdn.com/553f6d13-c293-43f0-9df2-7d224c4a1837/", "description": "For over a century, the central goals of Canada’s Aboriginal policy were to eliminate Aboriginal governments; ignore Aboriginal rights; terminate the Treaties; and, through a process of assimilation, cause Aboriginal peoples to cease to exist as distinct legal, social, cultural, religious, and racial entities in Canada. The establishment and operation of residential schools were a central element of this policy, which can best be described as “cultural genocide.” Physical genocide is the mass killing of the members of a targeted group, and biological genocide is the destruction of the group’s reproductive capacity. Cultural genocide is the destruction of those structures and practices that allow the group to continue as a group. States that engage in cultural genocide set out to destroy the political and social institutions of the targeted group. Land is seized, and populations are forcibly transferred and their movement is restricted. Languages are banned. Spiritual leaders are persecuted, spiritual practices are forbidden, and objects of spiritual value are confiscated and destroyed. And, most significantly to the issue at hand, families are disrupted to prevent the transmission of cultural values and identity from one generation to the next.", "visits": 647, "categories": [12]}}, {"model": "links.link", "pk": 1786, "fields": {"created_time": "2015-09-27T04:21:23.163Z", "updated_time": "2015-09-27T04:21:23.163Z", "title": "Design Questions: Funding Models for Ontario ", "url": "http://www.ucarecdn.com/0699dd55-d7c4-4a72-b3b8-e72d50a2d8d5/", "file": "https://ucarecdn.com/0699dd55-d7c4-4a72-b3b8-e72d50a2d8d5/", "description": "Ontario is reviewing its university funding model, an enrolment-based formula through which the Ministry of Training, Colleges and Universities distributes a $3.5B annual provincial operating grant to the province’s 20 publicly assisted universities. \r\nWe examined the existing model in our June 2015 paper The Ontario University Funding Model in Context. We observed that the model is a relatively small (27 %) component of total university system revenues. We concluded that this small slice of funding must be managed in a focussed and strategic way if it is to be effective in shaping behaviour towards desired provincial objectives (HEQCO, 2015). ", "visits": 642, "categories": [8]}}, {"model": "links.link", "pk": 1787, "fields": {"created_time": "2015-09-27T04:22:52.010Z", "updated_time": "2017-01-25T17:03:50.711Z", "title": "FORMULATING CHANGE Recommendations for Ontario’s University Funding Formula Reform", "url": "https://ucarecdn.com/42cf09d3-321f-487c-8161-2e23d1aea653/", "file": "https://ucarecdn.com/42cf09d3-321f-487c-8161-2e23d1aea653/", "description": "In early 2015 the government of Ontario announced that it would be conducting a review of the processes by which it funds universities. In order to best capture the needs of those that consume, deliver and fund higher education, the government has commissioned extensive consultation with parents, students, universities, employers, agencies, and sector experts. This submission will serve as a summary of the Ontario Undergraduate Student Alliance’s contributions to those discussions, as well as a statement of our principles in the area of funding priorities that could benefit students. ", "visits": 622, "categories": [8]}}, {"model": "links.link", "pk": 1788, "fields": {"created_time": "2015-09-27T04:24:13.856Z", "updated_time": "2015-09-27T04:24:13.856Z", "title": "Understanding the Gender Gap in Postsecondary Education Participation: The Importance of High School Choices and Outcomes ", "url": "http://www.ucarecdn.com/41bee4bb-ed9e-4d8c-accf-3d8b3fa5ddab/", "file": "https://ucarecdn.com/41bee4bb-ed9e-4d8c-accf-3d8b3fa5ddab/", "description": "We use data for a large sample of Ontario students who are observed over the five years from their initial entry to high school to study the impact of course selections and outcomes in high school on the gender gap in postsecondary enrolment. Among students who start high school \"solidly\" in terms of taking the standard set of grade 9 courses (e.g., math, language, science, etc.) and performing well in these courses, we find a 10 percentage point gap in the fraction of females versus males who register for university or college (69% versus 59%). This gap is seen with respect to university registration (43% for females versus 32% for males) but not in college registration. We then show how the gender gap in university registration is related to the gender gaps at two earlier stages: (1) the first year of high school, where students can select either academic or applied track classes in core subjects including math and languages; (2) the final year(s) of high school, where students who intend to enter university must complete a minimum number of university-level classes. ", "visits": 685, "categories": [3]}}, {"model": "links.link", "pk": 1789, "fields": {"created_time": "2015-09-27T04:26:25.950Z", "updated_time": "2015-09-27T04:26:25.950Z", "title": "Helping Students Make Informed Financial Decisions", "url": "http://www.ucarecdn.com/29f2cde8-bbcc-4c7d-a719-75fe7aac3da5/", "file": "https://ucarecdn.com/29f2cde8-bbcc-4c7d-a719-75fe7aac3da5/", "description": "Life after high school comes with a unique set of lessons in financial management. Whether studying full-time, starting an apprenticeship or renting your first place, developing smart financial habits now can lead to a more secure future.\r\n\r\nWith so many financial options available to students and young adults, it's important to learn how to manage money sensibly to build a strong credit record and limit additional debt. \r\n", "visits": 587, "categories": [8]}}, {"model": "links.link", "pk": 1790, "fields": {"created_time": "2015-09-27T04:33:13.023Z", "updated_time": "2015-09-27T04:33:13.023Z", "title": "Canadian Postsecondary Performance: IMPACT 2015", "url": "http://www.ucarecdn.com/7c0a952e-0809-46d2-92cb-aca5ba396a95/", "file": "https://ucarecdn.com/7c0a952e-0809-46d2-92cb-aca5ba396a95/", "description": "Canadians invest considerable energy, resources, and personal and societal aspiration into postsecondary\teducation. It\tis\tgood public policy to assess how we\tare doing and what outcomes we are achieving with that investment.\tOne\tof\tHEQCO’s core\t mandates is to evaluate the postsecondary sector and to report the results of that assessment. To that end, in this\treport, we have assembled data that assess the performance of Canada’s 10\tprovincial public postsecondary\teducation systems. ", "visits": 732, "categories": [5]}}, {"model": "links.link", "pk": 1791, "fields": {"created_time": "2015-09-27T04:34:54.199Z", "updated_time": "2015-09-27T04:34:54.199Z", "title": "Canadian postsecondary performance: Money can’t buy you love ", "url": "http://www.ucarecdn.com/532fb8c0-8dad-4baf-ad6b-b29e27e9472d/", "file": "https://ucarecdn.com/532fb8c0-8dad-4baf-ad6b-b29e27e9472d/", "description": "When it comes to Canadian universities, the level of funding doesn’t predict performance, according to a new report from the Higher Education Quality Council of Ontario (HEQCO). In its newest and most comprehensive analysis of Canadian postsecondary systems, HEQCO finds that Ontario and Nova Scotia are top performers overall despite lower per-student operating costs, while other provinces that spend the same or in some cases considerably more money achieve average or below average performance. \r\n", "visits": 603, "categories": [8]}}, {"model": "links.link", "pk": 1792, "fields": {"created_time": "2015-09-27T04:39:26.307Z", "updated_time": "2015-09-27T04:39:26.307Z", "title": " EXPLORING the FUTURE of COMMUNITY COLLEGES (American)", "url": "http://www.ucarecdn.com/11d25d4c-cee0-4265-9866-a8a3cbc4a54c/", "file": "https://ucarecdn.com/11d25d4c-cee0-4265-9866-a8a3cbc4a54c/", "description": "Will community colleges be prepared to accept the changes ahead, from economic difficulties and fast-changing technology, to the public’s distrust and disenchantment with academic credentials?", "visits": 762, "categories": [5]}}, {"model": "links.link", "pk": 1793, "fields": {"created_time": "2015-09-27T04:41:43.740Z", "updated_time": "2015-09-27T04:41:43.740Z", "title": "INNOVATION SKILLS PROFILE 2.0 The Skills, Attitudes, and Behaviours You Need to Contribute to Innovation in the Workplace", "url": "http://www.ucarecdn.com/449ad022-dbe4-4321-94e8-016605106eaa/", "file": "https://ucarecdn.com/449ad022-dbe4-4321-94e8-016605106eaa/", "description": "The Innovation Skills Profile (ISP2.0) isolates the unique contribution that an individual’s skills, attitudes, and behaviours make to an organization’s innovation performance. \r\nThe Conference Board of Canada and the Centre for Business Innovation invites and encourages employees, employers, educators, students, government, labour, and communities to use the ISP2.0 as a framework for dialogue and action.\r\nCollectively, the skills of individuals create an organization’s capacity to innovate.", "visits": 692, "categories": [6]}}, {"model": "links.link", "pk": 1794, "fields": {"created_time": "2015-09-27T04:43:23.825Z", "updated_time": "2015-09-27T04:43:23.825Z", "title": "Measuring the Economic Impact of Postsecondary Institutions – Appendix ", "url": "http://www.ucarecdn.com/9510bdaa-5a07-438e-ae2e-8054bfab66c1/", "file": "https://ucarecdn.com/9510bdaa-5a07-438e-ae2e-8054bfab66c1/", "description": "Cite this publication in the following format: \r\nKPMG LLP (2015). Measuring the Economic Impact of Postsecondary Institutions – Appendix Toronto: Higher Education Quality Council of Ontario. ", "visits": 609, "categories": [8]}}, {"model": "links.link", "pk": 1795, "fields": {"created_time": "2015-09-27T04:44:50.375Z", "updated_time": "2015-09-27T04:44:50.375Z", "title": "Measuring the Economic Impact of Postsecondary Institutions Measuring the Economic Impact of Postsecondary Institutions ", "url": "http://www.ucarecdn.com/f355c4e8-1f43-49aa-a33c-3e15a2b29ad6/", "file": "https://ucarecdn.com/f355c4e8-1f43-49aa-a33c-3e15a2b29ad6/", "description": "The purpose of this document is to provide a high-level introduction to economic impact analysis (EIA) in a postsecondary education (PSE) context, written for a non-subject-expert audience of postsecondary institution stakeholders. It is intended to serve as broad context for individuals in the postsecondary education community who may wish to measure the economic impacts of their institutions or understand the methods, findings and limitations in studies done elsewhere. The information contained herein is of a general nature and is not intended to be an exhaustive, detailed quantitative textbook in actually conducting such studies, nor is it intended to address the circumstances of any specific individual or entity. ", "visits": 635, "categories": [8]}}, {"model": "links.link", "pk": 1796, "fields": {"created_time": "2015-09-27T04:46:25.337Z", "updated_time": "2015-09-27T04:46:25.337Z", "title": "Outcomes-Based Education Initiatives in Ontario Postsecondary Education: Case Studies ", "url": "http://www.ucarecdn.com/f1878821-37f1-4b20-ae64-10d0e5503996/", "file": "https://ucarecdn.com/f1878821-37f1-4b20-ae64-10d0e5503996/", "description": "The development of outcomes-based educational (OBE) practices represents one important way in which a learning outcomes approach to teaching and learning can be applied in the postsecondary sector. This study adopts a multiple case study design and profiles seven OBE initiatives being implemented in Ontario’s colleges and universities to better understand the scope of outcomes-based educational practices in the province’s postsecondary sector. ‘OBE initiatives’ are defined as purposeful actions undertaken by postsecondary providers directed at defining, teaching toward and assessing learning outcomes in their educational practice (modified from Jones, Voorhees & Paulson, 2002). ", "visits": 579, "categories": [6]}}, {"model": "links.link", "pk": 1797, "fields": {"created_time": "2015-09-27T04:52:51.140Z", "updated_time": "2015-09-27T04:52:51.140Z", "title": "Improving workplace standards, bringing fairness to Ontario universities\t  ", "url": "http://www.ucarecdn.com/3efd272a-25a6-47ed-bdc3-dca2956aeabc/", "file": "https://ucarecdn.com/3efd272a-25a6-47ed-bdc3-dca2956aeabc/", "description": "One of the most dramatic changes at Ontario's universities over the last quarter century has been a shift in the nature of academic work away from full-time tenure-stream positions towards insecure, contract positions. OCUFA estimates that the number of courses taught by contract faculty at Ontario universities had nearly doubled - increasing by 97 per cent - betweem 2000-1 adn 2013-14.", "visits": 746, "categories": [20, 5, 7]}}, {"model": "links.link", "pk": 1798, "fields": {"created_time": "2015-09-27T04:55:27.450Z", "updated_time": "2015-09-27T04:55:27.450Z", "title": "Finding Wonderland: Resource Development in Recessionary Times", "url": "http://www.ucarecdn.com/9848f177-9c0a-45cf-aded-a3263c360a13/", "file": "https://ucarecdn.com/9848f177-9c0a-45cf-aded-a3263c360a13/", "description": "Despite great diversity in community colleges across the nation, most are facing declining resources that threaten to cripple the quality of programs and services provided. The Great Recession exacerbated trends that were already obvious in many colleges, including dwindling state appropriations, shrinking property values, and demands to restrain tuition increases to protect our long-cherished mission of accessibility. In many cases, rural community colleges have been hardest hit due to aging, tax resistant populations, barriers rooted in generational poverty, and shortage of growth-oriented businesses and industries. While resources have declined, deferred maintenance has increased, resulting in deteriorating buildings, laboratories that do not reflect industry standards, and infrastructure issues ill-suited for training skilled workers who can compete in our high tech, global society. ", "visits": 586, "categories": [8]}}, {"model": "links.link", "pk": 1799, "fields": {"created_time": "2015-09-27T04:57:15.545Z", "updated_time": "2015-09-27T04:57:15.545Z", "title": "Quality & Accountability: Driving Community College Success Today", "url": "http://www.ucarecdn.com/106c20e5-9f13-402b-8112-c119895f590a/", "file": "https://ucarecdn.com/106c20e5-9f13-402b-8112-c119895f590a/", "description": "It is a given in higher education that we are preparing students for the world of work and for life. It is also a given in today’s world that higher education’s product must be of quality and that higher education must be held accountable for student learning. Finally, it is a given, as well, that the expectation is to do more with less, to find efficiencies. \r\n\r\nThese principles, along with rising tuition costs, have placed higher education under the microscopes of both the legislators and the public. To emerge from this examination, college leaders must monitor student outcomes regularly to determine roadblocks to student success and to determine revisions, improvements, and optimal resource use. ", "visits": 581, "categories": [5]}}, {"model": "links.link", "pk": 1800, "fields": {"created_time": "2015-09-27T04:58:58.160Z", "updated_time": "2015-09-27T04:58:58.160Z", "title": "To Teach or Not to Teach ‘‘Social’’ Skills: Comparing Community Colleges and Private Occupational Colleges", "url": "http://www.ucarecdn.com/e9d87d52-535c-4145-b635-c7c961704aab/", "file": "https://ucarecdn.com/e9d87d52-535c-4145-b635-c7c961704aab/", "description": "This article examines the approach to teaching social skills in two kinds of colleges: community colleges, and private for-profit and nonprofit ‘‘occupational’’ colleges, with a focus on college credit programs that lead to applied associate’s degrees in a variety of business, health, computer, and technical occupational programs. Nearly all occupational faculty at both types of colleges believe that employers in these fields require certain social skills relevant to professional support occupations. Community college staff—with the exception of health programs—provide three reasons that they neither demand nor teach these social skills. In contrast, the ways in which private occupational colleges make these skills an explicit part of their curriculum is discussed. This study suggests that schools differ in whether they teach and cultivate social skills, which suggests a potentially important way that schools may shape students’ opportunities in the labor market and their social mobility. Contrary to Bowles and Gintis, these findings raise the disturbing possibility that community colleges may be actively contributing to the social reproduction of inequality by avoiding instruction in the cultural competencies and social skills required in today’s workplace", "visits": 691, "categories": [7]}}, {"model": "links.link", "pk": 1801, "fields": {"created_time": "2015-09-27T05:00:24.723Z", "updated_time": "2015-09-27T05:00:24.723Z", "title": "Ontario Private Career Colleges: An Exploratory Analysis ", "url": "http://www.ucarecdn.com/393625c9-b199-414f-9340-47b44c5fe0c3/", "file": "https://ucarecdn.com/393625c9-b199-414f-9340-47b44c5fe0c3/", "description": "There are about 420 registered private career colleges (PCCs) in Ontario – the number is in constant flux. 60% of schools are ten years of age or younger. They serve 53,000 full time equivalent (FTE) students, or about 1 in 15 Ontario postsecondary students. Their overall vocational revenues are in the order of $360M annually. They are mostly small; 70% have total revenues under $1M and average enrolment is under 200. \r\nThough they are private businesses operating in a competitive market, they intersect with public interests on several fronts. They must register with government and are subject to consumer protection requirements (including student contracts, tuition refund policies, contribution to a train-out fund that takes care of students in the event of a sudden closure). Their programs of study must be government-approved following an external, third-party quality review. They are subject to sanction (financial penalties, even closure) if they fail to meet these requirements. ", "visits": 617, "categories": [10]}}, {"model": "links.link", "pk": 1802, "fields": {"created_time": "2015-09-27T05:02:03.295Z", "updated_time": "2015-09-27T05:02:03.295Z", "title": "Writing Assignments and Instruction at Ontario’s Publicly Funded Universities: A View from Three Disciplines ", "url": "http://www.ucarecdn.com/76752acf-c5b0-47d4-8866-c2407b34fdba/", "file": "https://ucarecdn.com/76752acf-c5b0-47d4-8866-c2407b34fdba/", "description": "The ability of postsecondary students to write and communicate proficiently is an expectation identified by many, including not only organizations such as the OECD but also other public and employer groups. There is concern, however, that students and thus employees often fail to meet expectations in these areas. To address this concern, it is necessary to understand more about the writing skills that students learn during their postsecondary education. This research project was designed to examine whether and how students are taught to write at university. ", "visits": 732, "categories": [6, 7]}}, {"model": "links.link", "pk": 1803, "fields": {"created_time": "2015-09-27T05:04:10.534Z", "updated_time": "2015-09-27T05:04:10.534Z", "title": "Writers in Action: Modelling and Scaffolding Second-Language Learners’ Writing Process ", "url": "http://www.ucarecdn.com/f177b3c2-d618-4279-9491-13a913941ed5/", "file": "https://ucarecdn.com/f177b3c2-d618-4279-9491-13a913941ed5/", "description": "The purpose of our research project was to assess the relevance and value added of using a specific technology – video screen capture (VSC) – for instructional purposes in university-level second-language writing courses. VSC technology makes it possible to \"trace\" all activities visible on a computer screen. Our objective was to understand how VSC, which helps visualize the process of writing on computers, can support this process and enhance students’ autonomy as second-language writers. ", "visits": 712, "categories": [14, 6, 4]}}, {"model": "links.link", "pk": 1804, "fields": {"created_time": "2015-09-27T05:07:30.074Z", "updated_time": "2015-09-27T05:07:30.074Z", "title": "The Community College Academic Sea Change: Sink or Swim", "url": "http://www.ucarecdn.com/4d74ed06-1062-49ff-b13c-415d6d7ea106/", "file": "https://ucarecdn.com/4d74ed06-1062-49ff-b13c-415d6d7ea106/", "description": "Higher education is experiencing more change than ever before. For those in higher education, change is coming at lightening speed and from multiple directions. On a macro level, we’re experiencing change in terms of greater accountability and regulation from our individual states, the federal government, and our accrediting bodies. At the same time, at the micro level, we are experiencing demographic shifts and changing workforce needs in our local communities and districts. The term “sea change” is used frequently to describe the events shaping higher education, particularly community colleges, today. In so many ways, this is an apt description of the swiftly changing landscape we face. ", "visits": 627, "categories": [5]}}, {"model": "links.link", "pk": 1805, "fields": {"created_time": "2015-09-27T17:01:57.605Z", "updated_time": "2015-09-27T17:01:57.605Z", "title": "Workforce Development in the “New Normal“ (American(", "url": "http://www.ucarecdn.com/058e6f56-d88d-4600-baad-41b71f291a63/", "file": "https://ucarecdn.com/058e6f56-d88d-4600-baad-41b71f291a63/", "description": "Community colleges are a distinctively American contribution to higher education. While invented a century ago, these “junior colleges” were defined in modern terms after World War II in response to the Truman Doctrine’s call for developing post-secondary institutions that encourage adults to return to college. More than 70 percent of American community colleges were established between 1945 and 1970 and are still evolving today. ", "visits": 717, "categories": [10]}}, {"model": "links.link", "pk": 1806, "fields": {"created_time": "2015-09-27T17:03:56.436Z", "updated_time": "2015-09-27T17:03:56.436Z", "title": "Who Will Lead Our Nation’s Community Colleges? (American)", "url": "http://www.ucarecdn.com/16a25362-f001-451d-ba9e-2721ef17b984/", "file": "https://ucarecdn.com/16a25362-f001-451d-ba9e-2721ef17b984/", "description": "Throughout this past decade, scholars and higher education practitioners have asked: Who will lead the nation’s community colleges in the future? This question is especially critical today since at no previous time in the nation’s history have community colleges confronted such an array of monumental challenges. Presidents and key leaders are departing in droves; in a recent survey by the AACC (2012), as many as 40% of presidents plan to retire within the next five years. This phenomenon occurs at a time when our colleges are faced with a variety of previously unimagined threats, many resulting from the impact of conflicting socio-economic changes. Further, colleges must address the American education and skills gap in an effort to meet the emerging needs of the new knowledge economy, while simultaneously struggling with the task of educating those students with the greatest needs during a time of dwindling funds. ", "visits": 649, "categories": [19, 10]}}, {"model": "links.link", "pk": 1807, "fields": {"created_time": "2015-09-27T17:06:26.284Z", "updated_time": "2015-09-27T17:06:26.284Z", "title": "The Mission of the Community College: Relevant in 2015? (American)", "url": "http://www.ucarecdn.com/717d0e07-85a1-4e6d-bd0f-7874545e1b08/", "file": "https://ucarecdn.com/717d0e07-85a1-4e6d-bd0f-7874545e1b08/", "description": "The mission of America’s community colleges is focused on three areas of commitment: access, responsiveness to community need, and equity. The commitment to access is exemplified by the open admissions policies of community colleges and the multiple ways colleges remove financial, physical, and academic barriers to entry. That access has resulted in entry into higher education by first generation, low-income, minorities, dropouts, working adults, and others who lacked the financial, academic, time, or location means to participate in traditional higher education systems. Looking at multiple college mission statements as well as scholarly definitions, the essential core of agreement is that community colleges provide access to the education necessary for both a productive life for individuals and healthy and successful communities they serve. Access to higher education is essential to a democratic society and a strong middle class.", "visits": 1001, "categories": [19, 10]}}, {"model": "links.link", "pk": 1808, "fields": {"created_time": "2015-09-27T17:08:44.577Z", "updated_time": "2015-09-27T17:08:44.577Z", "title": "Higher Education is Dead, Long Live Higher Education", "url": "http://www.ucarecdn.com/5f3d8cf0-b201-408a-acc9-e3c42c4a8150/", "file": "https://ucarecdn.com/5f3d8cf0-b201-408a-acc9-e3c42c4a8150/", "description": "HIGHER EDUCATION IS IN TRANSITION – one as significant as when Gutenberg’s printing press hastened the transition from a world based on oral communication to one based on the written word. Consider the following challenges higher education faces: ፖ Public funding for higher education provides less than half of what it did at its height in the 1980s1. ፖ College tuition and fees increased 600% since 1980, much faster than real household income, inflation, and healthcare costs2. ፖ 70% of people with high school degrees (or equivalent) seek post-secondary education opportunities, up from less than 40% just a generation ago. The total number of people seeking higher education soon will hit 20 million3. ፖ 85% of higher-education seekers are older than 24, attending part time, seeking a degree other than a baccalaureate, and not living in or around a residential university4. Yet we continue to wedge the majority of students, the so-called “nontraditionals,” into inflexible educational structures that were built for 18-22 year olds and that have changed very little in almost a millennium. ፖ Students and faculty have equal access to today’s “Google world” of ubiquitous information, shifting educational needs from information access to information evaluation, information application to solve complex problems, and creation of new knowledge. Some say that higher education is dead5, the next “bubble” about to burst. At the very least, it’s an enterprise ripe for disruption6. ", "visits": 745, "categories": [19, 10, 5]}}, {"model": "links.link", "pk": 1809, "fields": {"created_time": "2015-09-27T17:10:32.072Z", "updated_time": "2015-09-27T17:10:32.072Z", "title": "A Perspective on Strategic Planning: The Equal Partners of Process and Outcome", "url": "http://www.ucarecdn.com/7d9ff663-39c5-4b91-9a3c-2e73b42bdcbe/", "file": "https://ucarecdn.com/7d9ff663-39c5-4b91-9a3c-2e73b42bdcbe/", "description": "Eighteen months ago we set off on a path that would lead Ferris State University collectively to a new university-wide strategic plan. Just a bit of background: The last strategic plan was put in place in 2008 and served the university well. Over the past five years we saw record breaking enrollment, big increases in retention and graduation rates, exceptionally high infield job placement rates, and a strong financial position for the university. We also saw the creation of fifty-seven new programs, certificates, majors and degrees, while we eliminated or redesigned thirty-two programs. By almost any measure, the 2008 strategic plan was instrumental in providing the university community with a framework for moving forward in some very exciting directions.\r\n", "visits": 825, "categories": [19, 15]}}, {"model": "links.link", "pk": 1810, "fields": {"created_time": "2015-09-27T17:12:01.992Z", "updated_time": "2015-09-27T17:12:01.992Z", "title": "Open Access and the Completion Agenda: Are They Compatible? ", "url": "http://www.ucarecdn.com/fcddd8c0-ea9f-4e6e-8d52-0d0b086580e3/", "file": "https://ucarecdn.com/fcddd8c0-ea9f-4e6e-8d52-0d0b086580e3/", "description": "In January, President Barack Obama convened a gathering for a summit on college access. To be invited, attendees were obliged to make formal commitments to improve access for low-income and underrepresented students. For proponents of community colleges, the focus of this summit likely has a familiar ring. Historically, the defining traits of these two-year institutions have been accessibility with low tuition, open admissions, diverse programming with convenient scheduling, and relatively small class sizes.", "visits": 758, "categories": [19, 8, 15, 3]}}, {"model": "links.link", "pk": 1811, "fields": {"created_time": "2015-09-27T17:13:16.723Z", "updated_time": "2015-09-27T17:13:16.723Z", "title": "The Community College as Entrepreneurial Catalyst", "url": "http://www.ucarecdn.com/28aad4f3-0019-4abd-83a1-b41fea9eaedb/", "file": "https://ucarecdn.com/28aad4f3-0019-4abd-83a1-b41fea9eaedb/", "description": "While community colleges have existed more than a century, their role began to shift in the late 1940s from primarily serving as a transfer/junior college to that of supporting the greater community in addressing the need for highly skilled talent required by a 21st century economy. Community colleges remain a vehicle to transfer students to “senior” colleges and universities, but also provide an essential bridge to employment in local communities and beyond. As a result, community colleges are now major players in providing businesses with the talent they need to compete in local, regional, and national economies. ", "visits": 814, "categories": [19, 15, 10]}}, {"model": "links.link", "pk": 1812, "fields": {"created_time": "2015-09-27T17:14:28.928Z", "updated_time": "2015-09-27T17:14:28.928Z", "title": "College Readiness: The First Step to Completion ", "url": "http://www.ucarecdn.com/0bfde922-2547-4eca-99bb-bb07de4df871/", "file": "https://ucarecdn.com/0bfde922-2547-4eca-99bb-bb07de4df871/", "description": "Among the keys to success in just about any endeavor, preparation is perhaps the most fundamental. Examples of this are plentiful: Musicians practice, athletes train, and actors rehearse long before the concert hall fills, the starting whistle sounds, or the curtain rises. Preparation is a key to success in higher education as well, and a lack of it can be a serious obstacle for students seeking a college credential. Community colleges have a long tradition of open access, but if students who come through the open door are not adequately prepared for college-level work, they have a fairly low chance of graduating. Given this reality, the current national emphasis on college completion – the Completion Agenda – would seem to necessitate an equally strong emphasis on the first step toward that goal: college readiness", "visits": 700, "categories": [3, 5]}}, {"model": "links.link", "pk": 1813, "fields": {"created_time": "2015-09-27T17:16:15.406Z", "updated_time": "2015-09-27T17:16:15.406Z", "title": "Changed Labor Market Demands New Education Model", "url": "http://www.ucarecdn.com/74bd9df6-d893-43bf-833f-a99619d211bc/", "file": "https://ucarecdn.com/74bd9df6-d893-43bf-833f-a99619d211bc/", "description": "For many years the blessings of the auto and industrial economy in Michigan – where one could earn a good living without a postsecondary education degree, or other credential —created an environment where higher education was desirable, but not essential. All that has changed, with huge implications for the education, skills, and preparation most relevant for individuals to succeed in the labor market. ", "visits": 639, "categories": [20]}}, {"model": "links.link", "pk": 1814, "fields": {"created_time": "2015-09-27T17:17:44.726Z", "updated_time": "2015-09-27T17:17:44.726Z", "title": "Succession Planning: A President’s Perspective", "url": "http://www.ucarecdn.com/26167b55-6b2f-4375-ad8b-18cc7fbb960c/", "file": "https://ucarecdn.com/26167b55-6b2f-4375-ad8b-18cc7fbb960c/", "description": "It has been well documented that community college presidents are getting older and a large percentage of them will be retiring over the next few years. Further, much of the community college administration and faculty are also nearing retirement. It seems like good people are getting harder to find. Where will replacements be found and who needs to find them? \r\n\r\nAs community college presidents plan their next career challenge as Wal-Mart greeters, they need to consider succession planning throughout their institutions. In this context, succession planning refers to the personal involvement of the college president in the creation, encouragement, and support for employees to seek positions of increased responsibility.\r\n", "visits": 757, "categories": [19]}}, {"model": "links.link", "pk": 1815, "fields": {"created_time": "2015-09-27T17:18:50.616Z", "updated_time": "2015-09-27T17:18:50.616Z", "title": "Leadership and its Intersection with Diversity", "url": "http://www.ucarecdn.com/f497c3a9-e95e-4001-8752-76264dba6f78/", "file": "https://ucarecdn.com/f497c3a9-e95e-4001-8752-76264dba6f78/", "description": "Leadership is an elusive concept. We each define it in our own terms and redefine it as we progress through life. But we are not at a loss for models and formulas of leadership. Our world provides us with many examples of leaders and prescribed routes to becoming leaders ourselves. ", "visits": 623, "categories": [19]}}, {"model": "links.link", "pk": 1816, "fields": {"created_time": "2015-09-27T17:19:55.905Z", "updated_time": "2015-09-27T17:19:55.905Z", "title": "The Dilemma of Developmental Education", "url": "http://www.ucarecdn.com/0bd2b5bd-71ef-445c-9af2-6fd50bf05ed5/", "file": "https://ucarecdn.com/0bd2b5bd-71ef-445c-9af2-6fd50bf05ed5/", "description": "Change seems to be the new constant regarding our country’s educational systems – at every level. Major changes in K-12 are, in part, a result of the new Common Core, which is intended to eliminate the need for developmental education. The standards of the new Common Core are excellent and seem to align with and exceed the “college-ready indicators” assessed on current college placement tests. However, developmental education is not going away anytime soon. ", "visits": 714, "categories": [6, 7]}}, {"model": "links.link", "pk": 1817, "fields": {"created_time": "2015-09-27T17:21:28.170Z", "updated_time": "2015-09-27T17:21:28.170Z", "title": "Resiliency and Change", "url": "http://www.ucarecdn.com/941a1d3f-a7b9-478e-86b5-c2d67a5d76ae/", "file": "https://ucarecdn.com/941a1d3f-a7b9-478e-86b5-c2d67a5d76ae/", "description": "It has become a cliché to note the constancy of change in the environments in which we lead, but it is anything but a cliché to experience as a leader the unpredictability, contingency, and constant sense that something for which you could not have been prepared is about to blindside you. I have been in senior level leadership in higher education for 35 years, 24 as a president, and can assure you that this experience is real. Year to year shifts in funding priorities, unstable governance and rogue board members, intrusive state mandates, bizarre and embarrassing personnel issues, litigious students and employees, instant infamy on the internet, refractory organizations with deep fault lines between different constituents, unintended consequences of policy decisions made far from the college experience, and all manner of human foolishness threatens the capacity of the leader to guide the ship without foundering", "visits": 737, "categories": [19, 15]}}, {"model": "links.link", "pk": 1818, "fields": {"created_time": "2015-09-27T17:22:59.099Z", "updated_time": "2015-09-27T17:22:59.099Z", "title": "The ‘Shifting Box Paradox’ for Public Policy", "url": "http://www.ucarecdn.com/935d9aca-c9d4-4b8b-9c57-fb80f09f75aa/", "file": "https://ucarecdn.com/935d9aca-c9d4-4b8b-9c57-fb80f09f75aa/", "description": "I often wonder if we are not living the reality of the boiling frog metaphor. Drop the frog into a pot of boiling water, and the smart fellow instantly jumps out to save himself. But throw the unsuspecting frog into cool water, he will contently swim, unaware that the water is being slowly heated over a long period. The frog eventually cooks because he is inattentive to the small, incremental changes in temperature and thus goes numb to the realities of the water he’s swimming in until it’s too late. ", "visits": 607, "categories": [19, 15]}}, {"model": "links.link", "pk": 1819, "fields": {"created_time": "2015-09-27T17:25:15.972Z", "updated_time": "2015-09-27T17:25:15.972Z", "title": "Teaching Arguments: Rhetorical Comprehension, Critique, and Response ", "url": "http://www.ucarecdn.com/9fab2a2d-542d-42ac-9fa2-aadb0b14016f/", "file": "https://ucarecdn.com/9fab2a2d-542d-42ac-9fa2-aadb0b14016f/", "description": "In response to sweeping curriculum re-design prompted by the Common Core State Standards (CCSSO, 2010), today’s high school English teachers are in search of texts to help them shift from programs dominated by literary analysis to ones well-versed in rhetorical analysis, in which teachers instruct students to read and write arguments using a rhetorical approach. Jennifer Fletcher’s new book, Teaching Arguments: Rhetorical Comprehension, Critique, and Response, gives English teachers unfamiliar with the classical tradition of rhetorical strategies a manageable yet thorough introduction to teaching and learning for argumentation.", "visits": 552, "categories": [6, 7]}}, {"model": "links.link", "pk": 1820, "fields": {"created_time": "2015-09-27T17:26:41.734Z", "updated_time": "2015-09-27T17:26:41.734Z", "title": "Three in Ten (28%) Pos-Secondary Students Agree they Chose their Program of Study to Please their Parents ", "url": "http://www.ucarecdn.com/029fb16c-678c-4faa-8fbd-607f2f53495e/", "file": "https://ucarecdn.com/029fb16c-678c-4faa-8fbd-607f2f53495e/", "description": "Toronto, ON – With the end of Labour Day marking the unofficial end of summer, post-secondary students are setting their focus on school and their future after it. But according to an Ipsos poll conducted on behalf of RBC, many students are trying to please their parents through the process, and many parents under-estimate the degree to which this is happening.\r\n", "visits": 606, "categories": [3]}}, {"model": "links.link", "pk": 1821, "fields": {"created_time": "2015-09-27T17:28:08.121Z", "updated_time": "2015-09-27T17:28:08.121Z", "title": "Work-Integrated Learning in Ontario’s Postsecondary Sector: The Pathways of Recent College and University Graduates ", "url": "http://www.ucarecdn.com/918b2f90-3d8d-4fe9-a287-e5ae733f4bc4/", "file": "https://ucarecdn.com/918b2f90-3d8d-4fe9-a287-e5ae733f4bc4/", "description": "Work-integrated learning (WIL) has been identified as a key strategy for supporting Canada’s postsecondary education (PSE) system in responding to an increasingly dynamic, globalized, knowledge-based economy. Ontario in particular has been described as a “hot bed” of co-operative education (Ipsos Reid, 2010). However, while there is a common belief that WIL improves employment outcomes (see Gault, Redington & Schlager, 2000; Kramer & Usher, 2010), research on this topic has generally been specific to certain programs and types of WIL (Sattler, 2011). ", "visits": 620, "categories": [20, 6, 10]}}, {"model": "links.link", "pk": 1822, "fields": {"created_time": "2015-09-27T17:29:45.642Z", "updated_time": "2015-09-27T17:29:45.642Z", "title": "Is there a Best Fit? Assessing Alternative Entrance Pathways into an Undergraduate Degree for Non-Traditional Students at York University ", "url": "http://www.ucarecdn.com/97941a64-f017-4b9f-8750-08e1d6cb8dbe/", "file": "https://ucarecdn.com/97941a64-f017-4b9f-8750-08e1d6cb8dbe/", "description": "This pilot study examines alternative entrance pathways into York University undergraduate degree programs for students who apply from outside the formal education system. These alternative pathways are designed to facilitate university access for students from under-represented populations (for example, lowincome, first-generation, Aboriginal, racialized minorities, differently abled, newcomers to Canada, solesupport caregivers, students with incomplete high school education, or some combination of the preceding). ", "visits": 650, "categories": [18, 17, 14, 6, 7]}}, {"model": "links.link", "pk": 1823, "fields": {"created_time": "2015-09-27T17:31:12.437Z", "updated_time": "2015-09-27T17:31:12.437Z", "title": "Is there a Best Fit? Assessing Alternative Entrance Pathways into an Undergraduate Degree for Non-Traditional Students at York University – Appendix ", "url": "http://www.ucarecdn.com/46e9e945-5aea-4e42-ba06-b71f5d7d9952/", "file": "https://ucarecdn.com/46e9e945-5aea-4e42-ba06-b71f5d7d9952/", "description": "In conjunction with the HEQCO research project “Opportunities for Non-Traditional Pathways to Postsecondary Education in Ontario,” we conducted a series of focus groups to gather qualitative data about non-traditional students entering York through one of the four alternative pathways identified in this study. ", "visits": 668, "categories": [19, 18, 17, 6, 7]}}, {"model": "links.link", "pk": 1824, "fields": {"created_time": "2015-10-14T02:13:29.008Z", "updated_time": "2015-10-14T02:13:29.008Z", "title": "Mismatch: Historical Perspectives on Schools and Studdents Who Don't Fit In", "url": "http://www.ucarecdn.com/a79edfe6-67d9-4a90-8418-76519ff170ce/", "file": "https://ucarecdn.com/a79edfe6-67d9-4a90-8418-76519ff170ce/", "description": "There have always been students who do not meet the educational expectations of their time—students outside the mainstream mold who do not fit dominant notions of success. The differences between schools and these students can be thought of as a “mismatch” between the structure of schools and the social, cultural, or economic backgrounds of students identified as problems. In this essay we examine the history of these students who have not been able to do what educators wanted them to do. We look at how educators have labeled poor school performers in different periods and how these labels reflected both attitudes and institutional conditions. We then sum-marize four major historical explanations for why children fail in school—individual deficits or incompetence, families, inefficiency in schools, and cultural difference. Finally, we explore what implications this history has for students in the current standards-based reform movement, including implications for social promotion and the age-graded school. To avoid a mismatch in the standards movement, we argue that educators should focus on adapting the school better to the child, addressing social inequalities that extend beyond the classroom, and undertaking comprehensive changes that take no features of current schools for granted.", "visits": 700, "categories": [9]}}, {"model": "links.link", "pk": 1825, "fields": {"created_time": "2015-10-14T02:15:31.700Z", "updated_time": "2015-10-14T02:15:31.700Z", "title": "Career and College Advice to the Forgotten Half: What Do Counselors and Vocational Teachers Advise?", "url": "http://www.ucarecdn.com/99ffd943-ea37-4ca6-8c9a-0b8cca19b8ad/", "file": "https://ucarecdn.com/99ffd943-ea37-4ca6-8c9a-0b8cca19b8ad/", "description": "This article examines the career and college advice that high school counselors and vocational teachers give to the “forgotten half,” students who are unlikely to seek a 4-year college degree. Using interview data from 12 Midwestern high schools, we found that most counselors tend to encourage all students to attend college, regardless of the students’ interests or plans. Vocational teachers, on the other hand, showed evidence of a more nuanced view of the need for college. We found that vocational teachers in our sample fit in to four broad categories in terms of their advice and opinions about college: the college-for-all advocates, who push college regardless of circumstances; the diplomats, who try subtly to tell students that their plans are unrealistic; the straightforward, who try to make sure that students have realistic information; and the hands-off, who disavow any role in helping students make future plans. After an examination of these approaches, we conclude with a discus-sion of the implications of the various approaches for guiding students’ choices.", "visits": 626, "categories": [3]}}, {"model": "links.link", "pk": 1826, "fields": {"created_time": "2015-10-14T02:16:47.548Z", "updated_time": "2017-01-25T17:13:26.748Z", "title": "Our Impoverished View of Educational Research", "url": "https://ucarecdn.com/102601f6-019c-4b07-a5b0-16649bce31c4/", "file": "https://ucarecdn.com/102601f6-019c-4b07-a5b0-16649bce31c4/", "description": "This analysis is about the role of poverty in school reform. Data from a number of sources are used to make five points. First, that poverty in the United States is greater and of longer duration than in other rich nations. Second, that poverty, particularly among urban minorities, is associated with academic performance that is well below international means on a number of different international assessments. Scores of poor students are also considerably below the scores achieved by white middle-class American students. Third, that poverty restricts the expression of genetic talent at the lower end of the socioeconomic scale. Among the lowest social classes environmental factors, particularly family and neighborhood influences, not genetics, is strongly associated with academic performance. Among middle-class students it is genetic factors, not family and neighborhood factors, that most influences academic perfor-mance. Fourth, compared to middle-class children, severe medical problems affect impoverished youth. This limits their school achievement as well as their life chances. Data on the negative effect of impoverished neighborhoods on the youth who reside there is also presented. Fifth, and of greatest interest, is that small reductions in family poverty lead to increases in positive school behavior and better academic performance. It is argued that poverty places severe limits on what can be accomplished through school reform efforts, particularly those associated with the federal No Child Left Behind law. The data presented in this study suggest that the most powerful policy for improving our nations’ school achievement is a reduction in family and youth poverty.", "visits": 724, "categories": [5]}}, {"model": "links.link", "pk": 1827, "fields": {"created_time": "2015-10-14T02:18:07.199Z", "updated_time": "2015-10-14T02:18:07.199Z", "title": "Teaching Counselors Self-Care Through Mindfulness Practices", "url": "http://www.ucarecdn.com/4bb6690f-dc99-4ebb-a499-16bf26c10295/", "file": "https://ucarecdn.com/4bb6690f-dc99-4ebb-a499-16bf26c10295/", "description": "Few counseling programs directly address the importance of self-care in reducing stress and burnout in their curricula. A course entitled Mind/Body Medicine and the Art of Self-Care was created to address personal and professional growth opportu-nities through self-care and mindfulness practices (meditation, yoga, qigong, and conscious relaxation exercises). Three methods of evaluating this 15-week 3-credit mindfulness-based stress reduction (MBSR) course for counseling students indicated positive changes for students in learning how to manage stress and improve coun-seling practice. Students reported positive physical, emotional, mental, spiritual, and interpersonal changes and substantial effects on their counseling skills and thera-peutic relationships. Information from a focus group, qualitative reports, and quan-titative course evaluations were triangulated; all data signified positive student responses to the course, method of teaching, and course instructor. Most students reported intentions of integrating mindfulness practices into their future profession.", "visits": 626, "categories": [16, 6, 7]}}, {"model": "links.link", "pk": 1828, "fields": {"created_time": "2015-10-14T02:20:02.196Z", "updated_time": "2015-10-14T02:20:51.759Z", "title": "Only Those Who See Take Off Their Shoes: Seeing the Classroom as a Spiritual Space", "url": "http://www.ucarecdn.com/8e4acfd9-845a-4764-b9fe-dc474a192505/", "file": "https://ucarecdn.com/8e4acfd9-845a-4764-b9fe-dc474a192505/", "description": "Background/Context: Spirituality refers to a way of being that includes the capacity of humans to see beyond themselves, to become more than they are, to see mystery and wonder in the world around them, and to experience private and collective moments of awe, wonder, and transcendence. Though there is growing interest in spirituality and education, there is little evidence that it is intentionally included in most public school classrooms.\r\nPurpose and Focus: The author’s personal experiences as a classroom teacher, adult early recollections of spiritual experience, and children’s responses to literature with spiritual themes are used to illustrate three points: (1) Although practice of spiritual discipline may help teachers to be more sensitive to spiritual experiences, it does not necessarily follow that they know what to do with them in the classroom. (2) Early recollections of spiritual experi-ences and reflection on what these mean for classroom practice may be a way of helping teachers learn how to identify and support spirituality in the classroom. (3) Teachers need to recognize that children’s spirituality is part of their being in the world, and honoring it in the classroom requires providing opportunities for its expression within the ordinary events of classroom life.", "visits": 673, "categories": [6, 7]}}, {"model": "links.link", "pk": 1829, "fields": {"created_time": "2015-10-14T02:22:23.906Z", "updated_time": "2015-10-14T02:22:23.906Z", "title": "Toward a Pedagogy of Self", "url": "http://www.ucarecdn.com/beaadb31-cf92-4d38-9698-2a35a1cb0391/", "file": "https://ucarecdn.com/beaadb31-cf92-4d38-9698-2a35a1cb0391/", "description": "Background/Context: The literature on emotional and social intelligence, based on the the-oretical constructs of several authors, identifies self-awareness as a core skill for leadership development. However, there is very little research or theory on how one might develop a ped-agogy of self-awareness for leaders.\r\nPurpose/Objective/Research Question/Focus of Study: This study describes an innovative leadership development program in self-awareness in the Summer Principals Academy at Teachers College. It describes both the theoretical and practical pedagogy of self-awareness training. What follows is a description of that pedagogy and some preliminary research results based on the journals and feedback of 45 students who completed the program in 2006.", "visits": 572, "categories": [6, 7]}}, {"model": "links.link", "pk": 1830, "fields": {"created_time": "2015-10-14T02:23:51.282Z", "updated_time": "2015-10-14T02:23:51.283Z", "title": "An Exploration in Mindfulness: Classroom of Detectives", "url": "http://www.ucarecdn.com/a2519f51-2f83-4b71-bf8c-9d7b9cb5aa2e/", "file": "https://ucarecdn.com/a2519f51-2f83-4b71-bf8c-9d7b9cb5aa2e/", "description": "Background/Context: This exploratory feasibility study assesses a mindfulness program in a fifth-grade classroom. The research discussed herein was built on a previous study targeted at a specific population of children within the classroom and assessed the benefits of teach-ing mindfulness meditation to 7- and 8-year-old children who met criteria for generalized anxiety disorder.\r\nPurpose/Focus of Study: The primary aim of this exploratory study was to investigate the feasibility of a mindfulness training workbook written for young children. The mindfulness workbook uses a fictional character in a storybook format. The goal was to help children understand and access their own mindfulness within the classroom setting without instruc-tion by teachers and without using meditation techniques.", "visits": 648, "categories": [6]}}, {"model": "links.link", "pk": 1831, "fields": {"created_time": "2015-10-14T02:26:11.825Z", "updated_time": "2015-10-14T02:26:11.825Z", "title": "New College Graduates Report 2013-14", "url": "http://www.ucarecdn.com/c2206d71-474d-4b4f-9597-0474572aea74/", "file": "https://ucarecdn.com/c2206d71-474d-4b4f-9597-0474572aea74/", "description": "In 2013-14, the number of new college graduates in the U.S. — students earning their first postsecondary credential — fell for a second straight year, while the number of students receiving their second or third undergraduate credential continued a postrecession increase (Figure 1). The number of new college graduates saw strong growth in the first two years covered by this report (increasing at annual rates of 4.9 percent in 2010-11 and 4.3 percent in 2011- 12), followed by two years of declines (-2.1 percent in 2012-13 and -1.3 percent in 2013-14). In 2013-14, U.S. Title IV degree-granting institutions awarded 1,981,534 associate and bachelor’s degrees to students with no prior postsecondary award, only 0.7 percent more than they awarded in 2010-11 (1,968,334). Cumulatively, over eight million students received their first college degree (associate or bachelor’s) during this four-year period.", "visits": 700, "categories": [3]}}, {"model": "links.link", "pk": 1832, "fields": {"created_time": "2015-10-14T02:28:22.893Z", "updated_time": "2015-10-14T02:28:22.893Z", "title": "Demographic and Enrollment Characteristics of Nontraditional Undergraduates: 2011–12", "url": "http://www.ucarecdn.com/c49b31b6-cdbb-4056-974c-44c35cf50728/", "file": "https://ucarecdn.com/c49b31b6-cdbb-4056-974c-44c35cf50728/", "description": "What makes an undergraduate student “traditional” or “nontraditional”? While definitions vary, researchers generally consider nontraditional students to have the following characteristics: being independent for financial aid purposes, having one or more dependents, being a single caregiver, not having a traditional high school diploma, delaying postsecondary en-rollment, attending school part time, and being employed full time (Brock 2010; Choy 2002; Horn 1996; Kim 2002; Taniguchi and Kaufman 2005). ", "visits": 653, "categories": [3]}}, {"model": "links.link", "pk": 1833, "fields": {"created_time": "2015-10-14T02:29:40.766Z", "updated_time": "2015-10-14T02:30:13.124Z", "title": "A Model of Leadership in Integrating Educational Technology in Higher Education", "url": "http://www.ucarecdn.com/ad4b8924-acfc-45e3-bbd8-b378182760a6/", "file": "https://ucarecdn.com/ad4b8924-acfc-45e3-bbd8-b378182760a6/", "description": "The potential impacts and implications of technology on the professional lives of instructors in higher education, and the role of leadership in integrating educational technology, present a variety of complexities and challenges. The purpose of this paper is to identify the reasons why faculty members are not fully embracing technology and what leadership exists in those institutions to help instructors adapt to technology in the teaching and learning process. The authors examine instructor’s perceptions and attitudes related to educational technology as it applies to the learning process and investigated the organization-wide view of leadership in the education institutions. The authors also developed a theoretical model for how leadership can be applied in the use of educational technology in higher education. The model contains five major blocks. In addition to the concerns of higher education faculty, this paper also considers the impact educational technologies have on instruction itself and why many faculty members view the technology as being too difficult to apply to existing technology infrastructure.", "visits": 785, "categories": [4]}}, {"model": "links.link", "pk": 1834, "fields": {"created_time": "2015-10-14T02:32:04.136Z", "updated_time": "2015-10-14T02:32:04.136Z", "title": "Ever Higher - Government spending on Canada's Aboriginals since 1947", "url": "http://www.ucarecdn.com/cc9f933e-5d3a-4490-82bb-40e10e61fc72/", "file": "https://ucarecdn.com/cc9f933e-5d3a-4490-82bb-40e10e61fc72/", "description": "This study provides a fact-based look at the oft-heard claim that public spend-ing on Canada’s Aboriginal population is forever inadequate. It does so by examining actual spending on Aboriginal Canadians, using four sources: the federal department of Aboriginal Affairs and Northern Development Canada, Health Canada, Employment and Social Development Canada, and provincial governments. The three federal departments were chosen because reference to First Nations spending is clearly identified in the Public Accounts. Dozens of other federal departments, as well as federal and provincial agencies and municipalities, were excluded. Thus, the estimates herein are extremely conservative. They do not capture all government spending in Canada on Aboriginal Canadians—be they First Nations, Inuit or Métis. ", "visits": 800, "categories": [12]}}, {"model": "links.link", "pk": 1835, "fields": {"created_time": "2015-10-14T02:34:01.584Z", "updated_time": "2015-10-14T02:34:01.584Z", "title": "ABORIGINAL WOMEN OUTPERFORMING IN LABOUR MARKETS", "url": "http://www.ucarecdn.com/731924c6-3056-484d-b179-4686d03e8904/", "file": "https://ucarecdn.com/731924c6-3056-484d-b179-4686d03e8904/", "description": "•\tAboriginal women living off-reserve have bucked national trends, with employment rates rising since 2007 alongside labour force participation.\r\n•\tEmployment growth has been particularly high in service sectors such as finance and professional services – areas typically associated with well-paying, stable jobs.\r\n•\tLinked to improving labour market outcomes, Aboriginal women have seen sizeable improvements in education attainment over the past 20 years.\r\n•\tSignificant 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.\r\n", "visits": 748, "categories": [12]}}, {"model": "links.link", "pk": 1836, "fields": {"created_time": "2015-10-14T02:35:35.554Z", "updated_time": "2015-10-14T02:35:35.554Z", "title": "An Investigation of Personality Traits in Relation to Job Performance of Online Instructors", "url": "http://www.ucarecdn.com/64194ce1-21c8-4528-8648-87869fab94dc/", "file": "https://ucarecdn.com/64194ce1-21c8-4528-8648-87869fab94dc/", "description": "This quantitative study examined the relationship between the Big 5 personality traits and how they relate to online teacher effectiveness. The primary method of data collection for this study was through the use of surveys primarily building upon the Personality Style Inventory (PSI)(Lounsbury & Gibson, 2010), a work-based personality measure, was the instrument used to assess personality measures. In addition an evaluation instrument was developed by the researchers to evaluate classroom performance across a 10-point scale. In total 115 instructors from a large predominantly online university were surveyed through Qualtrics for personality traits and then had their courses evaluated for effectiveness and quality utilizing measures based on the Quality Matters program. Using a Pearson product moment correlation coefficient, it was found that 9 personality traits were significantly correlated with online teaching performance. While the results of this study can only be seen at this point as preliminary, it does open the door to further studies to determine if online teacher training or professional development interventions should take a different approach. Ultimately, the findings of this study demonstrated that personality does play a significant role in the effectiveness of online teaching performance.", "visits": 594, "categories": [7]}}, {"model": "links.link", "pk": 1837, "fields": {"created_time": "2015-10-14T02:36:57.390Z", "updated_time": "2015-10-14T02:36:57.390Z", "title": "Balancing Online Teaching Activities: Strategies for Optimizing Efficiency and Effectiveness", "url": "http://www.ucarecdn.com/fed751ec-66f1-4391-9e80-c063191ef6a6/", "file": "https://ucarecdn.com/fed751ec-66f1-4391-9e80-c063191ef6a6/", "description": "Increased demands in professional expectations have required online faculty to learn how to balance multiple roles in an open-ended, changing, and relatively unstructured job. In this paper, we argue that being strategic about one’s balance of the various facets of online teaching will improve one’s teaching efficiency and effectiveness. We discuss the balancing issues associated with four key online teaching facets: course design/development, delivery of the course content, assessments/feedback, and professional development. We conclude with a template for a strategic professional development plan that addresses these key facets.", "visits": 644, "categories": [20, 6]}}, {"model": "links.link", "pk": 1838, "fields": {"created_time": "2015-10-14T02:38:36.851Z", "updated_time": "2015-10-14T02:38:36.851Z", "title": "Beating the Odds: How the Poor Get to College", "url": "http://www.ucarecdn.com/77f20f76-b2f4-4ae2-94e5-a0a8642be3b3/", "file": "https://ucarecdn.com/77f20f76-b2f4-4ae2-94e5-a0a8642be3b3/", "description": "Over the past two decades, many analysts have explored the various influences on high-school graduates’ college enrollment behaviors.\r\nTheoretical and methodological approaches to studying the topic have become almost standardized. Most new studies of the topic are either replications of earlier analyses or minor variations on earlier themes. Levine and Nidiffer’s Beating the Odds brings us something a little different, however. Instead of another multivariate, quantitative exploration of educational attainment patterns in nationally representative survey data for thousands of students, Levine and Nidiffer present us with an interpretive analysis based on interviews with a very small group of respondents. Instead of beginning with a framework based in the familiar status attainment, cultural capital, or human capital theories, these authors construct their interpretations inductively, as they learn from the voices of their respondents. Instead of investigating what separates college attenders from those who choose other options, Levine and Nidiffer focus only on those who actually enter postsecondary institutions. Finally, instead of examining an economically diverse pool of respondents, these authors consider only those they term \"the poor\": students from backgrounds so impoverished that opportunities for college attendance are severely limited. These are bold choices. Individually and as a whole, they carry significant analytic risks. For those accustomed to other approaches to the topic, however, the book provides some special pleasures.", "visits": 669, "categories": [8]}}, {"model": "links.link", "pk": 1839, "fields": {"created_time": "2015-10-14T02:40:53.228Z", "updated_time": "2017-01-25T17:08:52.566Z", "title": "Completing the Transition from a Resource to a Knowledge Economy", "url": "https://ucarecdn.com/17963c17-ec94-44de-812b-2121f902deeb/", "file": "https://ucarecdn.com/17963c17-ec94-44de-812b-2121f902deeb/", "description": "The Cities Project at the Martin Prosperity Institute focuses on the role of cities as the key economic and social organizing unit of global capitalism. It explores both the opportunities and challenges facing cities as they take on this heightened new role.\r\nThe Martin Prosperity Institute, housed at the University of Toronto’s Rotman School of Management, explores the requisite underpinnings of a democratic capitalist economy that generate prosperity that is both robustly growing and broadly experienced.", "visits": 684, "categories": [8]}}, {"model": "links.link", "pk": 1840, "fields": {"created_time": "2015-10-14T02:42:28.798Z", "updated_time": "2015-10-14T02:42:28.798Z", "title": "Clarity and confusion? The new jurisprudence of aboriginal title", "url": "http://www.ucarecdn.com/0cc969a5-c3bc-4977-a66c-f4cbc92464dc/", "file": "https://ucarecdn.com/0cc969a5-c3bc-4977-a66c-f4cbc92464dc/", "description": "The Supreme Court of Canada has revolutionized the jurisprudence of aborig-inal rights and title. Various decisions have overturned the doctrine of adverse occupancy, which at one time had been thought to have extinguished aborig-inal title in British Columbia (Delgamukkw); created a governmental duty to consult First Nations regarding use of land to which they have a claim of aboriginal rights or title (Haida Nation); approved a specific claim to aborig-inal title (Tsilhqot’in); and extended the duty of consultation to First Nations whose aboriginal title was previously thought to have been extinguished by treaty (Mikisew). These decisions have created a new range of property rights for First Nations, which they should be able to use to advance their prosper-ity. However, the new jurisprudence has also set up many barriers to volun-tary market transactions by multiplying the number of owners and claimants, and laying down opaque und unpredictable rules for making decisions about lands that are subject to claims of aboriginal title or to treaty rights such as hunting and fishing. ", "visits": 684, "categories": [12]}}, {"model": "links.link", "pk": 1841, "fields": {"created_time": "2015-10-14T02:52:44.503Z", "updated_time": "2015-10-14T02:52:44.503Z", "title": "STUDENT DEBT AND THE CLASS OF 2013", "url": "http://www.ucarecdn.com/600cc497-8c31-426f-8366-2f5efe367e42/", "file": "https://ucarecdn.com/600cc497-8c31-426f-8366-2f5efe367e42/", "description": "Student Debt and the Class of 2013 is our ninth annual report on the cumulative student loan debt of recent graduates from four-year colleges. Our analysis of available data finds debt levels continue to rise, with considerable variation among states as well as colleges.\r\nAbout seven in 10 (69%) college seniors who graduated from public and private nonprofit colleges in 2013 had student loan debt. These borrowers owed an average of $28,400, up two percent compared to $27,850 for public and nonprofit graduates in 2012. About one-fifth (19%) of the Class of 2013’s debt was comprised of private loans, which are typically more costly and provide fewer consumer protections and repayment options than safer federal loans.", "visits": 998, "categories": [8]}}, {"model": "links.link", "pk": 1842, "fields": {"created_time": "2015-10-14T02:56:38.306Z", "updated_time": "2015-10-14T02:56:38.306Z", "title": "The Moral Bankruptcy of Corporate Education", "url": "http://www.ucarecdn.com/77f6c429-0670-4e4f-bd0e-a89616c47480/", "file": "https://ucarecdn.com/77f6c429-0670-4e4f-bd0e-a89616c47480/", "description": "This commentari is contextualized in America's gilded age of corporate education caharacterized by millionaire CEO university presidents and a growing chasm of wealth inequality in our educational system. America's deepening educational stratification mirrors and magnifies wider social, economic, racial, and political inequality and injustice.", "visits": 623, "categories": [5]}}, {"model": "links.link", "pk": 1843, "fields": {"created_time": "2015-10-14T02:58:07.660Z", "updated_time": "2015-10-14T02:58:07.660Z", "title": "Distance Education Readiness Assessments: An Overview and Application", "url": "http://www.ucarecdn.com/f51ec37b-d0b4-4bdf-8bca-e87862762bc8/", "file": "https://ucarecdn.com/f51ec37b-d0b4-4bdf-8bca-e87862762bc8/", "description": "With the rise in online and hybrid courses at the post-secondary level, many institutions are offering various online learning readiness assessments to students who are considering these instructional formats. Following a discussion of the characteristics often attributed to successful online learners, as well as a review of a sample of the publicly available online readiness surveys, an application of one representative tool is described. Specifically, the Distance Education Aptitude and Readiness Scale was administered in both hybrid and face-to-face sections of beginning post-secondary French across a two-year span. Differences in scores between groups, as well as the relationship between scores and grades are examined.", "visits": 613, "categories": [9]}}, {"model": "links.link", "pk": 1844, "fields": {"created_time": "2015-10-14T03:00:42.094Z", "updated_time": "2015-10-14T03:00:42.094Z", "title": "Locus of Authority: The Evolution of Faculty Roles in the Governance of Higher Education", "url": "http://www.ucarecdn.com/f7eb939c-b2e4-4fe3-8703-76ccd218ff47/", "file": "https://ucarecdn.com/f7eb939c-b2e4-4fe3-8703-76ccd218ff47/", "description": "The practice of shared governance is contested terrain in American higher education. Despite consensus that shared governance is a collaborative approach to decision-making characterized by the distribution of authority across various institutional actors (e.g., faculty, senior administrators, trustees), models and norms of effective shared governance remain elusive. Indeed higher education critics within and beyond the academy often identify the practice of shared decision-making as a major barrier to innovation and fiscal efficiency, two organizational qualities deemed essential for survival in today’s rapidly changing global knowledge economy.", "visits": 594, "categories": [15]}}, {"model": "links.link", "pk": 1845, "fields": {"created_time": "2015-10-14T03:02:36.836Z", "updated_time": "2015-10-14T03:02:36.836Z", "title": "Measuring Student Engagement in an Online Program", "url": "http://www.ucarecdn.com/bb006c20-f254-4d42-b59d-835379b11ce8/", "file": "https://ucarecdn.com/bb006c20-f254-4d42-b59d-835379b11ce8/", "description": "In an effort to measure the effectiveness of faculty development courses promoting student engagement, the faculty development unit of Penn State’s Online Campus conducted a pilot study within a large online Bachelor of Science in Business (BSB) program. In all, 2,296 students were surveyed in the spring and summer semesters of 2014 in order to seek their perspectives on (1) the extent of their engagement in the courses and (2) the degree to which their instructors promoted their engagement. The survey comprised three sub-scales: the first and third sub-scales addressed instructional design aspects of the course, and the second sub-scale addressed attitudes and behaviors whereby the instructors promoted student engagement. The results showed a significant difference on the second sub-scale (sig = 0.003) at the .05 level, indicating that students rated instructors with professional development higher on instructor behaviors that engaged them in their courses than those instructors who received no professional development. There were no significant differences found for the first and third sub-scales indicating that the instructional design aspects of the courses under investigation were not influenced by instructors’ professional development. Qualitative data showed that three quarters of the students who had instructors whose background included professional development geared to encouraging student engagement felt that their courses had engaged them. Future research will focus on increasing the response rate and exploring in more depth both the instructional design and qualitative aspects of student engagement.", "visits": 603, "categories": [9]}}, {"model": "links.link", "pk": 1846, "fields": {"created_time": "2015-10-14T03:04:17.184Z", "updated_time": "2015-10-14T03:04:17.184Z", "title": "Mind-Body Tools for Teachers: A Proposal for Incorporating Mindfulness Techniques into Teacher Education ", "url": "http://www.ucarecdn.com/978a3700-c4ab-49cd-af22-65c2b1878ee7/", "file": "https://ucarecdn.com/978a3700-c4ab-49cd-af22-65c2b1878ee7/", "description": "This is a proposal to teach classroom-based mindfulness techniques to teacher education candidates as part of their teacher education programs. While mindfulness, including yoga and meditation, is growing more popular in a range of educational settings, the majority of K-12 programs are delivered to schools through external personnel from yoga or mindfulness service organizations. In many cases, these programs are provided at low or no cost to schools, or individual teachers might take trainings ranging from about $600-$2500. A more sustainable, affordable and ethical scenario would be to develop the capacities of teachers to employ mindfulness techniques for their own wellbeing, and that of their students, during their teacher education programs. ", "visits": 645, "categories": [6, 7]}}, {"model": "links.link", "pk": 1847, "fields": {"created_time": "2015-10-14T03:06:12.924Z", "updated_time": "2015-10-14T03:06:12.924Z", "title": "The Mindful Teacher", "url": "http://www.ucarecdn.com/c4a7c842-e526-44ae-aa24-bbd44c068a6e/", "file": "https://ucarecdn.com/c4a7c842-e526-44ae-aa24-bbd44c068a6e/", "description": "What is “mindful teaching”? It entails, as Elizabeth MacDonald and Dennis Shirley explain, an “openness to new information, a willingness to explore topics that are marginalized in the dominant reform fads of the moment, and a readiness to review one’s previous assumptions as a part of a life-long career marked by critical inquiry, reflection and compassion” (p. 27). That definition seems reminiscent of reflective teaching. It certainly appears related.1 But there seem to be qualitative differences between reflective teaching and mindful teaching. Within the last decade a body of literature has blossomed; it is a literature that borrows from western and eastern contemplative traditions, underscores the role of the self and emotions in teaching, and attempts to consider the conflicts, conundrums, and paradoxes of teaching. Parker Palmer (1998), Irene McHenry and Richard Brady (2009), Rachael Kessler (2000), Linda Lantieri (2001), and Maria Lichtman (2005) are a few of the authors who have ventured into these dimensions of vocational exploration. It is a growing literature and one worth examining. Within this space MacDonald and Shirley, a public school teacher and an academic respectively, offer valuable insights and a description of an unusual program.", "visits": 540, "categories": [7]}}, {"model": "links.link", "pk": 1848, "fields": {"created_time": "2015-10-14T03:07:44.236Z", "updated_time": "2015-10-14T03:07:44.236Z", "title": "Mining and Aboriginal Rights in Yukon: How Certainty Affects Investor Confidence", "url": "http://www.ucarecdn.com/2ff5a572-823d-40da-b7c1-38b8e9a1af97/", "file": "https://ucarecdn.com/2ff5a572-823d-40da-b7c1-38b8e9a1af97/", "description": "Legal uncertainty is a topic often raised in discussing unresolved Aboriginal land claims, such as those in British Columbia. Mining and Aboriginal Rights in Yukon examines legal uncertainty on Aboriginal rights in a different way, and in an under-examined Northern context. We examine what we identify as growing legal uncer-tainty in Yukon. This topic is not one that would have been expected a few years ago. In Yukon, modern land claims agreements with 11 out of the territory’s 14 First Nations once seemed to have established a high degree of certainty on Aboriginal claims. This certainty was even seen as a significant advantage for Yukon in the global competition for mining investment. ", "visits": 640, "categories": [12]}}, {"model": "links.link", "pk": 1849, "fields": {"created_time": "2015-10-14T03:09:34.409Z", "updated_time": "2015-10-14T03:09:34.409Z", "title": "Myths and Realities of First Nations Education", "url": "http://www.ucarecdn.com/da9ed4bc-ad30-4f0a-aaad-0f7f0654b5ab/", "file": "https://ucarecdn.com/da9ed4bc-ad30-4f0a-aaad-0f7f0654b5ab/", "description": "The structure of education on reserve\r\nUnlike in our provincial education systems, there are no minimum legislated education standards for on-reserve First Nations students. Canadian taxpay-ers are funding an education system in First Nations communities that has no legislated mandate for a core curriculum meeting provincial standards, no requirement that educators in First Nations schools have provincial certifi-cation, and no requirement for First Nations schools to award a recognized provincial diploma. This has resulted in “situations where First Nation youth graduate from education institutions on reserve but cannot demonstrate a recognizable diploma to a workplace or post secondary institution” (Canada, AANDC, 2014c). This system is clearly failing First Nations children.", "visits": 896, "categories": [12]}}, {"model": "links.link", "pk": 1850, "fields": {"created_time": "2015-10-14T03:12:29.041Z", "updated_time": "2015-10-14T03:12:29.041Z", "title": "Reform, or Séance? Seeking the “Spirit” of No Child Left Behind", "url": "http://www.ucarecdn.com/691683a6-4c88-446a-a7b9-188ce9ebdbb4/", "file": "https://ucarecdn.com/691683a6-4c88-446a-a7b9-188ce9ebdbb4/", "description": "As recent state critiques of No Child Left Behind (NCLB) make clear, the states and federal government are far apart in their understanding of how the spirit of NCLB might continue to take tangible form. This brief article lays out some of the major divides and their implications and urges that the two sides work in good faith to bridge them.\r\nIt comes as little surprise that the consensus forged around the No Child Left Behind Act (NCLB) back in 2001 has begun to unravel. The surprise was that such a consensus was achieved at the time—and doing so required, besides hard work, an appeal to ambiguity during the legislative process that could not be sustained once implementation of the law began. Once the Department of Education, states, and districts had to tangle with the tangible requirements of (among other things) setting standards, creating tests, hiring highly qualified teachers, and providing supplemental tutoring, the widely supported ideal of “accountability” was bound to give way to a series of definitional disputes.", "visits": 618, "categories": [3]}}, {"model": "links.link", "pk": 1851, "fields": {"created_time": "2015-10-14T03:14:29.991Z", "updated_time": "2015-10-14T03:14:29.991Z", "title": "Building on strengths, addressing weaknesses", "url": "http://www.ucarecdn.com/d5c4d6a8-92a0-436e-b081-8a8b29d6771c/", "file": "https://ucarecdn.com/d5c4d6a8-92a0-436e-b081-8a8b29d6771c/", "description": "When Ontario began to expand its higher education system in the mid-1960s, it made an important choice: to provide public funding to universities on the basis of a formula. Many jurisdictions, in Canada and beyond, do not use such formulae in their higher education systems. But there are clear advantages to such an arrangement. A funding formula supports the distribution of funding in a predictable, equitable way, that can be easily understood by those who study and work within our universities. \r\nNevertheless, no formula can remain functional forever, especially as the world changes and our expectations of universities shift. For this reason, OCUFA welcomes the University Funding Formula Review, initiated by the Government of Ontario in early 2015. We particularly welcome the opportunity to provide feedback into this process on behalf of the province’s professors and academic librarians. \r\nThe university funding formula is deeply important to the success and vitality of Ontario’s universities. It cannot therefore be treated as a laboratory to play with the latest fads in university finance. A measured and responsible approach to reforming the university funding formula should retain its greatest strengths, while correcting its flaws. The Government of Ontario, as the steward of the university sector, has the important task of working with the sector to identify these weaknesses and strengths, and rejecting harmful policy proposals masquerading as innovations. \r\nThis submission makes the case that the basic mechanic of the existing formula is sound, but needs to be updated and streamlined. It is also important to consider how the existing formula does not serve some universities – such as those in Northern Ontario – and how changes can be made to address these challenges. \r\nWe also argue that performance funding – currently a cause célèbre south of the border, chiefly among those who do not actually work in universities – is not the right approach for Ontario. There is no evidence that performance funding improves student outcomes, but there is growing evidence that it actually has a variety of negative effects. It also violates numerous principles outlined by the University Funding Formula Review team, while cutting against beneficial and collaborative processes for improving quality. \r\nFinally, we suggest that the goals of transparency, accountability, and quality are best served by a new higher education data system. Such a system would be created and run collaboratively by the sector, with the goal of fueling meaningful policy discussions through the provision of timely and useful data. \r\nOnce again, OCUFA appreciates the opportunity to provide input into the University Funding Formula Review. We look forward to working with the government to build a university system that promotes quality while protecting the important principles that have allowed our institutions to be so successful. ", "visits": 678, "categories": [8, 5]}}, {"model": "links.link", "pk": 1852, "fields": {"created_time": "2015-10-14T03:15:53.976Z", "updated_time": "2015-10-14T03:15:53.976Z", "title": "Don’t Tell the Faculty: Administrators’ Secrets to Evaluating Online Teaching", "url": "http://www.ucarecdn.com/4315e1cc-e1df-4f50-832a-d64925c077e5/", "file": "https://ucarecdn.com/4315e1cc-e1df-4f50-832a-d64925c077e5/", "description": "Administrators at many colleges and universities have had online courses at their institutions for many years, now. One of the hidden challenges about online courses is that they tend to be observed and evaluated far less frequently than their face-to-face course counterparts. This is party due to the fact that many of us administrators today never taught online courses ourselves when we were teaching. This article provides six \"secrets\" to performing meaningful observations and evaluations of online teaching, including how to use data analytics, avoid biases, and produce useful results even if observers have never taught online themselves.", "visits": 669, "categories": [19, 9, 7]}}, {"model": "links.link", "pk": 1853, "fields": {"created_time": "2015-10-14T03:18:32.232Z", "updated_time": "2015-10-14T03:18:32.232Z", "title": "Responsive Open Learning Environments", "url": "http://www.ucarecdn.com/98f62291-7089-4464-b118-8fd9744b3f3f/", "file": "https://ucarecdn.com/98f62291-7089-4464-b118-8fd9744b3f3f/", "description": "Personal learning environments (PLEs) hold the potential to address the needs of formal and informal learners for multi-sourced content and easily customisable learning environments. This chapter presents an overview of the European project ROLE (Responsive Open Learning Environments), which specialises in the development and evaluation of learning environments that can be personalised by individual learners according to their particular needs, thus enabling them to become self-regulated learners.", "visits": 1975, "categories": [9, 6, 7]}}, {"model": "links.link", "pk": 1854, "fields": {"created_time": "2015-10-14T03:19:53.762Z", "updated_time": "2015-10-14T03:19:53.762Z", "title": "Prevailing Attitudes about the Role of Women in Distance Learning Administration", "url": "http://www.ucarecdn.com/843e0f33-2e88-4eda-83b8-ec7bcb0ca9d9/", "file": "https://ucarecdn.com/843e0f33-2e88-4eda-83b8-ec7bcb0ca9d9/", "description": "The increasing scarcity of women within higher academic ranks is troublesome, especially as associate and full-professors with tenure are generally those tapped for leadership positions. This study surveyed female administrators in distance education in an effort to thematically analyze their perceptions of distance learning in higher education. Themes that garnered more input from the women included the following: assumptions of gender disparity, the optimistic viewpoint that in the future more women will succeed as administrators in distance education, and the belief that the role of administrators was to provide value and goals in distance education but that change in this arena was too slow and obstructions to the quality of distance learning needed to be eliminated. In addition, it appears that Caucasian (non - Hispanic) women are more prone to suggest that gender disparity is a problem and women who hold a higher level of administration spoke less often about problems with gender disparity and appeared to have a more positive attitude.", "visits": 620, "categories": [9]}}, {"model": "links.link", "pk": 1855, "fields": {"created_time": "2015-10-14T03:23:47.855Z", "updated_time": "2015-10-14T03:23:47.855Z", "title": "Inside the \"Invisible Sector\" of Higher Education: What Do We Know About Canada's Private Career Colleges?", "url": "http://www.ucarecdn.com/49908098-3bd7-4b77-a705-9137476a7efe/", "file": "https://ucarecdn.com/49908098-3bd7-4b77-a705-9137476a7efe/", "description": "Career colleges and private training institutions, known in some provinces as private vocational or occupational providers, make a significant contribution to education and learning in Canada, with thousands of Canadians graduating each year from hundres of these institutions.", "visits": 709, "categories": [10, 5]}}, {"model": "links.link", "pk": 1856, "fields": {"created_time": "2015-10-14T03:26:30.794Z", "updated_time": "2015-10-14T03:26:30.794Z", "title": "Six Lenses for Anti-Oppressive Education: Partial Stories, Improbable Conversations", "url": "http://www.ucarecdn.com/73d654cf-1712-4d44-910b-acc707c99165/", "file": "https://ucarecdn.com/73d654cf-1712-4d44-910b-acc707c99165/", "description": "In the second edition of Six Lenses for Anti-Oppressive Education: Partial Stories, Improbable Conversations, editors Bic Ngo and Kevin Kumashiro bring together multiple perspectives that examine, analyze, and bring to the fore systemic oppressive social relations. They investigate racism, (hetero)sexism, white privilege, classism, and the global neoliberal economic system, as well as offer tools—or lenses—for conceptualizing anti-oppressive education.", "visits": 703, "categories": [6, 5, 7]}}, {"model": "links.link", "pk": 1857, "fields": {"created_time": "2015-10-14T03:28:22.249Z", "updated_time": "2015-10-14T03:28:22.249Z", "title": "Social Class, Poverty, and Education: Policy and Practice", "url": "http://www.ucarecdn.com/f246f0e7-aac0-4f02-a5f2-4dc70a63e4f7/", "file": "https://ucarecdn.com/f246f0e7-aac0-4f02-a5f2-4dc70a63e4f7/", "description": "A friend recently was attempting to describe for me the purpose of a committee devoted to studying public education on which he sits. In a sense, he began, all we’re trying to do is “wrap our brains around these utterly complex matters.” His point is well taken, especially when one reads, for example, a report such as the one my colleague David Steiner prepared for the Bertelsmann Foundation, “Educational Achievement and Reform Strategies in the United States of America,” (2001) in which, after pages of truly elegant prose, he concluded that much of public education is really a mess.", "visits": 584, "categories": [5]}}, {"model": "links.link", "pk": 1858, "fields": {"created_time": "2015-10-14T03:30:12.302Z", "updated_time": "2015-10-14T03:30:12.302Z", "title": "White Men’s Racial Others", "url": "http://www.ucarecdn.com/590ddb29-2176-4b4b-99af-d4326927dc45/", "file": "https://ucarecdn.com/590ddb29-2176-4b4b-99af-d4326927dc45/", "description": "Background/Context: Increasingly, researchers and educators have argued that alternative conceptions of Whiteness and White racial identity are needed because current conceptions have undermined, rather than strengthened, our critical pedagogies with White people. Grounded in critical Whiteness studies, and drawing especially on the writings of Ralph Ellison and Leslie Fiedler on what it means to be a White American, this article describes and theorizes White racial identity in ways that avoid oversimplification, but that at the same time never lose sight of White privilege and a larger White supremacist context.\r\n\r\nFocus of Study: The research focused on the social production of racial identity for four White men and explored how their racial identities were dependent on relations with real and imagined racial others.\r\n", "visits": 627, "categories": [3]}}, {"model": "links.link", "pk": 1859, "fields": {"created_time": "2015-10-14T03:32:44.386Z", "updated_time": "2015-10-14T03:32:44.386Z", "title": "College-to-University Transfer Arrangements and Undergraduate Education: Ontario in a National and International Context ", "url": "http://www.ucarecdn.com/f40d7628-ba3a-47e0-8cd2-a442ea0bcfb6/", "file": "https://ucarecdn.com/f40d7628-ba3a-47e0-8cd2-a442ea0bcfb6/", "description": "This paper examines the implications of expanding the number and scope of college-to-university transfer arrangements as a means of meeting the demand for undergraduate degrees in Ontario. It focuses on two research questions: \r\n1.\tWhat are the differences in the learning outcomes of students in college-to-university transfer arrangements compared with those in four-year university programs?\r\n2.\tWhat are the differences in the cost per student for college-to-university transfer arrangements compared with four-year university programs?", "visits": 705, "categories": [17]}}, {"model": "links.link", "pk": 1860, "fields": {"created_time": "2015-10-14T03:35:01.014Z", "updated_time": "2015-10-14T03:35:01.014Z", "title": "Understanding the Increases in Education Spending in Public Schools in Canada", "url": "http://www.ucarecdn.com/17ca3054-bb50-464c-bd96-cfe56c9175ec/", "file": "https://ucarecdn.com/17ca3054-bb50-464c-bd96-cfe56c9175ec/", "description": "Education spending on public schools \r\nin Canada increased by $19.1 billion (45.9 percent) between 2003/04 and 2012/13, from $41.6 billion to $60.7 billion.", "visits": 636, "categories": [8]}}, {"model": "links.link", "pk": 1861, "fields": {"created_time": "2015-10-14T03:37:23.675Z", "updated_time": "2015-10-14T03:37:23.675Z", "title": "HOW MASTER’S STUDENTS CHOOSE INSTITUTIONS: RESEARCH ON INTERNATIONAL STUDENT SEGMENTATION", "url": "http://www.ucarecdn.com/2ec1331d-faf6-4108-9a02-e373f814584c/", "file": "https://ucarecdn.com/2ec1331d-faf6-4108-9a02-e373f814584c/", "description": "These two stories below are quite distant in terms of time and geography, but they share the same sentiment and implication for higher education institutions — that international student recruit-ment shouldn’t just be about revenue. ", "visits": 615, "categories": [14]}}, {"model": "links.link", "pk": 1862, "fields": {"created_time": "2015-10-14T03:39:08.642Z", "updated_time": "2015-10-14T03:39:08.642Z", "title": "WHERE OUR STUDENTS ARE EDUCATED Measuring Student Enrolment in Canada", "url": "http://www.ucarecdn.com/d33bec4a-0e48-47ce-90f4-b6a998d51b55/", "file": "https://ucarecdn.com/d33bec4a-0e48-47ce-90f4-b6a998d51b55/", "description": "This study analyzes the three different types of institutions—public schools, independent schools, and home schooling—that provided education to stu-dents in Canada over the 2000/01 to 2012/13 period. Specifically, this study quantifies enrolment numbers by type of education institution in order to better understand how Canadian students are being educated.\r\nIt is important to understand enrolment numbers within the context of a declining school-aged population. The number of Canadians aged 5 to 17 declined by 6.4 percent between 2000 and 2013. Every province except Alberta recorded a decline in their school-aged population over this period, affecting enrolment rates.", "visits": 751, "categories": [3]}}, {"model": "links.link", "pk": 1863, "fields": {"created_time": "2015-10-23T03:42:57.716Z", "updated_time": "2015-10-23T03:42:57.716Z", "title": " The State of Skills and PSE in Canada", "url": "http://www.ucarecdn.com/8604f7c7-1ee1-4995-b511-6f1318940866/", "file": "https://ucarecdn.com/8604f7c7-1ee1-4995-b511-6f1318940866/", "description": "This report provides a systems perspective on the state of skills and higher education in Canada and identifies areas where the sector could improve in producing highly skilled graduates. I", "visits": 594, "categories": [5]}}, {"model": "links.link", "pk": 1864, "fields": {"created_time": "2015-10-23T04:05:23.228Z", "updated_time": "2015-10-23T04:05:23.228Z", "title": "The Economic Impact of Post-Secondary Education in Canada. REPORT NOVEMBER 2014 Centre for Skills and Post-Secondary Education", "url": "http://www.ucarecdn.com/eca38235-0e44-4377-b091-fe59c4e5b96a/", "file": "https://ucarecdn.com/eca38235-0e44-4377-b091-fe59c4e5b96a/", "description": "This report analyzes the economic impact of post-secondary education (PSE) in Canada. It is one of three foundational studies by The Conference Board of Canada’s Centre for Skills and Post-Secondary Education. The report considers three kinds of economic impact: spending in the economy (either directly by PSE institutions or indirectly through tourism and other channels), human capital formation, and intellectual capital formation. The report develops a bottom-up approach to understanding impacts, from the PSE institutions to the broader economy.", "visits": 802, "categories": [8]}}, {"model": "links.link", "pk": 1865, "fields": {"created_time": "2015-10-23T04:08:21.232Z", "updated_time": "2015-10-23T04:08:21.232Z", "title": "Healthy Foundations: Nursing's Role in Builidng Strong Aboriginal Communities", "url": "http://www.ucarecdn.com/574abf97-7b28-4e32-97e3-5c48553a60af/", "file": "https://ucarecdn.com/574abf97-7b28-4e32-97e3-5c48553a60af/", "description": "•\tOne of the best ways to improve the quality of care for Northern and Aboriginal communities is to strengthen the number of Northern and Aboriginal health professionals, and in particular nurses who form the largest category of health care providers in these regions.\r\n•\tAlthough improvements in the number of Aboriginal nurses have been made in the past 15 years, additional efforts and strategies are needed to reach proportional representation in Saskatchewan and Canadian health workforces.\r\n•\tDistributed, off-campus educational opportunities are an important way of educating residents of Northern and Aboriginal communities and establishing a local skilled workforce.\r\n•\tNew technologies are also making the delivery of high-quality nursing programs in rural and remote locations feasible.", "visits": 582, "categories": [12]}}, {"model": "links.link", "pk": 1866, "fields": {"created_time": "2015-10-23T04:10:31.523Z", "updated_time": "2015-10-23T04:10:31.523Z", "title": "Aboriginal Girls Circle enhancing connectedness and promoting resilience for Aboriginal girls", "url": "http://www.ucarecdn.com/c112acf4-875f-4e3d-b7a7-58454e2ec9e7/", "file": "https://ucarecdn.com/c112acf4-875f-4e3d-b7a7-58454e2ec9e7/", "description": "The Aboriginal Girls’ Circle (AGC) is an intervention targeted to increase social connection, participation and self-confidence amongst Aboriginal girls attending secondary schools. Researchers from the University of Western Sydney (UWS)’s School of Education sought to evaluate the AGC pilot undertaken at Dubbo College and to provide recommendations for the program’s further development. The following specific aims were outlined for this pilot research.", "visits": 804, "categories": [12]}}, {"model": "links.link", "pk": 1867, "fields": {"created_time": "2015-10-23T04:14:59.868Z", "updated_time": "2015-10-23T04:14:59.869Z", "title": "Centre for Skills and Post-Secondary Education Skills Abilitiies Knowledge", "url": "http://www.ucarecdn.com/f8316cbe-14fb-4e30-b39b-b9787711b2f2/", "file": "https://ucarecdn.com/f8316cbe-14fb-4e30-b39b-b9787711b2f2/", "description": "The Conference Board is launching the Centre for Skills and Post-Secondary Education (SPSE)—a major five-year initiative—–to address the advanced skills and education challenges facing Canada today. \r\nSkills and education are very closely linked. We define skills in a broad sense, so that: \r\nA skilled person is a person who, through education, training, and experience, makes a useful contribution to the economy and society. ", "visits": 802, "categories": [5]}}, {"model": "links.link", "pk": 1868, "fields": {"created_time": "2015-10-23T04:17:46.185Z", "updated_time": "2015-10-23T04:17:46.185Z", "title": "Faculty Attitudes on Technology", "url": "http://www.ucarecdn.com/ff4ed14b-0f2a-4caf-a348-f4a18e789d71/", "file": "https://ucarecdn.com/ff4ed14b-0f2a-4caf-a348-f4a18e789d71/", "description": "Inside Higher Ed’s fourth annual survey of college and university faculty members and campus leaders in educational technology aims to understand how these groups perceive and pursue online learning and other issues related to technology-enabled education. ", "visits": 584, "categories": [4]}}, {"model": "links.link", "pk": 1869, "fields": {"created_time": "2015-10-23T04:20:51.129Z", "updated_time": "2015-10-23T04:20:51.129Z", "title": "Consideration of a Fall Break at the University of Waterloo", "url": "http://www.ucarecdn.com/e9782f0e-e6c5-4cf3-905f-78683593ea77/", "file": "https://ucarecdn.com/e9782f0e-e6c5-4cf3-905f-78683593ea77/", "description": "Executive Summary\r\nThe upcoming (Fall 2014) undergraduate student referendum on the desirability of a Fall Break and recent adoption of a Fall Break on a three-year trial period by Wilfrid Laurier University have independently re-ignited the discussion at the University of Waterloo. Fourteen Ontario universities currently have a Fall Break, varying from 2-5 days in length. UW is among a small \r\nnumber of institutions within Ontario who do not currently have one.\r\n\r\nThe primary challenge to arranging a Fall Break is finding sufficient space to schedule: 60 teaching days, a minimum of 2 pre-exam study days, and a minimum of 12 exam days while finishing by December 22. This challenge seems relatively easy to accomplish most years but is complicated by the occasional late Labour Day holiday.\r\n", "visits": 589, "categories": [6, 3, 7]}}, {"model": "links.link", "pk": 1870, "fields": {"created_time": "2015-10-23T04:27:45.307Z", "updated_time": "2015-10-23T04:27:45.307Z", "title": "The Effects of the Inverted Classroom Approach: Student Behaviours, Perceptions and Learning Outcomes", "url": "http://www.ucarecdn.com/2c8a94ca-6697-45b0-8c18-4bdc65f8708e/", "file": "https://ucarecdn.com/2c8a94ca-6697-45b0-8c18-4bdc65f8708e/", "description": "\r\nAs we move forward into a new millennium and the landscape of higher education continues to change rapidly, there is a growing interest in using technology to improve the student learning experience. With the developing awareness of the science behind learning, an increasing number of higher education faculty and course instructors are looking for means to use their time with students more effectively, and see technology as a potential part of the solution.\r\n\r\nThe inverted (or flipped) classroom is a teaching approach in which students are introduced to the fundamental ideas of a course through pre-class activities that often involve the viewing of a short video. This enables the in-class time to be used for learning activities that go beyond traditional lecturing. In many ways, this is akin to the practice of requiring readings before \r\nclass and using class time for debate and discussion that is common in many humanities and social science courses and seminars. In some sense, the inverted classroom approach is an adaptation of this long-standing instructional method to courses, in such fields as engineering and science, for which readings before class are not typically required or completed. This approach has great potential to create a more student-centred environment that is more conducive to effective \r\nlearning. It can be used to support a number of fundamental principles of the science of learning that have been well established over the past 100 years. It enables students to engage in more active learning experiences, process the new material in meaningful ways and incorporate these new ideas into their own existing knowledge framework. It allows for enhanced student-faculty interactions and opportunities for prompt formative feedback throughout the learning process. As \r\nwell, it supports the instructor to scaffold the material appropriately, as there is a greater awareness of how much the students understand prior to and during the in-class experiences. Despite the strong theoretical reasons for use of the inverted classroom approach and growing interest in the approach, empirical studies that systematically investigate the effects of the approach on students’ behaviours, perceptions and learning outcomes are not often seen. Therefore, more empirical evidence is needed to support effective implementation of the approach.\r\n", "visits": 518, "categories": [7]}}, {"model": "links.link", "pk": 1871, "fields": {"created_time": "2015-10-23T04:30:18.209Z", "updated_time": "2015-10-23T04:30:18.209Z", "title": "Does Mid-Semester Feedback Make a Difference?", "url": "http://www.ucarecdn.com/f46b2edf-badb-4163-b312-27aa2ffbf279/", "file": "https://ucarecdn.com/f46b2edf-badb-4163-b312-27aa2ffbf279/", "description": "\r\nAbstract\r\nInformal mid-term feedback processes create opportunities for students and academics to have a dialogue about their progress and to make any necessary or reasonable mid-stream corrections. This article reports on an action research project designed to see what impact mid-semester feedback might have on the classroom experience. The underlying motive for the study was to generate institution-specific “proof” which might encourage other academic staff to conduct informal mid-semester informal feedback exercises with their students.\r\n\r\nEnd-of-semester data shows that both students and lecturers found the exercise to be a positive \r\nexperience. Students appreciated being able to voice their problems and opinions at a time when \r\nmid-course corrections were possible. Lecturers felt there was an improvement in\r\nthe lines of communication, resulting in a friendlier teaching and learning environment.\r\n", "visits": 587, "categories": [5]}}, {"model": "links.link", "pk": 1872, "fields": {"created_time": "2015-10-23T04:32:51.432Z", "updated_time": "2015-10-23T04:32:51.432Z", "title": "Community College Leadership Development: A Recipe for Institutional Successwhich", "url": "http://www.ucarecdn.com/b8693953-5509-468a-b654-076407833dd8/", "file": "https://ucarecdn.com/b8693953-5509-468a-b654-076407833dd8/", "description": "The function and role of leadership today is very different than in past decades. Leadership applies to more than just those who supervise others - it is both a privilege and responsibility of each member of a college commu- nity. We are all learners from the moment we enter the world, but we ask you to consider each of us as teachers as well. We are constantly modeling with our actions and inactions, and we have a responsibility...a civic duty...to teach both those who ay and those who are paid to\r\naffiliate with our college.\r\n", "visits": 1129, "categories": [19]}}, {"model": "links.link", "pk": 1873, "fields": {"created_time": "2015-10-23T04:35:35.236Z", "updated_time": "2015-10-23T04:35:35.236Z", "title": "PSE can be a daunting experience, but it doesn’t have to be", "url": "http://www.ucarecdn.com/426a0259-c3a5-4f0d-904e-9e23450033ec/", "file": "https://ucarecdn.com/426a0259-c3a5-4f0d-904e-9e23450033ec/", "description": "How to resolve the top enrolment barriers that decrease student satisfaction and negatively impact enrolment efforts. \r\nThey’re called “Enrolment Barriers” for a good reason. If your institution isn’t doing all that it can to remove them, there’s a good chance your future students will enrol, uninhibited, at a PSE institution down the road, and your current student satisfaction will be underwhelming. Looking for common barriers? Poor relationships with transactionally focused front line staff, disingenuous interactions with parents, behind-the-times processes/communications and siloed operations are just a few to seek out. ", "visits": 585, "categories": [5]}}, {"model": "links.link", "pk": 1874, "fields": {"created_time": "2015-10-23T04:38:06.384Z", "updated_time": "2015-10-23T04:38:06.384Z", "title": "Does College Teach Critical Thinking? A Meta-Analysis", "url": "http://www.ucarecdn.com/1301bbc6-5d88-4a23-898d-04d34e55222c/", "file": "https://ucarecdn.com/1301bbc6-5d88-4a23-898d-04d34e55222c/", "description": "Educators view critical thinking as an essential skill, yet it remains unclear how effectively it is being taught in college. This meta-analysis synthesizes research on gains in critical thinking skills and attitudinal dispositions over various time frames in college. The results suggest that both critical thinking skills and dispositions improve substantially over a normal college experi-ence. Furthermore, analysis of curriculum-wide efforts to improve critical thinking indicates that they do not necessarily produce incremental long-term gains. We discuss implications for the future of critical thinking in edu-cation.\r\n\r\nKEYWORDS: critical thinking, college students, changes in critical thinking", "visits": 536, "categories": [7]}}, {"model": "links.link", "pk": 1875, "fields": {"created_time": "2015-10-23T04:41:01.116Z", "updated_time": "2015-10-23T04:41:01.116Z", "title": "The Influence of Tardy Classmates on Students’ Socio-Emotional Outcomes", "url": "http://www.ucarecdn.com/f54f07db-0389-41fd-a96a-b689ddd8c25c/", "file": "https://ucarecdn.com/f54f07db-0389-41fd-a96a-b689ddd8c25c/", "description": "Purpose: The purpose of this study is to determine the effects of peer-level tardiness on individual-level socio-emotional outcomes utilizing nationally representative, longitudinal data.", "visits": 546, "categories": [6, 7]}}, {"model": "links.link", "pk": 1876, "fields": {"created_time": "2015-10-23T04:43:36.276Z", "updated_time": "2015-10-23T04:43:36.276Z", "title": "Students Who Feel Emotionally Unprepared for College More Likely to Report Poor Academic Performance and Negative College Experience", "url": "http://www.ucarecdn.com/20117cb0-197c-46f5-922f-9a5ae573131f/", "file": "https://ucarecdn.com/20117cb0-197c-46f5-922f-9a5ae573131f/", "description": "NEW YORK, NY, October 8, 2015—The JED Foundation, Partnership for Drug-Free Kids and The Jordan Porco Foundation today released the results of a national “First-Year College Experience” survey, exploring the challenges associated with young adults’ transition from high school to college. Results have significant implications for parents, educators and students alike, revealing important touch points for better communication, programming and meaningful intervention. Among the most critical findings, the Harris Poll of 1,502 U.S. first-year college students uncovered that emotional preparedness – defined by the organizations as the ability to take care of oneself, adapt to new environments, control negative emotions or behavior and build positive relationships – is a major factor to students’ success during their first year of college.", "visits": 636, "categories": [16, 6, 7]}}, {"model": "links.link", "pk": 1877, "fields": {"created_time": "2015-10-23T04:45:35.129Z", "updated_time": "2015-10-23T04:45:35.129Z", "title": "Update your status: exploring pre-service teacher identities in an online discussion group", "url": "http://www.ucarecdn.com/220e04a5-5a83-4523-8a10-7981a84e5d7e/", "file": "https://ucarecdn.com/220e04a5-5a83-4523-8a10-7981a84e5d7e/", "description": "A substantial body of research indicates that a teacher’s identity is an essential aspect of their professional practice. As this body of research grows, researchers have increasingly sought to investigate the nature of pre-service teacher identities. This paper reports on a study that examined identities in the context of a pre-service cohort’s online discussion group. By examining the group, this study attempted to address a gap in research knowledge, as research to this date has been unable to investigate pre-service teacher identities in non-course-endorsed or instructor-occupied spaces. A thematic and quantitative analysis of online postings by and interviews with group members provided an insight into how identities performed and related to one another within the online discussion group. The findings indicate that one category of identities emerged from a commitment to the social expectations and values of the group, whilst another emerged out of a personal resistance towards the social norms of group participation and involvement. This study may be useful for teacher educators deliberating the use of online spaces to support pre-service teacher identity development.\r\nKeywords: online discussion group; pre-service teacher identity; teacher education; thematic analysis", "visits": 507, "categories": [7]}}, {"model": "links.link", "pk": 1878, "fields": {"created_time": "2015-10-28T02:52:10.704Z", "updated_time": "2015-10-28T02:52:10.704Z", "title": "The Bid Decision: Which university is for you?", "url": "http://www.ucarecdn.com/b5a4a146-bc98-4914-8d3b-a121a94cb21b/", "file": "https://ucarecdn.com/b5a4a146-bc98-4914-8d3b-a121a94cb21b/", "description": "The good news is that Canada is home to so many great universities that it’s difficult to make a poor decision. That’s why choosing the school that best suits you requires going beyond rankings and reputation, and considering the unique culture and educational environment of your potential alma mater.\r\nSo what do you really want to get from your university experience? According to multiple surveys, the majority of young people today seek more than just a paycheque from their career. A recent Millennial Branding report found that 72 per cent of this demographic seek work with greater meaning. “Having a job where I can have an impact” ranked higher than wealth or prestige in a 2012 workforce survey conducted by Net Impact.\r\nThat’s why, in this year’s Canadian University Report, we looked at how universities are helping undergraduate students make an impact on their careers and in their communities. We spoke to students, faculty and university officials about opportunities to develop the skills needed for a meaningful career and life after graduation (from co-op programs to social entrepreneurship curriculums, from volunteering to purpose-driven business incubators). What we heard was that students aren’t waiting to don their cap and gown before they get started; they are already working with organizations in their communities and beyond, and launching their own businesses and non-profits to tackle our most-challenging social and environmental issues.", "visits": 612, "categories": [17]}}, {"model": "links.link", "pk": 1879, "fields": {"created_time": "2015-10-28T02:54:58.578Z", "updated_time": "2015-10-28T02:54:58.578Z", "title": "British Columbia 2022 Labour Market Outlook", "url": "http://www.ucarecdn.com/5176a9eb-7499-4cec-b99a-87eed6f088fe/", "file": "https://ucarecdn.com/5176a9eb-7499-4cec-b99a-87eed6f088fe/", "description": "In B.C.’s Skills for Jobs Blueprint: Re-Engineering Education and Training, we said we would get and use better data to drive decisions. This B.C. Labour Market Outlook (the Outlook) is that data. Presented by the Ministry of Jobs, Tourism, and Skills Training and Responsible for Labour (the Ministry), the Outlook provides labour market demand and supply trends to 2022. \r\nWith the anticipated investment and activity related to LNG, the Ministry contracted KPMG to produce labour market forecasts for the LNG sector. The resulting LNG workforce occupation forecasts are added as a supplementary analysis of workforce needs in the Outlook and are aimed at providing a better understanding of the skills needs for this new sector. This Outlook report includes two major parts: \r\nTHE FIRST PART provides the labour market outlook based on an economic scenario without LNG; and THE SECOND PART highlights the findings of the LNG workforce occupation forecasts. ", "visits": 824, "categories": [20]}}, {"model": "links.link", "pk": 1880, "fields": {"created_time": "2015-10-28T03:01:09.443Z", "updated_time": "2015-10-28T03:01:09.443Z", "title": "Disable the Label: Improving Post-Secondary Policy, Practice and Academic Culture for Students with Disabilities", "url": "http://www.ucarecdn.com/fa9f92a7-e70e-4cb7-83ce-7fe783734ed8/", "file": "https://ucarecdn.com/fa9f92a7-e70e-4cb7-83ce-7fe783734ed8/", "description": "Building on StudentsNS’ quality and accessibility values, this report discusses the systemic barriers that persons with disabilities face when pursuing post-secondary education. Providing an in-depth discussion of the supports and challenges found within the academic system, this paper begins to re-conceptualize how disability is viewed and accommodated. Nova Scotia has made great strides toward enabling persons with disabilities to access post-secondary education in the past several decades, but we still have a long way to go. Persons with disabilities remain among the most underrepresented and underemployed groups in Canada. Ensuring persons with disabilities have access to and adequate support during post-secondary education is fundamental if we want this to change. Programs aimed at increasing persons with disabilities’ participation in post-secondary education, and in the work force are often insufficient. Similarly, the supports offered by post-secondary institutions (funded through the province) could be improved to better support students with disabilities. We make suggestions for the post-secondary system to further develop present accessibility measures and improve the quality of education delivered to students with disabilities. Recognizing that providing support for students with disabilities is not purely an academic matter, this report will be complimented by future reports on campus health services, social determinants of access to post-secondary education, and discrimination and human rights.", "visits": 595, "categories": [16]}}, {"model": "links.link", "pk": 1881, "fields": {"created_time": "2015-10-28T03:04:45.809Z", "updated_time": "2015-10-28T03:04:45.810Z", "title": "Fees, Funding and Student Voice at the Nova Scotia Community College", "url": "http://www.ucarecdn.com/22804c48-c41f-421f-9e92-eca6ed741f31/", "file": "https://ucarecdn.com/22804c48-c41f-421f-9e92-eca6ed741f31/", "description": "n 2014, StudentsNS welcomed its first non-university member: the Student Association of the Nova Scotia Community College Kingstec Campus in Kentville. This report explores fees, funding and accountability structures at the College, as well as student financial assistance to college students. We seek to identify opportunities to improve or expand access, affordability, student voice and quality of education, with an emphasis on the first three values in particular. We find that the Nova Scotia Community College has prioritized access and affordability and delivered important outcomes, attracting more students from communities that are traditionally underrepresented in post-secondary education, and notably mature learners. The College also has relatively low cost programs because of their shorter length and lower fees. However, College students’ debt levels remain higher than the national average, are leading to elevated default rates and have been neglected by the Province as compared with university students’ debt. In terms of student voice and accountability, the College and the Province need to work harder to ensure transparency to the public and meaningful student participation in decision-making. We identify a number of modest policy changes that the College and the Province could pursue to address these challenges and help the College better serve Nova Scotians and deliver on its mandate.", "visits": 589, "categories": [8]}}, {"model": "links.link", "pk": 1882, "fields": {"created_time": "2015-10-28T03:07:42.793Z", "updated_time": "2015-10-28T03:07:42.793Z", "title": "Sustainable Campus Index", "url": "http://www.ucarecdn.com/f4151462-50db-4989-82f9-10d3f35f23c6/", "file": "https://ucarecdn.com/f4151462-50db-4989-82f9-10d3f35f23c6/", "description": "The 2015 Sustainable Campus Index highlights top-performing colleges and universities in 17 areas, as measured by STARS. Data submitted by top performers has been reviewed by AASHE staff to ensure that content meets credit criteria (see page 51 for a detailed methodology). The report also includes trends and best practices from over 50 institutions that submitted STARS reports in the last 12 months (July 1, 2014 - June 30, 2015). ", "visits": 1002, "categories": [13]}}, {"model": "links.link", "pk": 1883, "fields": {"created_time": "2015-10-28T03:12:18.917Z", "updated_time": "2015-10-28T03:12:18.917Z", "title": "It's Never Okay: An Action Plan to Stop Sexual Violence and Harassment March 2015", "url": "http://www.ucarecdn.com/e8b1eb83-2a36-4dc1-bfbe-488fc1949025/", "file": "https://ucarecdn.com/e8b1eb83-2a36-4dc1-bfbe-488fc1949025/", "description": "ALTHOUGH WE KNOW THAT SEXUAL VIOLENCE OFTEN GOES UNREPORTED, RESEARCH\r\nINDICATES THAT THERE ARE 460,000 SEXUAL ASSAULTS IN CANADA EACH YEAR. FOR\r\nEVERY 1000 SEXUAL ASSAULTS, ONLY 33 ARE EVER REPORTED TO THE POLICE; 12 RESULT\r\nIN CHARGES LAID; ONLY 6 ARE PROSECUTED AND ONLY 3 LEAD TO A CONVICTION.\r\n\r\nVery few reach the courts and far too many survivors don’t access support and counselling. This means that survivors aren’t getting the help that they need, and perpetrators of sexual violence are not being held accountable.\r\n\r\nWhy? Because too many of us have attitudes towards women, men, relationships and rape that are sexist, misogynist and often just plain wrong.", "visits": 589, "categories": [16]}}, {"model": "links.link", "pk": 1884, "fields": {"created_time": "2015-10-28T03:14:31.367Z", "updated_time": "2015-10-28T03:14:31.368Z", "title": "COLLEGE AND INSTITUTE APPLIED RESEARCH – ACCELERATING BUSINESS AND COMMUNITY INNOVATION ENVIRONMENTAL SCAN 2013-14", "url": "http://www.ucarecdn.com/d1d2d1cb-f3c1-4906-b480-9e48004921c9/", "file": "https://ucarecdn.com/d1d2d1cb-f3c1-4906-b480-9e48004921c9/", "description": "Colleges and institutes contribute to the research and innovation cycle in Canada through applied research. More specifically, they directly contribute to applied research through enhanced research infrastructure, involvement of faculty and students, and the creation of partnerships with the business, industry and social innovation sectors. Colleges and institutes receive the majority of their funding from the Government of Canada. \r\n\r\nFor the 2013-14 fiscal period, $85,124,512 were granted, up 19% from the previous year. At $78,275,654, funding from the private sector rose 9% from 2012-13 levels, making it the second greatest source of external funding for applied research.", "visits": 615, "categories": [20]}}, {"model": "links.link", "pk": 1885, "fields": {"created_time": "2015-10-28T03:16:13.377Z", "updated_time": "2015-10-28T03:16:13.378Z", "title": "Sustainability in Canadian Post-secondary Institutions: the Interrelationships among Sustainability Initiatives and Geographic and Institutional Characteristics", "url": "http://www.ucarecdn.com/892a614e-c9b3-47fa-aec8-5c3c346b393f/", "file": "https://ucarecdn.com/892a614e-c9b3-47fa-aec8-5c3c346b393f/", "description": "Purpose – This paper reports on a census of high-level sustainability initiatives at all accredited post-secondary institutions in Canada by documenting the institutions that have undertaken sustainability assessments, have signed one or more sustainability declarations, have sustainability offices or officers, or have sustainability policies. Our aim was to better understand the broad-scale patterns of commitments by post-secondary institutions to these sustainability initiatives by exploring the interrelationships among them, and with geographic and institutional characteristics. ", "visits": 763, "categories": [13]}}, {"model": "links.link", "pk": 1886, "fields": {"created_time": "2015-10-28T03:25:45.015Z", "updated_time": "2015-10-28T03:25:45.015Z", "title": "What does C-51 Mean for Academic Freedom & Campus Free Speech? CAUT Analysis of Bill C-51 March 2015 ", "url": "http://www.ucarecdn.com/88199117-9213-4148-a086-3a1d6cb42662/", "file": "https://ucarecdn.com/88199117-9213-4148-a086-3a1d6cb42662/", "description": "Bill C-51, the federal government’s Anti-Terrorism Act, has sparked serious concerns about the potential impact on the basic civil liberties of all Canadians. The proposed legislation would establish criminal offences that infringe upon the right to free expression. Security agencies would be granted unprecedented and intrusive powers to monitor and share information about Canadians, with no commensurate increase in oversight or accountability", "visits": 573, "categories": [19]}}, {"model": "links.link", "pk": 1887, "fields": {"created_time": "2015-10-28T03:28:35.330Z", "updated_time": "2015-10-28T03:28:35.330Z", "title": "Career ready: Towards a national strategy for the mobilization of Canadian potential", "url": "http://www.ucarecdn.com/c0a33164-04e6-42fd-9116-0745bf069e62/", "file": "https://ucarecdn.com/c0a33164-04e6-42fd-9116-0745bf069e62/", "description": "This report was commissioned by the Canadian Council of Chief Executives (CCCE) as part of a multi-year effort to improve the quality of education and skills training in Canada while enhancing young people’s ability to succeed in the 21st century job market. Opinions in the paper are those of the author and do not necessarily reflect the views of the CCCE or its members. \r\nparanoia is widespread in Canada. Elementary pupils are coming home after receiving the “job talk” from their teachers, typically emphasizing the importance of getting good grades so they can get into a high-quality university – rarely a college, a polytechnic institute or an apprenticeship program. Parents worry about enrolling their children in the “right” schools and academic programs. There is growing concern about the transition from school to work. News media, television programs and movies offer tales of underemployed university and college graduates, intense competition for decent jobs and chronic youth unemployment. ", "visits": 571, "categories": [20]}}, {"model": "links.link", "pk": 1888, "fields": {"created_time": "2015-10-28T03:31:07.418Z", "updated_time": "2015-10-28T03:31:07.418Z", "title": "Productivity Implications of a Shift to Competency-Based Education: An environmental scan and review of the relevant literature ", "url": "http://www.ucarecdn.com/a591a475-8bcf-44f4-b64d-e95b075d13ae/", "file": "https://ucarecdn.com/a591a475-8bcf-44f4-b64d-e95b075d13ae/", "description": "The expansion of public, postsecondary education and the attendant additional costs associated with that expansion are significant concerns to governments everywhere. Ontario is no exception. Innovation in the delivery of academic programs holds the potential to contain costs, improve quality, and enhance accountability. This project is intended to assist the Higher Education Quality Council of Ontario (HECQO) to better understand how a shift to competency-based education might affect the cost and quality of higher education programs, institutions and systems and to investigate how competency-based education might enhance the productivity and accountability of public higher education systems and institutions. ", "visits": 671, "categories": [6, 7]}}, {"model": "links.link", "pk": 1889, "fields": {"created_time": "2015-10-28T03:33:14.097Z", "updated_time": "2015-10-28T03:33:14.097Z", "title": "Students Weigh In: National Analysis of Results from the 2013 Canadian Graduate and Professional Student Survey ", "url": "http://www.ucarecdn.com/7d1365d3-600e-49fc-b245-a761713032f6/", "file": "https://ucarecdn.com/7d1365d3-600e-49fc-b245-a761713032f6/", "description": "The Canadian Graduate and Professional Student Survey (CGPSS) is a national survey that was completed by over 51,000 students across 48 universities in 2013. This comprehensive survey includes questions covering a broad array of topics including students’ satisfaction with their departments, programs and advisors, availability of funding, use and quality of university services, and satisfaction with professional development supports (CAGS, 2010). This report uses data and opinions collected from graduate students through the CGPSS in an effort to contribute to the conversation on graduate student education in Canada. ", "visits": 619, "categories": [18, 6, 7]}}, {"model": "links.link", "pk": 1890, "fields": {"created_time": "2015-10-28T03:36:41.172Z", "updated_time": "2017-02-17T16:52:03.658Z", "title": "Academic Accommodations: Recommendations for Documentation Standards and Guidelines for Post-Secondary Students with Mental Health Disabilities ", "url": "https://ucarecdn.com/71590312-dc46-4f3d-a890-5e8e62d33802/", "file": "https://ucarecdn.com/71590312-dc46-4f3d-a890-5e8e62d33802/", "description": "This report outlines a series of recommendations for the post-secondary sector arising from a research study carried out by researchers from Queen’s University and St. Lawrence College. Funding for this 30-month project, which began in January 2013, was provided by the Ontario Ministry of Training, Colleges and Universities under the Mental Health Innovation Fund. In the fall of 2012, each post-secondary institution in Ontario was invited to submit proposals for funding and this project was one of ten successful applications. ", "visits": 1015, "categories": [16]}}, {"model": "links.link", "pk": 1891, "fields": {"created_time": "2015-10-28T03:39:54.739Z", "updated_time": "2015-10-28T03:39:54.739Z", "title": "Going Green: 2014 Report on Environmental Sustainability at Ontario Universities", "url": "http://www.ucarecdn.com/36f33b7d-6aca-43b0-a8d1-0d168718bd86/", "file": "https://ucarecdn.com/36f33b7d-6aca-43b0-a8d1-0d168718bd86/", "description": "This sixth annual Going Greener report demonstrates those results through campus case studies about food sustainability, conservation efforts, and partnerships that are building a greener community. The report details how university communities are becoming more sustainable in their operations and policies, developing academic programming that seeks to create knowledge leaders in emerging fields, and broadening their understanding of environmental issues so that partners can work together to develop solutions to one of society’s most pressing problems.", "visits": 880, "categories": [13]}}, {"model": "links.link", "pk": 1892, "fields": {"created_time": "2015-10-28T03:42:36.863Z", "updated_time": "2015-10-28T03:48:03.371Z", "title": "Double Jeopardy? Gender Bias Against Women of Color in Science", "url": "http://www.ucarecdn.com/799d9a85-66a1-422d-9647-0b4deb18b088/", "file": "https://ucarecdn.com/799d9a85-66a1-422d-9647-0b4deb18b088/", "description": "THE PAUCITY OF WOMEN IN SCIENCE HAS BEEN documented over and over again. A 2012 Report from the President’s Council of Advisors on Science and Technology reported that a deficit of one million engineers and scientists will result in the United States if current rates of training in science, technology, math, and engineering (STEM) persist (President’s Council \r\nof Advisors on Science and Technology, 2012). It’s not hard to see how this hurts the United States’ competitive position—particularly if women in STEM meet more gender bias in the U.S. than do women elsewhere, notably in India and China. ", "visits": 637, "categories": [12, 19, 6, 7]}}, {"model": "links.link", "pk": 1893, "fields": {"created_time": "2015-10-30T20:07:38.930Z", "updated_time": "2015-10-30T20:07:38.930Z", "title": "Back to school 2015 Quick Facts ", "url": "http://www.ucarecdn.com/3d443ddb-5cda-4ef8-ad64-9e03067a4229/", "file": "https://ucarecdn.com/3d443ddb-5cda-4ef8-ad64-9e03067a4229/", "description": "The more than one million undergraduate students heading to Canadian universities this fall will benefit from innovative approaches to teaching and learning, including more opportunities for experiential learning. After graduation, they’ll enjoy \r\nhigher earnings and better employment outcomes than those without degrees.", "visits": 613, "categories": [5]}}, {"model": "links.link", "pk": 1894, "fields": {"created_time": "2015-10-30T20:09:37.589Z", "updated_time": "2015-10-30T20:09:37.589Z", "title": "Canada’s universities’ commitments to Canadians ", "url": "http://www.ucarecdn.com/d3c17e93-dd36-4d15-bcd1-178c875bde2f/", "file": "https://ucarecdn.com/d3c17e93-dd36-4d15-bcd1-178c875bde2f/", "description": "We live in a world where economic, social and personal fulfillment depends less upon what we know, and more upon what we are able to learn, how we think and the degree to which we are able to respond to change around us. As centres of learning and discovery, universities play a crucial role in this process. Universities transform the lives of people, who in turn transform \r\nour communities, our country and the world. ", "visits": 600, "categories": [5]}}, {"model": "links.link", "pk": 1895, "fields": {"created_time": "2015-10-30T20:13:02.699Z", "updated_time": "2015-10-30T20:13:02.700Z", "title": "Post-Secondary Students with Mental Health Disabilities", "url": "http://www.ucarecdn.com/4b6e6855-b5d0-4c44-a6b1-4817441cd1a1/", "file": "https://ucarecdn.com/4b6e6855-b5d0-4c44-a6b1-4817441cd1a1/", "description": "One in five Canadians will experience a mental health [glossary] problem this year1 and the onset of the symptoms of mental ill health often occur between the ages of 15 and 24.2 These numbers tell us that many students in post-secondary education will experience mental health problems while they are attending college or university. \r\nOntario post-secondary institutions report a large increase in the number of students with mental health disabilities registered with their Offices for Students with Disabilities (OSD) [glossary]. Some students come to university or college with a diagnosed mental health condition such as depression or anxiety. Other students develop symptoms of mental ill health gradually while they are at school and may not realize that they need professional help. \r\nIf you are reading this Guide, you may be a student who has already been diagnosed with a mental health disability, be in the process of being diagnosed, or perhaps you are a parent/guardian of a student. Our goal is to help simplify the post-secondary experience for students with mental health disabilities by providing “need-to-know” information that is accessible and relevant. The Guide is written in a question-and-answer format and is addressed directly to students with mental health disabilities – so we use “you” throughout the text. ", "visits": 1022, "categories": [16]}}, {"model": "links.link", "pk": 1896, "fields": {"created_time": "2015-10-30T20:17:44.169Z", "updated_time": "2015-10-30T20:17:44.170Z", "title": "Survival to Success: Immigrant Outcomes", "url": "http://www.ucarecdn.com/de4ba902-e9d9-4899-9486-707b90b400dc/", "file": "https://ucarecdn.com/de4ba902-e9d9-4899-9486-707b90b400dc/", "description": "In the fall of 2014, then Minister of Employment and Social Development Canada, the Honourable Jason Kenney,\r\nappointed the Panel on Employment Challenges of New Canadians to consult with immigrant-serving organizations,\r\nregulators, employers and other stakeholders.\r\nThe Panel was asked to identify and report on successes, innovative approaches and promising practices on the licensing, hiring and retention of recent immigrants, as well as the challenges of this process faced by employers. This work will help to shape strategies for better integrating newcomers into the workforce.\r\nIn-person consultations were held in Vancouver, Calgary, Saskatoon, Toronto, Ottawa, Montreal and Halifax. During\r\nthese events, the Panel met with over 150 organizations closely involved in the issue of employment for new Canadians.\r\nThe Panel also posted an online survey open to all Canadians and received input from over 600 respondents—including\r\nmany immigrants themselves.", "visits": 627, "categories": [14]}}, {"model": "links.link", "pk": 1897, "fields": {"created_time": "2015-10-30T20:19:27.532Z", "updated_time": "2015-10-30T20:19:27.532Z", "title": "Sexual Assault Policies on Campus", "url": "http://www.ucarecdn.com/666185ca-94f4-4746-bb2e-c06e31062fdc/", "file": "https://ucarecdn.com/666185ca-94f4-4746-bb2e-c06e31062fdc/", "description": "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). \r\nCanadian 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). ", "visits": 594, "categories": [16]}}, {"model": "links.link", "pk": 1898, "fields": {"created_time": "2015-10-30T20:22:03.520Z", "updated_time": "2015-10-30T20:22:03.520Z", "title": "The bachelor’s to Ph.D. STEM pipeline no longer leaks more women than men: a 30-year analysis", "url": "http://www.ucarecdn.com/5b73634c-8b5d-449c-9fad-fd78e34041c1/", "file": "https://ucarecdn.com/5b73634c-8b5d-449c-9fad-fd78e34041c1/", "description": "For decades, research and public discourse about gender and science have often assumed that women are more likely than men to “leak” from the science pipeline at multiple points after entering college. We used retrospective longitudinal methods to investigate how accurately this “leaky pipeline” metaphor has described the bachelor’s to Ph.D. transition in science, technology, engineering, and mathematics (STEM) fields in the U.S. since the 1970s. Among STEM bachelor’s degree earners in the 1970s and 1980s, women were less likely than men to later earn a STEM Ph.D. However, this gender difference closed in the 1990s. Qualitatively similar trends were found across STEM disciplines. The leaky pipeline metaphor therefore partially explains historical gender differences in the U.S., but no longer describes current gender differences in the bachelor’s to Ph.D. transition in STEM. The results help constrain theories about women’s underrepresentation in STEM. Overall, these results point to the need to understand gender differences at the bachelor’s level and below to understand women’s representation in STEM at the Ph.D. level and above. Consistent with trends at the bachelor’s level, women’s representation at the Ph.D. level has been recently declining for the first time in over 40 years.", "visits": 633, "categories": [5]}}, {"model": "links.link", "pk": 1899, "fields": {"created_time": "2015-10-30T20:23:44.581Z", "updated_time": "2015-10-30T20:23:44.581Z", "title": "Creating Positive Outcomes: Graduation and Employment Rates of Indspire’s Financial Award Recipients ", "url": "http://www.ucarecdn.com/20259408-a231-4242-8625-4a9f2923c3a4/", "file": "https://ucarecdn.com/20259408-a231-4242-8625-4a9f2923c3a4/", "description": "“This report reinforces the effectiveness of financial aid in closing Canada’s education gap for Aboriginal students. Along with culturally relevant curriculum, programs, and outreach, financial support is key to improving both access and success for Indigenous students in post-secondary education. AUCC is pleased to partner with Indspire and others who share a commitment to getting results.” ", "visits": 709, "categories": [8]}}, {"model": "links.link", "pk": 1900, "fields": {"created_time": "2015-10-30T20:25:48.338Z", "updated_time": "2015-10-30T20:25:48.338Z", "title": "Young Canadians in a Wired World", "url": "http://www.ucarecdn.com/1f28b19c-27d1-4a65-a2f4-a7f528a19763/", "file": "https://ucarecdn.com/1f28b19c-27d1-4a65-a2f4-a7f528a19763/", "description": "Young Canadians in a wired world", "visits": 588, "categories": [4]}}, {"model": "links.link", "pk": 1901, "fields": {"created_time": "2015-10-30T20:28:49.421Z", "updated_time": "2015-10-30T20:28:49.421Z", "title": "Building prosperity through university research", "url": "http://www.ucarecdn.com/7e072672-80d9-4cec-b017-04dc2a9d2d98/", "file": "https://ucarecdn.com/7e072672-80d9-4cec-b017-04dc2a9d2d98/", "description": "Building prosperity through university research.", "visits": 636, "categories": [8]}}, {"model": "links.link", "pk": 1902, "fields": {"created_time": "2015-10-30T20:29:58.338Z", "updated_time": "2015-10-30T20:29:58.338Z", "title": "Closing Canada’s Indigenous education gap", "url": "http://www.ucarecdn.com/cd3cc116-57eb-43e5-baf7-3457a50f2014/", "file": "https://ucarecdn.com/cd3cc116-57eb-43e5-baf7-3457a50f2014/", "description": "Universities have a major role to play in closing Canada’s Indigenous educa tion gap and supporting the reconciliation process. The Indigenous community in Canada is young, full of potential and growing fast – but still underrepresented at universities across the country. Our shared challenge is to ensure that all First Nations, Métis and Inuit students can achieve their potential through education, which will bring meaningful change to their communities and to Canada as a whole.\r\nCanada’s universities recently adopted a set of principles to improve Indigenous student success and strengthen Indigenous leadership throughout the university community.", "visits": 581, "categories": [12]}}, {"model": "links.link", "pk": 1903, "fields": {"created_time": "2015-10-30T20:32:51.365Z", "updated_time": "2015-10-30T20:32:51.365Z", "title": "Crossing borders, opening minds", "url": "http://www.ucarecdn.com/a146f3f4-f2a2-4bdc-9542-3bc6b088167f/", "file": "https://ucarecdn.com/a146f3f4-f2a2-4bdc-9542-3bc6b088167f/", "description": "Studying and working abroad transforms Canadian students into global citizens, helping them develop inter-cultural awareness, adaptability and problem-solving skills. It also gives them a hiring edge with today’s employers. Leaving one’s home province to study can also be a transformative experience, increasing students’ understanding of the diverse cultures, histories and values that make up our country. \r\nWhether learning abroad or in another province, these experiences deepen students’ awareness of the diversity of Canadian and international communities, while strengthening bonds between campuses across Canada and worldwide.\r\nToo few Canadian students, however, benefit from the mobility experiences that can prepare them to enter a globalized labour market. Improving the international and interprovincial mobility of university students is a crucial step in developing our next generation of leaders and sharpening Canada’s competitive edge. ", "visits": 611, "categories": [14]}}, {"model": "links.link", "pk": 1904, "fields": {"created_time": "2015-10-30T20:34:28.019Z", "updated_time": "2015-10-30T20:34:28.019Z", "title": "Equipping Canada’s youth for the future", "url": "http://www.ucarecdn.com/39a300ac-7912-406b-8079-4de00151d289/", "file": "https://ucarecdn.com/39a300ac-7912-406b-8079-4de00151d289/", "description": "Canada needs skills of all kinds to remain competitive in the global economy. Today’s students are the workforce of tomorrow, and their education will shape Canada’s future prosperity. Graduates across all disciplines are reaping the rewards of a university education. They’re armed with the hands-on learning experience, entrepreneurial spirit and interdisciplinary skills that will help them succeed in an evolving labour market. \r\nUniversities offer innovative and diverse learning experiences that equip students to adapt, collaborate, lead and learn throughout their lives, and they can do even more with the partnership and commitment of the government and private sector.", "visits": 591, "categories": [20]}}, {"model": "links.link", "pk": 1905, "fields": {"created_time": "2015-10-30T20:36:34.342Z", "updated_time": "2015-10-30T20:36:34.342Z", "title": "LGBTQ+ Students", "url": "http://www.ucarecdn.com/8ea381f1-da45-42b7-8723-b091bfb6fb9d/", "file": "https://ucarecdn.com/8ea381f1-da45-42b7-8723-b091bfb6fb9d/", "description": "This paper uses the acronym “LGBTQ+” to refer to anyone who identifies as Lesbian, Gay, Bisexual, Transgender, Queer, Questioning, Intersex, Two-Spirit, Asexual, Pansexual, and other identities and sexualities that are not cisgender or heterosexual.\r\nThe terms “trans” and “transgender” are used interchangeably. The plus sign indicates the intention to recognize a diverse and fluid range of gender identities, gender expressions, and sexual orientations. Throughout the paper, the term “Queer” may be\r\nused interchangeably with “LGBTQ+.”\r\nThough the term MOGAI (Marginalized Orientations, Genders, and Intersex) has been offered as an alternative to LGBTQ+, this paper opts for the latter term because it, currently, is more widely recognizable. As language and nomenclature continue to\r\nevolve, this terminology choice may be revisited.", "visits": 648, "categories": [16]}}, {"model": "links.link", "pk": 1906, "fields": {"created_time": "2015-10-30T20:38:00.492Z", "updated_time": "2015-10-30T20:38:00.492Z", "title": "Mature Students", "url": "http://www.ucarecdn.com/48a15be9-76b4-48e9-8353-a7466fcfbf76/", "file": "https://ucarecdn.com/48a15be9-76b4-48e9-8353-a7466fcfbf76/", "description": "As a minority group on university campuses, the unique needs of mature students can be easily\r\noverlooked. It is important that the term “mature students” does not disguise the heterogeneity of this group: “…it\r\nis erroneous to speak of ‘the adult learner’ as if there is a generic adult that can represent all adults.”1 However,\r\namongst this varied group of students, there are common concerns that they share. This policy sets out students’\r\npriorities in increasing the visibility of mature students on campus as well as optimizing their educational\r\nexperience.\r\nMature students need more recognition of the different hurdles they face in achieving success. These can\r\ninclude situational barriers like a lack of time, lack of money, health issues, or dependant care,2 as well as\r\nattitudinal or dispositional barriers, including the fear of failure or alienation. Lastly, they also face systemic\r\nbarriers such as restrictive course offerings and availability of instructors or support services outside of regular\r\nbusiness hours.3", "visits": 586, "categories": [18]}}, {"model": "links.link", "pk": 1907, "fields": {"created_time": "2015-10-30T20:39:26.174Z", "updated_time": "2015-10-30T20:39:26.174Z", "title": "Outcomes-Based Funding: Current Status, Promising Practices and Emerging Trends ", "url": "http://www.ucarecdn.com/6ce3da67-d7aa-402f-b5dc-d5aee611dbde/", "file": "https://ucarecdn.com/6ce3da67-d7aa-402f-b5dc-d5aee611dbde/", "description": "Probing the question of the effectiveness and applicability of outcomes-based funding policy for higher education in Ontario requires an approach that (1) reviews current research and policy literatures on this topic and (2) differentiates and contextualizes the knowledge available. In order to evaluate successful and unsuccessful policy features and institutional practices, it is important to take stock of current policies across varied provincial, state, regional and national contexts, as well as over time. The topic of outcomes-based funding has received considerable and continuing attention in the research and policy literatures, and syntheses of these are currently available (e.g., Dougherty & Reddy, 2011, 2013; Frøhlich, Schmidt & Rosa, 2010; National Conference of State Legislatures, 2013). However, a comprehensive policy-relevant perspective can only be a product of extended study that considers policy contexts internationally and provides an actionable, differentiated view on the research and policy in this area. This study will examine policy and research literature to address the following research questions: ", "visits": 698, "categories": [8]}}, {"model": "links.link", "pk": 1908, "fields": {"created_time": "2015-10-30T20:42:12.945Z", "updated_time": "2015-10-30T20:42:12.945Z", "title": "APPLIED OR ACADEMIC: High Impact Decisions for Ontario students", "url": "http://www.ucarecdn.com/492157e7-bc0d-46b9-8d6d-5927a1cbed62/", "file": "https://ucarecdn.com/492157e7-bc0d-46b9-8d6d-5927a1cbed62/", "description": "Grade 8 is a critical year for Ontario’s students. It is not only a pivotal point in a young person’s emotional, social, and physical development1, but also a time when students must choose between taking applied and academic courses in high school. These course selections largely determine students’ educational pathways throughout high school and have the poten-\r\ntial to influence their post-secondary options and career opportunities2. \r\nThis report examines the gap between Ontario’s stated policy regarding students’ choices in high school and the reality on the ground. It looks at whether grade 8 students should be required to make decisions that have such important short and long term consequences in light of international evidence suggesting that it contributes to lower outcomes. ", "visits": 851, "categories": [5]}}, {"model": "links.link", "pk": 1909, "fields": {"created_time": "2015-10-30T20:43:57.486Z", "updated_time": "2015-10-30T20:43:57.487Z", "title": "Promoting Student Engagement in the Classroom", "url": "http://www.ucarecdn.com/dba5c18c-c833-4279-aaf0-c5f27496dd5d/", "file": "https://ucarecdn.com/dba5c18c-c833-4279-aaf0-c5f27496dd5d/", "description": "Background/Context: Much progress has been made toward a greater understanding of student engagement and its role in promoting a host of desirable outcomes, including academic outcomes such as higher achievement and reduced dropout, as well as various well-being and life outcomes. Nonetheless, disengagement in our schools is widespread. This may be due in part to a lack in the student engagement literature of a broad conceptual framework for understanding how students are engaged at the classroom level, and the ways in which teachers may play an active role in promoting student engagement.\r\nPurpose: The present work seeks to summarize and synthesize the literature on student engagement, providing both a greater appreciation of its importance as well as a context for how it might be better understood at the classroom level. It considers how the primary elements of the classroom environment—the student, the teacher, and the content—interact to affect engagement, and proposes a conceptual framework (based on a previously established model of classroom instruction and learning) for understanding how student engagement may be promoted in the classroom.\r\nResearch Design: This study combines a review of the extant research on the structure and correlates of student engagement, with elements of an analytic essay addressing how selected literature on motivation and classroom instruction may be brought to bear on the understanding and promotion of student engagement in the classroom.\r\nConclusions/Recommendations: This article offers a variety of research-based practical suggestions for how the proposed conceptual model—which focuses on student–teacher relationships, the relevance of the content to the students, and teachers’ pedagogical and curricular competence—might be applied in classroom settings.", "visits": 727, "categories": [3]}}, {"model": "links.link", "pk": 1910, "fields": {"created_time": "2015-10-30T20:46:07.612Z", "updated_time": "2017-01-25T17:07:32.889Z", "title": "Public Policy on Public Policy Schools ", "url": "https://ucarecdn.com/0ead4af6-4e0d-4b16-85fb-1a1d47ad5f7a/", "file": "https://ucarecdn.com/0ead4af6-4e0d-4b16-85fb-1a1d47ad5f7a/", "description": "In recent years, the Higher Education Quality Council of Ontario (HEQCO) has launched several studies that analyze and conceptualize the differentiation of the Ontario postsecondary education system (Weingarten & Deller, 2010; Hicks, Weingarten, Jonker & Liu, 2013; Weingarten, Hicks, Jonker & Liu, 2013). Similarly, in the summer of 2012, the Ontario Ministry of Training, Colleges and Universities (MTCU) initiated several projects to identify ways to drive innovation and improve the productivity of the postsecondary sector. \r\nWithin this context, in June 2013 HEQCO began to look at what it called ‘the proliferation of public policy schools.’ Anecdotally, there has been much discussion about the rise of public policy programs. Findings from a preliminary scan of existing graduate public policy programs and their establishment dates demonstrated that there has been a proliferation in the number of public policy programs in Canada, starting with Carleton University in 1953 and ending with the University of Calgary in 2011. In roughly the past decade, there has been a one-third increase in the number of such graduate programs. This trend mirrors what has happened elsewhere, in particular in the United States. ", "visits": 619, "categories": [17]}}, {"model": "links.link", "pk": 1911, "fields": {"created_time": "2015-10-30T20:50:44.122Z", "updated_time": "2015-10-30T20:50:44.122Z", "title": "Putting and End to 'When Am I Going to Use This?'", "url": "http://www.ucarecdn.com/52024f13-ed18-4f30-a7d1-4a24186cdf95/", "file": "https://ucarecdn.com/52024f13-ed18-4f30-a7d1-4a24186cdf95/", "description": "But there’s one question that we should all put down immediately, and rage against with the last shreds of our academic\r\n freedom: the old refrain, \"When am I going to use this?\"\r\nThis question, I think, manages to embody the worst of our cultural situation. It is a complaint, a subterfuge, an insult, a lazy way out. And before you think I am simply railing against the generational deficiencies in our current crop of students, I’m not. I’ve heard versions of the theme from parents, administrators, politicians, and even, I am chagrined to add, esteemed colleagues. We must put an end to it all.", "visits": 618, "categories": [6]}}, {"model": "links.link", "pk": 1912, "fields": {"created_time": "2015-10-30T20:52:38.872Z", "updated_time": "2015-10-30T20:52:38.872Z", "title": "Put Students’ Minds Together and their Hearts Will Follow: Building a Sense of Community in Large-Sized Classes via Peer- and Self-Assessment ", "url": "http://www.ucarecdn.com/f972592a-53e0-4a63-83b5-a5cf2d8ca701/", "file": "https://ucarecdn.com/f972592a-53e0-4a63-83b5-a5cf2d8ca701/", "description": "Many countries strive to make postsecondary education maximally accessible to their citizens under the assumption that educated citizens boost innovation and leadership, resulting in social and economic benefits. However, attempts to increase access, especially in contexts of stagnant or diminishing financial support, can result in ever-increasing class sizes. Two aspects of large classes are extremely worrisome. First, economic and logistical constraints have led many such classes to devolve into settings characterized by lectures, readings and multiple-choice tests, thereby denying students experience and exercise with important transferable skills (e.g., critical thought, creative thought, self-reflective thought, expressive and receptive communication). Second, such classes are depicted as cold and impersonal, with little sense of community among students. ", "visits": 612, "categories": [6, 7]}}, {"model": "links.link", "pk": 1913, "fields": {"created_time": "2015-10-30T20:54:54.354Z", "updated_time": "2017-02-20T14:31:58.694Z", "title": "The Impact of Student Debt", "url": "https://ucarecdn.com/90ef3c88-e5a0-4b6a-9960-4bf9aa20094d/", "file": "https://ucarecdn.com/90ef3c88-e5a0-4b6a-9960-4bf9aa20094d/", "description": "Post-secondary education is effectively a requirement to succeed in today’s labour market. Unfortunately, while the demand for education has increased, public funding has failed to keep up. Public funding shortfalls have resulted in a significant growth of costs that have been downloaded onto individual students, namely in the form of high tuition fees. From 1990 to 2014, national average tuition fees have seen an inflation-adjusted increase of over 155%. In Ontario, tuition fees have increased over 180%. \r\nFor most students—often having spent little time fully active in the workforce—funding their education has become increasingly difficult. Many students must now take on significant levels of debt to pay for their education. Students requiring a Canada Student Loan now graduate with an average debt of over $28,000. \r\n\r\nRelying on debt to finance education means the full impact of high tuition fees is delayed until after graduation—when it is then compounded by interest. This impact is now exacerbated by the effects of the Great Recession and the rising trend of precarious, and even unpaid, employment. The broader effects of high levels of student debt on both the individual and the general economy are now becoming obvious: ", "visits": 776, "categories": [8]}}, {"model": "links.link", "pk": 1914, "fields": {"created_time": "2015-10-30T20:56:54.044Z", "updated_time": "2015-10-30T20:56:54.044Z", "title": "The High Public Cost of Low Wages", "url": "http://www.ucarecdn.com/d30cc965-a914-4a37-bac0-848d73d8570c/", "file": "https://ucarecdn.com/d30cc965-a914-4a37-bac0-848d73d8570c/", "description": "Even as the economy has at last begun to expand at a more rapid pace, growth in wages and benefits for most American workers has continued its decades-long stagnation. Real hourly wages of the median American worker were just 5 percent higher in 2013 than they were \r\nin 1979, while the wages of the bottom decile of earners were 5 percent lower in 2013 than \r\nin 1979.1 Trends since the early 2000s are even more pronounced. Inflation-adjusted wage growth from 2003 to 2013 was either flat or negative for the entire bottom 70 percent of the wage distribution.2 Compounding the problem of stagnating wages is the decline in employer-provided health insurance, with the share of non-elderly Americans receiving insurance from an employer falling from 67 percent in 2003 to 58.4 percent in 2013.", "visits": 676, "categories": [8]}}, {"model": "links.link", "pk": 1915, "fields": {"created_time": "2015-10-30T20:58:25.809Z", "updated_time": "2015-10-30T20:58:25.809Z", "title": "Top Research Colleges", "url": "http://www.ucarecdn.com/e17d1518-aefd-494c-93db-02b345b51b61/", "file": "https://ucarecdn.com/e17d1518-aefd-494c-93db-02b345b51b61/", "description": "Top research colleges.", "visits": 573, "categories": [10]}}, {"model": "links.link", "pk": 1916, "fields": {"created_time": "2015-10-30T21:00:09.556Z", "updated_time": "2015-10-30T21:00:09.560Z", "title": "The Role of Intermediary Bodies in Enhancing Quality and Sustainability in Higher Education", "url": "http://www.ucarecdn.com/291a9819-8f1e-4351-b742-5ea2a4c61ced/", "file": "https://ucarecdn.com/291a9819-8f1e-4351-b742-5ea2a4c61ced/", "description": "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. \r\nThe theoretical literature on intermediary bodies in higher education suggests that intermediary bodies are potentially useful actors in policy and administration. Many intermediary bodies were established to manage growth but in recent years have been reoriented to managing fixed or declining resources and flat or declining enrolments. ", "visits": 580, "categories": [5]}}, {"model": "links.link", "pk": 1917, "fields": {"created_time": "2015-10-30T21:02:33.666Z", "updated_time": "2015-10-30T21:02:33.666Z", "title": "Work-Integrated Learning in Ontario’s Postsecondary Sector: The Pathways of Recent College and University Graduates ", "url": "http://www.ucarecdn.com/01c7f39b-9e1d-48ce-875f-346b17a732f6/", "file": "https://ucarecdn.com/01c7f39b-9e1d-48ce-875f-346b17a732f6/", "description": "Work-integrated learning (WIL) has been identified as a key strategy for supporting Canada’s postsecondary education (PSE) system in responding to an increasingly dynamic, globalized, knowledge-based economy. Ontario in particular has been described as a “hot bed” of co-operative education (Ipsos Reid, 2010). However, while there is a common belief that WIL improves employment outcomes (see Gault, Redington & Schlager, 2000; Kramer & Usher, 2010), research on this topic has generally been specific to certain programs and types of WIL (Sattler, 2011). \r\nIn order to address this limited understanding of the impact of WIL on participants, employers and institutions, in 2009 the Higher Education Quality Council of Ontario (HEQCO) launched a multi-year project titled “Work-Integrated Learning in Ontario’s Postsecondary Education Sector.” This multi-stage study involved gathering qualitative and quantitative insights from faculty, employers and students on the perceived value and benefits of work and voluntary activities undertaken during a postsecondary program of study, both WIL and non-WIL, and examines the impact of these activities on learning, skills acquisition and labour market outcomes. ", "visits": 600, "categories": [17]}}, {"model": "links.link", "pk": 1918, "fields": {"created_time": "2015-10-30T21:04:46.671Z", "updated_time": "2015-10-30T21:04:46.671Z", "title": "Learning While Earning: The New Normal", "url": "http://www.ucarecdn.com/f3b36a90-695a-4112-b2da-959446e28a4c/", "file": "https://ucarecdn.com/f3b36a90-695a-4112-b2da-959446e28a4c/", "description": "Working while learning is now the accepted pathway to education and training for both young and mature working learners.\r\nWhen working with aggregate data, it’s easy to lose sight of the voices and experiences of the people being studied. As part of the research for this report, the authors interviewed a number of actual working learners — some of whom were part of ACT’s working learner advisory council — and utilized their personal experiences and stories to illuminate the report and to develop policy proposals that would satisfy their needs. The following are some of the individuals who helped to provide insight into the lives of today’s working learners:", "visits": 719, "categories": [8]}}, {"model": "links.link", "pk": 1919, "fields": {"created_time": "2015-10-30T21:07:18.266Z", "updated_time": "2017-01-25T17:07:05.195Z", "title": "Cyberbullying Dealing with Online Meaness, Cruelty and Threats", "url": "https://ucarecdn.com/cf0c28ad-fe35-4772-9b11-6d1d10f30db1/", "file": "https://ucarecdn.com/cf0c28ad-fe35-4772-9b11-6d1d10f30db1/", "description": "Cyberbullying Dealing with Online Meaness, Cruelty and Threats", "visits": 816, "categories": [16]}}, {"model": "links.link", "pk": 1920, "fields": {"created_time": "2015-11-07T04:40:18.865Z", "updated_time": "2015-11-07T04:40:18.865Z", "title": " Trends in Student Aid 2014", "url": "http://www.ucarecdn.com/c7763415-7f5e-4ab0-99d3-46ff87f243d7/", "file": "https://ucarecdn.com/c7763415-7f5e-4ab0-99d3-46ff87f243d7/", "description": "After increasing by 18% (in inflation-adjusted dollars) between 2007-08 and 2010-11, the total amount students borrowed \r\nin federal and nonfederal education loans declined by 13% between 2010-11 and 2013-14. Growth in full-time equivalent \r\n(FTE) postsecondary enrollment of 16% over the first three years, followed by a decline of 4% over the next three years, contributed to this pattern. However, borrowing per student, which rose by 2% between 2007-08 and 2010-11, declined by 9% over the most recent three years. The data in Trends in Student Aid 2014 provide details on these changes, as well as changes in grants and other forms of financial aid undergraduate and graduate students use to finance postsecondary education.", "visits": 647, "categories": [8]}}, {"model": "links.link", "pk": 1921, "fields": {"created_time": "2015-11-07T04:42:37.954Z", "updated_time": "2015-11-07T04:42:37.954Z", "title": "2015 Campus Freedom Index", "url": "http://www.ucarecdn.com/29f7ecbe-7a7a-4238-8b2b-4b225d6d5e45/", "file": "https://ucarecdn.com/29f7ecbe-7a7a-4238-8b2b-4b225d6d5e45/", "description": "The 2015 Campus Freedom Index is the fifth annual report released by the Justice Centre for Constitutional Freedoms (JCCF) to measure the state of free speech at Canada’s universities.\r\nStarting with a survey of only 18 universities in 2011, this year’s edition has grown to include 55 publicly funded Canadian universities—the largest and most expansive Index released so far, with information relevant to the more than 750,000 students who attend these institutions. The 2015 Campus Freedom Index includes an individual report about each university and student union. ", "visits": 1035, "categories": [5]}}, {"model": "links.link", "pk": 1922, "fields": {"created_time": "2015-11-07T04:46:20.556Z", "updated_time": "2015-11-07T04:46:20.556Z", "title": "Canadian Universities Public Reputation and Expectations", "url": "http://www.ucarecdn.com/0455e1ed-98cb-4d1f-89d0-d7d5fe1eae31/", "file": "https://ucarecdn.com/0455e1ed-98cb-4d1f-89d0-d7d5fe1eae31/", "description": "On behalf of Universities Canada, Abacis cpmdicted amd extensive online nationwide study of Canadian's views of Universities.", "visits": 724, "categories": [5]}}, {"model": "links.link", "pk": 1923, "fields": {"created_time": "2015-11-07T04:51:54.820Z", "updated_time": "2015-11-07T04:51:54.820Z", "title": "PSE can be a daunting experience, but it doesn’t have to be", "url": "http://www.ucarecdn.com/d64db49e-e8d9-47cd-8a8b-f3c2e21542fb/", "file": "https://ucarecdn.com/d64db49e-e8d9-47cd-8a8b-f3c2e21542fb/", "description": "How to resolve the top enrolment barriers that decrease student satisfaction and negatively impact enrolment efforts.", "visits": 603, "categories": [5]}}, {"model": "links.link", "pk": 1924, "fields": {"created_time": "2015-11-07T04:55:38.198Z", "updated_time": "2015-11-07T04:55:38.198Z", "title": "Canada's Approach to Innovation Shold Aim to be the Best of Two Worlds", "url": "http://www.ucarecdn.com/99daaab7-1fa7-4783-b8bf-cc445706c83a/", "file": "https://ucarecdn.com/99daaab7-1fa7-4783-b8bf-cc445706c83a/", "description": "Canada's ranking in the newest How Canada Performs: Innovation report card is good news. Canada ranked 9th among 16 countires , comparied to 13th in the previous Conference of Canada ranking.", "visits": 599, "categories": [5]}}, {"model": "links.link", "pk": 1925, "fields": {"created_time": "2015-11-07T04:58:29.454Z", "updated_time": "2015-11-07T04:58:29.454Z", "title": "Catching Up to College and Career Readiness: The Challenge Is Greater for At-Risk Students", "url": "http://www.ucarecdn.com/689f0130-19e3-4ce0-bfaf-515986f8d50d/", "file": "https://ucarecdn.com/689f0130-19e3-4ce0-bfaf-515986f8d50d/", "description": "Educators and policymakers have set a goal that all students graduate from high school ready for college and careers. As a nation, however, we are falling short of achieving this goal, particularly for students from at-risk groups. In 2013, in states with the highest percentages of students taking the ACT® college readiness assessment, 41% of students from the two lowest family income categories met ACT College Readiness Benchmarks1 in English, 19% in mathematics, 23% in reading, \r\nand 17% in science.\r\n", "visits": 834, "categories": [3, 5]}}, {"model": "links.link", "pk": 1926, "fields": {"created_time": "2015-11-07T05:03:15.796Z", "updated_time": "2015-11-07T05:03:15.796Z", "title": "Catching Up To College and Career Readiness", "url": "http://www.ucarecdn.com/83f74228-2563-4b87-a123-398f9befbefb/", "file": "https://ucarecdn.com/83f74228-2563-4b87-a123-398f9befbefb/", "description": "In recent years educators and policymakers have set a goal that students graduate from high school ready for college and careers. However, as a nation we are far from achieving this goal, particularly for low-income and minority students. For example, in states where all eleventh-graders take the ACT®, only 27 percent of low-income students in 2010 met the ACT College Readiness Benchmark in reading, with 16 percent meeting the Benchmark in mathematics, and 11 percent meeting the Benchmark in science.\r\nEfforts to improve students’ academic preparation have often been directed at the high-school level, although for many students, gaps in academic preparation begin much earlier. Large numbers of disadvantaged students enter kindergarten behind in early reading and mathematics skills, oral language development, vocabulary, and general knowledge. These gaps are\r\nlikely to widen over time because of the “Matthew effects,” whereby those who start out behind are at a relative disadvantage in acquiring new knowledge.", "visits": 660, "categories": [5]}}, {"model": "links.link", "pk": 1927, "fields": {"created_time": "2015-11-07T05:07:41.326Z", "updated_time": "2015-11-07T05:07:41.326Z", "title": "Education Pays 2013 The Benefits of Higher Education for Individuals and Society", "url": "http://www.ucarecdn.com/8ebc8073-1c7c-48f1-ab2a-d30bbe0c5f76/", "file": "https://ucarecdn.com/8ebc8073-1c7c-48f1-ab2a-d30bbe0c5f76/", "description": "\r\nEducation Pays 2013: The Benefits of Higher Education for Individuals and Society documents differences in the earnings and employment patterns of U.S. adults with different levels of education. It also compares health-related behaviors, reliance on \r\npublic assistance programs, civic participation, and indicators of the well-being of the next generation. Financial benefits are easier to document than nonpecuniary benefits, but the latter may be as important to students themselves, as well as to the society in which they participate. Our goal is to call attention to ways in which both individuals and society as a whole benefit\r\nfrom increased levels of education.\r\n", "visits": 589, "categories": [8]}}, {"model": "links.link", "pk": 1928, "fields": {"created_time": "2015-11-07T05:10:37.988Z", "updated_time": "2015-11-07T05:10:37.988Z", "title": "How College Shapes Lives: Understanding the Issues", "url": "http://www.ucarecdn.com/cd85a44f-47c0-4b55-b27d-6edffb355daa/", "file": "https://ucarecdn.com/cd85a44f-47c0-4b55-b27d-6edffb355daa/", "description": "How College Shapes Lives: Understanding the Issues explains some of the ways the payoff of postsecondary education can be measured and provides insights into why there is confusion about that payoff, despite strong evidence. Focusing on the variation in outcomes across individuals helps to clarify that the existence of the high average payoff, and the reality of significant benefits for most students, is not inconsistent with disappointing outcomes for some. We hope to put the disturbing stories of this relatively small segment of students into context and to direct attention to improving opportunities for all \r\nstudents.\r\n", "visits": 1110, "categories": [8, 3, 5]}}, {"model": "links.link", "pk": 1929, "fields": {"created_time": "2015-11-07T05:14:44.247Z", "updated_time": "2015-11-07T05:14:44.247Z", "title": "How Can We Encourage Student Participation in International Learning Experiences?", "url": "http://www.ucarecdn.com/42318936-88e3-4e3d-a211-ca3c0bf6eaf1/", "file": "https://ucarecdn.com/42318936-88e3-4e3d-a211-ca3c0bf6eaf1/", "description": "International learning experiences are invaluable for students. Those who undertake education outside of residence develop leadership, self-re;iance, language skills, intercultural understanding, sensitivity to local and global issues, and specialist skills when they participate in work placement and field schools.\r\n\r\n", "visits": 605, "categories": [14]}}, {"model": "links.link", "pk": 1930, "fields": {"created_time": "2015-11-07T05:19:12.334Z", "updated_time": "2015-11-07T05:19:12.334Z", "title": "The Forgotten Middle Ensuring that All Students Are on Target for College and Career Readiness before High School", "url": "http://www.ucarecdn.com/65e66407-8f12-4bfc-998a-b664af612674/", "file": "https://ucarecdn.com/65e66407-8f12-4bfc-998a-b664af612674/", "description": "ACT defines readiness for college as acquisition of the knowledge and skills a student needs to enroll and succeed in credit-bearing, first-year courses at a postsecondary institution, such as a two- or four-year college, trade school, or technical school. \r\nSimply stated, readiness for college means not needing to take remedial courses in college.\r\n\r\nToday, college readiness also means career readiness. While not every high school graduate plans to attend college, the majority of the fastest-growing jobs that require a high school diploma, pay a salary above the poverty line for a family of four, and provide opportunities for career advancement require knowledge and skills comparable to those expected of \r\nthe first-year college student (ACT, 2006b). We must therefore educate all high school students according to a common academic expectation, one that prepares them for both postsecondary education and the workforce. Anything less will not give high school graduates the foundation of academic skills they will need to learn additional skills as their jobs change or\r\nas they change jobs throughout their careers.\r\n", "visits": 888, "categories": [3, 5]}}, {"model": "links.link", "pk": 1931, "fields": {"created_time": "2015-11-07T05:26:56.987Z", "updated_time": "2015-11-07T05:26:56.987Z", "title": "The Looming Gamification of Higher Education", "url": "http://www.ucarecdn.com/58ed4ac1-e977-4ce6-9809-f52f4aa5489b/", "file": "https://ucarecdn.com/58ed4ac1-e977-4ce6-9809-f52f4aa5489b/", "description": "In 2011 there was a loud buzz about gamification - theuse of game lements such as point systems and graduated challenges for activities not usually considered games.\r\n\r\n", "visits": 569, "categories": [7]}}, {"model": "links.link", "pk": 1932, "fields": {"created_time": "2015-11-07T05:29:51.155Z", "updated_time": "2015-11-07T05:29:51.155Z", "title": "College and Career Readiness: The Importance of Early Learning", "url": "http://www.ucarecdn.com/7f537970-2dd3-46d1-afef-7eccf6c169b3/", "file": "https://ucarecdn.com/7f537970-2dd3-46d1-afef-7eccf6c169b3/", "description": "As our nation strives to have all students graduate from high school ready for college and other postsecondary learning opportunities, we have to confront the reality that we are far from achieving this goal. The problem is most severe with \r\neconomically disadvantaged students. For example, in states where all eleventh graders take the ACT® college readiness assessment, only 45% of low-income students in 2012 met the ACT College Readiness Benchmarks in English, 30% in reading, \r\n21% in mathematics, and 13% in science.\r\n", "visits": 587, "categories": [6]}}, {"model": "links.link", "pk": 1933, "fields": {"created_time": "2015-11-07T05:32:23.106Z", "updated_time": "2017-01-25T17:20:16.504Z", "title": " Pathways to Universal Access: Towards a More Equitable Post-Secondary Financial Aid System in Canada", "url": "https://ucarecdn.com/15339539-e54c-476c-b677-6584b01dd2dd/", "file": "https://ucarecdn.com/15339539-e54c-476c-b677-6584b01dd2dd/", "description": "The federal government is the single largest source of funding for public financial aid for post-secondary students in Canada. Financial aid policy has a major impact on the areas of accessibility and afford- ability of post-secondary education (PSE) in Canada. This paper aims to examine the impacts of those programs, such as student loans, student grants, tax credits and scholarships on the areas of access and affordability.\r\n", "visits": 628, "categories": [8]}}, {"model": "links.link", "pk": 1934, "fields": {"created_time": "2015-11-07T05:35:09.277Z", "updated_time": "2015-11-07T05:35:09.277Z", "title": "Readiness Matters: The Impact of College Readiness on College Persistence and Degree Completion", "url": "http://www.ucarecdn.com/d99ed98c-77b1-407c-8213-947544c224aa/", "file": "https://ucarecdn.com/d99ed98c-77b1-407c-8213-947544c224aa/", "description": "\r\nKey Findings\r\nThis report highlights the importance of college readiness for persisting in college to timely \r\ndegree completion. Primary findings suggest that:\r\n• Being better prepared academically for college improves a student’s chances of completing a college degree.\r\n• Using multiple measures of college readiness better informs the likelihood of a student persisting and succeeding in college.\r\n• College readiness reduces gaps in persistence and degree completion among racial/ethnic and family income groups.\r\n• Early monitoring of readiness is associated with increased college success.\r\n", "visits": 841, "categories": [3]}}, {"model": "links.link", "pk": 1935, "fields": {"created_time": "2015-11-07T05:37:34.671Z", "updated_time": "2015-11-07T05:37:34.672Z", "title": "WE mus take a proactive approach to preventing sexual violence in higher education", "url": "http://www.ucarecdn.com/e6796d7d-5a38-413e-b1de-8da843f35221/", "file": "https://ucarecdn.com/e6796d7d-5a38-413e-b1de-8da843f35221/", "description": "WE mus take a proactive approach to preventing sexual violence in higher education", "visits": 574, "categories": [16]}}, {"model": "links.link", "pk": 1936, "fields": {"created_time": "2015-11-07T05:39:53.013Z", "updated_time": "2015-11-07T05:39:53.013Z", "title": "Working with, not on behalf of students with disabilities.", "url": "http://www.ucarecdn.com/6f7701ad-9c32-4500-aba4-8aee210d14f4/", "file": "https://ucarecdn.com/6f7701ad-9c32-4500-aba4-8aee210d14f4/", "description": "Working with, not on behalf of students with disabilities.", "visits": 641, "categories": [16]}}, {"model": "links.link", "pk": 1937, "fields": {"created_time": "2015-11-07T05:41:58.220Z", "updated_time": "2015-11-07T05:41:58.220Z", "title": "TRENDS IN COLLEGE PRICING 2015", "url": "http://www.ucarecdn.com/ca5e3556-f5a8-49e9-8285-5b619b96ac80/", "file": "https://ucarecdn.com/ca5e3556-f5a8-49e9-8285-5b619b96ac80/", "description": "The increases in tuition and fee prices in 2015-16 were, like the increases in the two preceding years, relatively small by historical standards. However, the very low rate of general inflation makes this year’s increases in college prices larger in real terms than those of 2014-15 and 2013-14. Significantly, and perhaps counter to public impressions, price increases are not accelerating over time. However, the average published tuition and fee price of a full-time year at a public four-year institution is 40% higher, after adjusting for inflation, in 2015-16 than it was in 2005-06.The average published price is 29% \r\nhigher in the public two-year sector and 26% higher in the private nonprofit four-year sector than a decade ago.\r\n", "visits": 613, "categories": [8]}}, {"model": "links.link", "pk": 1938, "fields": {"created_time": "2015-11-07T05:45:00.253Z", "updated_time": "2015-11-07T05:45:00.253Z", "title": "TRENDS IN STUDENT AID 2015", "url": "http://www.ucarecdn.com/5c8f1440-98b8-41b4-b563-ff7756cb85fa/", "file": "https://ucarecdn.com/5c8f1440-98b8-41b4-b563-ff7756cb85fa/", "description": "As the nation slowly emerges from the Great Recession, the patterns of student aid are returning to the paths they were on\r\nbefore the economy crashed. The federal government, which dramatically stepped up its subsidies to students in 2009-10 and\r\n2010-11, continues to play an expanded role, but not a growing role. Students continue to borrow at levels that are high by\r\nhistorical standards, but that represent a retreat from the soaring debt levels of a few years ago. New data allow a clear focus\r\non the characteristics of students who are most at risk from debt. As Trends in Student Aid 2015 documents, those who do\r\nnot graduate are particularly vulnerable. Older, independent students, those who take longer to earn their degrees, African-\r\nAmerican students, and those who attend for-profit institutions accumulate more debt than others.", "visits": 676, "categories": [8, 16, 3]}}, {"model": "links.link", "pk": 1939, "fields": {"created_time": "2015-11-07T05:48:48.681Z", "updated_time": "2015-11-07T05:48:48.681Z", "title": "First-generation students Being the first in your family to go to university can be a heavy load", "url": "http://www.ucarecdn.com/69ec79ba-915a-4beb-a0c5-00f23e18aa23/", "file": "https://ucarecdn.com/69ec79ba-915a-4beb-a0c5-00f23e18aa23/", "description": "According to researchers, better-educated parents generally provide their children with a more favourable learning nvironment, increasing the likelihood that they’ll pursue higher education. These parents also have higher educational aspirations for their children, reinforcing this dynamic. On the other hand,“first-generation” youth – those whose par- ents haven’t attended a \r\npostsecondary education institution – are “less likely to plan for higher education, to be convinced of its benefits or to have above-average high school grades,” according to a report from the defunct Canadian Millennium Scholarship Foundation.\r\n", "visits": 640, "categories": [3, 5]}}, {"model": "links.link", "pk": 1940, "fields": {"created_time": "2015-11-07T18:28:11.877Z", "updated_time": "2015-11-08T00:18:41.948Z", "title": "How Five Student Characteristics Accurately Predict For-Profit University Graduation Odds", "url": "http://www.ucarecdn.com/b4a45c5e-fc84-4e63-a464-6ec0d5a20cb2/", "file": "", "description": "President Obama’s goal is for America to lead the world in college graduates by 2020. Although \r\nfor-profit institutions have increased their output of graduates at ten times the rate of nonprofits over the past decade, \r\nCongress and the U.S. Department of Education have argued that these institutions exploit the ambitions of \r\nlower-performing students. In response, this study examined how student characteristics predicted graduation odds at a large, regionally accredited for- profit institution campus. A logistic regression predicted graduation for the full population of 2,548 undergraduate students enrolled from 2005 to 2009 with scheduled graduation by June 30, 2011. Sixteen independent predictors were identified from school records and organized in the Bean and Metzner framework. The regression model was more robust than any in the literature, with a Nagelkerke R2 of .663. Only five factors had a significant impact on log odds: (a) grade point average (GPA), where higher values increased odds; (b) half time enrollment, which had lower odds than full time; (c) Blacks, who had higher odds than Whites; (d) credits required, where fewer credits increased odds; and (e) primary \r\nexpected family contribution, where higher values increased odds. These findings imply that public policy will not increase college graduates by focusing on institution characteristics.\r\n", "visits": 635, "categories": [3]}}, {"model": "links.link", "pk": 1941, "fields": {"created_time": "2015-11-07T18:49:30.386Z", "updated_time": "2015-11-07T18:49:30.386Z", "title": "A Brief Introduction to Student Development Theory", "url": "http://www.ucarecdn.com/ab3e87ba-3bc4-4c00-9c28-8ed1be03f5e2/", "file": "https://ucarecdn.com/ab3e87ba-3bc4-4c00-9c28-8ed1be03f5e2/", "description": "What is Student Development Theory? \r\nStudent development is the way that a student grows, progresses, or increases his or her developmental capabilities as a result of enrollment in an institution of higher education. There are three types of development: \r\n•\tChange is an altered state, which may be positive or negative and progressive or regressive.\r\ny\tGrowth is an expansion, but may be positive or negative to overall functioning.\r\ni\tDevelopment is positive growth.", "visits": 919, "categories": [3]}}, {"model": "links.link", "pk": 1942, "fields": {"created_time": "2015-11-07T18:52:08.843Z", "updated_time": "2015-11-07T18:52:08.843Z", "title": "Access Without Support is Not Opportunity", "url": "http://www.ucarecdn.com/86a8f19f-c802-47d7-8510-acf9f8a60ed0/", "file": "https://ucarecdn.com/86a8f19f-c802-47d7-8510-acf9f8a60ed0/", "description": "On the surface America’s public commitment to provide access to any individual who seeks entry to postsecondary education seems to be working. Our higher education system enjoys one of the highest participation rates in the world. More than 16 million students currently enroll in public and private two and four-year colleges and universities in the United States. In the past 20 years, enrollments have grown over 25 percent; the proportion of high school graduates entering college immediately after high school has increased from 49 percent in 1980 to over 68 percent today. More importantly, the gap in access between high and low-income youth has shrunk as greater numbers of economically disadvantaged students have enrolled in college; the number entering college immediately after high school having increased by over 60 percent since 1970. By any count, access to higher education for low-income students is greater today than ever.\r\n", "visits": 721, "categories": [3]}}, {"model": "links.link", "pk": 1943, "fields": {"created_time": "2015-11-07T18:55:02.887Z", "updated_time": "2015-11-07T18:55:02.887Z", "title": "A Dissertation entitled Tinto’s Student Integration Model & Diathesis Stress Model: Adverse Childhood Events, Resilience, & Retention in a First Year University Population", "url": "http://www.ucarecdn.com/37566860-3532-42dd-9ee7-98a1e0d7917e/", "file": "https://ucarecdn.com/37566860-3532-42dd-9ee7-98a1e0d7917e/", "description": "While budgets are being cut and positions not being refilled, it is no surprise that universities are also beginning to feel the effects of a weakened economy. Student retention has remained a prominent issue in the literature for several decades now, still with no definite answer on why students fail to persist and graduate (Morrow & Ackerman, 2012). In an effort to gain more \r\ninsight into this phenomenon, the purpose of this study is to understand retention by assessing resiliency in students who have experienced adverse childhood events. The goal of this study is to identify if resiliency, as a psychosocial factor, influences student persistence in the first year at a university when the student is identified as at-risk (i.e. the student has dealt with an identified past trauma). An agglomeration of Tinto’s Student Integration Model and the Diathesis Stress Model will be used to understand how resilience and psychopathology can affect persistence decisions in the first year. If services can be implemented for students in their first year, it is possible that more students would persist and graduate.\r\n", "visits": 854, "categories": [3]}}, {"model": "links.link", "pk": 1944, "fields": {"created_time": "2015-11-07T18:59:33.388Z", "updated_time": "2017-01-25T17:09:18.940Z", "title": "The Art of Student Retention: A handbook for practioners and administrators", "url": "https://ucarecdn.com/f2f0f42c-40a2-4bee-876e-7ccc064f1f94/", "file": "https://ucarecdn.com/f2f0f42c-40a2-4bee-876e-7ccc064f1f94/", "description": "A 1975 research article by Vincent Tinto,“Dropout from Higher Education: A Theoretical Synthesis of Recent Research,” spurred more than twenty-five years of dialogue on student retention and persistence in higher education. Though it has been attacked by some and re- vised by Tinto himself, his work has remained the dominant sociological theory of how students navigate through our postsecondary system.\r\n\r\nMore than a quarter century later, the issues of student retention and persistence are as pertinent as they were when Tinto first published his student integration model. In the 1970s and 1980s, public policy was focused primarily on access, with federal and state legislation aimed at reducing barriers to higher education. By the mid-1990s, the discussion moved from access to issues of choice, affordability, and persistence. Although gaining entry to col- lege is still a dramatic accomplishment for some, persisting to degree is what really matters in the postcollege world. Unfulfilled academic goals often result in unfulfilled career realities:\r\nlower pay, less security, fewer opportunities, and dreams deferred—if not abandoned.\r\n", "visits": 698, "categories": [3]}}, {"model": "links.link", "pk": 1945, "fields": {"created_time": "2015-11-07T19:04:08.622Z", "updated_time": "2015-11-07T19:04:08.622Z", "title": "College persistence: The testing of an integrated model", "url": "http://www.ucarecdn.com/fc45f9b2-f271-4da2-9dcb-95c2d214b1ea/", "file": "https://ucarecdn.com/fc45f9b2-f271-4da2-9dcb-95c2d214b1ea/", "description": "Although several theories have been advanced to explain the college persistence process [6, 44, 45, 50, 52], only two theories have provided a comprehensive framework on college departure decisions. These two theoretical frameworks are \r\nTinto's [50, 52] Student Integration Model and Bean's [7] Student Attrition Model. A review of the literature indicates that the Student Integration Model, for instance, has prompted a steady line of research expanding over a decade [see, for example, 37, 42, 30, 35, 24, 46, 18]. This research has validated Tinto's model across different types of institutions with differing student popula­ tions. In tum, the Student Attrition Model [4, 5, 6, 7, 10] has also been proven to be valid in explaining student persistence behavior at tradi­ tional institutions [3, 4, 6, 7, 10, 18], while modifications to the model have been incorporated to explain the persistence process among non­ traditional students [9, 26]. \r\n", "visits": 606, "categories": [3]}}, {"model": "links.link", "pk": 1946, "fields": {"created_time": "2015-11-07T19:05:55.736Z", "updated_time": "2015-11-07T19:05:55.736Z", "title": "Classrooms as Communities Exploring the Educational Character of Student Persistence ", "url": "http://www.ucarecdn.com/7b93a03d-1999-47ad-9d8a-a27f1ee2c580/", "file": "https://ucarecdn.com/7b93a03d-1999-47ad-9d8a-a27f1ee2c580/", "description": "The college classroom lies at the center of the edu­cational activity structure of institutions of higher education; the educa­tional encounters that occur therein are a major feature of student educa­tional experience. Indeed, for students who commute to college, especially those who have multiple obligations outside the college, the classroom may be the only place where students and faculty meet, where education in the formal sense is experienced. For those students, in par­ticular, the classroom is the crossroads where the social and the acade­mic meet. If academic and social involvement or integration is to occur, it must occur in the classroom. ", "visits": 681, "categories": [3]}}, {"model": "links.link", "pk": 1947, "fields": {"created_time": "2015-11-07T19:09:22.322Z", "updated_time": "2015-11-07T19:09:22.322Z", "title": "Enhancing Student Persistence: Connecting the Dots", "url": "http://www.ucarecdn.com/fd0c32fa-b924-4bd5-87fc-bfd6fdef4247/", "file": "https://ucarecdn.com/fd0c32fa-b924-4bd5-87fc-bfd6fdef4247/", "description": "I will begin my comments this morning by focussing first on issues of access. Only then will I turn to persistence and policies to promote persistence.\r\n\r\nKey Word: Tinto", "visits": 639, "categories": [3]}}, {"model": "links.link", "pk": 1948, "fields": {"created_time": "2015-11-07T19:10:57.539Z", "updated_time": "2015-11-07T19:10:57.539Z", "title": " The Ten Most Effective Retention Strategies for Community/Technical Colleges", "url": "http://www.ucarecdn.com/15240237-2e45-470c-ac36-bf30ecf3a2c6/", "file": "https://ucarecdn.com/15240237-2e45-470c-ac36-bf30ecf3a2c6/", "description": "Six Strategic Features that Foster Student Engagement and Persistence", "visits": 573, "categories": [3]}}, {"model": "links.link", "pk": 1949, "fields": {"created_time": "2015-11-07T19:13:14.643Z", "updated_time": "2015-11-07T19:13:14.643Z", "title": "Integration, Motivation, Strengths and Optimism: Retention Theories Past, Present and Future", "url": "http://www.ucarecdn.com/38648bc5-c4ee-402d-9a7e-4948646a7e8c/", "file": "https://ucarecdn.com/38648bc5-c4ee-402d-9a7e-4948646a7e8c/", "description": "Abstract - The earliest studies of undergraduate retention in the United States occurred in the\r\n1930s and focused on what was referred to at the time as student mortality: the failure of students to graduate (Berger & Lyon, 2005). Historically higher education research has had an eye toward pathology with a focus on repairing students’ problems (Shushok & Hulme, 2006). To this end, much research exists on why students fail to persist as opposed to why they succeed. Strength-based approaches to the study of undergraduate retention involve studying successful students. Studying \r\nwhat is right with students may illuminate new aspects of successful student experiences which can in turn be applied to supporting all students. This paper will provide a brief historical overview of undergraduate retention followed by factors commonly related to undergraduate retention. Finally, an overview of the recent application of motivational theories to understand undergraduate retention including attribution theory, expectancy theory, goal setting theory, self-efficacy \r\nbeliefs, academic self-concept, motivational orientations and optimism will be provided. Considerations for the future of motivational theories in undergraduate retention will be discussed with particular emphasis on the value of strength-based approaches to study and practice.\r\n", "visits": 657, "categories": [3]}}, {"model": "links.link", "pk": 1950, "fields": {"created_time": "2015-11-07T19:15:44.403Z", "updated_time": "2015-11-07T19:15:44.403Z", "title": "Moving Beyond Access College Success For Low- Income, First-Generation Students ", "url": "http://www.ucarecdn.com/fd27047f-ec9c-49d2-846a-e4c33f353666/", "file": "https://ucarecdn.com/fd27047f-ec9c-49d2-846a-e4c33f353666/", "description": "With major strides in access to postsecondary education for all students in recent decades, it is tempting to assume that such progress has erased disparities in college enrollment and completion in the United States. Yet despite having one of the highest college participation rates in the world, large gaps persist in terms of access to and success in higher education in this country, particularly for low-income, minority, and first-generation students.\r\n\r\nGiven the pressure to remain competitive in the global knowledge economy, it is in our shared national interest to act now to increase the number of students who not only enter college, but more importantly earn their degrees, particularly bachelor’s\r\ndegrees. Due to the changing demographics of the United States, we must focus our efforts on improving postsecondary access and success among those populations who have previously been underrepresented in higher education, namely low-income and minority students, many of whom will be the first in their families to go to college.", "visits": 689, "categories": [3]}}, {"model": "links.link", "pk": 1951, "fields": {"created_time": "2015-11-07T19:17:00.805Z", "updated_time": "2015-11-07T19:17:00.805Z", "title": "AN EXPLORATION OF TINTO’S INTEGRATION FRAMEWORK FOR COMMUNITY COLLEGE STUDENTS", "url": "http://www.ucarecdn.com/4f2bf145-5fb5-4764-940b-1ed889cce816/", "file": "https://ucarecdn.com/4f2bf145-5fb5-4764-940b-1ed889cce816/", "description": "Tinto’s integration framework is often assumed to be inapplicable to the study of student persistence at community colleges because one of the linchpins of the framework — social integration — is considered unlikely to occur for students at these institutions. Community college students are thought to lack the time to participate in activities, such as clubs, that would facilitate social integration. Using in-depth interviews with students at two urban community colleges in the Northeast, we examine the ways that first-year community college students engage with their institutions. We find that the majority of them do develop attachments to their institutions. Moreover, this sense of attachment is related to their persistence in the second year of college. We also find that this integration is both academic and social. Contrary to findings from other studies that apply Tinto’s framework, we find that these two forms of integration develop in concert for community college students. The same activities lead to both academic and social relatedness. This is particularly true for information networks that students develop in the classroom.", "visits": 920, "categories": [3]}}, {"model": "links.link", "pk": 1952, "fields": {"created_time": "2015-11-07T19:19:00.049Z", "updated_time": "2015-11-07T19:19:00.049Z", "title": "What Works for First-Generation College Students", "url": "http://www.ucarecdn.com/cc688444-d00d-44b5-9fe6-e393e276c7f9/", "file": "https://ucarecdn.com/cc688444-d00d-44b5-9fe6-e393e276c7f9/", "description": "In recent years, college attendance for first-gen-eration students has had a high profile in Texas. First-generation students—students whose parents did not attend college—have increasingly been the target of ef-forts to increase college-going and completion rates in the state. Such efforts demonstrate a growing recogni-tion by state policymakers and educators that expand-ing postsecondary opportunity to students who have previously lacked college access—namely the state’s large and increasing low-income, minority, and first-generation populations—is critical to the future social and economic well-being of Texas.", "visits": 680, "categories": [3]}}, {"model": "links.link", "pk": 1953, "fields": {"created_time": "2015-11-07T19:20:46.603Z", "updated_time": "2015-11-07T19:20:46.603Z", "title": "Learning Communities and Student Success in Postsecondary Education", "url": "http://www.ucarecdn.com/85825051-3a2f-47f5-9a68-2031fca84cb9/", "file": "https://ucarecdn.com/85825051-3a2f-47f5-9a68-2031fca84cb9/", "description": "Learning communities bring together small groups of college students who take two or more linked courses together — typically as a cohort. During the last few decades, many colleges and universities have started or expanded learning communities as a method to deliver curricula to students and forge closer bonds between students, among students and faculty, and between stu-dents and the institution. The learning community “movement” has grown in large part because of the leadership and advocacy of the Washington Center for Undergraduate Education at Evergreen State College. Founded in 1985, the Washington Center expanded its support for learning com-munities nationally after 1996 with support from the Fund for the Improvement of Postsecondary Education (FIPSE) and the Pew Charitable Trusts. As of August 31, 2005, more than 245 learning communities were listed in the online directory of the National Learning Commons. The learning communities registered on this Web site are located at both two-year and four-year colleges. A recent survey by the Policy Center on the First Year of College found that all types of colleges and universities offer some form of learning communities; 62 percent of responding institutions en-rolled at least some cohorts of students into two or more courses. ", "visits": 609, "categories": [3]}}, {"model": "links.link", "pk": 1954, "fields": {"created_time": "2015-11-07T19:22:35.147Z", "updated_time": "2015-11-07T19:22:35.147Z", "title": "The Global Competition for International Students as Future Immigrants: The role of Ontario universities in translating government policy into institutional practice", "url": "http://www.ucarecdn.com/b197f9f3-25cf-424c-ad1f-ae8a54e2f8dc/", "file": "https://ucarecdn.com/b197f9f3-25cf-424c-ad1f-ae8a54e2f8dc/", "description": "The purpose of this research study was to map Ontario universities’ strategies, programs and services for international students (IS). In mapping these programs, we aimed to understand the opportunities, challenges and gaps that exist in supporting IS. We focused on services at various levels, including from the first year of study all the way through to graduation, the job search process, entry into the labour market, and students’ transition to permanent resident status. ", "visits": 643, "categories": [14]}}, {"model": "links.link", "pk": 1955, "fields": {"created_time": "2015-11-07T19:24:59.571Z", "updated_time": "2015-11-07T19:24:59.572Z", "title": "“NSSE and Retention: Does integration affect the probability of leaving?”", "url": "http://www.ucarecdn.com/92a3c807-7cd3-44df-b8b2-ea210569735a/", "file": "https://ucarecdn.com/92a3c807-7cd3-44df-b8b2-ea210569735a/", "description": "The focus of this paper is on the importance of early educational engagement in the retention of postsecondary students. Tinto (1975, 1987) argues that greater academic and social integration in college leads to higher rates of retention. Empirical tests of the claim have been mixed and a frequent criticism of such studies is that the variables used to construct the academic \r\nand social integration measures are not consistent across studies, making it difficult to replicate the results of individual studies. Questions on the National Survey of Student Engagement (NSSE), however, offer a way around the difficulty of generalization. NSSE, administered nationally to freshmen and seniors by the Center for Postsecondary Research and Planning at Indiana University, is designed to measure student engagement. Since many of the questions about engagement are concerned with various aspects of students’ integration, by using the questions on NSSE to measure social and academic integration we hope to provide an easy and replicable way to examine the effect of integration on student retention.\r\n", "visits": 596, "categories": [3]}}, {"model": "links.link", "pk": 1956, "fields": {"created_time": "2015-11-07T19:30:09.313Z", "updated_time": "2015-11-07T19:30:09.313Z", "title": "International Students in Ontario’s Postsecondary Education System, 2000-2012: An evaluation of changing policies, populations and labour market entry processes", "url": "http://www.ucarecdn.com/2d3c6666-0e00-4152-b29e-2d2dfe46751a/", "file": "https://ucarecdn.com/2d3c6666-0e00-4152-b29e-2d2dfe46751a/", "description": "International students have become an increasingly important dimension of Canada‘s educational and immigration policy landscape, which has led to the development of pathways from educational to working visa status. In this report we present an analysis of international student numbers, visa transition rates, processes and government policy evolution with regard to international student entry to Ontario between 2000 and 2012. The report’s findings suggest four major areas of change: increasing male dominance in the number of student entries; the rise in international student entries into the college sector; the increasing importance of international students as temporary workers post-graduation; and the profound shift in source countries for Ontario-bound international students. Policy knowledge in areas related to these issues is vital to Ontario's ability to compete for international students, who can become potential immigrants, while maintaining high-quality postsecondary educational institutions. ", "visits": 737, "categories": [14]}}, {"model": "links.link", "pk": 1957, "fields": {"created_time": "2015-11-07T19:32:55.070Z", "updated_time": "2015-11-07T19:32:55.070Z", "title": "The Role of Academic Advising in Student Retention and Persistence", "url": "http://www.ucarecdn.com/645dbdc6-880d-4a2a-8cd4-992989f42ac9/", "file": "https://ucarecdn.com/645dbdc6-880d-4a2a-8cd4-992989f42ac9/", "description": "When Bernie trailed Behind me to my office after class looking crestfallen and slumped into the chair to study with some intensity the laces on his sneakers, i realized that a battle of epic proportion was being waged. after some moments of silence, he blurted out that he was dropping out of school, that he just didn’t feel connected to the students in my class or to students in any other of his classes for that matter. he felt much more comfort- able with the construction crew he worked with every summer. maybe, after all, this was his true calling—being in the open air with scuffed work boots and dirt under his fingernails. maybe this was where he really should be. maybe college just wasn’t for him.\r\n", "visits": 622, "categories": [3]}}, {"model": "links.link", "pk": 1958, "fields": {"created_time": "2015-11-07T19:35:25.258Z", "updated_time": "2015-11-07T19:35:25.258Z", "title": "RESEARCH AND PRACTICE OF STUDENT RETENTION: WHAT NEXT?", "url": "http://www.ucarecdn.com/e72a0774-3ba8-49f9-a562-498bc04556e4/", "file": "https://ucarecdn.com/e72a0774-3ba8-49f9-a562-498bc04556e4/", "description": "After reviewing the state of student retention research and practice, past and present, the author looks to the future and identifies three areas of research and practice that call for further exploration. These concern issues of institutional action, program implementation, and the continuing challenge of promoting the success of low-income students.\r\n\r\nKey Word: Tinto", "visits": 1098, "categories": [3]}}, {"model": "links.link", "pk": 1959, "fields": {"created_time": "2015-11-07T19:37:51.260Z", "updated_time": "2015-11-07T19:37:51.260Z", "title": "Learning Better Together: The Impact of Learning Communities on Student Success", "url": "http://www.ucarecdn.com/28a77383-9fa6-4d3b-8bba-28fe10c151e3/", "file": "https://ucarecdn.com/28a77383-9fa6-4d3b-8bba-28fe10c151e3/", "description": "Despite recent innovations, it remains the case that most students experience universities as isolated learners whose learning is disconnected from that of others. They continue to engage in solo performance and demonstration in what remains a largely show-and-tell learning environment. The experience of learning in higher education is, for most students, still very much a \"spectator sport\" in which faculty talk dominates and where there are few active student participants. Just as importantly, students typically take courses as detached, individual units, one course separated from another in both content and peer group, one set of understandings unrelated in any intentional fashion to what is learned in other courses. Though there are majors, there is little academic or social coherence to student learning. It is little wonder then that students seem so uninvolved in learning. Their learning experiences are not very involving.\r\n\r\n\r\nKey Word: Tinto", "visits": 648, "categories": [3]}}, {"model": "links.link", "pk": 1960, "fields": {"created_time": "2015-11-07T19:39:57.705Z", "updated_time": "2015-11-07T19:39:57.705Z", "title": "Learning Better Together: The Impact of Learning Communities on the Persistence of Low-Income Students", "url": "http://www.ucarecdn.com/ed36a82a-cb23-40f5-886a-277d228894fb/", "file": "https://ucarecdn.com/ed36a82a-cb23-40f5-886a-277d228894fb/", "description": "This article describes the major findings from a longitudinal study of the impact of learning communities on the success of academically under-prepared, low-income students in 13 community colleges across the country. In this study, we employed both quantitative longitudinal survey and qualitative case study and interview methods. We utilized the former in order to \r\nascertain to what degree participation in a learning community enhanced student success and the latter to understand why and how it is that such communities do so. The findings strongly support adapting the learning community model to basic skills instruction to improve learning and persistence for this population.\r\n", "visits": 768, "categories": [8, 3]}}, {"model": "links.link", "pk": 1961, "fields": {"created_time": "2015-11-07T19:44:05.036Z", "updated_time": "2015-11-07T19:44:05.036Z", "title": "Limits of Theory and Practice in Student Attrition", "url": "http://www.ucarecdn.com/b71ba4a4-37a5-48a5-880c-06b00309f8c5/", "file": "https://ucarecdn.com/b71ba4a4-37a5-48a5-880c-06b00309f8c5/", "description": "The field of student attrition has grown tremen­ dously over the past two decades. The demographic characteristics of the population have induced us to consider how our institutions can more effectively serve their students and hopefully retain more of them until degree completion. As a result, studies of dropout and policy-oriented workshops concerned with prevention of attrition have become commonplace.\r\n", "visits": 804, "categories": [3]}}, {"model": "links.link", "pk": 1962, "fields": {"created_time": "2015-11-07T19:46:49.596Z", "updated_time": "2015-11-07T19:46:49.596Z", "title": " Moving From Theory to Action: Building a Model of Institutional Action for Student Success", "url": "http://www.ucarecdn.com/34a136d8-25f5-45a3-bbfa-f915904991d9/", "file": "https://ucarecdn.com/34a136d8-25f5-45a3-bbfa-f915904991d9/", "description": "Though research on student attrition is plentiful and debate over theories of student persistence vigorous, less attention has been paid to the development of a model of institutional action that provides institutions guidelines for effective action to increase student persistence and in turn student success. This report describes a model of action for institutions that is intended to increase student persistence. The report does so by reviewing not only the growing body of research on effective institutional practices, but also studies of effective state and federal policy. In doing so, it seeks, for the first time, to situate institutional action within the broader context of federal and, in particular, state policy.\r\n", "visits": 938, "categories": [3]}}, {"model": "links.link", "pk": 1963, "fields": {"created_time": "2015-11-07T19:49:24.702Z", "updated_time": "2015-11-07T19:49:24.702Z", "title": " REVISING TINTO'S INTERACTIONALIST THEORY OF STUDENT DEPARTURE THROUGH THEORY ELABORATION", "url": "http://www.ucarecdn.com/befccc7e-b89a-433d-80e1-15e58d3f2837/", "file": "https://ucarecdn.com/befccc7e-b89a-433d-80e1-15e58d3f2837/", "description": "The purpose of this study is to estimate the effects of organizational attributes on social integration in particular, and more generally on the student withdrawal process. Theory elaboration (the application of new concepts borrowed from other theoretical perspectives to explain the focal phenomenon) is used to help with the revision of Tinto's interactionalist theory of individual student departure. The existence of empirical evidence supporting the importance of organizational attributes in the persistence process makes the addition of organizational characteristics a logical choice as a possible source of social integration in an elaboration of Tinto's theory. The results from this study provide strong supp elaborating the revised version of Tinto's theory through the inclusion of concepts from organizational theory.\r\n", "visits": 653, "categories": [3]}}, {"model": "links.link", "pk": 1964, "fields": {"created_time": "2015-11-07T19:50:50.864Z", "updated_time": "2015-11-07T19:50:50.864Z", "title": "Student Retention: What Next?", "url": "http://www.ucarecdn.com/9b55a3eb-5174-4637-bb11-0caabe4c936c/", "file": "https://ucarecdn.com/9b55a3eb-5174-4637-bb11-0caabe4c936c/", "description": "This morning I will speak to what we must do next to more effectively address the continuing problem of student attrition in higher education. To do so I will briefly look back on what is now a thirty-year history of research & practice on student retention and reflect on the lessons we have learned over that time. I will argue that we have yet to attend to the deeper \r\neducational issues that ultimately shape student success in higher education. Until we do so, our efforts will always be less effective than we desire.\r\n", "visits": 619, "categories": [3]}}, {"model": "links.link", "pk": 1965, "fields": {"created_time": "2015-11-07T19:52:48.447Z", "updated_time": "2015-11-07T19:52:48.447Z", "title": "Student Success, Retention, and Graduation: Definitions, Theories, Practices, Patterns, and Trends", "url": "http://www.ucarecdn.com/9ea0067f-b140-4320-82a6-a9e52a270208/", "file": "https://ucarecdn.com/9ea0067f-b140-4320-82a6-a9e52a270208/", "description": "Students persisting to completion of their educational goals is a key gauge of student success, and therefore institutional success. Two most frequently cited statistics in connection with student success are the freshman-to-sophomore retention rate, or first-year annual return rate, and the cohort graduation rate. The freshman-to-sophomore retention rate measures the \r\npercentage of first-time, full-time students enrolled at the university the following fall semester. The cohort graduation rate is defined as the percentage of an entering class that graduates within three years with an associate’s degree, and within four, five, or six years with a baccalaureate degree. Since the annual return rate of students as they progress through a program \r\nis directly related to their degree/certificate completion, the concept of retention usually includes year-by-year retention or persistence rates as well as graduation rates. Together, these statistics represent student success.\r\n", "visits": 1037, "categories": [3]}}, {"model": "links.link", "pk": 1966, "fields": {"created_time": "2015-11-07T19:55:13.689Z", "updated_time": "2015-11-07T19:55:13.689Z", "title": "Taking Student Retention Seriously", "url": "http://www.ucarecdn.com/60aff12b-edef-4417-8342-9e60f58edfda/", "file": "https://ucarecdn.com/60aff12b-edef-4417-8342-9e60f58edfda/", "description": "Many colleges speak of the importance of increasing student retention. Indeed, quite a few invest substantial resources in programs designed to achieve that end. Some institutions even hire consultants who promise a proven formula for successful retention. But for all that effort, most institutions do not take student retention seriously. They treat student retention, like so many other issues, as one more item to add to the list of issues to be addressed by the institution. They adopt what Parker calls the \"add a course\" strategy in addressing the issues that face them. Need to address the issue of diversity? Add a course in diversity studies. Need to address the issue of student retention, in particular that of new students?Add a freshman seminar or perhaps a freshmen mentoring program. The result is that student experiences are increasingly segmented into smaller and smaller pieces; their relationships with faculty, staff, and each other becoming more narrow and specialized; their learning further partitioned into smaller disconnected segments.", "visits": 615, "categories": [3]}}, {"model": "links.link", "pk": 1967, "fields": {"created_time": "2015-11-07T19:58:27.376Z", "updated_time": "2015-11-07T19:58:27.376Z", "title": "An Examination of Criticisms made of Tinto's 1975 Student Integration Model of Attrition", "url": "http://www.ucarecdn.com/1c4342ba-3ad7-4850-ba7a-a4cbb9fd002d/", "file": "https://ucarecdn.com/1c4342ba-3ad7-4850-ba7a-a4cbb9fd002d/", "description": "Vincent Tinto’s Student integration Model (SIM) (Tinto, 1975) remains the most influential model of dropout from tertiary education. This paper outlines the problems associated with student attrition and examines how the SIM models the factors that drive attrition behaviour. Three criticisms that have been made of the SIM are evaluated; 1: The SIM is not an adequate model of student attrition, 2: The SIM does not generalise beyond traditional students, 3: Academic integration is not an \r\nimportant predictor of student attrition. It is argued that the papers which provide evidence in support of criticisms 1 and 3 are methodologically flawed and that criticism 2 is potentially invalid as, according to Tinto (Tinto, 1982) the SIM was never meant to generalise beyond typical students. Tinto’s later additions and alterations of the SIM are discussed and evaluated. The paper \r\nconcludes that it is impossible to properly asses venting student dropout until the model itself is satisfactorily verified.\r\n", "visits": 842, "categories": [3]}}, {"model": "links.link", "pk": 1968, "fields": {"created_time": "2015-11-07T20:00:52.683Z", "updated_time": "2015-11-07T20:00:52.683Z", "title": "Tinto's Theory", "url": "http://www.ucarecdn.com/c252b248-0a15-49ea-863f-1477ce0a76f1/", "file": "https://ucarecdn.com/c252b248-0a15-49ea-863f-1477ce0a76f1/", "description": "Vincent Tinto (1993) identifies three major sources of student departure: academic difficulties, the inability of individuals to resolve their educational and occupational goals, and their failure to become or remain incorporated in the intellectual and social life of the institution. Tinto's \"Model of Institutional Departure\" states that, to persist, students need integration into formal (academic performance) and informal (faculty/staff interactions) academic systems and formal (extracurricular activities) and informal (peer-group interactions) social systems. ", "visits": 893, "categories": [3]}}, {"model": "links.link", "pk": 1969, "fields": {"created_time": "2015-11-07T20:03:45.716Z", "updated_time": "2015-11-07T20:03:45.716Z", "title": "Taking Student Retention Seriously: Rethinking the First Year of College", "url": "http://www.ucarecdn.com/6609ab23-6b7b-431e-ba59-f3e44a9874a9/", "file": "https://ucarecdn.com/6609ab23-6b7b-431e-ba59-f3e44a9874a9/", "description": "Many colleges speak of the importance of increasing student retention. Many even invest substantial resources in programs to achieve that end. Witness, for instance, the growth of the freshman seminar. Some institutions even go so far as to hire retention consultants who promise significant gains in retention if only you use their programs. But while many colleges have adopted a variety of programs to enhance retention, most programs are add-ons that are marginal to the academic life of the institution. Too many colleges have adopted what Parker Palmer calls the “add a course” strategy. Need to address the issue of diversity? Add a course in diversity studies. Need to address the success of new students? Add a freshman seminar. Need to address student retention? Bring in a consultant and establish a committee or office charged with that responsibility. The result is a growing segmentation of services for students into increasingly autonomous fiefdoms whose functional responsibilities are reinforced by separate budget and promotion systems. Therefore, while it is true that retention programs abound on our campuses, most institutions, in my view, have not taken student retention seriously. They have done little to change the way they organize their activities, done little to alter student experience, and therefore done little to address the deeper roots of student attrition. As a result, most efforts at enhancing student retention, though successful to some\r\ndegree, have had more limited impact than they should or could.\r\n", "visits": 687, "categories": [3]}}, {"model": "links.link", "pk": 1970, "fields": {"created_time": "2015-11-07T20:05:02.221Z", "updated_time": "2015-11-07T20:05:02.221Z", "title": "Tinto Vita", "url": "http://www.ucarecdn.com/a011d260-da65-4ed5-9bb5-21298053e493/", "file": "https://ucarecdn.com/a011d260-da65-4ed5-9bb5-21298053e493/", "description": "Tinto vita", "visits": 779, "categories": [3]}}, {"model": "links.link", "pk": 1971, "fields": {"created_time": "2015-11-07T20:07:04.548Z", "updated_time": "2015-11-07T20:07:04.548Z", "title": "What is Collaborative Learning?", "url": "http://www.ucarecdn.com/0f543508-7516-42e4-8ecf-d0041ce1db26/", "file": "https://ucarecdn.com/0f543508-7516-42e4-8ecf-d0041ce1db26/", "description": "“Collaborative learning” is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Usually, students are working in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating a product. Collaborative learning activities vary widely, but most center on students’ exploration or application of the course material, not simply the teacher’s presentation or explication of it.\r\n", "visits": 1473, "categories": [6, 3]}}, {"model": "links.link", "pk": 1972, "fields": {"created_time": "2015-11-07T20:09:08.891Z", "updated_time": "2017-01-25T17:03:28.276Z", "title": "Promoting Student Retention: Lessons Learned from the United States", "url": "https://ucarecdn.com/c4d95c81-b14a-46ba-9907-a4ba0185d002/", "file": "https://ucarecdn.com/c4d95c81-b14a-46ba-9907-a4ba0185d002/", "description": "In the United States, slightly more than half of all students (51 percent) who begin university study complete their degree in their initial institution within six years. Though some students eventually earn their degrees via transfer to another university or college, it remains a fact that for many institutions in the United States dropout is often as frequent as graduation. Of course, universities and colleges vary considerably. Some elite private universities such as Harvard and Princeton graduate over 90% of their students and several very selective public universities such as the University of California at Los Angeles, the University of Virginia, and the University of Michigan, graduate over 80% of their students. On the other hand, many open-enrollment universities, especially those in the large cities, graduate less than 30% of their students.", "visits": 735, "categories": [3]}}, {"model": "links.link", "pk": 1973, "fields": {"created_time": "2015-11-07T20:30:15.724Z", "updated_time": "2017-01-25T17:09:39.672Z", "title": "Five Essential Skills for Every Undergraduate Researcher", "url": "https://ucarecdn.com/43d8924e-659d-441f-9f71-089cfbe23431/", "file": "https://ucarecdn.com/43d8924e-659d-441f-9f71-089cfbe23431/", "description": "Research is hardly easy. As Martin Schwartz points out in his 2008 essay “The Importance of Stupidity in Scientific Research,” solving research problems requires us to immerse ourselves in the unknown. However intimidating it may be to overcome this infinite amount of ignorance, we believe there is a special set of traits that will equip an under-graduate researcher to successfully solve research problems. Creativity, judgment, communication, organization, and persistence are all equally important skills to make the leap from gaining knowledge from others’ discoveries to making discoveries on your own. Having and honing these skills, skills that encompass every level of research in every disci-pline, are key to an undergraduate developing the founda-tion for a successful career in research. As a group of under-graduate researchers and mentors, we want to motivate students to solve problems and make discoveries, and to start a discussion on how to forge the right path for each student toward research success. Following is our list of key skills.", "visits": 1090, "categories": [6]}}, {"model": "links.link", "pk": 1974, "fields": {"created_time": "2015-11-07T20:32:19.439Z", "updated_time": "2017-01-25T17:01:25.455Z", "title": "Some Important Things Most Students Never Ask About Graduate School", "url": "https://ucarecdn.com/595afa39-ed5d-48bd-be7c-b27faaf67a24/", "file": "https://ucarecdn.com/595afa39-ed5d-48bd-be7c-b27faaf67a24/", "description": "This article is intended for people who are considering going to graduate school or who are currently in the first year of graduate school. It is primarily focused on the decisions you will make on the path towards a Ph.D., but many of the same issues would certainly arise in a M.S. thesis-based program. The context of most of the discussion is an engineering program at a top research institution, but many of the comments would also apply at different level institutions as well as in science, medicine, and the humanities. This article is equally targeted toward all students in science and engineering, but there are certainly issues of representation, bias, and treatment that apply especially for students coming from underrepresented groups; I have drawn from conversations with students from these groups for these issues, but the issues raised here should \r\nbe understood by everyone. Even though this article is intended for students, I hope that some faculty and advisors take the time to refresh their perspective on the “student side” of their relationships.\r\n", "visits": 2867, "categories": [6]}}, {"model": "links.link", "pk": 1975, "fields": {"created_time": "2015-11-07T20:34:51.177Z", "updated_time": "2017-01-25T17:01:06.863Z", "title": "How to do Graduate-level Research: Some Advice", "url": "https://ucarecdn.com/782a2d77-dff9-47be-8316-001f890675bd/", "file": "https://ucarecdn.com/782a2d77-dff9-47be-8316-001f890675bd/", "description": "This document attempts to provide useful advice for graduate students, particularly Ph.D. students, just starting out on their research careers at the Autonomous Networks Research Group, Dept. of Electrical Engineering-Systems, USC. It should also be useful for graduate students at other institutions working in similar research areas.\r\n\r\nStudents with no prior experience often have several misconceptions about the nature of research. For example, they may think that doing research is similar to or requires the same skill as acing courses; that research projects are like homework sets - the advisor will assign well-formulated problems and provide the student with the tools to solve them. Hopefully, this document will help clear some of these misconceptions and help them get started on the right foot in their research.\r\nMany of the pointers here may seem like common sense, but as they say, common sense is by no means common… and very little of it is taught in a classroom. \r\nThis is an active document, and as such is subject to modifications. To begin with, I have just listed my main points under each heading. I will be working to convert this into a coherent narrative over the course of the next couple of months.\r\n", "visits": 913, "categories": [6]}}, {"model": "links.link", "pk": 1976, "fields": {"created_time": "2015-11-13T20:41:21.102Z", "updated_time": "2015-11-13T20:41:21.102Z", "title": "A College-Rankings World", "url": "https://ucarecdn.com/8080cf85-6912-4abd-8338-bab17f8e56e3/", "file": "https://ucarecdn.com/8080cf85-6912-4abd-8338-bab17f8e56e3/", "description": "It seems that nearly every major media publication in the United States these\r\ndays wants to rank colleges. The latest outlet to get on board? The Economist \r\n\r\nA College-Rankings World\r\nThe proliferation of such lists could mean more choice for students—or just\r\nmore confusion.\r\n", "visits": 868, "categories": [5]}}, {"model": "links.link", "pk": 1977, "fields": {"created_time": "2015-11-13T20:46:01.621Z", "updated_time": "2015-11-13T20:46:01.621Z", "title": "Understanding the Faculty Retirement (Non)Decision", "url": "https://ucarecdn.com/f1807af4-8d15-4e71-a616-b66de6f55cf1/", "file": "https://ucarecdn.com/f1807af4-8d15-4e71-a616-b66de6f55cf1/", "description": "Addressing financial and psychosocial barriers to retirement can benefit both faculty and their institutions.\r\n\r\nAbout a third of tenured faculty age 50 or older expect to retire by “normal” retirement age, while fully two-thirds anticipate working past that age or have already done so. This latter group is sometimes called “reluctant retirees,” and when their numbers swell on campus, it can lead to productivity declines, limited advancement opportunities for junior faculty, a lack of openings for new hires, and difficulty reallocating institutional resources. To address a reluctant retiree pheno- menon and better manage faculty retirement patterns, college and university leaders need to understand the thought process among senior faculty regarding whether and when to retire.\r\n", "visits": 595, "categories": [8]}}, {"model": "links.link", "pk": 1978, "fields": {"created_time": "2015-11-13T20:47:41.597Z", "updated_time": "2015-11-13T20:47:41.597Z", "title": "RESULTS FROM THE FACULTY CAREER AND RETIREMENT SURVEY", "url": "https://ucarecdn.com/d89d0cae-f67d-4eab-92c6-ad720b9c6cfb/", "file": "https://ucarecdn.com/d89d0cae-f67d-4eab-92c6-ad720b9c6cfb/", "description": "The retirement patterns of senior faculty are an issue of ongoing interest in higher education, particularly since the\r\n2008-09 recession. If a significant share of tenured faculty works past “normal” retirement age, challenges can arise for institutional leadership focused on keeping the faculty workforce dynamic for purposes of teaching, research and service. Buyout packages and phased retirement programs have been common responses to encourage faculty retirement, but colleges and universities are increasingly interested in alternative and complementary strategies to manage faculty retirement patterns.\r\n", "visits": 621, "categories": [8]}}, {"model": "links.link", "pk": 1979, "fields": {"created_time": "2015-11-13T20:52:36.926Z", "updated_time": "2015-11-13T20:52:36.926Z", "title": "TRENDS IN COLLEGE PRICING 2015", "url": "https://ucarecdn.com/968abf87-50f9-4ecd-95e1-ced48fc6bf49/", "file": "https://ucarecdn.com/968abf87-50f9-4ecd-95e1-ced48fc6bf49/", "description": "The increases in tuition and fee prices in 2015-16 were, like the increases in the two preceding years, relatively small by historical standards. However, the very low rate of general inflation makes this year’s increases in college prices larger in real terms than those of 2014-15 and 2013-14. Significantly, and perhaps counter to public impressions, price increases are not accelerating over time. However, the average published tuition and fee price of a full-time year at a public four-year institution is 40% higher, after adjusting for inflation, in 2015-16 than it was in 2005-06.The average published price is 29% higher in the public two-year sector and 26% higher in the private nonprofit four-year sector than a decade ago.\r\n", "visits": 592, "categories": [8]}}, {"model": "links.link", "pk": 1980, "fields": {"created_time": "2015-11-13T20:53:56.876Z", "updated_time": "2015-11-13T20:53:56.876Z", "title": "Training for Designing e-Learning Courses in Foreign Languages", "url": "https://ucarecdn.com/d74bc871-be94-4668-a604-62bd7aad6023/", "file": "https://ucarecdn.com/d74bc871-be94-4668-a604-62bd7aad6023/", "description": "Abstract: The paper presents the results of the second stage of training academia in designing e-learning courses in a foreign language. An action research conducted during such staff development project showed high appreciation of continuous mutual support, need for established channels for sharing, and raised confidence in designing own electronic courses by young specialists.\r\nKey words: Staff Development, e-Learning, Higher Education, Language Teaching.", "visits": 608, "categories": [9]}}, {"model": "links.link", "pk": 1981, "fields": {"created_time": "2015-11-13T20:55:24.690Z", "updated_time": "2015-11-13T20:55:24.690Z", "title": "Should I Stay or Should I Go? the Faculty retIrement decISIon", "url": "https://ucarecdn.com/e4dfcc5c-b4ea-4452-a21f-48c1c35c1cb7/", "file": "https://ucarecdn.com/e4dfcc5c-b4ea-4452-a21f-48c1c35c1cb7/", "description": "Senior faculty fall into three groups—25% who expect to retire by a normal retirement age; 15% who expect to, but would\r\nprefer not to, work past normal retirement age; and 60% who would like to and expect to work past normal retirement\r\nage. Financial necessity is a major reason for most of those reluctantly expecting to work past normal retirement age.\r\nFurthermore, it appears that many in this group were pushed into this status by the recession and crash in financial\r\nmarkets. By contrast, 90% of those expecting and hoping to work to an advanced age cite enjoyment of their work and the\r\nfulfillment it provides as a major reason. They generally view themselves as performing as well as ever in their faculty role.", "visits": 628, "categories": [8]}}, {"model": "links.link", "pk": 1982, "fields": {"created_time": "2015-11-13T20:58:06.728Z", "updated_time": "2015-11-13T20:58:06.728Z", "title": "COLLEGES: OLDER STUDENTS The three groups of mature college student", "url": "https://ucarecdn.com/34d503b6-71b2-414d-82dc-0d57afd93282/", "file": "https://ucarecdn.com/34d503b6-71b2-414d-82dc-0d57afd93282/", "description": "Rachelle Peters is exactly the kind of student colleges are hoping to attract more of.\r\nShe went back to school at 40, after years of boom then bust. Her career had been in art publishing in Vancouver, a niche business of finding artists whose artwork is then reproduced, say, 2,000 times. The company would frame and sell the prints with an eye to home decor trends. Think record company, but selling art reproductions instead of music.\r\n", "visits": 612, "categories": [18]}}, {"model": "links.link", "pk": 1983, "fields": {"created_time": "2015-11-13T21:00:04.398Z", "updated_time": "2015-11-13T21:00:04.399Z", "title": "Labour Force Survey, October 2015", "url": "https://ucarecdn.com/d81a6335-30d5-4062-bfc5-4d8c1bf7be0f/", "file": "https://ucarecdn.com/d81a6335-30d5-4062-bfc5-4d8c1bf7be0f/", "description": "\r\nReleased: 2015-11-06\r\nAfter four months of little change, employment increased by 44,000 (+0.2%) in October, bringing the number of people employed in Canada to over 18 million for the first time. The unemployment rate declined by 0.1 percentage points to 7.0%.\r\nCompared with 12 months earlier, employment was up 143,000 (+0.8%), with all of the gains in full-time work. During the same period, the total number of hours worked grew by 0.7%.\r\n", "visits": 615, "categories": [8]}}, {"model": "links.link", "pk": 1984, "fields": {"created_time": "2015-11-13T21:02:08.590Z", "updated_time": "2015-11-13T21:02:08.590Z", "title": "Researching Race in Education: Policy, Practice and Qualitative Research", "url": "https://ucarecdn.com/0d8e4dde-7de3-4af9-8f52-7579d407ca18/", "file": "https://ucarecdn.com/0d8e4dde-7de3-4af9-8f52-7579d407ca18/", "description": "Claiming that talking about race causes more racism is akin to suggesting that it would not rain if people would just stop carrying umbrellas. Conversely, just as umbrellas protect against the rain, talking about race can serve as a defense against racial microaggressions and onslaughts. Researching Race in Education: Policy, Practice, and Qualitative Research provides a 'storm\r\nolars can gather under as we ride out another racial storm.\r\n", "visits": 641, "categories": [5]}}, {"model": "links.link", "pk": 1985, "fields": {"created_time": "2015-11-13T21:13:32.435Z", "updated_time": "2015-11-13T21:13:32.435Z", "title": "Are Great Teachers Born or Made?", "url": "https://ucarecdn.com/d52a886e-a2ed-41c7-afdb-a81493c93634/", "file": "https://ucarecdn.com/d52a886e-a2ed-41c7-afdb-a81493c93634/", "description": "In light of recent debates about the value of professional development, this article revisits the question of whether or not great teachers are made or born. If, as the recent study released by TNTP claims, professional development has no impact on teacher performance, we could draw the conclusion that good teachers are simply born good and no professional development program will make them better.That conclusion, however, contradicts ample evidence that teachers, like other professionals, can learn and improve their practice over time. As TNTP reports, school districts may well be wasting billions of\r\ndollars on ineffective professional development, but the need for well designed, differentiated teacher support has never been greater.\r\nThe field of teacher preparation assumes that anyone with the will to learn can become a good, if not a great, teacher. You don’t have to be a great student yourself (a B average is sufficient); you don’t have to be an extrovert; you don’t need to love hildren; you don’t need to love your discipline. We open the door to all comers, suggesting that we can teach them what they need to know to become effective practitioners. We can make them into teachers. But can we?", "visits": 638, "categories": [7]}}, {"model": "links.link", "pk": 1986, "fields": {"created_time": "2015-11-13T21:15:58.378Z", "updated_time": "2015-11-13T21:15:58.378Z", "title": "Retirement Confidence in the Education Sector: Comparisons by Race", "url": "https://ucarecdn.com/3b7f174f-92bc-4408-99a5-aafba8a5fe2b/", "file": "https://ucarecdn.com/3b7f174f-92bc-4408-99a5-aafba8a5fe2b/", "description": "\r\nDuring the economic doldrums that have followed The Great Recession, employees in the education sector (administrators, staff, and teachers or faculty at both the K-12 level and the post-secondary level) are confident about both their retirement savings behavior and their likely retirement outcomes. African American and white American employees in the education sector are more optimistic about their retirement planning and prospects than are U.S. workers overall. Education sector employees—both African Americans (87%) and white Americans (88%)—are more likely than U.S. workers overall (59%) to currently save for retirement. This fact helps justify their greater confidence that they will have enough money to live comfortably throughout retirement. Seven of every ten black American employees and seven of every ten white American employees are confident (‘very’ or ‘somewhat’) of this, while nearly half of all U.S. workers express this level of confidence.\r\n", "visits": 670, "categories": [8]}}, {"model": "links.link", "pk": 1987, "fields": {"created_time": "2015-11-13T21:18:18.176Z", "updated_time": "2015-11-13T21:18:18.176Z", "title": "Summary of the fact-­‐finding process and conclusions regarding alleged breaches of academic freedom and other university policies at the University of British Columbia", "url": "https://ucarecdn.com/3b451672-a2f4-480f-8f6c-d55a68203576/", "file": "https://ucarecdn.com/3b451672-a2f4-480f-8f6c-d55a68203576/", "description": "Whether Mr. John S. Montalbano, Chair of the Board of Governors, and/or individuals in the School of Business identified by the Faculty Association, conducted themselves in the events following Professor Jennifer Berdahl’s publication of her blog on August 8, 2015 in a manner that violated any provision of the Collective Agreement, the UBC Statement on Respectful Environment, or any applicable University policies including whether her academic freedom is or was interfered with in any way. ", "visits": 575, "categories": [5]}}, {"model": "links.link", "pk": 1988, "fields": {"created_time": "2015-11-13T21:20:23.478Z", "updated_time": "2015-11-13T21:20:23.478Z", "title": "Are Elite College Courses Better?", "url": "https://ucarecdn.com/b7cae3dc-4acb-4b8a-99b5-5d86d10dad80/", "file": "https://ucarecdn.com/b7cae3dc-4acb-4b8a-99b5-5d86d10dad80/", "description": "\r\nENVER -- The public -- and heck, many people in higher education -- widely assume prestigious colleges and universities provide the best quality education. That's why employers often want to hire their graduates and why many parents want their children to attend them.\r\n\r\nAnd the assumption partially explains the fascination from the media and others in recent years with massive open online courses from Harvard and Stanford and other elite universities: the courses were believed, rightly or wrongly, to be of higher quality than all other online courses precisely because they came from name-brand institutions\r\n", "visits": 584, "categories": [5]}}, {"model": "links.link", "pk": 1989, "fields": {"created_time": "2015-11-13T21:22:20.239Z", "updated_time": "2015-11-13T21:22:20.239Z", "title": "COLLEGES: RETRAINING Students flock back to school in the oil patch", "url": "https://ucarecdn.com/3eea1b4f-7ad8-4573-8e0c-2da619141054/", "file": "https://ucarecdn.com/3eea1b4f-7ad8-4573-8e0c-2da619141054/", "description": "Postsecondary education in Alberta is one sector that appears to be booming from the bust in energy prices.\r\n\r\nAmid thousands of oil-patch layoffs and a wider economic slowdown, many professionals are exchanging their briefcases and welding sticks for knapsacks and pencils to head back to school.\r\n\r\nEnrolment skyrocketed this fall at Bow Valley College in downtown Calgary, a city that has been hit hard by the wave of layoffs. Fall registrations are up by 11 per cent to their highest level in five years, said spokeswoman\r\nNicole McPhee.\r\n", "visits": 595, "categories": [3]}}, {"model": "links.link", "pk": 1990, "fields": {"created_time": "2015-11-13T21:27:25.256Z", "updated_time": "2015-11-13T21:27:25.256Z", "title": "How Higher Education Reinforces the Intergenerational Reproduction of White Racial Privilege ", "url": "https://ucarecdn.com/087f71ad-3029-4b70-88af-8bd70f90387a/", "file": "https://ucarecdn.com/087f71ad-3029-4b70-88af-8bd70f90387a/", "description": "White flight from the center city to better neigborhood schools in the leafy green suburbs has finally arrived in the nation's ivy-covered campuses. The rackial and ethnic stafification in educational opportunity entrenched in the nation's K-12 education system has faithfully reproduced itself across the full range of American Colleges and Universities.", "visits": 675, "categories": [5]}}, {"model": "links.link", "pk": 1991, "fields": {"created_time": "2015-11-13T21:38:37.911Z", "updated_time": "2015-11-13T21:38:37.911Z", "title": "Closing Canada’s Big Data Talent Gap", "url": "https://ucarecdn.com/a342af00-e519-4dbb-a81b-3e93267b345b/", "file": "https://ucarecdn.com/a342af00-e519-4dbb-a81b-3e93267b345b/", "description": "Big Data and Analytics1 are under pressure. Bold promises have been made: exceptional customer insights; better decision-making; improved productivity and performance; and product and service innovation. Positive public and social outcomes have been proposed: improved health care, social services, public safety, and infrastructure; and strengthened research and development, commercialization, and economic growth. Now, it’s time to deliver.", "visits": 645, "categories": [5]}}, {"model": "links.link", "pk": 1992, "fields": {"created_time": "2015-11-13T21:40:21.771Z", "updated_time": "2015-11-13T21:40:21.771Z", "title": "Racism and Educational (Mis)Leadership in the United States", "url": "https://ucarecdn.com/cbb4bfb9-4324-41eb-8184-02c4422ff6e8/", "file": "https://ucarecdn.com/cbb4bfb9-4324-41eb-8184-02c4422ff6e8/", "description": "The purpose of this chapter is to explore some concepts, trends, and projections in education regarding race and educational leadership. Toward this end, I will present information on two aspects of race—phenotype and cultural oppression—paying special attention to the multiple contexts in which these phenomena are manifest in U.S. society.\r\n", "visits": 605, "categories": [5]}}, {"model": "links.link", "pk": 1993, "fields": {"created_time": "2015-11-13T21:47:02.696Z", "updated_time": "2015-11-13T21:47:02.696Z", "title": "Faculty Work and the Public Good: Philanthropy, Engagement, and Academic Professionalism", "url": "https://ucarecdn.com/d645c60e-a108-457f-8eca-9d9bd07b1883/", "file": "https://ucarecdn.com/d645c60e-a108-457f-8eca-9d9bd07b1883/", "description": "Professionalism, elucidates the philanthropic dimension of the contemporary faculty career. In this volume, scholars address the notion that in addition to teaching, research, and service, contributing to the public good by way of philanthropy is inherent in the fabric of the academic professorial career and as such, they advocate for its recognition as a dimension of faculty work. \r\nWhen people first think of professorial philanthropy, they may conjure images of faculty engaging in activities such as community service. Shaker takes a different stance, focusing on the element of the faculty role that serves the public good in its broadest form. Therefore, to illustrate this paradigm shift, Shaker reflects on her graduate advisor’s philanthropic actions from which she benefited, including mentorship sessions, motivational meetings, one-on-one writing time, access to \r\npersonal office space, introduction to personal contacts, and gifted books. Employing her personal experience as a springboard, Shaker argues that the faculty profession is “grounded in a responsibility to contribute to the public good. The expectation to meet society’s needs for an educated citizenry and societal requirements to advance and disseminate knowledge lend a philanthropic component to the act of being a faculty member” (p. 11). Thus, Shaker asserts that the faculty profession is anchored in the responsibility to growing demands of research productivity and increased pressure for student accountability, calls to both preserve and recognize the importance of faculty philanthropy.\r\n", "visits": 563, "categories": [7]}}, {"model": "links.link", "pk": 1994, "fields": {"created_time": "2015-11-13T21:49:36.280Z", "updated_time": "2015-11-13T21:49:36.280Z", "title": "PhD studies in Canada: A dilemma for international students", "url": "https://ucarecdn.com/6898ab12-e503-4912-9969-5ae4116b1e1a/", "file": "https://ucarecdn.com/6898ab12-e503-4912-9969-5ae4116b1e1a/", "description": "In Canada, international students working on their PhD are given funding for four years. After that, they are on their own.\r\n\r\nCanadian society and the Canadian academy are proud of their openness and diversity. Every year, thousands of international students are encouraged to embark upon undergraduate and graduate studies at Canadian institutes of higher education. Indeed, the drive amongst Canadian universities to attract top-quality international students in greater numbers is \r\nintensifying. And yet, there is a significant systemic problem for those international students in the arts and humanities who\r\nundertake doctoral studies in Canada.\r\n\r\n", "visits": 592, "categories": [14, 5]}}, {"model": "links.link", "pk": 1995, "fields": {"created_time": "2015-11-13T21:50:54.573Z", "updated_time": "2015-11-13T21:50:54.573Z", "title": "EARLY RETIREMENT: THE DAWN OF A NEW ERA?", "url": "https://ucarecdn.com/ba19b091-51dc-4533-b211-fcc02d5cb7d2/", "file": "https://ucarecdn.com/ba19b091-51dc-4533-b211-fcc02d5cb7d2/", "description": "Americans reaching traditional retirement ages during the past two decades and today face a different retirement environment than did prior cohorts. Mandatory retirement has been eliminated for the vast majority of American workers, and important work disincentives (or retirement incentives) in Social Security and in employer pension plans have been eliminated or reduced. Americans are living longer and healthier lives, fewer have physically arduous jobs, and technology has increased the options about where and when people work. In addition, the age of eligibility for ‘full’ Social Security retirement benefits has been increased from 65 to 66 (and will soon increase to 67), which is equivalent to an across-the-board benefit cut, and fewer firms are offering employer-sponsored post-retirement health insurance. There are concerns about the future of Social Security, Medicare and Medicaid. Some of these changes are good news for older workers and some bad, but they all have altered the relative attractiveness of work and leisure late in life in favor of work.", "visits": 697, "categories": [8, 20]}}, {"model": "links.link", "pk": 1996, "fields": {"created_time": "2015-11-13T21:52:51.598Z", "updated_time": "2015-11-13T21:52:51.598Z", "title": "COLLEGES: RESEARCH Light-up purses and smart lamps evolve from research projects", "url": "https://ucarecdn.com/f3ad329e-a053-4d93-975f-f5c60f1177c4/", "file": "https://ucarecdn.com/f3ad329e-a053-4d93-975f-f5c60f1177c4/", "description": "The next time you sip fruit-infused water while jogging past a “smart” street lamp and wearing workout gear incorporating “intelligent” textiles, you can thank Canada’s community colleges, institutes and polytechnics.\r\nThrough partnerships with companies and community organizations, faculty and student researchers at these postsecondary schools play an important role in helping get products and inventions to market while contributing to the country’s economic growth.", "visits": 717, "categories": [8, 10, 5]}}, {"model": "links.link", "pk": 1997, "fields": {"created_time": "2015-11-13T21:54:32.720Z", "updated_time": "2015-11-13T21:54:32.720Z", "title": "The Classroom of the Future", "url": "https://ucarecdn.com/1c3e463d-eda0-4624-ab30-175f96fad808/", "file": "https://ucarecdn.com/1c3e463d-eda0-4624-ab30-175f96fad808/", "description": "Mention the “classroom of the future” and it might evoke images of an old Jetsons cartoon—Elroy and his fellow students working on tablets, following a lecture by a virtual teacher and collaborating on space-aged technology. \r\n\r\nWhile there is little doubt that classrooms have become more sophisticated and digital; the physical classroom setting and furniture haven’t evolved at nearly the same pace. The tablets that are transforming the learning process still sit on top of the same style desks from the 1950s. The blackboards and chalk may have been replaced by interactive whiteboards connected to a computer or projector, but far too often, students still sit in stagnant rows looking up in the same direction at the teacher for the daily lesson.", "visits": 590, "categories": [6, 7]}}, {"model": "links.link", "pk": 1998, "fields": {"created_time": "2015-11-13T21:56:29.077Z", "updated_time": "2015-11-13T21:56:29.077Z", "title": "Are We Teaching for the Jobs of the Future?", "url": "https://ucarecdn.com/807649a7-12f3-4b4f-af7b-716cca5dbbe4/", "file": "https://ucarecdn.com/807649a7-12f3-4b4f-af7b-716cca5dbbe4/", "description": "Many schools are emphasizing typing and programming skills to prepare their students for the workplace of the future, but it isn’t just about being able to code. \r\n\r\nTour any IT department and you will find a web of servers and routers that store and disseminate information while firewalls and security systems keep the information safe. To most of us, this tech world is something we know we need and rely on, but have little knowledge of in terms of how it operates.\r\n\r\n Should this disconnect of layman understanding of the tech world continue on a wide scale we could see a debacle in the workforce with a lack of qualified technicians. Luckily, there are schools and companies confronting this for new generations of students.", "visits": 669, "categories": [8, 6, 7]}}, {"model": "links.link", "pk": 1999, "fields": {"created_time": "2015-11-13T21:59:12.770Z", "updated_time": "2015-11-13T21:59:12.770Z", "title": "Bringing Digital Curriculum To Life", "url": "https://ucarecdn.com/31ed1845-7e08-4dd1-9059-6a081cc17934/", "file": "https://ucarecdn.com/31ed1845-7e08-4dd1-9059-6a081cc17934/", "description": "According to the Consortium for School Networking's 2015 IT Leadership Survey, 84% of school technology officials expect that at least half of their insructional materials will be digitally based with three years.", "visits": 647, "categories": [9]}}, {"model": "links.link", "pk": 2000, "fields": {"created_time": "2015-11-13T22:03:01.961Z", "updated_time": "2015-11-13T22:03:01.961Z", "title": "International Students in Ontario’s Postsecondary Education System, 2000-2012: An evaluation of changing policies, populations and labour market entry processes", "url": "https://ucarecdn.com/456d3ab6-5390-4720-a691-01911f8a8bb6/", "file": "https://ucarecdn.com/456d3ab6-5390-4720-a691-01911f8a8bb6/", "description": "nternational students have become an increasingly important dimension of Canada‘s educational and immigration policy landscape, which has led to the development of pathways from educational to working visa status. In this report we present an analysis of international student numbers, visa transition rates, processes and government policy evolution with regard to international student entry to Ontario between 2000 and 2012. The report’s findings suggest four major areas of change: increasing male dominance in the number of student entries; the rise in international student entries into the college sector; the increasing importance of international students as temporary workers post-graduation; and the profound shift in source countries for Ontario-bound international students. Policy knowledge in areas related to these issues is vital to Ontario's ability to compete for international students, who can become potential immigrants, while maintaining high-quality postsecondary educational institutions. ", "visits": 597, "categories": [14]}}, {"model": "links.link", "pk": 2001, "fields": {"created_time": "2015-11-13T22:05:15.727Z", "updated_time": "2015-11-13T22:05:15.727Z", "title": "Helping Gen Y Achieve Long-Term Financial Security", "url": "https://ucarecdn.com/dd9783fd-c0b4-4b1f-9995-81e70128b75b/", "file": "https://ucarecdn.com/dd9783fd-c0b4-4b1f-9995-81e70128b75b/", "description": "Want to make Gen Y good financial stewards? Let them learn from\r\neach other—and be prepared to give up control.\r\n", "visits": 635, "categories": [8]}}, {"model": "links.link", "pk": 2002, "fields": {"created_time": "2015-11-13T22:08:33.768Z", "updated_time": "2015-11-13T22:08:33.768Z", "title": "Helping Gen Y Achieve Long-Term Financial Security -2", "url": "https://ucarecdn.com/b027ab11-04dd-4ff7-bfc6-0b2abceb0275/", "file": "https://ucarecdn.com/b027ab11-04dd-4ff7-bfc6-0b2abceb0275/", "description": "Employers are uniquely positioned to encourage positive financial behaviors in their early career workers, say human resources leaders at three universities. \r\n\r\n“By leveraging the full range of the institution’s resources,” says Laurita Thomas, associate vice=president for human resources at the University of Michigan (U-M), “employers can create the right climate to promote Gen Y’s financial wellbeing.” Here are some of the ways, according to Thomas, that employers can set early career workers up for success:\r\n\r\n\r\n\r\n", "visits": 604, "categories": [8]}}, {"model": "links.link", "pk": 2003, "fields": {"created_time": "2015-11-13T22:10:22.391Z", "updated_time": "2015-11-13T22:10:22.391Z", "title": "How to ask for a reference letter", "url": "https://ucarecdn.com/6e62829b-82fc-407a-bbba-b5b35f9e2b5c/", "file": "https://ucarecdn.com/6e62829b-82fc-407a-bbba-b5b35f9e2b5c/", "description": "Straightforward advice for job candidates in search of a professorial recommendation.\r\n\r\nIt is one of the most critical steps in a graduate student’s path to permanent academic employment, yet ironically it’s also one of the most mysterious. Asking a professor for a letter, or more likely many letters, of reference can be stressful, and rarely are \r\nstudents instructed on proper etiquette. Fortunately, the process doesn’t have to be intimidating.\r\n\r\n", "visits": 711, "categories": [19]}}, {"model": "links.link", "pk": 2004, "fields": {"created_time": "2015-11-13T22:12:46.489Z", "updated_time": "2015-11-13T22:12:46.489Z", "title": "Technology Is Not Enough", "url": "https://ucarecdn.com/c07fd6db-784d-4be5-800d-117cf00efc10/", "file": "https://ucarecdn.com/c07fd6db-784d-4be5-800d-117cf00efc10/", "description": "Higher education is increasingly looking to technology as a means of tackling persistent equity challenges and improving student outcomes. Yet technology in and of itself is not a solution -- unless people use technology to create new systems, behaviors and student experiences.", "visits": 620, "categories": [4]}}, {"model": "links.link", "pk": 2005, "fields": {"created_time": "2015-11-13T22:17:22.692Z", "updated_time": "2015-11-13T22:17:22.692Z", "title": "College-Educated Millennials: An Overview of Their Personal Finances", "url": "https://ucarecdn.com/ccdb267b-2d29-4dc8-a540-d36ce66f2055/", "file": "https://ucarecdn.com/ccdb267b-2d29-4dc8-a540-d36ce66f2055/", "description": "Every generation has a transformative effect on the economy, but the actions of Generation Y, also known as the Millennial Generation, promise to carry special impact. Gen Y, the largest generation in U.S. history, comprises young, educated, ethnically diverse, and economically active individuals. These Gen-Yers, or Millennials, as they are known, are entering the labor force as the “powerhouse of the global economy” and arriving at critical points of financial decision making in their adult lives \r\n(Deloitte, 2009). ", "visits": 704, "categories": [8]}}, {"model": "links.link", "pk": 2006, "fields": {"created_time": "2015-11-13T22:20:19.324Z", "updated_time": "2015-11-13T22:20:19.324Z", "title": "From classroom to boardroom: Creating a culture for high-impact entrepreneurship", "url": "https://ucarecdn.com/30428a03-6ff5-4b7b-8902-7ec9b9841025/", "file": "https://ucarecdn.com/30428a03-6ff5-4b7b-8902-7ec9b9841025/", "description": "Strong culture, strong impact focuses on the role of culture in driving high-impact entrepreneurship in G20 countries. The report provides actionable recommendations for governments and a clear, time-bound path for achieving support for young entrepreneurs. Our report, released alongside this year’s G20 Young Entrepreneurs’ Alliance (YEA) Summit in Turkey, builds on our Avoiding a lost generation reports. It drills down on the one driver that is at once omnipresent, yet difficult to quantify or capture, for an entrepreneurial ecosystem: \r\nentrepreneurial culture.", "visits": 846, "categories": [8]}}, {"model": "links.link", "pk": 2007, "fields": {"created_time": "2015-11-13T22:22:23.938Z", "updated_time": "2015-11-13T22:22:23.938Z", "title": "Experiencing and Mapping in Teacher Education", "url": "https://ucarecdn.com/87b6b800-b6b0-40ed-ae31-aec890432908/", "file": "https://ucarecdn.com/87b6b800-b6b0-40ed-ae31-aec890432908/", "description": "Three teacher education tasks are analyzed using Bateson's \"levels of learning\" and the distinction between reference experiences and cognitive maps (Dilts, l994). The tasks were 1) writing a risk log of classroom innovations, 2) writing articles, and 3) doing public presentations. Student feedback indicated perceived shifts in behaviors, beliefs, and identities \r\nthrough both active tasking (reference experiences) and their ongoing dynamic \"explanations\" (cognitive mapping). The results and activities are then discussed in relation to Freeman's (1992, 1994, 1995) concept of the socialization of teachers into professional discourse and the value of communities of explanation toward continual teacher development.\r\n", "visits": 592, "categories": [7]}}, {"model": "links.link", "pk": 2008, "fields": {"created_time": "2015-11-13T22:34:29.230Z", "updated_time": "2015-11-13T22:34:29.230Z", "title": "Educational Leadership Against Racism: Challenging Policy, Pedagogy, and Practice", "url": "https://ucarecdn.com/67072f27-ade8-4601-b982-f6df0c80088c/", "file": "https://ucarecdn.com/67072f27-ade8-4601-b982-f6df0c80088c/", "description": "As the year 2015 has begun, a worldwide racialized conversation continues about the inability of police, judicial systems, and public policy to address what Derrick Bell (1992) has long framed as the “permanence of racism” (see also Knaus, 2011; Ladson-Billings, 1999). Race riots and police brutality in Ferguson and the Charlie Hebdo murders and their aftermath in Paris punctuate a constant backdrop of racialized policy-making, violence, and inequity. While small, short-lived protests sprang up in reaction to these events, systemic and long-term responses to the larger global context of racism are less common and largely not deemed media-worthy. Within the U.S. context of charges of sanctioned, racialized police brutality representing American racism being framed around the killing of individual Black men, larger arguments about the role of public education in challenging the very conditions that lead to such racism become silenced.", "visits": 628, "categories": [19]}}, {"model": "links.link", "pk": 2009, "fields": {"created_time": "2015-11-13T22:36:59.326Z", "updated_time": "2015-11-13T22:36:59.326Z", "title": "Caught in the Middle", "url": "https://ucarecdn.com/d42fc734-1a76-4a01-b378-ee3602fc5989/", "file": "https://ucarecdn.com/d42fc734-1a76-4a01-b378-ee3602fc5989/", "description": "International Ph.D. students at U. of Western Ontario say their program can't be completed in four years, and that without fifth year of funding they risk having to leave empty-handed.", "visits": 841, "categories": [19, 14, 5]}}, {"model": "links.link", "pk": 2010, "fields": {"created_time": "2015-11-13T22:42:23.738Z", "updated_time": "2015-11-13T22:42:23.738Z", "title": "3 Ways Blended Learning Improves Student Outcomes", "url": "https://ucarecdn.com/8ff1f5fd-edc4-40af-b878-05e5a77fc3a4/", "file": "https://ucarecdn.com/8ff1f5fd-edc4-40af-b878-05e5a77fc3a4/", "description": "With experts projection that five million K-12 students will enroll in online course by 2016, thee is no doubt that blended learning asking the key question: \"Does blended learning give better outcomes than traditional classes?\"", "visits": 1132, "categories": [9, 6, 7]}}, {"model": "links.link", "pk": 2011, "fields": {"created_time": "2015-11-13T22:44:52.287Z", "updated_time": "2015-11-13T22:44:52.287Z", "title": "Avoiding a lost generation", "url": "https://ucarecdn.com/f32d0438-1716-43c1-94fe-45dd5624fe32/", "file": "https://ucarecdn.com/f32d0438-1716-43c1-94fe-45dd5624fe32/", "description": "\r\n\"The current economic crisis is a structural one. Emerging industries require that young people possess new knowledge and entrepreneurial skills. Furthermore, tax and regulatory systems often inhibit business formation by young people. Systemic change is needed to help the new generation of young entrepreneurs to succeed in the innovative economy of the 21st century.”\r\n", "visits": 632, "categories": [8]}}, {"model": "links.link", "pk": 2012, "fields": {"created_time": "2015-11-13T22:47:27.300Z", "updated_time": "2015-11-13T22:47:27.300Z", "title": "Argumentation Theory in Education Studies: Coding and Improving Students’ Argumentative Strategies", "url": "https://ucarecdn.com/390e9980-c5d2-4c01-b2d0-250e672f2199/", "file": "https://ucarecdn.com/390e9980-c5d2-4c01-b2d0-250e672f2199/", "description": "This paper is aimed at combining the advances in argumentation theory with the models used in the field of education to address the issue of improving students’ argu- mentative behavior by interacting with an expert. The concept of deeper or more sophisticated argumentative strategy is theoretically defined and used to advance two new coding schemes, based on the advances in the argumentation studies and aimed at capturing the dialectical, or structural, behavior, and the argumentative content of each dialogue unit. These coding schemes are then applied for a qualitative analysis of a study designed to investigate how students’ argumentative behavior can be influenced by the interaction with an expert, who used \r\nspecific types of attacks to the interlocutors’ posi- tions. The twofold coding shows at which dialogical level expert–peer interactions can directly and more stably affect students’ argumentative behavior, and what effects such more sophisticated strategies can have on the discussion and the analysis of disagreements. In particular, this paper shows how a specific type \r\nof deep-level attack, the underminer, can open dialogues of a different level, focused on unveiling and debating background beliefs underlying a specific position.\r\n", "visits": 652, "categories": [6, 7]}}, {"model": "links.link", "pk": 2013, "fields": {"created_time": "2015-11-13T22:49:25.267Z", "updated_time": "2015-11-13T22:49:25.267Z", "title": "Senior Faculty Vitality", "url": "https://ucarecdn.com/81d0162b-5490-43bc-85de-43a7730fc093/", "file": "https://ucarecdn.com/81d0162b-5490-43bc-85de-43a7730fc093/", "description": "Has there ever been a worse time for faculty and university administrators? Faculty and administrators alike are under siege on multiple fronts—huge budget cuts have been made in most states with more expected, collective bargaining has come under attack in some states, and an underlying threat to tenure permeates academe. A historian might simply attribute this to a poor economy and conclude that such conflicts, cyclical in nature, will pass. But it is far from clear that this storm will subside as others have. Higher education is at a critical juncture and many legislators, donors, trustees, and tuition-payers are fed up with academe’s perceived excesses and excuses. ", "visits": 655, "categories": [19, 8]}}, {"model": "links.link", "pk": 2014, "fields": {"created_time": "2015-11-13T22:51:37.277Z", "updated_time": "2015-11-13T22:51:37.277Z", "title": "Higher Education Leadership Summit: Thinking Strategically about Leadership, Governance, and Economic Trends", "url": "https://ucarecdn.com/29192a8b-f4d4-4a79-8027-41100c1b6d29/", "file": "https://ucarecdn.com/29192a8b-f4d4-4a79-8027-41100c1b6d29/", "description": "To meet the challenges currently facing it—chief among them, to remain viable in an era when traditional sources of funding such as state funding and tuition are decreasing or reaching their market limits—higher education depends on its leaders’ capacities to deal with current challenges, envision change, and make that change happen. In March 2012, the TIAA-CREF Institute hosted a summit on leadership and governance to explore what it will take to steer higher education through this new landscape. ", "visits": 655, "categories": [19, 15]}}, {"model": "links.link", "pk": 2015, "fields": {"created_time": "2015-11-13T22:53:53.552Z", "updated_time": "2015-11-13T22:53:53.552Z", "title": "HERE TODAY, GONE TOMORROW? THE INCREASINGLY CONTINGENT FACULTY WORKFORCE", "url": "https://ucarecdn.com/08826593-2296-4158-ad1f-3e46aea951f1/", "file": "https://ucarecdn.com/08826593-2296-4158-ad1f-3e46aea951f1/", "description": "The use of non-tenure-track and part-time faculty in U.S. colleges and universities is on the rise, altering the composition\r\nof the academic workforce in fundamental ways. Who, then, are contemporary faculty? In what ways do they differ from their predecessors? In which institutions and sectors are the trends most pronounced?\r\n\r\nThis project investigated the “contingency movement” using a variety of analytic approaches, including extensive literature review, quantitative analysis of over two decades of national institutional data, and onsite interviews with contingent and non-contingent faculty at a research university, a private liberal arts college, and a public masters-level institution.\r\n", "visits": 681, "categories": [19, 15, 20]}}, {"model": "links.link", "pk": 2016, "fields": {"created_time": "2015-11-13T22:56:19.399Z", "updated_time": "2015-11-13T22:56:19.399Z", "title": "LGBTQ+ STUDENT EXPERIENCE SURVEY REPORT ", "url": "https://ucarecdn.com/9be6ca06-8bd5-40a8-8e32-0e9c0907bdf6/", "file": "https://ucarecdn.com/9be6ca06-8bd5-40a8-8e32-0e9c0907bdf6/", "description": "OUSA’s LGBTQ+ Student Experience Survey was a mixed methods research project conducted in Novem-ber 2014 designed to gain understanding of the opinions and experiences of Ontario university students who identify as Lesbian, Gay, Bisexual, Trans, Queer, Questioning, or other orientations or identities that do not conform to cisgender and heterosexual paradigms (LGBTQ+). The purpose of the survey was to identify any gaps that might exist in university services, programming, and supports that can diminish or negatively impact university experiences for these students. ", "visits": 820, "categories": [16, 6, 7]}}, {"model": "links.link", "pk": 2017, "fields": {"created_time": "2015-11-13T23:18:46.933Z", "updated_time": "2015-11-13T23:18:46.933Z", "title": "HIGHER EDUCATION IN A GLOBAL SOCIETY", "url": "https://ucarecdn.com/641ff7a2-6da2-459f-995d-3a9df03e3eab/", "file": "https://ucarecdn.com/641ff7a2-6da2-459f-995d-3a9df03e3eab/", "description": "Higher education, like other sectors, now functions in a global environment of consumers, employees, competitors and partners. The fundamental missions of teaching, research and service remain unchanged, but the avenues for pursuing them have greatly expanded due to globalization.\r\n", "visits": 755, "categories": [14, 5]}}, {"model": "links.link", "pk": 2018, "fields": {"created_time": "2015-11-13T23:21:54.210Z", "updated_time": "2015-11-13T23:21:54.210Z", "title": "Motivating Reluctant Retirees in Higher Education: Interviews with College Administorators and Senior Faculty", "url": "https://ucarecdn.com/5f2ac99a-2d60-490e-a832-5116a4aae161/", "file": "https://ucarecdn.com/5f2ac99a-2d60-490e-a832-5116a4aae161/", "description": "This research was funded by TIAA-CREF to provide a deeper understanding of the issues facing academic institutions when age-eligible professors do not retire, and how those issues can best be addressed. In particular, insight was sought on the reasons why financially-ready, age-eligible professors do not retire; as well as, on the kinds of positive strategies colleges and universities have used and could use to encourage such individuals (“reluctant retirees”) to retire that would be both effective and well-received. To provide qualitative insight on these issues, Mathew Greenwald & Associates conducted one-on-one, in-depth interviews with two types of individuals.", "visits": 662, "categories": [19, 16]}}, {"model": "links.link", "pk": 2019, "fields": {"created_time": "2015-11-13T23:24:21.020Z", "updated_time": "2017-01-25T17:40:27.596Z", "title": "Senior Faculty Satisfaction: Perceptions of Associate and Full Professors at Seven Public Research Universities", "url": "https://ucarecdn.com/dffc535e-626e-4bac-a803-224c5597f6d8/", "file": "https://ucarecdn.com/dffc535e-626e-4bac-a803-224c5597f6d8/", "description": "The engagement, productivity, and vitality of the faculty are extremely important to the success of academic institutions in fulfilling their missions. This paper presents data from a survey of 1,775 tenured associate and full professors at seven public universities, showing that many are frustrated about leadership turnover and the corresponding shifts in mission, focus, and priorities, and also about salary. In addition, associate professors are less satisfied than full professors on critical factors such as support for research, collaboration, and clarity of promotion, and women are less satisfied than men on numerous dimensions including mentoring support for research and interdisciplinary work, and clarity of promotion.", "visits": 716, "categories": [19, 8]}}, {"model": "links.link", "pk": 2020, "fields": {"created_time": "2015-11-13T23:27:40.291Z", "updated_time": "2015-11-13T23:27:40.291Z", "title": "The 71 Characteristics of Digital Curriculum", "url": "https://ucarecdn.com/892a66a4-16d7-40e1-9d5e-62425178a63c/", "file": "https://ucarecdn.com/892a66a4-16d7-40e1-9d5e-62425178a63c/", "description": "There are tens of thousands of options right now with the types of digital “things” of learning – Apps, websites, immersive-environment digital courseware, eBooks, eTextbooks, assessments, projectware, loose content pieces in PDFs or word documents, games, and more are arriving in schools. What’s going on inside the things of digital content and curriculum\r\nhas not been defined, and so we’ve set out to do that here in this Special Report. We expect that we’ll hear arguments, some exclamations of delight, confusions, and to have missed some important items.", "visits": 722, "categories": [9, 6, 7, 4]}}, {"model": "links.link", "pk": 2021, "fields": {"created_time": "2015-11-13T23:29:18.038Z", "updated_time": "2015-11-13T23:29:18.038Z", "title": "Goals, Grades, Fears, and Peers. Introductory Essay for Special Issues on the Effects of School and Classroom Racial and SES Composition on Educational Outcomes", "url": "https://ucarecdn.com/64972d9f-2141-4904-a796-57b8fbcf7827/", "file": "https://ucarecdn.com/64972d9f-2141-4904-a796-57b8fbcf7827/", "description": "Public schools in the United States are almost as racially isolated today as they were 30 years ago and the majority of schools practice ability group-ing or academic tracking in ways that correlate with students’ race and socioeconomic status (SES). The articles in this set of special issues exam-ine these two organizational characteristics of schools and answer key questions: Does the racial, ethnic, and socioeconomic mix of a classroom or a school make a difference for the educational processes that take place in them? If composition is related to student outcomes, is the return to pre-1980 levels of racial isolation germane to either educational policy or practice?", "visits": 643, "categories": [9, 6, 7]}}, {"model": "links.link", "pk": 2022, "fields": {"created_time": "2015-11-13T23:32:46.646Z", "updated_time": "2015-11-13T23:32:46.646Z", "title": "Youth Labour Force Participation: 2008 to 2014", "url": "https://ucarecdn.com/4e9afe3e-2e13-4b17-8e2b-263f09ebe1e8/", "file": "https://ucarecdn.com/4e9afe3e-2e13-4b17-8e2b-263f09ebe1e8/", "description": "The labour force participation rate of 15- to 24-year-olds (the percentage who are employed or seeking employment) declined from 67.3% in 2008 to 64.2% in 2014, reflecting a 3.8-percentage- point drop from 2008 to 2012 followed by a slight increase (Chart 1). The decline was particularly pronounced among youth aged 15 to 19, whose participation rate fell 6.2 percentage points to 49.8% in 2014.", "visits": 670, "categories": [8, 20]}}, {"model": "links.link", "pk": 2023, "fields": {"created_time": "2015-11-13T23:35:33.782Z", "updated_time": "2015-11-13T23:35:33.782Z", "title": "‘Failure’ of graduate education is no joke", "url": "https://ucarecdn.com/ad56f308-9cf8-442b-9398-198e0d068e3b/", "file": "https://ucarecdn.com/ad56f308-9cf8-442b-9398-198e0d068e3b/", "description": "Recently University Affairs published an interview with Kevin Haggerty and Aaron Doyle, two Canadian professors who have written a book of advice for graduate students. The book’s gimmick, if you want to call it that, is that it’s presented as a guide to failing—an anti-guide, perhaps?\r\n—as evidenced by the title, 57 Ways to Screw up in Grad School: Perverse Professional Lessons for Graduate Students. According to Haggerty and Doyle, “students often make a series of predictable missteps that they could easily avoid if they only knew the informal rules and expectations of graduate school.” If only! And this book, we’re told, is designed to help solve that problem.\r\n", "visits": 660, "categories": [20, 5]}}, {"model": "links.link", "pk": 2024, "fields": {"created_time": "2015-11-22T21:57:38.731Z", "updated_time": "2015-11-22T21:57:38.731Z", "title": "Youth Are Not Apathetic", "url": "https://ucarecdn.com/1bb48079-7683-458c-9b53-e2eedf1be888/", "file": "https://ucarecdn.com/1bb48079-7683-458c-9b53-e2eedf1be888/", "description": "Over the last 30 years, Canadians have watched with concern as voting rates among younger people have declined, with the result that in the 2011 federal election, the majority of young people opted not to cast a vote. The low voting rate among younger Canadians is often viewed as evidence that young people today are more apathetic or lazy than any other generation before. Samara's latest research “Message Not Delivered” debunks these myths. Check out this infographic of the main findings.", "visits": 589, "categories": [5]}}, {"model": "links.link", "pk": 2025, "fields": {"created_time": "2015-11-22T21:59:40.889Z", "updated_time": "2015-11-22T21:59:40.889Z", "title": "York University Partners with Government of Ontario: Project Aims to Enhance Data-Informed Decision Making", "url": "https://ucarecdn.com/6803f61f-5341-4c64-946d-944efe53f426/", "file": "https://ucarecdn.com/6803f61f-5341-4c64-946d-944efe53f426/", "description": "York University is partnering with the Government of Ontario to conduct leading-edge research with the potential to transform educational programming and inform targeted approaches to addressing the needs of students. This research will take the form of a feasibility study into collecting additional province-wide data to further inform understanding of student populations and school communities, as well as address the principles outlined in the Ontario Ministry of Education’s Achieving Excellence: A Renewed Vision for Education in Ontario.\r\n\r\n", "visits": 700, "categories": [5]}}, {"model": "links.link", "pk": 2026, "fields": {"created_time": "2015-11-22T22:01:52.791Z", "updated_time": "2015-11-22T22:01:52.791Z", "title": "Writing Assignments and Instruction at Ontario’s Publicly Funded Universities: A View from Three Disciplines", "url": "https://ucarecdn.com/a956d6f6-23be-4fc7-af8c-571053054366/", "file": "https://ucarecdn.com/a956d6f6-23be-4fc7-af8c-571053054366/", "description": "The ability of postsecondary students to write and communicate proficiently is an expectation identified by many, including not only organizations such as the OECD but also other public and employer groups. There is concern, however, that students and thus employees often fail to meet expectations in these areas. To address this concern, it is necessary to understand more about the writing skills that students learn during their postsecondary education. This research project was designed to examine whether and how students are taught to write at university.", "visits": 571, "categories": [6, 7]}}, {"model": "links.link", "pk": 2027, "fields": {"created_time": "2015-11-22T22:09:05.890Z", "updated_time": "2015-11-22T22:09:05.890Z", "title": "THE COLLEGE AND COMMUNITY INNOVATION PROGRAM PARTNERSHIPS FOR INDUSTRY INNOVATION", "url": "https://ucarecdn.com/478e1ae9-00e5-40af-8938-b785c69c23ce/", "file": "https://ucarecdn.com/478e1ae9-00e5-40af-8938-b785c69c23ce/", "description": "Colleges and institutes play a lead role in strengthening regional capacity to innovate and work with industry partners to enhance competitiveness in the sectors and communities they serve. They conduct leading-edge applied research projects with industry partners to provide market ready solutions.\r\nWhether it’s the creation of a rapid oil containment cling pad to clean up small scale oil or fuel spills, the development of intelligent textiles to meet consumer specific needs, or building award winning cutting edge web technology, colleges and institutes help small- and medium-sized businesses (SMEs) innovate and grow by focusing on improvements in technologies, processes, products and services.\r\nThe Government of Canada’s Tri-Council College and Community Innovation (CCI) Program administered by the Natural Sciences and Engineering Research Council in collaboration with the Social Sciences and Humanities Research Council and the Canadian Institutes of Health Research is making a real difference in growing the capacity of colleges and institutes to engage in industry-driven applied research and providing SMEs with the expertise required to be more innovative and productive.\r\n", "visits": 630, "categories": [8]}}, {"model": "links.link", "pk": 2028, "fields": {"created_time": "2015-11-22T22:13:03.832Z", "updated_time": "2015-11-22T22:13:03.832Z", "title": "National training packages: a new curriculum framework for vocational education and training in Australia", "url": "https://ucarecdn.com/2e199d91-51a7-4ffa-9e36-6278269def58/", "file": "https://ucarecdn.com/2e199d91-51a7-4ffa-9e36-6278269def58/", "description": "National training packages have become the mandated framework for course delivery in Australia’s vocational education and training sector. Each training package contains: qualifications that can be issued, industry-derive d competencies , and assessment guidelines but do not contain an endorsed curriculum component or learning outcomes. All public and private vocational education and training providers must use training packages, or industryendorsed competencies in cases where they do not exist, if they are to receive public funding for their programs. This article describes the operation of Australia’s national training packages and considers some of their strengths and weaknesses, many of which may be shared by similar\r\nsystems elsewhere. Argues that training packages may result in poorer student learning outcomes, and that they may threaten the end of effective credit transfer between the vocational education and training and higher education sectors. Suggests that national training packages are not a good model for other countries and that Australia’s current vocational education and training policy needs to be reviewed.\r\n", "visits": 591, "categories": [7]}}, {"model": "links.link", "pk": 2029, "fields": {"created_time": "2015-11-22T22:16:05.428Z", "updated_time": "2015-11-22T22:16:05.428Z", "title": "Solving Ontario's post-secondry puzzle", "url": "https://ucarecdn.com/fd36cc36-73af-470c-9f8d-bf8e9450625c/", "file": "https://ucarecdn.com/fd36cc36-73af-470c-9f8d-bf8e9450625c/", "description": "It’s been a decade since Bob Rae issued his “Leader in Learning” report on higher education in Ontario. His diagnosis of the post-secondary landscape in 2005 was blunt, even discouraging.\r\n\r\n“We have a large, mature system without a sufficiently clear sense of purpose and without enough money to do the job,” he wrote. He went on to observe that the system’s efforts were diffuse, even inefficient in the way it used funding.\r\n", "visits": 622, "categories": [5]}}, {"model": "links.link", "pk": 2030, "fields": {"created_time": "2015-11-22T23:47:25.844Z", "updated_time": "2015-11-22T23:47:25.844Z", "title": "Social Capital in Theory and Practice (Wheelahan)", "url": "https://ucarecdn.com/5a95ad19-2f5b-4eb2-955c-e09990af3142/", "file": "https://ucarecdn.com/5a95ad19-2f5b-4eb2-955c-e09990af3142/", "description": "This report explores the use of social capital theory in understanding educational advantage/disadvantage from a public policy development perspective. We undertake a detailed review and critique of the key ‘strands’ of social capital theory, contextualising these in an analysis of applied social capital theory in a public policy and a development environment. Finally, we use our modified understanding of the theory to explore the social capital of business and IT students in higher education and vocational education and technology (VET) in Victoria. ", "visits": 655, "categories": [8]}}, {"model": "links.link", "pk": 2031, "fields": {"created_time": "2015-11-22T23:49:03.960Z", "updated_time": "2015-11-22T23:49:03.960Z", "title": "Completing College: A National View of Student Attainment Rates Fall 2009 Cohort", "url": "https://ucarecdn.com/a4f7d018-587f-453d-aae4-5e21c28d102e/", "file": "https://ucarecdn.com/a4f7d018-587f-453d-aae4-5e21c28d102e/", "description": "This Signature Report focuses on the six-year outcomes for students who began postsecondary education in fall 2009. These students were part of the surge of increased enrollments that accompanied the Great Recession, arriving on campus at a time when institutions were already dealing with reduced public budget support (Barr & Turner, 2013; Mangan, 2009). One result was that institutions were forced to increase tuition just as students and their families found themselves with diminished financial resources, leading to questions about growing levels of student debt and whether this might affect rates of degree completion (Long, 2013). ", "visits": 606, "categories": [3]}}, {"model": "links.link", "pk": 2032, "fields": {"created_time": "2015-11-22T23:50:33.397Z", "updated_time": "2015-11-22T23:50:33.397Z", "title": "The Recruitment of Under-represented Groups to Ontario Colleges: A Survey of Current Practices ", "url": "https://ucarecdn.com/31feda56-eb11-4d93-a5ce-25a3ad5e7564/", "file": "https://ucarecdn.com/31feda56-eb11-4d93-a5ce-25a3ad5e7564/", "description": "Since their creation in 1965, Ontario’s colleges have played a pivotal role in providing PSE opportunities to all residents (Rae, 2005). Often located in smaller and more geographically dispersed communities than Ontario’s universities, colleges were intended to be more responsive to and reflective of these communities (Canadian Council on Learning, 2010) and to work closely with business and labour sectors to ensure programming that produced employment-ready graduates (Rae, 2005). ", "visits": 638, "categories": [3]}}, {"model": "links.link", "pk": 2033, "fields": {"created_time": "2015-11-22T23:52:49.905Z", "updated_time": "2015-11-22T23:52:49.905Z", "title": "Queen’s dispute highlights issues of academic freedom, harassment", "url": "https://ucarecdn.com/732d937d-deb5-48e9-911b-14112fe2de6c/", "file": "https://ucarecdn.com/732d937d-deb5-48e9-911b-14112fe2de6c/", "description": "An independent arbitrator will soon hear a case at Queen’s University that raises serious questions about protection of faculty who allege colleagues’ academic misconduct.\r\nThe university’s office of the provost has found Professor Morteza Shirkhanzadeh guilty of workplace harassment in a dispute that dates back a decade. As a result, he is banned from entering three university buildings and communicating with certain administrators, professors and the board of trustees.", "visits": 607, "categories": [5]}}, {"model": "links.link", "pk": 2034, "fields": {"created_time": "2015-11-22T23:54:53.222Z", "updated_time": "2015-11-22T23:54:53.222Z", "title": "Public Policy on Public Policy Schools ", "url": "https://ucarecdn.com/285dbaad-244c-415d-9a0f-e6d14a82949f/", "file": "https://ucarecdn.com/285dbaad-244c-415d-9a0f-e6d14a82949f/", "description": "In recent years, the Higher Education Quality Council of Ontario (HEQCO) has launched several studies that analyze and conceptualize the differentiation of the Ontario postsecondary education system (Weingarten & Deller, 2010; Hicks, Weingarten, Jonker & Liu, 2013; Weingarten, Hicks, Jonker & Liu, 2013). Similarly, in the summer of 2012, the Ontario Ministry of Training, Colleges and Universities (MTCU) initiated several projects to identify ways to drive innovation and improve the productivity of the postsecondary sector. ", "visits": 646, "categories": [19, 5]}}, {"model": "links.link", "pk": 2035, "fields": {"created_time": "2015-11-22T23:56:54.422Z", "updated_time": "2015-11-22T23:56:54.422Z", "title": "Perspectives - Leadership for Transformational Change November 2015", "url": "https://ucarecdn.com/714e5f4a-07aa-4c09-a32d-6174dceb7a06/", "file": "https://ucarecdn.com/714e5f4a-07aa-4c09-a32d-6174dceb7a06/", "description": "America’s community colleges have adaptation and change in our DNA. As the youngest upstarts of the higher education family, we cling to our self-concept as agile responders to the learning needs of our students and communities. Particularly at the student level, our colleges have extraordinary track records as agents of change. The learning we make possible expands our students’ social and economic prospects. It transforms them psychologically, behaviorally, and even physically, modifying the basic anatomy of their brains. The deep changes and growth that students undergo during their time with us are the double helix of our community college genetic code and our inspiration for this work.\r\n", "visits": 800, "categories": [19, 5]}}, {"model": "links.link", "pk": 2036, "fields": {"created_time": "2015-11-23T00:01:07.694Z", "updated_time": "2015-11-23T00:01:07.694Z", "title": "Pathways of Adult Learning - Professional and Education Narratives", "url": "https://ucarecdn.com/01728ac5-8a39-4239-9d66-f295c76f2781/", "file": "https://ucarecdn.com/01728ac5-8a39-4239-9d66-f295c76f2781/", "description": "You have picked up this book for a reason! Perhaps this is required reading for a course you are taking or teaching in a post-secondary or continuing education context. Or you may be an instructor, learner, or leader (formal or informal) in another work and learning context— someone who facilitates the learning of adults—and you seek a deeper understanding as to how adults learn.\r\nYou may be a nurse, social worker, teacher, instructor at a community or vocational college, community worker, human resource consultant, training and development specialist, sports coach, career counsellor, or art teacher at a community recreation centre. Regardless of how we identify and where we are located, we assume, unless we are working in complete isolation, that our work and learning involves being with other adults and engaging in ongoing, formal professional development \r\nor informal learning activities. If any of these roles or contexts resonates with you, what you are interested in, or what you hope to do in the future, we invite you to partic- ipate in a conversation—a dialogue—as we reflect, make meaning of, and navigate our individual and collective pathways as lifelong adult learners.\r\n", "visits": 564, "categories": [18]}}, {"model": "links.link", "pk": 2037, "fields": {"created_time": "2015-11-23T03:16:53.328Z", "updated_time": "2015-11-23T03:16:53.328Z", "title": "Missing links: the fragmented relationship between tertiary education and job (Wheelahan)", "url": "https://ucarecdn.com/79282724-5b5e-4615-bf45-e24a7fed090a/", "file": "https://ucarecdn.com/79282724-5b5e-4615-bf45-e24a7fed090a/", "description": "This report is part of a wider three-year program of research, ‘Vocations: the link between post-compulsory education and the labour market’, which is investigating the educational and occupational paths that people take and how their study relates to their work. It is specifically interested in exploring the transitions that students make in undertaking a second qualification (that is, whether they change field of education and/or move between the VET and higher education sectors). It also looks at the reasons why they decide to undertake another qualification. \r\nThe authors use a combination of data from the 2009 Australian Bureau of Statistics Survey of Education and Training and interviews with students and graduates, as well as managers, careers advisors, learning advisors, teachers and academics, to examine these transitions. The finance, primary, health and electrical trades/engineering industries are used as case studies. ", "visits": 599, "categories": [20]}}, {"model": "links.link", "pk": 2038, "fields": {"created_time": "2015-11-23T03:23:21.486Z", "updated_time": "2015-11-23T03:23:21.486Z", "title": "Higher education in TAFE (Wheelahan)", "url": "https://ucarecdn.com/7d3992a4-fb06-412f-b3e2-b0b14fe8558c/", "file": "https://ucarecdn.com/7d3992a4-fb06-412f-b3e2-b0b14fe8558c/", "description": "As at June 2009, ten technical and further education (TAFE) institutes in Australia are able to offer degree qualifications. The presence of such ‘mixed sector’ institutions is relatively recent in Australia, the consequence being that we do not yet know a great deal about this type of higher education or about how it may be reshaping boundaries in the tertiary education sector. This project sought to capture different perspectives about the nature of this provision. \r\n\r\nThis report is the culmination of desktop research and interviews with staff from state offices of higher education, senior managers at dual-sector universities, TAFE institutes that offer higher education and some that do not, and teachers and students across six states. It also considers several implications arising from the Bradley Review of Australian Higher Education (2008).", "visits": 599, "categories": [5]}}, {"model": "links.link", "pk": 2039, "fields": {"created_time": "2015-11-23T03:27:06.098Z", "updated_time": "2015-11-23T03:27:06.098Z", "title": "The problem with CBT (& why constructivism makes things worse) - Wheelahan", "url": "https://ucarecdn.com/154c9758-97e1-4dbc-b116-f77a1a7dfd72/", "file": "https://ucarecdn.com/154c9758-97e1-4dbc-b116-f77a1a7dfd72/", "description": "The aim of this paper is to develop and extend a social realist critique of competency based training (CBT). Its key argument is that knowledge must be placed at the centre of curriculum, and that because CBT does not do this, it excludes working class students from access to powerful knowledge. Developing this argument reveals that constructivist critiques of CBT not only miss the point, they are part of the problem. The paper argues that this is because the relationship between constructivism and instrumentalism structured the development of CBT in the vocational education and training (VET) sector in Australia, even though they are distinct theoretical approaches to curriculum. Constructivist discourses were appropriated and reworked through the prism of instrumentalism, thereby contributing to the justification and legitimation of CBT, but also to its continuing theorisation and development. The basis for the appropriation of constructivism by CBT is that both emphasise the contextual, situated and problem-oriented nature of knowledge creation and learning and in so doing, sacrifice the complexity and depth of theoretical knowledge in curriculum in favour of ‘authentic’ learning in the workplace. Consequently, in developing its critique of CBT and the instrumentalist learning theories that underpin it, constructivism misses the main point, which is that theoretical knowledge must be placed at the centre of curriculum in all sectors of education, and that access to knowledge is the raison d’être of education (Young 2008). ", "visits": 608, "categories": [6, 7]}}, {"model": "links.link", "pk": 2040, "fields": {"created_time": "2015-11-23T03:28:55.931Z", "updated_time": "2015-11-23T03:28:55.932Z", "title": "How competency-based training locks the working class out of powerful knowledge: a modified Bernsteinian analysis (Wheelahan)", "url": "https://ucarecdn.com/785d86be-a601-4325-a3a7-3f4ed83538ef/", "file": "https://ucarecdn.com/785d86be-a601-4325-a3a7-3f4ed83538ef/", "description": "This paper argues that competency-based training in vocational education and training in Australia is one mechanism through which the working class is denied access to powerful knowledge represented by the academic disciplines. The paper presents a modified Bernsteinian analysis to argue that VET students need access to disciplinary knowledge using Bernstein’s argument that abstract, conceptual knowledge is the means societies use to think ‘the unthinkable’ and ‘the not-yet-thought’. I supplement Bernstein’s social argument for democratic access to the disciplines, with an epistemic argument that draws on the philosophy of critical realism. \r\nKeywords: competency-based training; academic disciplines; sacred and profane knowledge; vertical and horizontal discourse. ", "visits": 707, "categories": [6, 7]}}, {"model": "links.link", "pk": 2041, "fields": {"created_time": "2015-11-23T03:31:01.543Z", "updated_time": "2015-11-23T03:31:01.543Z", "title": "The Effects of Developmental Communication Instruction on Language Skills and Persistence at Four Ontario Colleges ", "url": "https://ucarecdn.com/f3ce902c-afe3-444e-a949-614659fa073b/", "file": "https://ucarecdn.com/f3ce902c-afe3-444e-a949-614659fa073b/", "description": "Executive Summary \r\nWith a mandate to prepare students for the labour market, ‘communication’ figures prominently among the essential employability skills that Ontario’s colleges are expected to develop in students prior to graduation. As a result, many colleges have instituted measures to help shore up the skills of students who are admitted to college yet who do not possess the expected ‘college-level English’ proficiency. Several have addressed this challenge by admitting these students into developmental communication classes, which are designed to build their skills to the expected college level. \r\nThis study assesses the effects of developmental communication courses on students’ communication skills and persistence at four Ontario colleges. To do so, it measures student performance on a standardized communication test (Accuplacer’s WritePlacer) both before beginning (incoming) and after completing (outgoing) the developmental communication course. It also investigates persistence through the first academic year for students who took the course. ", "visits": 621, "categories": [6, 7]}}, {"model": "links.link", "pk": 2042, "fields": {"created_time": "2015-11-23T03:34:33.974Z", "updated_time": "2015-11-23T03:34:33.974Z", "title": "Labour Market Assessment 2014", "url": "https://ucarecdn.com/17ec0762-eb1a-4b57-80ef-c100b55aeff5/", "file": "https://ucarecdn.com/17ec0762-eb1a-4b57-80ef-c100b55aeff5/", "description": "This report provides parliamentarians with an assessment of the current state of the Canadian labour market by examining labour market indicators relative to trend, trends in wages and compensation, and the evidence of labour shortages and \r\nskills mismatches.\r\n\r\nOverall, the Parliamentary Budget Officer (PBO) finds that most labour market indicators remain below trend, although continue to recover from the 2008-09 recession. The weakness in the labour market is also reflected in the modest growth in wages and compensation over the recovery. In an attempt to explain the continued weakness in the labour market, PBO examined indicators of labour shortages and skills mismatches but found little evidence in support of a national labour shortage or skills mismatch in Canada.\r\n", "visits": 620, "categories": [20]}}, {"model": "links.link", "pk": 2043, "fields": {"created_time": "2015-11-23T03:35:54.717Z", "updated_time": "2015-11-23T03:35:54.717Z", "title": "Labour Market Assessment 2015", "url": "https://ucarecdn.com/f66cdc85-9ffc-4bcb-a0c8-fb6c2d54db8a/", "file": "https://ucarecdn.com/f66cdc85-9ffc-4bcb-a0c8-fb6c2d54db8a/", "description": "This report provides parliamentarians with an assessment of the state of the Canadian labour market by examining indicators relative to their trend estimates, that is, the level that is estimated to occur if temporary shocks are removed. \r\nTo provide additional information on labour utilization that may not be captured by typical indicators for younger workers, PBO also examines how the educational credentials of younger university graduates match their occupational requirements. ", "visits": 625, "categories": [20]}}, {"model": "links.link", "pk": 2044, "fields": {"created_time": "2015-11-23T03:40:54.247Z", "updated_time": "2015-11-23T03:40:54.247Z", "title": "Canadian Postsecondary Performance: IMPACT 2015", "url": "https://ucarecdn.com/d9a89ea1-f35f-4846-bbc6-c605f55d22f2/", "file": "https://ucarecdn.com/d9a89ea1-f35f-4846-bbc6-c605f55d22f2/", "description": "Canadians invest considerable energy, resources, and personal and societal aspiration postsecondary education. It is good public policy to assess how we are doing and outcomes we are achieving with that investment. One of HEQCO’s core mandates evaluate the postsecondary sector and to report the results of that assessment. To this end, in this report, we have assembled data that assess the performance of Canada’s 10 provincial public postsecondary education systems.\r\n\r\n\r\n", "visits": 771, "categories": [5]}}, {"model": "links.link", "pk": 2045, "fields": {"created_time": "2015-11-23T03:49:41.339Z", "updated_time": "2015-11-23T03:49:41.339Z", "title": "Adult Learners in Ontario Postsecondary Institutions", "url": "https://ucarecdn.com/469635cf-2be8-4b44-8f55-a6f368d86b62/", "file": "https://ucarecdn.com/469635cf-2be8-4b44-8f55-a6f368d86b62/", "description": "An important goal of Ontario’s postsecondary education system is to provide the appropriate level of educational attainment to meet the current and future human capital needs of the province (HEQCO, 2009: 19). This purpose reflects the recognition that education and training contribute to the human capital of individuals and make them more productive workers and better informed citizens. Attainment of further education not only provides for individual returns such as higher earnings and lower levels of unemployment , improved health and longevity, and greater satisfaction with life, but it is also strongly linked to social returns such as safer communities, healthy citizens, greater civic participation, stronger social cohesion and improved equity and social justice (Riddell, 2006). In order for the province to maintain and enhance its economic standing in the changing global economy, and to provide its citizens with the social benefits that higher education affords, it must ensure that the human capital needs of its society are met. ", "visits": 608, "categories": [5]}}, {"model": "links.link", "pk": 2046, "fields": {"created_time": "2015-11-23T03:51:39.406Z", "updated_time": "2015-11-23T03:51:39.406Z", "title": "Design Questions: Funding Models for Ontario", "url": "https://ucarecdn.com/becd688b-7b0b-4177-a334-0d347af34fcc/", "file": "https://ucarecdn.com/becd688b-7b0b-4177-a334-0d347af34fcc/", "description": "Ontario is reviewing its university funding model, an enrolment-based formula through which the Ministry of Training, Colleges and Universities distributes a $3.5B annual provincial operating grant to the province’s 20 publicly assisted universities. \r\nWe examined the existing model in our June 2015 paper The Ontario University Funding Model in Context. We observed that the model is a relatively small (27 %) component of total university system revenues. We concluded that this small slice of funding must be managed in a focussed and strategic way if it is to be effective in shaping behaviour towards desired provincial objectives (HEQCO, 2015).", "visits": 564, "categories": [8]}}, {"model": "links.link", "pk": 2047, "fields": {"created_time": "2015-11-23T03:55:24.365Z", "updated_time": "2015-11-23T03:55:24.365Z", "title": "Essential Skills for Immigrants, Pre-Arrival Pilot Project Program Guide ", "url": "https://ucarecdn.com/37b861c2-9d6c-4bf3-8e4f-721be549ed5f/", "file": "https://ucarecdn.com/37b861c2-9d6c-4bf3-8e4f-721be549ed5f/", "description": "The goal of the ESI (Essential Skills for Immigrants), Pre-Arrival Pilot Project is to develop and test a model for assessing and developing the essential skills (ES) of trained professionals before they arrive in Canada. ", "visits": 624, "categories": [14]}}, {"model": "links.link", "pk": 2048, "fields": {"created_time": "2015-11-23T03:57:09.113Z", "updated_time": "2015-11-23T03:57:09.113Z", "title": "Success is Essential – Essential Skills for College Students", "url": "https://ucarecdn.com/e4f18d88-fac9-4859-91fa-eab909146ba6/", "file": "https://ucarecdn.com/e4f18d88-fac9-4859-91fa-eab909146ba6/", "description": "According to Statistics Canada, 25% of Canadian college students drop out of post-secondary training. Many instructors comment that college students are increasingly hard-pressed to keep up with assignments and readings. Would improving student performance through Essential Skills (ES) training enable students to become more effective, and therefore less likely to drop out? In January 2012, Douglas College recruited students into the National Framework for Essential Skills Research Project. In total, 143 students were tested using the Test of Workplace Essential Skills (TOWES) and Canadian Literacy Evaluation (CLE). Of these, almost two-thirds tested below the minimum Level 3 recommended for success in work, learning, and life. Since only those that scored a Level 2 in Document Use were eligible to participate in the project, 66 students were invited to take part in weekly study sessions. Of these, 37 students chose to participate. Following 10 weeks of study sessions, students were tested again. The results indicate that almost all the students moved positively within Level 2 and 75% moved from Level 2 to Level 3 or Level 2(3).", "visits": 622, "categories": [6, 7]}}, {"model": "links.link", "pk": 2049, "fields": {"created_time": "2015-11-23T03:59:15.762Z", "updated_time": "2015-11-23T03:59:15.762Z", "title": "Critical Art of Listening", "url": "https://ucarecdn.com/90c53977-c5a4-4d94-bdd4-0ec0a765a752/", "file": "https://ucarecdn.com/90c53977-c5a4-4d94-bdd4-0ec0a765a752/", "description": "Listening: An Introduction \r\nThere seems to be a growing realization of the importance of solid listening and communication skills. After all, lack of attention and respectful listening can be costly ‐ leading to mistakes, poor service, misaligned goals, wasted time and lack of teamwork. ", "visits": 621, "categories": [6, 7]}}, {"model": "links.link", "pk": 2050, "fields": {"created_time": "2015-11-23T04:01:09.513Z", "updated_time": "2015-11-23T04:01:09.513Z", "title": "Filling the Gaps: Essential Skills and Internationally Educated Professionals", "url": "https://ucarecdn.com/0f77e859-3d7d-4469-a4b6-6cd5b875aebf/", "file": "https://ucarecdn.com/0f77e859-3d7d-4469-a4b6-6cd5b875aebf/", "description": "Can Test of Workplace Essential Skills (TOWES) assessments and Essential Skills (ES) training interventions be used to help internationally educated professionals to be more effective at work? Through three worker groups, Bow Valley College (BVC) sought to test, train and re-test IEPs to determine if Essential Skills training could increase workplace success. The worker groups included: WorleyParsons with Targeted training for a specific workplace; Corporate Readiness Training Program (CRTP) which was, in-class training followed by a work experience; Success in the Workplace (SWP) /City of Calgary blended delivery Continuing Education training. In all three worker groups, 142 learners were tested. Of that group 48 tested in at Level 2 in Document Use and completed the training and both TOWES assessments. Results indicated that all workers moved positively within Level 2 and some workers moved from Level 2 to Level 3 and Level 4. ", "visits": 634, "categories": [14]}}, {"model": "links.link", "pk": 2051, "fields": {"created_time": "2015-11-23T04:05:03.953Z", "updated_time": "2015-11-23T04:05:03.953Z", "title": "Study: Regional differences in the educational outcomes of young immigrants", "url": "https://ucarecdn.com/b58f7671-4a99-4c4a-95ec-80b77e160a5b/", "file": "https://ucarecdn.com/b58f7671-4a99-4c4a-95ec-80b77e160a5b/", "description": "The reading and math skills of 15-year-old immigrant students, as measured by the Programme for International Student Assessment (PISA) between 2000 and 2012, vary across regions of Canada.\r\n\r\nRegional variations were also observed in the high school and university completion rates of youth who immigrated in Canada before the age of 15, as measured in 2011. \r\n", "visits": 593, "categories": [14]}}, {"model": "links.link", "pk": 2052, "fields": {"created_time": "2015-11-23T04:06:53.665Z", "updated_time": "2015-11-23T04:06:53.665Z", "title": "Discovering the Benefits of a First-Year Experience Program for At-Risk Students Quantitative Follow-up Analysis ", "url": "https://ucarecdn.com/944b3334-f038-43aa-81ed-441eae972fda/", "file": "https://ucarecdn.com/944b3334-f038-43aa-81ed-441eae972fda/", "description": "In 2008-09, Lakehead University undertook a study to examine the effectiveness of its Gateway program, an academic intervention program offered to a select population of incoming students. The Gateway program at Lakehead is designed for students who exhibit academic potential but who do not meet the traditional entrance requirements of the university at the time of application. The program not only provides access to a university education but also provides support for success. The intentional and holistic programming provided to students admitted through the Gateway program includes special academic support programming and mandatory academic advising. ", "visits": 611, "categories": [3, 5]}}, {"model": "links.link", "pk": 2053, "fields": {"created_time": "2015-11-23T04:10:07.709Z", "updated_time": "2015-11-23T04:10:07.709Z", "title": "Developing a strategy for lifelong learners in Canadian universities and colleges (and its implications for online learning)", "url": "https://ucarecdn.com/60a0514f-5631-478c-a048-31322a05db61/", "file": "https://ucarecdn.com/60a0514f-5631-478c-a048-31322a05db61/", "description": "This press release from the Council of Ontario Universities shows that students NOT coming direct from high school now constitute 24% of all new admissions, and enrollments from this sector are increasing faster than those from students coming direct from high schools.\r\nThis trend is likely to continue and grow, given the demographics of Canada. Birth rates are low (the City of Vancouver has 60,000 less k­12 students than it did 10 years ago, although some of this is due to families migrating to Surrey and other cities/suburbs, where house prices are more affordable), whereas the demands of the workplace and in particular the growth of knowledge-­based industries is requiring continuous and lifelong learning.\r\n", "visits": 554, "categories": [18]}}, {"model": "links.link", "pk": 2054, "fields": {"created_time": "2015-11-23T04:13:08.120Z", "updated_time": "2015-11-23T04:13:08.120Z", "title": "Can learning outcomes be divorced from processes of learning? Or why training packages make very bad curriculum (Wheelahan)", "url": "https://ucarecdn.com/f068e722-c99c-4564-9ede-43b4635b69f3/", "file": "https://ucarecdn.com/f068e722-c99c-4564-9ede-43b4635b69f3/", "description": "Training packages are based on the divorce of learning outcomes from processes of learning and curriculum. Policy insists that training packages are not curriculum, and that this ‘frees’ teachers to develop creative and innovative ‘delivery strategies’ that meet the needs of ‘clients’. This paper argues that training packages deny students access to the theoretical knowledge that underpins vocational practice, and that they result in unitary and unproblematic conceptions of work because students are not provided with the means to participate in theoretical debates shaping their field of practice. Tying knowledge to specific workplace tasks and roles means that students are only provided with access to contextually specific applications of theoretical knowledge, and not the disciplinary framework in which it is embedded and which gives it meaning. The paper illustrates this argument by comparing the current Diploma of Community Services (Community Development) with a previous\r\nqualification that preceded training packages in the same field.\r\n", "visits": 699, "categories": [6]}}, {"model": "links.link", "pk": 2055, "fields": {"created_time": "2015-11-23T04:14:43.554Z", "updated_time": "2015-11-23T04:14:43.554Z", "title": "PAN-CANADIAN PROTOCOL FOR SUSTAINABILITY", "url": "https://ucarecdn.com/6582a781-549a-4dcb-ab82-4c12fed08278/", "file": "https://ucarecdn.com/6582a781-549a-4dcb-ab82-4c12fed08278/", "description": "The signatory institutions to this protocol agree to maximize their contribution to a sustainable future and are committed to their role as leaders to their internal and external communities. \r\nIn the context of this protocol, sustainability is institutionally defined and may include environmental, economic and social dimensions. ", "visits": 762, "categories": [13]}}, {"model": "links.link", "pk": 2056, "fields": {"created_time": "2015-11-23T04:16:57.281Z", "updated_time": "2015-11-23T04:16:57.281Z", "title": "Federal Election and Budget 2016: PRIORITIES FOR CANADA’S COLLEGES AND INSTITUTES ", "url": "https://ucarecdn.com/1d146473-9f47-4871-b74f-6cd59d19c8d3/", "file": "https://ucarecdn.com/1d146473-9f47-4871-b74f-6cd59d19c8d3/", "description": "\r\nColleges and Institutes Canada’s (CICan) priorities for the Federal Election and Budget 2016 on behalf of publicly-funded\r\ncolleges and institutes are as follows:\r\n\r\nIncrease funding for college and institute applied research\r\nKey to improving productivity and innovation for companies and communities\r\n\r\nInvest in college and institute infrastructure and equipment\r\nStrategic investments to meet the needs of employers and communities\r\n\r\nIncrease access to post-secondary education and upskilling for Aboriginal peoples\r\nEssential to support reconciliation and improve education and employment outcomes\r\n\r\nInvest in improved labour market information, apprenticeship completion and employability of youth\r\nKey to expanding employment opportunities for Canadians\r\n", "visits": 590, "categories": [8]}}, {"model": "links.link", "pk": 2057, "fields": {"created_time": "2015-11-23T04:18:56.114Z", "updated_time": "2015-11-23T04:18:56.114Z", "title": "Ontario Public Service Employees Union V Algonquin College, 2015", "url": "https://ucarecdn.com/34b0807c-950f-4c94-8304-36a3dccf212f/", "file": "https://ucarecdn.com/34b0807c-950f-4c94-8304-36a3dccf212f/", "description": "In this case the Union alleges that the College has violated the collective agreement by failing to staff teaching positions for English courses in its School of Business in Continuing Education, with full time teachers rather part time ones. The Union alleges that this constitutes a violation of Article 2 of the collective agreement between the parties.", "visits": 622, "categories": [20]}}, {"model": "links.link", "pk": 2058, "fields": {"created_time": "2015-11-23T04:21:23.062Z", "updated_time": "2015-11-23T04:21:23.062Z", "title": "Adult Learning Trends in Canada", "url": "https://ucarecdn.com/1033ba96-21c2-4f0d-bc9c-bd5219844e40/", "file": "https://ucarecdn.com/1033ba96-21c2-4f0d-bc9c-bd5219844e40/", "description": "On the basis of national surveys conducted in 1998, 2004 and 2010, about half of Canadian adults were found to participate in further education courses annually. The vast majority of adults were participating in informal learning related to paid employment, housework and general interests. About 20 percent express unmet demand for further education. Older and working class people may have somewhat lower rates of participation in further education courses but not in informal learning. There are also suggestions of a trend toward increasing underutilization of educational qualifications and continuing underuse of computer skills in paid workplaces.", "visits": 741, "categories": [18]}}, {"model": "links.link", "pk": 2059, "fields": {"created_time": "2015-11-23T04:22:52.518Z", "updated_time": "2015-11-23T04:22:52.518Z", "title": "Adult Learning and Education ", "url": "https://ucarecdn.com/16755a15-7c4c-4672-b338-a3f0314f81ec/", "file": "https://ucarecdn.com/16755a15-7c4c-4672-b338-a3f0314f81ec/", "description": "Canada progress report for the UNESCO Global Report on Adult Learning and Education (GRALE) and the end of the United Nations Literacy Decade", "visits": 756, "categories": [18]}}, {"model": "links.link", "pk": 2060, "fields": {"created_time": "2015-11-23T04:25:23.355Z", "updated_time": "2015-11-23T04:25:23.355Z", "title": "Indigenous Education Protocol for Colleges and Institutes", "url": "https://ucarecdn.com/ecb616b0-5d03-44ac-bd90-e71e6be076a8/", "file": "https://ucarecdn.com/ecb616b0-5d03-44ac-bd90-e71e6be076a8/", "description": "The signatory institutions to this protocol recognize and affirm their responsibility and obligation to Indigenous education. \r\nColleges and institutes respect and recognize that Indigenous people include First Nation, Métis and Inuit people, having distinct cultures, languages, histories and contemporary perspectives.\r\n\r\nIndigenous education emanates from the intellectual and cultural traditions of Indigenous peoples in Canada. \r\n\r\nIndigenous education will strengthen colleges’ and institutes’ contribution to improving the lives of learners and communities. ", "visits": 621, "categories": [12]}}, {"model": "links.link", "pk": 2061, "fields": {"created_time": "2015-11-23T21:19:24.730Z", "updated_time": "2015-11-23T21:19:40.668Z", "title": "University of Ottawa accepts 11 sexual violence task force recommendations", "url": "https://ucarecdn.com/defccddf-532b-4126-8f7c-c56ff75f972f/", "file": "https://ucarecdn.com/defccddf-532b-4126-8f7c-c56ff75f972f/", "description": "The University of Ottawa will put in new training programs for administration, students and full-time coaches, launch a bystander intervention program and fund new courses on rape culture after the release today of a task force report into sexual violence.\r\nThe task force on respect and equality’s report, which school president Allan Rock said he received Thursday morning, gives 11 recommendations after nine months of work.", "visits": 578, "categories": [16]}}, {"model": "links.link", "pk": 2062, "fields": {"created_time": "2015-11-23T22:15:56.281Z", "updated_time": "2015-11-23T22:15:56.281Z", "title": "UBC sexual assaults prompt calls for education", "url": "https://ucarecdn.com/287b6af9-5c7e-4d70-bdc1-bff4f4a602fe/", "file": "https://ucarecdn.com/287b6af9-5c7e-4d70-bdc1-bff4f4a602fe/", "description": "A string of recent stranger sexual assaults at Vancouver's University of British Columbia can be an opportunity for the university to educate students and address the larger issue of campus rape culture, say experts and alumni.", "visits": 619, "categories": [16]}}, {"model": "links.link", "pk": 2063, "fields": {"created_time": "2015-11-23T22:17:45.310Z", "updated_time": "2015-11-23T22:17:45.310Z", "title": "Toward a More Inclusive Definition of Faculty Scholarship", "url": "https://ucarecdn.com/5f569a1c-c0a4-4d97-ab17-f7a6f2fa92a7/", "file": "https://ucarecdn.com/5f569a1c-c0a4-4d97-ab17-f7a6f2fa92a7/", "description": "A recent post in Matt Reed’s Confessions of a Community College Dean column raised the question of “how research informs teaching and whether it factors in at the community college level”. ", "visits": 547, "categories": [7]}}, {"model": "links.link", "pk": 2064, "fields": {"created_time": "2015-11-23T22:19:07.228Z", "updated_time": "2015-11-23T22:19:07.228Z", "title": "Sex assault reporting on Canadian campuses worryingly low, say experts", "url": "https://ucarecdn.com/2e5582ca-6ea4-4d1e-bf9b-26caa024bde2/", "file": "https://ucarecdn.com/2e5582ca-6ea4-4d1e-bf9b-26caa024bde2/", "description": "An exclusive CBC News investigation has revealed that more than 700 sexual assaults were reported to Canadian universities and colleges over the past five years. The investigation also discovered that the numbers vary widely from school to school, even when adjusted for population. ", "visits": 589, "categories": [16]}}, {"model": "links.link", "pk": 2065, "fields": {"created_time": "2015-11-23T22:20:54.749Z", "updated_time": "2015-11-23T22:20:54.749Z", "title": "What’s Missing and What Matters For Today’s International Students", "url": "https://ucarecdn.com/0558dc9f-c346-4c27-9874-39e926bd601c/", "file": "https://ucarecdn.com/0558dc9f-c346-4c27-9874-39e926bd601c/", "description": "The United States remains the leading educational destination of globally mobile students; however, actionable information about the experiences that mitigate the key challenges international students face is rare. Almost weekly, new headlines highlight the uneven and unequal experiences of international students. \r\n\r\nThis report confirms many of the disturbing trends reported in major higher education periodicals, including a lack of community, low-quality faculty-student interactions, and uneven global learning. It adds to the nation-al conversation by highlighting “encounters with difference that make a difference” based on an analysis of a representative sample of 36,973 U.S. and international students from 135 U.S. colleges and universities using the Global Perspective Inventory (see Braskamp, Braskamp, & Engberg, 2013). ", "visits": 770, "categories": [14]}}, {"model": "links.link", "pk": 2066, "fields": {"created_time": "2015-11-23T22:22:38.453Z", "updated_time": "2015-11-23T22:22:38.453Z", "title": "Report of the Governance Review Task Force to the Board of Governors ", "url": "https://ucarecdn.com/8986faa5-4b35-40ab-90f1-6c84b3241129/", "file": "https://ucarecdn.com/8986faa5-4b35-40ab-90f1-6c84b3241129/", "description": "This has been a very difficult year for Western. The issue of the President’s compensation and the move for votes of non-confidence at the university’s Senate in the spring deeply affected the community, including the members of the Board of Governors. As is so often the case when organizations face significant challenges, there is an opportunity to review governance policies and procedures and make them better. Over the course of this review, in addition to hearing criticisms and concerns, the Task Force heard a common refrain that we all need to work to make the university stronger. The Board is made up of dedicated individuals who believe in Western and share that interest. The members are committed to working with the Western community to address the concerns that have been raised about how governance is carried out at this institution and to develop practices and processes that will allow the Board and the many stakeholder groups that make up the university, to communicate with and understand each other better. \r\n\r\nThis report is only a first step. It outlines the concerns that were presented to the Task Force by members of the community and by members of the Board, and provides recommendations for moving forward. Some of those recommendations can be implemented relatively quickly; others will take time and effort. However, it is critical to persevere and to keep the conversation going. \r\n\r\nThe Task Force also recognizes that Senate is conducting its own review of governance. The Board looks forward to receiving their report and finding opportunities to work with Senate to improve governance at Western. ", "visits": 616, "categories": [19, 15]}}, {"model": "links.link", "pk": 2067, "fields": {"created_time": "2015-11-23T23:47:26.282Z", "updated_time": "2015-11-23T23:47:26.282Z", "title": "Standards for Professional and Practice-Based Education", "url": "https://ucarecdn.com/db1eee34-9336-4630-b014-a3f698abe61c/", "file": "https://ucarecdn.com/db1eee34-9336-4630-b014-a3f698abe61c/", "description": "The Education For Practice Institute led thedevelopment of the professional and practice-based education (P&PBE) standards for Charles Sturt University undergraduate and graduate entry courses in 2010. This exercise was conducted with\r\n extensive consultation with the CSU community and led to the development of 70 standards based on the four aspects identified as influencing the quality of learning and teaching at course level: learning outcomes, teaching and learning activities, course infrastructure at a local level, and infrastructure at the university level.", "visits": 547, "categories": [7]}}, {"model": "links.link", "pk": 2068, "fields": {"created_time": "2015-11-23T23:49:12.157Z", "updated_time": "2015-11-23T23:49:12.157Z", "title": "Norms for Global Perspective Inventory (GPI)", "url": "https://ucarecdn.com/1b427755-a00e-45c7-bcc2-e6baa35d1ccf/", "file": "https://ucarecdn.com/1b427755-a00e-45c7-bcc2-e6baa35d1ccf/", "description": "This publication, “Norms for Global Perspective Inventory,” is divided into four parts.\r\nPart One: Demographic information for undergraduate students included in our national norms, based on a sample of 19,528 four year college and university undergraduate students who completed the GPI from November 2012 – June 2014, are presented in pages 2 – 3.\r\n\r\nPart Two: Frequency distributions and means of items of the six global perspective taking scales \r\nare listed on pages 4 – 6. The mean or average score of the scales is presented in the top right \r\nhand corner of the table – highlighted in yellow. The frequency distribution and mean of each item \r\nof the three experience scales – Curriculum, Co-curriculum, and Community – are presented on pages \r\n7 and 8.\r\n\r\nPart Three: Means of global perspective taking scales and items for freshmen, sophomores, juniors, and seniors are presented on pages 9 - 14. The mean or average score of the scale of all undergraduates is presented in the top row of the table – highlighted in yellow.\r\n\r\nPart Four: Means of global perspective taking scales and each item in the scale by four different \r\ntypes of institutions (Private or Public; BA/MA or Doctorate) are presented on pages 15 - 20.\r\n", "visits": 565, "categories": [14]}}, {"model": "links.link", "pk": 2069, "fields": {"created_time": "2015-11-23T23:51:48.830Z", "updated_time": "2015-11-23T23:51:48.830Z", "title": "Good Teachers, Scholarly Teachers and Teachers Engaged in Scholarship of Teaching and Learning: A Case Study from iversity, Hamilton, Canada", "url": "https://ucarecdn.com/4a22881c-719d-495c-bc2f-b7dca0a7be6d/", "file": "https://ucarecdn.com/4a22881c-719d-495c-bc2f-b7dca0a7be6d/", "description": "This paper defines and operationalizes definitions of good teaching, scholarly teaching and the scholarship of\r\nteaching and learning in order to measure characteristics of these definitions amongst undergraduate instructors at McMaster University. A total of 2496 instructors, including all part-time instructors, were surveyed in 2007. A total of 339 surveys were returned. Indices of good teaching, scholarly teaching and scholarship of teaching and learning were developed. The data \r\nillustrated a strong correlation between good teaching and scholarly teaching and between scholarly teaching and scholarship of teaching and learning. The perceived value placed upon teaching varied across the different Faculties. New instructors and those engaged in sch larly teaching and scholarship of teaching and learning perceived teaching to be more valued than their\r\npeers.\r\n", "visits": 619, "categories": [7]}}, {"model": "links.link", "pk": 2070, "fields": {"created_time": "2015-11-23T23:53:32.228Z", "updated_time": "2015-11-23T23:53:32.228Z", "title": "Global Perspective Inventory (GPI): Its Purpose, Construction, Potential Uses, and Psychometric Characteristics", "url": "https://ucarecdn.com/dfd1a1b3-f63f-4366-bfb6-51253544e245/", "file": "https://ucarecdn.com/dfd1a1b3-f63f-4366-bfb6-51253544e245/", "description": "\r\nEvery one of us is on a journey, a journey of life. In this journey, we grow, change, and develop along several dimensions ---intellectual, social, civic, physical, moral, spiritual, and religious. And we develop holistically and not departmentally, i.e., we simultaneously develop our mind, sense of self, and relationships with others. In this journey of life, we, and especially \r\nduring the traditional college years of ages 18-24, are actively involved in asking several questions about ourselves, including these three.\r\n• How do I know?\r\n• Who am I?\r\n• How do I relate to others?\r\n", "visits": 718, "categories": [14]}}, {"model": "links.link", "pk": 2071, "fields": {"created_time": "2015-11-23T23:55:36.735Z", "updated_time": "2015-11-23T23:55:36.735Z", "title": "Interactive: Campus sexual assault reports", "url": "https://ucarecdn.com/601835b4-585f-4a18-a4b1-c00ed48c5cc7/", "file": "https://ucarecdn.com/601835b4-585f-4a18-a4b1-c00ed48c5cc7/", "description": "From pro-rape chants at St. Mary's University in Halifax to misogynistic Facebook posts by some dentistry students at Dalhousie University, sexual assault has become a contentious topic on Canadian campuses.\r\n\r\nOver the course of six months, CBC News contacted 87 university and major colleges across Canada to request the number of sexual assaults reported on each campus to the institution between 2009 and 2013.\r\nHere's that data, searchable by school.\r\n", "visits": 613, "categories": [16]}}, {"model": "links.link", "pk": 2072, "fields": {"created_time": "2015-11-23T23:57:04.396Z", "updated_time": "2015-11-23T23:57:04.396Z", "title": "GUIDELINES FOR JUDGING THE EFFECTIVENESS OF ASSESSING STUDENT LEARNING", "url": "https://ucarecdn.com/a975f712-60c1-4bb8-8c70-5978ac9f245c/", "file": "https://ucarecdn.com/a975f712-60c1-4bb8-8c70-5978ac9f245c/", "description": "The following Guidelines are intended for use in planning, implementing, and/or judging the benefits and contributions of campus-based assessment efforts. The Guidelines were developed through conversations with institutional researchers, faculty, practitioners, and assessment scholars that focused on which aspects of the assessment process were most important in optimizing the utility ofassessment efforts on college campuses. Additionally, the authors of the Guidelines reviewed the major publications focused on assessment utilization and drew from their collective experience of over 50 years working in the area of higher education assessment.", "visits": 958, "categories": [6]}}, {"model": "links.link", "pk": 2073, "fields": {"created_time": "2015-11-23T23:58:41.378Z", "updated_time": "2015-11-23T23:58:41.378Z", "title": "Distance Learning and Jihad: The Dark Side of the Force", "url": "https://ucarecdn.com/1cf48b38-e3b5-42cd-b754-fd50eef25092/", "file": "https://ucarecdn.com/1cf48b38-e3b5-42cd-b754-fd50eef25092/", "description": "The ability to reach a variety of audiences in diverse environments has made distance learning a major form of education\r\nand training in the 21st century. Though traditionally encountered in the educational and business communities, distance learning has proven an important resource for a variety of other constituencies. Terrorist groups have exploited the digital domain as a means of recruitment, propaganda and training, and other related activities, including the use of distance learning as a strategic resource and force multiplier. The distance learning strategies and tactics of jihadists are reviewed as we explore the dark side of distance learning.\r\n", "visits": 579, "categories": [9]}}, {"model": "links.link", "pk": 2074, "fields": {"created_time": "2015-11-24T00:00:24.427Z", "updated_time": "2015-11-24T00:00:24.427Z", "title": "Distance Education Readiness Assessments: An Overview and Application", "url": "https://ucarecdn.com/5b4cf983-b416-4a0a-985e-1ee8022982dc/", "file": "https://ucarecdn.com/5b4cf983-b416-4a0a-985e-1ee8022982dc/", "description": "With the rise in online and hybrid courses at the post-secondary level, many institutions are offering various online learning readiness assessments to students who are considering these instructional formats. Following a discussion of the haracteristics often attributed to successful online learners, as well as a review of a sample of the publicly available online readiness surveys, an application of one representative tool is described. Specifically, the Distance Education Aptitude and Readiness Scale was administered in both hybrid and face-to-face sections of beginning post-secondary French across a two-year span. Differences in scores between groups, as well as the relationship between scores and\r\ngrades are examined.\r\n", "visits": 588, "categories": [9]}}, {"model": "links.link", "pk": 2075, "fields": {"created_time": "2015-11-24T00:02:51.635Z", "updated_time": "2015-11-24T00:02:51.635Z", "title": "Cyber-bullying in the Online Classroom: Instructor Perceptions of Aggressive Student Behavior", "url": "https://ucarecdn.com/bde2577e-c07e-41f2-85b6-f216d9386745/", "file": "https://ucarecdn.com/bde2577e-c07e-41f2-85b6-f216d9386745/", "description": "The advent of online learning has created the medium for cyber-bullying in the virtual classroom and also by e-mail. Bullying is usually expected in the workplace and between students in the classroom. Most recently, however, faculty members have \r\nbecome surprising targets of online bullying. For many, there are no established policies nor is training provided on how to react. The current research defines the problem, reviews the findings of a cyber-bullying survey, and explores recommendations for addressing cyber-bullying through policies, training, and professional development.\r\n", "visits": 616, "categories": [16, 6, 7]}}, {"model": "links.link", "pk": 2076, "fields": {"created_time": "2015-11-24T00:04:21.997Z", "updated_time": "2015-11-24T00:04:21.997Z", "title": "Creating a global perspective campus", "url": "https://ucarecdn.com/a520e661-6c08-4a0c-96ce-f3146f6184bb/", "file": "https://ucarecdn.com/a520e661-6c08-4a0c-96ce-f3146f6184bb/", "description": "I have written this Guidebook to assist users interested in creating a campus that will be more global in its mission, programs, and people. My approach is to focus on the views and contributions of the people who are engaged in higher education. Thus it has a “person” emphasis rather than a structural or policy point of view. I do this since I think that the goals, aspirations, and achievements of those working and studying on campus is the critical factor in creating a campus with a global perspective. (Campus is to be broadly defined to include both “in-place” multiple sites and virtual.)", "visits": 618, "categories": [14]}}, {"model": "links.link", "pk": 2077, "fields": {"created_time": "2015-11-24T00:07:10.184Z", "updated_time": "2015-11-24T00:07:10.184Z", "title": "To Examine the Situations of Drs. Isla, Van Ingen & Corman, & Messrs. Wood & Fowler at Brock University", "url": "https://ucarecdn.com/450c7800-cb76-4724-82e3-04cb06bbf5f9/", "file": "https://ucarecdn.com/450c7800-cb76-4724-82e3-04cb06bbf5f9/", "description": "Preamble \r\nThis investigation arose as a result of the Brock University Administration’s handling of a series of complaints laid under the University’s Respectful Work and Learning Environment Policy [RWLEP]1 against five members of Brock University (henceforth referred to as the respondents), namely Drs. Ana Isla and Cathy Van Ingen (members of the Brock University Faculty Association), Dr. June Corman (then Associate Dean of Social Studies and hence not a member of the Faculty Association), and teaching assistants Ian Wood and Tim Fowler (members of CUPE Local 4207). The complaints were filed by Brock University Roman Catholic Chaplains, Brs. Raoul Masseur and German McKenzie. ", "visits": 615, "categories": [19, 7]}}, {"model": "links.link", "pk": 2078, "fields": {"created_time": "2015-11-24T00:08:54.082Z", "updated_time": "2015-11-24T00:08:54.082Z", "title": "Canadian universities tackle campus rape culture after Frosh Week", "url": "https://ucarecdn.com/6333b7d7-8cea-4810-b429-c7422eac2247/", "file": "https://ucarecdn.com/6333b7d7-8cea-4810-b429-c7422eac2247/", "description": "The pressure is on Canadian universities for a scandal-free year after a string of high-profile sexual assault cases and orientation week faux pas over the past academic year spotlighted what some say is a pervasive campus rape culture.\r\n\"Things don't change overnight. It's a slow progress,\" said Bianca Tétrault, officially McGill University's new \"liaison officer (harm reduction)\" and informally the person tasked with combating sexual assault on campus. \"But that doesn't mean we should be deterred from it or that we should stop.\"", "visits": 586, "categories": [16]}}, {"model": "links.link", "pk": 2079, "fields": {"created_time": "2015-11-24T00:10:06.846Z", "updated_time": "2015-11-24T00:10:06.846Z", "title": " Interactive: Campus sexual assault reports", "url": "https://ucarecdn.com/014aecfe-1e45-45f7-b4d7-c1b7c6256457/", "file": "https://ucarecdn.com/014aecfe-1e45-45f7-b4d7-c1b7c6256457/", "description": "From pro-rape chants at St. Mary's University in Halifax to misogynistic Facebook posts by some dentistry students at Dalhousie University, sexual assault has become a contentious topic on Canadian campuses. \r\nOver the course of six months, CBC News contacted 87 university and major colleges across Canada to request the number of sexual assaults reported on each campus to the institution between 2009 and 2013.\r\nHere's that data, searchable by school.", "visits": 584, "categories": [16]}}, {"model": "links.link", "pk": 2080, "fields": {"created_time": "2015-11-24T00:12:40.193Z", "updated_time": "2015-11-24T00:12:40.193Z", "title": "Build It But Will They Teach?: Strategies for Increasing Faculty Participation & Retention in Online & Blended Education Dr.", "url": "https://ucarecdn.com/313c2c96-1836-4a15-b542-25cc59a9ece2/", "file": "https://ucarecdn.com/313c2c96-1836-4a15-b542-25cc59a9ece2/", "description": "\r\nThe need for online and blended programs within higher education continues to grow as the student population in the nited States becomes increasingly non-traditional. As administrators strategically offer and expand online and blended programs, faculty recruitment and retention will be key. This case study highlights how a public comprehensive university utilized the results of a 2012 institutional study to design faculty development initiatives, an online course development process, and an online course review process to support faculty participation and retention in online and blended programs. Recommendations based on this case study include replicable strategies on how to increase faculty participation and retention in online and blended programs using collaboration, support, and ongoing assessment. This case study is a compendium to the 2012 Armstrong institutional study highlighted in the article \"Factors Influencing Faculty Participation & Retention In Online & Blended Education.\"\r\n", "visits": 622, "categories": [9]}}, {"model": "links.link", "pk": 2081, "fields": {"created_time": "2015-11-24T00:14:31.572Z", "updated_time": "2015-11-24T00:14:31.572Z", "title": "Best Practices: Implementing an Online Course Development & Delivery Model", "url": "https://ucarecdn.com/5e9a5efb-2e50-4fad-a2ba-092b375c7911/", "file": "https://ucarecdn.com/5e9a5efb-2e50-4fad-a2ba-092b375c7911/", "description": "The rise of online and hybrid courses at the higher education level increases the need for distance \r\nlearning infrastructures to nourish online faculty preparedness and student online learning success. One part of the distance learning infrastructure is incorporating the use of educated and trained instructional designers to assist faculty in developing robust and quality online courses. Developing online courses with an instructional designer is a very laborious process, but the results can outweigh the struggles that facultyexplain what is involved in an established six-step course development model for developing, reviewing, and delivering a quality online course.\r\n", "visits": 630, "categories": [9]}}, {"model": "links.link", "pk": 2082, "fields": {"created_time": "2015-11-24T00:16:46.700Z", "updated_time": "2015-11-24T00:16:46.700Z", "title": "An Online Adult-Learner Focused Program: An Assessment of Effectiveness", "url": "https://ucarecdn.com/a7cba6d0-ef12-4e0c-8975-8b76d3ee437e/", "file": "https://ucarecdn.com/a7cba6d0-ef12-4e0c-8975-8b76d3ee437e/", "description": "The landscape of higher education has significantly changed. Methods of instructional delivery, student profiles and degree offerings have transformed traditional brick and mortar institutions. Distance educational courses and programs, either fully online or hybrid, have been a major contributing factor in this shift. While a high percentage of students take classes online, adult learners particularly benefit from the flexibility and accessibility offered by online education. Yet, adult learners are more likely to be intimidated because of their lack of familiarity with this new learning paradigm. This article examines online and adult learners programming as well as strategies to address their needs, and presents the results of an evaluation that examined the effectiveness of an Online Adult Learner-Focused Program. The program was developed at a small public college in the southeast area of the United States and consisted of 97 respondents. The results of the study found various levels of student satisfaction with online adult the objectives of the program. Implications and recommendations for instructors, program coordinators and administrators are also discussed.\r\n", "visits": 601, "categories": [9]}}, {"model": "links.link", "pk": 2083, "fields": {"created_time": "2015-11-24T00:18:33.930Z", "updated_time": "2015-11-24T00:18:33.931Z", "title": "A Model of Leadership in Integrating Educational Technology in Higher Education", "url": "https://ucarecdn.com/28bb7bcb-9f89-4d73-8d4a-7b8ffce36f67/", "file": "https://ucarecdn.com/28bb7bcb-9f89-4d73-8d4a-7b8ffce36f67/", "description": "The potential impacts and implications of technology on the professional lives of instructors in higher education, and the role of leadership in integrating educational technology, present a variety of complexities and challenges. The purpose of this paper is to identify the reasons why faculty members are not fully embracing technology and what leadership exists in those institutions to help instructors adapt to technology in the teaching and learning process. The authors examine instructor’s perceptions and attitudes related to educational technology as it applies to the learning process and investigated the organization-wide view of leadership in the education institutions. The authors also developed a theoretical model for how leadership can be applied in the use of educational technology in higher education. The model contains five major blocks. In addition to the concerns of higher education faculty, this paper also considers the impact educational technologies have on instruction itself and why many faculty members view the technology as being too difficult to apply to existing technology infrastructure.", "visits": 725, "categories": [4]}}, {"model": "links.link", "pk": 2084, "fields": {"created_time": "2015-11-26T21:17:21.245Z", "updated_time": "2015-11-26T21:17:21.245Z", "title": "The Effects of Long-Term Systematic Educational Development on the Beliefs and Attitudes of University Teachers", "url": "https://ucarecdn.com/1a779630-3f74-4f72-b91d-b4f86a2687a7/", "file": "https://ucarecdn.com/1a779630-3f74-4f72-b91d-b4f86a2687a7/", "description": "Teaching is a critical and extensive part of academic life, yet pedagogical training for academics is still rare (Britnell et al., 2010; Evers et al., 2009). Inadequate pedagogical education for academics has multiple negative effects: for the university, it can necessitate expensive remedial action; for individual academics, it negatively affects job satisfaction and, in rare cases, achievement of tenure; and for students, most importantly, it impedes their learning (Nyquist, Abbott, Wulff & Sprague, 1991). Nevertheless, although formal educational development programs for faculty members and graduate students have multiplied in the last 40 years across the English-speaking world, they are still not the norm in North America. When surveyed, more than half of faculty members report a desire for help with teaching and learning issues from their local teaching and learning centres \r\n(Britnell et al., 2010; Evers et al., 2009). Well-planned, intensive, long-term education and training programs are most beneficial, though even a small amount of training can make a difference by improving student perceptions of teaching quality (Dimitrov et al., 2013; Dalgaard,1982; Bray & Howard, 1980).\r\n", "visits": 576, "categories": [7]}}, {"model": "links.link", "pk": 2085, "fields": {"created_time": "2015-11-26T21:33:28.310Z", "updated_time": "2015-11-26T21:33:28.310Z", "title": "THE FUTURE OF HIGHER EDUCATION A CANADIAN VIEW", "url": "https://ucarecdn.com/912ab149-ee94-420e-9ec7-1ce37f1af7a1/", "file": "https://ucarecdn.com/912ab149-ee94-420e-9ec7-1ce37f1af7a1/", "description": "This is a time of change in higher education in Canada.\r\nDavid Agnew, former Cabinet Secretary for the Government of Ontario, current President of Seneca College, and Chair of Colleges Ontario, drew attention to the changes occurring in Ontario in a speech to the Canadian Club in October 20151. Some of the changes occurring in Ontario and across Canada increase access to, and success in, higher education for many who would otherwise not have been able to go to college or university. Other changes are not so positive, as Agnew also \r\nobserved. Some colleges and universities are struggling to survive while others appear to be thriving. Understanding the current and future dynamics of the higher education system is important, especially for those leading the system or developing the policies which guide it.\r\n", "visits": 666, "categories": [5]}}, {"model": "links.link", "pk": 2086, "fields": {"created_time": "2015-11-26T21:37:14.076Z", "updated_time": "2015-11-26T21:37:14.076Z", "title": "Education at a Glance 2014 OECD INDICATORS", "url": "https://ucarecdn.com/8017eb00-8a94-421d-a70c-210bbf198e2c/", "file": "https://ucarecdn.com/8017eb00-8a94-421d-a70c-210bbf198e2c/", "description": "The world is slowly moving out of the worst economic crisis of our lifetimes. With productivity, innovation, investment and trade not yet at full steam, the recovery still bears risks. It is also becoming clear that economic growth is not enough to foster social progress, particularly if the growth dividend is not shared equitably. Indeed, the social cost of the crisis continues to weigh heavily, with more than 46 million people out of work in OECD countries and relative poverty affecting millions more. In many countries the gap between the richest and the poorest is widening, youth unemployment remains high, and access to social services remains elusive for many. The world is looking for ways to spur economic growth in a more inclusive manner. The OECD contributes to this effort by developing the evidence and tools that policy makers can use to formulate new policies to achieve this goal. \r\nThis edition of Education at a Glance provides ample evidence of the critical role that education and skills play in fostering social progress. In addition to the usual data sources used for generating the OECD Education Indicators, this edition also draws on the rich database on skills provided by the 2012 Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), published in October 2013 (OECD, 2013a). Together with the 2012 data on the learning outcomes of 15-year-olds from the OECD Programme for International Student Assessment (PISA 2012), published in 2013 and 2014 (OECD, 2013b and 2014a), and 2013 data on lower secondary teachers from the OECD Teaching and Learning International Survey (TALIS 2013), published in June 2014 (OECD, 2014b), we now have the richest international evidence base on education and skills ever produced. And with our newly developed, web-based research tool, Education GPS, all this evidence is easily accessible at the click of a mouse.", "visits": 626, "categories": [5]}}, {"model": "links.link", "pk": 2087, "fields": {"created_time": "2015-11-26T21:39:02.410Z", "updated_time": "2015-11-26T21:39:02.410Z", "title": "Underperforming Adults? The Paradox of Skills Development in Canada", "url": "https://ucarecdn.com/afc3d5cd-86ce-41ca-881b-334ca86a1f74/", "file": "https://ucarecdn.com/afc3d5cd-86ce-41ca-881b-334ca86a1f74/", "description": "Canada’s average or, in some cases, below-average performance in the OECD’s latest survey of adult skills (known as the Programme for the International Assessment of Adult Competencies (PIAAC)) sparked some observers to call the quality of Canada’s education systems into question. The reason: the results appeared to contradict the prevailing notion that our education systems are among the best in the world.", "visits": 584, "categories": [18]}}, {"model": "links.link", "pk": 2088, "fields": {"created_time": "2015-11-26T21:41:42.558Z", "updated_time": "2015-11-26T21:41:42.558Z", "title": "CIBC CEO Victor Dodig says colleges and universities need to make more innovative grads", "url": "https://ucarecdn.com/32c8109c-4836-4052-9de9-d68435bcfa75/", "file": "https://ucarecdn.com/32c8109c-4836-4052-9de9-d68435bcfa75/", "description": "Canada's post-secondary institutions are not producing enough graduates with the right skills to drive future economic growth, warns the head of one of the country's largest banks.\r\n\r\nCIBC chief executive Victor Dodig told The Canadian Press in an interview Tuesday that much of the country's eventual economic success will be generated by entrepreneurs who commercialize new ideas and technologies.\r\n", "visits": 667, "categories": [19, 5]}}, {"model": "links.link", "pk": 2089, "fields": {"created_time": "2015-11-26T21:44:14.843Z", "updated_time": "2015-11-26T21:44:14.843Z", "title": "Career ready: Towards a national strategy for the mobilization of Canadian potential", "url": "https://ucarecdn.com/fcbe8e6b-5bc9-4d20-a5fb-e2f666690c90/", "file": "https://ucarecdn.com/fcbe8e6b-5bc9-4d20-a5fb-e2f666690c90/", "description": "This report was commissioned by the Canadian Council of Chief Executives (CCCE) as part of a multi-year effort to improve the quality of education and skills training in Canada while enhancing young people’s ability to succeed in the 21st century job market. Opinions in the paper are those of the author and do not necessarily reflect the views of the CCCE or its members. ", "visits": 700, "categories": [5]}}, {"model": "links.link", "pk": 2090, "fields": {"created_time": "2015-11-26T21:47:58.541Z", "updated_time": "2015-11-26T21:47:58.541Z", "title": "Inside and Outside the Academy Valuing and Peparing PhDs for Careers", "url": "https://ucarecdn.com/426191a8-3e84-41e3-8618-4892a5a9cd81/", "file": "https://ucarecdn.com/426191a8-3e84-41e3-8618-4892a5a9cd81/", "description": "•\tFewer than one in five PhD graduates are employed as full-time university professors. The majority of PhDs are employed outside academia in a wide range of rewarding careers—such as in industry, government, and not-for- profit organizations.\r\n•\tMany PhD graduates face challenging initial transitions to careers outside academia due to underdeveloped professional skills and networks, difficulty articulating the value of the skills gained through PhD studies to non-academic employers, and limited employer awareness or misperceptions about the potential value of PhD hires.\r\n\r\n", "visits": 599, "categories": [5]}}, {"model": "links.link", "pk": 2091, "fields": {"created_time": "2015-11-26T21:51:18.916Z", "updated_time": "2015-11-26T21:51:18.916Z", "title": "Right for the Job OVER-QUALIFIED OR UNDER-SKILLED?", "url": "https://ucarecdn.com/e05170e6-bb4c-450e-a365-a4905fd0b559/", "file": "https://ucarecdn.com/e05170e6-bb4c-450e-a365-a4905fd0b559/", "description": "\r\nEnsuring a good match between skills acquired in education and on the job and those required in the labour market is essential to make the most of investments in human capital and promote strong and inclusive growth. Unfortunately, in the OECD on average, about one in four workers are over-qualified – i.e. they possess higher qualifications than those required by their job – and just over one in five are under- qualified – i.e. they possess lower qualifications than those required by their \r\njob. In addition, some socio- demographic groups are more likely than others to be over-qualified – notably, immigrants and new labour market entrants who take some time to sort themselves into appropriate jobs – or under-qualified – notably,\r\nexperienced workers lacking a formal qualification for the skills acquired on the labour market.\r\n", "visits": 694, "categories": [19, 5]}}, {"model": "links.link", "pk": 2092, "fields": {"created_time": "2015-11-26T21:55:01.362Z", "updated_time": "2015-11-26T21:55:01.362Z", "title": "Over-Qualified or Under- Skilled A REVIEW OF EXISTING LITERATURE", "url": "https://ucarecdn.com/c04db7bd-1400-43e5-bcb5-a90ee532f98c/", "file": "https://ucarecdn.com/c04db7bd-1400-43e5-bcb5-a90ee532f98c/", "description": "\r\nMismatches between workers’ competences and what is required by their job are widespread in OECD countries. Studies that use qualifications as proxies for competences suggest that as many as one in four workers could be over-qualified and as many as one in three could be under-qualified for their job. However, there is significant variation across countries and socio-demographic groups. Our meta-analysis of country studies suggests that over 35% of workers are over-qualified in Sweden compared with just 10% in Finland, with most other OECD countries located between these two extremes. There is also extensive evidence that youth are more likely to be over-qualified than their older counterparts and the same is found to be true for immigrant workers compared with a country’s nationals. On the other hand, no definitive evidence has been found of the persistence of qualification mismatch, with some papers showing that over-qualification is just a temporary phenomenon that most workers overcome through career mobility and others finding infrequent trantisions between over-qualification and good job matches. Across the board, over-qualified workers are found to earn less than their equally-qualified and well-matched counterparts but more than appropriately-qualified workers doing the same job. Under-qualified workers are found to earn \r\nmore than their equally-qualified and well-matched counterparts but less than appropriately-qualified workers doing the same job. Over-qualified workers are also found to be less satisfied about their job and more likely to leave their work than well-matched workers with the same qualifications.\r\n", "visits": 788, "categories": [8]}}, {"model": "links.link", "pk": 2093, "fields": {"created_time": "2015-11-26T21:57:51.471Z", "updated_time": "2015-11-26T21:57:51.471Z", "title": "Money or Kindergarten? Distributive Effects of Cash Versus In-Kind Family Transfers for Young Children", "url": "https://ucarecdn.com/38432cdf-a5fd-469b-80dc-e2735f65bc49/", "file": "https://ucarecdn.com/38432cdf-a5fd-469b-80dc-e2735f65bc49/", "description": "1.\tPublic support to families with pre-school children can be in the form of cash benefits (e.g. child allowances) or of “in-kind” support (e.g. care services such as kindergartens). The mix of these support measures varies greatly across OECD countries, from a cash / in-kind composition of 10%/90% to 80%/20%. This paper imputes the value of services into an “extended” household income and compares the resulting distributive patterns and the redistributive effect of these two strands of family policies. On average, cash and in-kind transfers each constitute 7 – 8% of the incomes of families with young children. Both instruments are redistributive. Cash transfers reduce child poverty by one third, with the estimated impacts in Austria, Ireland, Sweden, Hungary and Finland performing above average. When services are accounted for, child poverty falls by one quarter and poverty among children enrolled in childcare is more than halved. This reduction is highest in Belgium, France, Hungary, Iceland and Sweden.\r\n", "visits": 557, "categories": [8]}}, {"model": "links.link", "pk": 2094, "fields": {"created_time": "2015-11-26T22:00:41.305Z", "updated_time": "2015-11-26T22:00:41.305Z", "title": "A Bird's Eye View of Gender Differences in Education in OECD Countries", "url": "https://ucarecdn.com/13db290a-7eef-4c8e-8362-ba7b6561294a/", "file": "https://ucarecdn.com/13db290a-7eef-4c8e-8362-ba7b6561294a/", "description": "This paper presents an overview of gender differences in education outcomes in OECD countries. A rich set of indicators describes the improvement of educational attainment among women over the past decades, and various dimensions of male under-performance in education. Possible explanatory factors include incentives provided by changing employment opportunities for women, demographic trends, as well as the higher sensitivity of boys to disadvantaged socio-economic backgrounds. Gender differences in field of study and in performance by subject are found to be related to attitudes and self-perceptions towards academic subjects, which are in turn influenced by social norms. A number of policy options to\r\naddress gender gaps are presented in the final section of the paper.\r\n", "visits": 857, "categories": [16, 5]}}, {"model": "links.link", "pk": 2095, "fields": {"created_time": "2015-11-26T22:03:41.754Z", "updated_time": "2015-11-26T22:03:41.754Z", "title": "A New Measure of Skills Mismatch THEORY AND EVIDENC FROM THE SURVEY OF ADULT SKILLS (PIAAC)", "url": "https://ucarecdn.com/b97d9c2a-9f1d-4226-8c1d-46ca079a7e45/", "file": "https://ucarecdn.com/b97d9c2a-9f1d-4226-8c1d-46ca079a7e45/", "description": "This paper proposes a new measure of skills mismatch that combines information about skill proficiency, self-reported mismatch and skill use. The theoretical foundations underling this measure allow identifying minimum and maximum skill requirements for each occupation and to classify workers into three groups, the well-matched, the under-skilled and the over-skilled. The availability of skill use data further permit the computation of the degree of under and over- usage of skills in the economy. The empirical analysis is carried out using the first wave of the OECD Survey of Adult Skills (PIAAC) and the findings are compared across skill domains,labour market status and countries.\r\n", "visits": 905, "categories": [20]}}, {"model": "links.link", "pk": 2096, "fields": {"created_time": "2015-11-26T22:09:12.188Z", "updated_time": "2015-11-26T22:09:12.188Z", "title": "Skills at Work: How Skills and their Use Matter in the Labour Market", "url": "https://ucarecdn.com/b19b756f-9c3f-46e7-8ae7-5aeebc4e24d2/", "file": "https://ucarecdn.com/b19b756f-9c3f-46e7-8ae7-5aeebc4e24d2/", "description": "\r\nHuman capital is key for economic growth. Not only is it linked to aggregate economic performance but also to each individual’s labour market outcomes. However, a skilled population is not enough to achieve high and inclusive growth, as skills need to be put into productive use at work. Thanks to the availability of measures of both the proficiency and the use of numerous types of skills, the Survey of Adult Skills offers a unique opportunity to advance knowledge in this area and this paper presents and discusses evidence on both these dimensions with a particular focus on their implications for labour market policy. This paper explores the role played in the labour market by skill proficiency in the areas of literacy, numeracy and problem solving in technology-rich environments. It also shows how skills use, not only proficiency, affects a number \r\nof key labour market phenomena, such as the gender wage gap. Finally, the paper combines information on skill proficiency, educational attainment, skill use and qualification requirements to construct indicators of qualification and skills mismatch and to explore their causes and consequences.\r\n\r\n", "visits": 607, "categories": [20]}}, {"model": "links.link", "pk": 2097, "fields": {"created_time": "2015-11-26T22:10:53.165Z", "updated_time": "2015-11-26T22:10:53.165Z", "title": "Mental Health and Work ACHIEVING WELL-INTEGRATED POLICIES AND SERVICE DELIVERY", "url": "https://ucarecdn.com/43fe5495-c9fb-4256-a433-73664069cd8e/", "file": "https://ucarecdn.com/43fe5495-c9fb-4256-a433-73664069cd8e/", "description": "Mental ill-health can lead to poor work performance, high sickness absence and reduced labour market participation, resulting in considerable costs for society. Improving labour market participation of people with mental health problems requires well-integrated policies and services across the education, employment, health and social sectors. This paper provides examples of policy initiatives from 10 OECD countries for integrated services. Outcomes and strengths and weaknesses of the policy initiatives are presented, resulting in the following main conclusions for future integrated mental health and work policies and services: ", "visits": 587, "categories": [16]}}, {"model": "links.link", "pk": 2098, "fields": {"created_time": "2015-11-26T22:13:08.259Z", "updated_time": "2015-11-26T22:13:08.259Z", "title": "NEET Youth in the Aftermath of the Crisis CHALLENGES AND POLICIES Stéphane", "url": "https://ucarecdn.com/afcb07d2-8e65-4804-9615-6af62d182449/", "file": "https://ucarecdn.com/afcb07d2-8e65-4804-9615-6af62d182449/", "description": "\r\nThis paper presents an overview of the situation of youth in OECD countries since the onset of the financial crisis focusing primarily on describing the characteristics and living conditions of youth not in employment, education or training (the ‘NEETs’). It also provides data on the availability, coverage and effectiveness of income-support policies for young people, and \r\nsummarises available evidence on the impact of interventions that aim at improving the social, education and employment situation of the most disadvantaged youth. Due to the paper’s explicit focus on the hardest-to-place, most disadvantaged youth, the range of policies covered is broader than in earlier studies on the same topic, including various social benefits and in-kind services targeted at this group. The paper shows that NEET rates have not yet recovered from the crisis. There are large differences in youth unemployment and inactivity across countries, and these differences were further exacerbated by the recession. Reducing NEET rates is a great challenge for governments, as youth who remain jobless for long periods typically come from more disadvantaged backgrounds, have low levels of educational attainment, and are in many cases inactive. There is substantial evidence, however, that even the most disadvantaged youth can benefit from a varietyof targeted interventions, including for instance special education programmes and mentoring.\r\n", "visits": 587, "categories": [8]}}, {"model": "links.link", "pk": 2099, "fields": {"created_time": "2015-11-26T22:15:20.810Z", "updated_time": "2015-11-26T22:15:20.810Z", "title": "The effects of vocational education on adult skills and wages", "url": "https://ucarecdn.com/f5d78053-a63f-4ed9-9f56-7c13f901c02f/", "file": "https://ucarecdn.com/f5d78053-a63f-4ed9-9f56-7c13f901c02f/", "description": "Vocational education and training are highly valued by many. The European Ministers for Vocational Education and Training, the European Social Partners and the European Commission have issued in 2010 the Bruges Communiqué, which describes the global vision for VET in Europe 2020. In this vision, vocational skills and competencies are considered as important as academic skills and competencies. VET is expected to play an important role in achieving two Europe 2020 headline targets set in the education field: a) reduce the rate of early school leavers from education to less than 10 percent; b) increase the share of 30 to 40 years old having completed tertiary or equivalent education to at least 40 percent. However, there is limited hard evidence that VET can improve education and labour market outcomes. The few existing studies yield mixed results partly due to differences in the structure and quality of VET across countries.", "visits": 597, "categories": [5]}}, {"model": "links.link", "pk": 2100, "fields": {"created_time": "2015-11-26T22:17:20.331Z", "updated_time": "2015-11-26T22:17:20.331Z", "title": "Working and learnin : A diversity of patterns", "url": "https://ucarecdn.com/6391f74e-75a1-4dbe-b776-1b4a76ee2a95/", "file": "https://ucarecdn.com/6391f74e-75a1-4dbe-b776-1b4a76ee2a95/", "description": "The combination of work and study has been hailed as crucial to ensure that youth develop the skills required on the labour market so that transitions from school to work are shorter and smoother. This paper fills an important gap in availability of internationally-comparable data. Using the 2012 Survey of Adult Skills (PIAAC), it draws a comprehensive picture of work and study in 23 countries/regions. Crucially, it decomposes the total share of working students by the context in which they work (VET, apprenticeships or private arrangements) and assesses the link between field of study and students’ work. The paper also assesses how the skills of students are used in the workplace compared to other workers and identifies the socio-demographic factors and the labour market institutions that increase the likelihood of work and study. Finally, while it is not possible to examine the relationship between work and study and future labour market outcomes at the individual level, some aggregate correlations are unveiled. ", "visits": 598, "categories": [20]}}, {"model": "links.link", "pk": 2101, "fields": {"created_time": "2015-11-26T22:20:02.911Z", "updated_time": "2015-11-26T22:20:02.911Z", "title": "Paid Parental Leave LESSONS FROM OECD COUNTRIES AND SELECTED U.S. STATES Willem", "url": "https://ucarecdn.com/492303ad-a8db-4c70-9a52-c9022a545649/", "file": "https://ucarecdn.com/492303ad-a8db-4c70-9a52-c9022a545649/", "description": "\r\nThe United States is at a crossroads in its policies towards the family and gender equality. Currently America provides basic support for children, fathers, and mothers in the form of unpaid parental leave, child-related tax breaks, and limited public childcare. Alternatively, the United States’ OECD peers empower families through paid parental leave and comprehensive investments in infants and children.\r\n\r\nThe potential gains from strengthening these policies are enormous. Paid parental leave and subsidised childcare help get and keep more women in the workforce, contribute to economic growth, offer cognitive and health benefits to children, and extend choice for parents in finding their preferred work-life strategy. Indeed, the United States has been falling behind the rest of the \r\nOECD in many social and economic indicators by not adequately investing in children, fathers and mothers.\r\n\r\nA comprehensive study of work-life balance issues warrants a detailed discussion of all relevant policies, such as tax/benefit supports, workplace practices, childcare, education, and long-term care systems. Such an assessment is beyond the scope of this report, which focusses more narrowly on issues around reconciling work and care commitments for families with young children and in particular on paidparental leave policies within the OECD and the United States.\r\n", "visits": 806, "categories": [8, 20, 5]}}, {"model": "links.link", "pk": 2102, "fields": {"created_time": "2015-12-01T18:52:51.523Z", "updated_time": "2015-12-01T18:52:51.523Z", "title": "Where Have All the Low-Income Students Gone?", "url": "https://ucarecdn.com/56da813f-38d5-4bbb-b514-17326a1bcfa9/", "file": "https://ucarecdn.com/56da813f-38d5-4bbb-b514-17326a1bcfa9/", "description": "Since 2008, an intensive national campaign has sought to boost the number of college graduates. Early in his first term, President Obama laid out an ambitious goal, promising that “by 2020, America will once again have the highest proportion of college graduates in the world.” Foundations have offered significant funding for work in this area. New organizations, such as Complete College America, have also emerged. Federal student aid and college preparation programs have been generously funded as well.\r\n", "visits": 623, "categories": [8]}}, {"model": "links.link", "pk": 2103, "fields": {"created_time": "2015-12-01T18:57:30.239Z", "updated_time": "2015-12-01T18:57:30.239Z", "title": "“They Never Told Me What to Expect, So I Didn’t Know What to Do”: Defining and Clarifying the Role of a Community College Student", "url": "https://ucarecdn.com/61087052-ec7b-487d-951d-256ae38aca45/", "file": "https://ucarecdn.com/61087052-ec7b-487d-951d-256ae38aca45/", "description": "The purpose of this study is to provide an empirically grounded description of the role of the community college student. Drawing on sociological role theory, we articulate the largely unspoken expectations, beaviors, and attitudes to which student s must adher if they are to be successful.", "visits": 623, "categories": [6]}}, {"model": "links.link", "pk": 2104, "fields": {"created_time": "2015-12-01T19:05:12.658Z", "updated_time": "2015-12-01T19:05:12.658Z", "title": "WE WORK HARD FOR OUR MONEY Student Employment and the University Experience in Ontario The 2014 What Students Want Report Series", "url": "https://ucarecdn.com/0cca65f0-e64c-429c-952f-b2f2f56662e3/", "file": "https://ucarecdn.com/0cca65f0-e64c-429c-952f-b2f2f56662e3/", "description": "In November 2013, the Ontario Undergraduate\r\nStudent Alliance (OUSA) asked students to comment on their experience with summer and in-study employment. Of particular interest were: the number of jobs students were working during these terms; whether or not these opportunities were within a student’s field of study; and whether they positively impacted their academic performance.\r\n\r\nResults of OUSA’s 2013 Ontario Post-Secondary Student Survey (OPSSS) were further broken down based on institution and field of study for questions of particular interest. This was done to easily compare the responses from these distinct groups to see how consistent the undergraduate employment experience was across academic disciplines and universities.\r\n", "visits": 598, "categories": [8]}}, {"model": "links.link", "pk": 2105, "fields": {"created_time": "2015-12-01T19:16:21.177Z", "updated_time": "2015-12-01T19:16:21.181Z", "title": "UNLOCKING STUDENT POTENTIAL The Key to Ontario’s Success", "url": "https://ucarecdn.com/24eabb27-26f8-4c0a-9304-5e40206ee339/", "file": "https://ucarecdn.com/24eabb27-26f8-4c0a-9304-5e40206ee339/", "description": "This year, students recommend that the budget represents a commitment to increasing affordability, supporting student health and employment, and expanding student mobility.\r\nTo achieve these ends, the Ontario Undergraduate Student Alliance, representing over 155,000 professional and undergraduate university students, submits the following recommendations for the 2013 Provincial Budget to improve the accessibility, affordability and quality of Ontario’s post-secondary education system.", "visits": 553, "categories": [6]}}, {"model": "links.link", "pk": 2106, "fields": {"created_time": "2015-12-01T19:19:01.209Z", "updated_time": "2015-12-01T19:19:01.209Z", "title": "Understanding language variation: Implications of the NNEST lens for TESOL teacher education programs", "url": "https://ucarecdn.com/7718fbb1-db66-49b3-bf99-10f8fddd4762/", "file": "https://ucarecdn.com/7718fbb1-db66-49b3-bf99-10f8fddd4762/", "description": "This chapter discusses the implications of the NNEST lens in the context of teacher education programs in TESOL. In particular, it focuses on a discussion of two key issues: avoiding the monolingual bias in describing languages and language variation; and, avoiding a monolingual bias in developing teaching methods. In discussing the first issue, the chapter \r\nidentifies some of the limitations in how language and grammar are often described in limited ways and how this can be expanded by using an NNEST lens. The chapter describes the three dimensional framework of language variation in some detail and discusses its implications for language teaching. The chapter then discusses why local languages are not included in much of the theorisation and practice of TESOL and argues that there are historical as well as theoretical reasons why local languages have been excluded in TESOL. The chapter describes one way in which teachers can consider integrating local languages in their classrooms.\r\n", "visits": 545, "categories": [7]}}, {"model": "links.link", "pk": 2107, "fields": {"created_time": "2015-12-01T19:22:38.120Z", "updated_time": "2015-12-01T19:22:38.120Z", "title": "TUITION BRIEF", "url": "https://ucarecdn.com/13c9f92e-089c-4323-8742-bd0f631ab3ba/", "file": "https://ucarecdn.com/13c9f92e-089c-4323-8742-bd0f631ab3ba/", "description": "Within the span of 20 years, tuition as a source of operating revenue grew from 18 percent in 1988 to 37 percent in 2008.1 The most recent financial reports show tuition alone made up 45 percent of universities’ operating budgets in 2014—51 percent \r\nwhen fees are included— compared to the provincial government’s 43 percent contribution. 2 As tuition continues to increase the affordability, accessibility, and accountability of a university education is put at risk. Our Tuition policy sets out students’ priorities for addressing their short and long term concerns with regards to the tuition framework and tuition payment processes.\r\n", "visits": 625, "categories": [8]}}, {"model": "links.link", "pk": 2108, "fields": {"created_time": "2015-12-01T19:24:23.311Z", "updated_time": "2015-12-01T19:24:23.311Z", "title": "Tuition Brief - 2", "url": "https://ucarecdn.com/98a7eb21-8b1d-4db8-a449-99e33c91b9fa/", "file": "https://ucarecdn.com/98a7eb21-8b1d-4db8-a449-99e33c91b9fa/", "description": "Within the span of 20 years, tuition as a source of operating revenue grew from 18 percent in 1988 to 37 percent in 2008.1 The most recent financial reports show tuition alone made up 45 percent of universities’ operating budgets in 2014—51 percent when fees are included—compared to the provincial government’s 43 percent contribution.2 As tuition continues to increase the affordability, accessibility, and accountability of a university education are put at risk. Our Tuition policy sets out students’ priorities for addressing their short and long term concerns with regards to the tuition framework and tuition payment processes. ", "visits": 723, "categories": [8]}}, {"model": "links.link", "pk": 2109, "fields": {"created_time": "2015-12-01T19:26:34.457Z", "updated_time": "2015-12-01T19:26:34.457Z", "title": "Transforming Teacher Education Thinking: Complexity and Relational Ways of Knowing", "url": "https://ucarecdn.com/761057c5-497e-453e-9894-afbc9ef953c3/", "file": "https://ucarecdn.com/761057c5-497e-453e-9894-afbc9ef953c3/", "description": "In order for teacher education programs to act as significant scaffolds in supporting new teachers to become informed, creative and innovative members of a highly complex and valuable profession, we need to re-­‐‑imagine ways in which teacher education programs operate. We need to re-­‐‑imagine how courses are conceptualized and connected, how learning is shared and how knowledge, not just “professional”, but embedded knowledge in authentic contexts of teaching and \r\nlearning is understood, shaped and re-­‐‑applied. Drawing on our collective case study of instructors’ lived experience of a locally developed program in secondary teacher education called Transformative University of Victoria (TRUVIC), we offer a relational approach to knowing as an alternative to more mechanistic explanations that limit teacher growth and \r\ndevelopment. To ground our interpretation, we draw on complexity as a theory of change and emergence that supports learning as distributed, relational, adaptive and emerging.\r\n", "visits": 596, "categories": [7]}}, {"model": "links.link", "pk": 2110, "fields": {"created_time": "2015-12-01T19:28:08.817Z", "updated_time": "2015-12-01T19:28:08.817Z", "title": "Canadian postsecondary enrolments and graduates, 2013/2014", "url": "https://ucarecdn.com/d29786a0-834f-4517-85fe-83450af6c012/", "file": "https://ucarecdn.com/d29786a0-834f-4517-85fe-83450af6c012/", "description": "Enrolments in Canadian public postsecondary institutions (colleges and universities) reached more\r\nthan 2 million in the 2013/2014 academic year, up 1.2% from a year earlier.\r\n", "visits": 572, "categories": [3]}}, {"model": "links.link", "pk": 2111, "fields": {"created_time": "2015-12-01T19:30:09.454Z", "updated_time": "2015-12-01T19:30:09.454Z", "title": "TESOL as a Professional Community: A Half-Century of Pedagogy, Research, and Theory", "url": "https://ucarecdn.com/a3210bf3-44b8-4661-b08c-e4b6af9fc9a3/", "file": "https://ucarecdn.com/a3210bf3-44b8-4661-b08c-e4b6af9fc9a3/", "description": "This article reviews the developments in significant pedagogical and research domains in TESOL during the 50-year history of TESOL Quarterly. It situates these developments in the shift from a modernist to postmodern orientation in disciplinary discourses. The article also considers the changes in modes of knowledge dissemination in the journal by examining the changes in locations of research, author- ship, article genres, and research methods. While there is an evolving diversity in the disciplinary discourses of TESOL that can appear to be a threat to the field’s coherence, the article argues that this diver- sity can contribute to a more plural knowledge base and constructive disciplinary growth for TESOL.\r\n\r\n", "visits": 542, "categories": [7]}}, {"model": "links.link", "pk": 2112, "fields": {"created_time": "2015-12-01T19:32:28.348Z", "updated_time": "2015-12-01T19:32:28.348Z", "title": "OUSA System Vision", "url": "https://ucarecdn.com/0d41a526-8ef7-455d-b38b-288e0ba4f2ab/", "file": "https://ucarecdn.com/0d41a526-8ef7-455d-b38b-288e0ba4f2ab/", "description": "OUSA’s policy on system growth is a broad based look at the future structure and function of Ontario’s post-secondary system. Throughout the past decade, Ontario has seen unprecedented growth in undergraduate enrolment across universities and colleges, successfully achieving the highest provincial post-secondary attainment in Canada. OUSA is supportive of the \r\nOntario government’s work towards the goal of a more prosperous society and workforce.\r\n\r\nHowever, these commitments have come at a price to students within the postsecondary system. While per-student operating grants have kept pace with increasing enrolment, provincial funding into postsecondary still falls dramatically behind all other provinces, both in terms of real dollars and percentage of GDP. Meanwhile, universities are experiencing unsustainable rising costs, particularly salaries and pensions, which threaten universities’ and students’ collective futures.\r\n", "visits": 545, "categories": [5]}}, {"model": "links.link", "pk": 2113, "fields": {"created_time": "2015-12-01T19:34:44.148Z", "updated_time": "2015-12-01T19:34:44.148Z", "title": "STUDENT HEALTH AND WELLNESS", "url": "https://ucarecdn.com/7b251ed8-66f2-4e21-82c7-7074121eee22/", "file": "https://ucarecdn.com/7b251ed8-66f2-4e21-82c7-7074121eee22/", "description": "Based on principles that look to improve overall wellbeing amongst student populations, this policy on student health and wellness takes a broad look at a range of health concerns felt by Ontario’s post-secondary students, as identified by the student membership of OUSA. These policy recommendations seek to bring greater attention to the current mental and physical health care needs amongst our students regardless of their current health or socio- economic standing, or physical and mental ability. With this policy, OUSA hopes that students will be provided with the resources and service \r\n their overall\r\nwellbeing and success.\r\n", "visits": 656, "categories": [16]}}, {"model": "links.link", "pk": 2114, "fields": {"created_time": "2015-12-01T19:36:47.165Z", "updated_time": "2015-12-01T19:36:47.165Z", "title": "State of the Nation 2014 Canada’s Science, Technology and Innovation System", "url": "https://ucarecdn.com/12d48aa7-62c0-41bf-9919-d30400401e8e/", "file": "https://ucarecdn.com/12d48aa7-62c0-41bf-9919-d30400401e8e/", "description": "Science, technology and innovation (ST&I) drive economic prosperity and fuel advances that improve societal well-being. A sustainable competitive advantage in ST&I is the path to success in the global knowledge-based economy. \r\nDespite ongoing efforts to improve Canada’s lagging business innovation performance, it has continued to deteriorate. Canada has fallen further behind its global competitors on key performance indicators, reflected most tellingly in private-sector investment in research and development (R&D). Canada’s business enterprise expenditures on R&D (BERD) intensity (i.e., BERD as a share of gross domestic product) dropped further between 2006 and 2013, to the point where Canada ranked 26th among international competitors and sat at 36 percent of the threshold of the top five performing countries. Canada’s most profound and urgent ST&I challenge lies in increasing the number of firms that embrace and effectively manage innovation as a competitiveness and growth strategy.", "visits": 633, "categories": [5]}}, {"model": "links.link", "pk": 2115, "fields": {"created_time": "2015-12-01T19:39:33.111Z", "updated_time": "2015-12-01T19:39:33.111Z", "title": "Social Assistance and Accessibility", "url": "https://ucarecdn.com/4652024d-a9e0-4a9d-acad-f39834ebf3e0/", "file": "https://ucarecdn.com/4652024d-a9e0-4a9d-acad-f39834ebf3e0/", "description": "The Ontario Undergraduate Student Alliance (OUSA) represents over 145,000 professional and undergraduate university students at nine student associations across Ontario. Our mission is to advocate for an accessible, affordable, accountable and high quality post-secondary system in Ontario.\r\nA major area of research and advocacy for OUSA is the accessibility of higher education in Ontario. OUSA believes that all individuals should have the opportunity to pursue post-secondary education, regardless of socio-economic circumstances. In light of our work on accessibility, we were excited to hear that the Government of Ontario has commissioned a review of social assistance, with the specific goal of making recommendations that “reduce barriers and support people’s transition into, \r\nand attachment, within the labour market.” Given that an estimated seven out of ten future jobs will require a post-secondary credential, being able to access college and university education while on social e \r\nemployment for individuals on social\r\nassistance.\r\n", "visits": 712, "categories": [3]}}, {"model": "links.link", "pk": 2116, "fields": {"created_time": "2015-12-01T19:43:01.120Z", "updated_time": "2015-12-01T19:43:01.120Z", "title": "Researching Up: Triangulating Qualitative Research To Influence the Public Debate of “On-Time” College Graduation", "url": "https://ucarecdn.com/7e49d68b-8e1c-4dc8-bc3b-7bf46fa6e3a3/", "file": "https://ucarecdn.com/7e49d68b-8e1c-4dc8-bc3b-7bf46fa6e3a3/", "description": "This study pilots a qualitative meta-analysis of three existing, small-scale qualitative stuides in education to illustrate the potential of cross-case analyses to build a more influential knowledge base.", "visits": 634, "categories": [3]}}, {"model": "links.link", "pk": 2117, "fields": {"created_time": "2015-12-01T19:45:31.756Z", "updated_time": "2015-12-01T19:45:31.756Z", "title": "PAYING OUR WAY A Look at Student Financial Assistance Usage in Ontario", "url": "https://ucarecdn.com/5b1dad98-79e0-423e-a40b-ac4c5ebf409e/", "file": "https://ucarecdn.com/5b1dad98-79e0-423e-a40b-ac4c5ebf409e/", "description": "One of the core principles of the Ontario Undergraduate Student Alliance (OUSA) is that all willing and qualified students should be able to attend post-secondary regardless of their ability to pay. However, students in Ontario face the \r\nhighest tuition fees in the country and the cost and perceived costs of post-secondary education are consistently identified as barriers to post-secondary education. These barriers are contributing factors to the persistently high attainment gaps for various vulnerable groups in pursuing an undergraduate degree.\r\n", "visits": 545, "categories": [8]}}, {"model": "links.link", "pk": 2118, "fields": {"created_time": "2015-12-01T19:47:10.849Z", "updated_time": "2015-12-01T19:47:10.849Z", "title": "YOUTH EMPLOYMENT Re-imagining the link between learning and labour", "url": "https://ucarecdn.com/b1bf3f1a-f4c5-4600-bb67-89973c8e0ca9/", "file": "https://ucarecdn.com/b1bf3f1a-f4c5-4600-bb67-89973c8e0ca9/", "description": "Public concern over the employability of youth has reached pandemic levels. Over the last several years, whole storehouses of ink have been spilled exploring the challenges facing a “lost generation” of highly educated, jobless youth, struggling under the yoke of student debt and low wages. Over time, this public concern has given rise to public doubt over the value of sending a generation of youth to post-secondary education. ", "visits": 596, "categories": [20, 6]}}, {"model": "links.link", "pk": 2119, "fields": {"created_time": "2015-12-01T19:49:24.894Z", "updated_time": "2015-12-01T19:49:24.894Z", "title": "THOSE WHO CAN, TEACH Evolving Teaching and Learning Strategies in Ontario’s Universities ", "url": "https://ucarecdn.com/98b3a9c1-e23c-47d5-9c3c-23866e6077da/", "file": "https://ucarecdn.com/98b3a9c1-e23c-47d5-9c3c-23866e6077da/", "description": "In the minds of students and the general public, the primary activity of a university is the pursuit of learning: a place where teachers teach, and students learn. It seems obvious that the core mission of the university is the transmission of knowledge, and in the popular imagination, simply placing bright eager minds in close proximity to leading professors will enable this alchemical process to happen. However, the reality of the practice and place of learning in today’s university is much more complicated. ", "visits": 554, "categories": [6, 7]}}, {"model": "links.link", "pk": 2120, "fields": {"created_time": "2015-12-01T19:51:56.348Z", "updated_time": "2015-12-01T19:51:56.348Z", "title": "OUSA Online Learning", "url": "https://ucarecdn.com/68dc7c9d-24cf-4c46-b706-3337424fe778/", "file": "https://ucarecdn.com/68dc7c9d-24cf-4c46-b706-3337424fe778/", "description": "Online education has the potential to make higher education more accessible, and it has the ability to overcome the financial, social and geographic barriers faced by some students via their pursuit of a post- secondary education. It also has the potential to enhance student learning, both inside the classroom and within distance education context. However, if implemented in the wrong way, it has the potential to be disengaging, impersonal, and costly. Broken down into sections based on OUSA’s mandate of seeking accessible, affordable, accountable, and quality post-secondary education for all willing students, this paper addresses some of the major concerns that surround fully-online learning, and provides possible solutions for these issues. There is currently a lot of potential for growth in this area, but a lot of questions remain as\r\nwell. The following summary presents some of the topics discussed in this paper.\r\n", "visits": 641, "categories": [9]}}, {"model": "links.link", "pk": 2121, "fields": {"created_time": "2015-12-01T19:53:52.760Z", "updated_time": "2015-12-01T19:53:52.760Z", "title": "Students’ Vision for Opening Ontario’s Classrooms", "url": "https://ucarecdn.com/d21539c6-0e4b-4520-8f35-c97114dad633/", "file": "https://ucarecdn.com/d21539c6-0e4b-4520-8f35-c97114dad633/", "description": "Ontario students are supportive of the provincial government’s recent decision to create an Ontario Online Institute. This endeavour could significantly advance access, especially for traditionally underrepresented groups facing financial, physical, social, cultural, and geographic barriers which prevent them from attending a traditional post-secondary institution. Moreover, such an Institute could provide increased flexibility for the thousands of current students looking to blend online learning with an in-class education.", "visits": 601, "categories": [9]}}, {"model": "links.link", "pk": 2122, "fields": {"created_time": "2015-12-01T19:54:51.292Z", "updated_time": "2015-12-01T19:54:51.292Z", "title": "Students’ Vision for Opening Ontario’s Classrooms", "url": "https://ucarecdn.com/938a2936-071e-4ed0-af00-2539de75ac0e/", "file": "https://ucarecdn.com/938a2936-071e-4ed0-af00-2539de75ac0e/", "description": "Ontario students are supportive of the provincial government’s recent decision to create an Ontario Online Institute. This endeavour could significantly advance access, especially for traditionally underrepresented groups facing financial, physical, social, cultural, and geographic barriers which prevent them from attending a traditional post-secondary institution. Moreover, such an Institute could provide increased flexibility for the thousands of current students looking to blend online learning with an in-class education.", "visits": 630, "categories": [9]}}, {"model": "links.link", "pk": 2123, "fields": {"created_time": "2015-12-05T19:23:13.585Z", "updated_time": "2017-02-20T17:17:22.198Z", "title": "University Affairs", "url": "http://www.universityaffairs.ca/multimedia-archives/media-type/video/", "file": "", "description": "A series of video clip for Higher Education practioners.", "visits": 703, "categories": [5, 7]}}, {"model": "links.link", "pk": 2124, "fields": {"created_time": "2015-12-05T19:26:27.152Z", "updated_time": "2015-12-05T19:26:27.153Z", "title": "The Challenge and Promise of Complexity Theory for Teacher Education Research", "url": "https://ucarecdn.com/7327074e-f44e-4be4-813f-5d90c019e080/", "file": "https://ucarecdn.com/7327074e-f44e-4be4-813f-5d90c019e080/", "description": "Background/Context: In many countries, there are multiple studies intended to improve initial teacher education. These have generally focused on pieces of teacher education rather than wholes, and have used an underlying linear logic. It may be, however, that what is needed are new research questions and theoretical frameworks that account for wholes, not just parts, and take complex, rather than reductionist perspectives.\r\n", "visits": 539, "categories": [7]}}, {"model": "links.link", "pk": 2125, "fields": {"created_time": "2015-12-05T19:32:26.245Z", "updated_time": "2015-12-05T19:32:26.245Z", "title": "Improving Efficiency at Ontario Universities", "url": "https://ucarecdn.com/d993ebd4-1daa-4efe-84dc-a98d4a4e75cc/", "file": "https://ucarecdn.com/d993ebd4-1daa-4efe-84dc-a98d4a4e75cc/", "description": "This follow-up report, Faster, Cheaper, Smarter: Improving Efficiency at Ontario Universities, focuses on innovation through partnership. Universities continue to control costs through collaboration, shared services, and administrative efficiencies, while improving services for students and staff. The Ontario government’s Productivity and Innovation Fund (PIF) – a $45 million investment in Ontario’s postsecondary sector – was a major catalyst for collaboration that has achieved amazing results. We thank the government for this significant investment. ", "visits": 639, "categories": [5]}}, {"model": "links.link", "pk": 2126, "fields": {"created_time": "2015-12-05T19:36:31.389Z", "updated_time": "2015-12-05T19:36:31.389Z", "title": "What Does the Decline in the International Ranking of the United States in Educational Attainment Mean for Community Colleges?", "url": "https://ucarecdn.com/665427d6-c174-44de-9d73-e60e9d62918b/", "file": "https://ucarecdn.com/665427d6-c174-44de-9d73-e60e9d62918b/", "description": "This article was written in response to concerns that have been expressed about the possible consequences of an increasing number of countries overtaking the United States in educational attainment. International statistics on educational attainment are analyzed, questions about comparability of data are discussed, and the impact of different approaches to the organization of higher education on attainment rates is examined. The author concludes that comparing the rate of attainment of sub-baccalaureate credentials between the United States and other countries is problematic both because of definitional issues and as a consequence of the major transfer function of American community colleges. The article explains how colleges that previously offered short term vocational training in many European countries have evolved into vocationally-oriented baccalaureate granting institutions that have enabled their nations to achieve rapidly rising levels of baccalaureate degree attainment. It suggests that the experience of these countries may provide useful lessons – and cautions – for policy makers and educational leaders with respect to expanding the role of community colleges in awarding baccalaureate degrees. ", "visits": 678, "categories": [14]}}, {"model": "links.link", "pk": 2127, "fields": {"created_time": "2015-12-05T19:39:32.077Z", "updated_time": "2015-12-05T19:39:32.077Z", "title": "A SKILLS BEYOND SCHOOL COMMENTARY ON CANADA", "url": "https://ucarecdn.com/dc5c1d34-5d6f-4719-b9e9-d4f7538c9b76/", "file": "https://ucarecdn.com/dc5c1d34-5d6f-4719-b9e9-d4f7538c9b76/", "description": "In summary, the OECD assessment of the strengths and challenges of the Canadian postsecondary vocational education and training (VET) system is as follows: ", "visits": 600, "categories": [6, 7]}}, {"model": "links.link", "pk": 2128, "fields": {"created_time": "2015-12-05T19:44:08.562Z", "updated_time": "2015-12-05T19:44:08.562Z", "title": "Awakeness, Complexity, and Emergence: Learning Through Curriculum Theory in Teacher Education", "url": "https://ucarecdn.com/70954e99-f785-408b-b3a4-ced59d49a501/", "file": "https://ucarecdn.com/70954e99-f785-408b-b3a4-ced59d49a501/", "description": "In this qualitative self-­‐‑study, we explore how curriculum theory informed the learning of teacher candidates within an intensive semester that serves as the foundation for a Secondary Teacher Education Program (STEP). Wanting to immerse teacher candidates in educational theory and position them as learning professionals from the first days of their program, we engaged them with the work of eleven curriculum theorists (Appendix A). Guiding questions for this inquiry include: How\r\ndid teacher candidates take up and negotiate theory as part of their emerging professional identities? How did teacher candidates understand the relationship between pedagogy and their learning of/through curriculum theory? How did teacher candidates embody diverse theories and understand the significance of this within and beyond this foundational semester? And finally, as teacher educators, how is our pedagogy developing through self-­‐‑study?\r\n", "visits": 626, "categories": [7]}}, {"model": "links.link", "pk": 2129, "fields": {"created_time": "2015-12-05T19:46:03.246Z", "updated_time": "2017-02-20T17:20:51.240Z", "title": "Accountability", "url": "https://ucarecdn.com/ca109463-796d-4542-8ff2-b2051ae0e851/", "file": "https://ucarecdn.com/ca109463-796d-4542-8ff2-b2051ae0e851/", "description": "The question of how to hold Ontario’s universities accountable to the needs of students is a relatively complex one. One must be careful to balance the need for academic freedom with the public’s (and especially students’) right to be assured that its considerable investments into postsecondary institutions are being used effectively and appropriately. OUSA’s Accountability paper offers recommendations to improve quality assurance and strategic goal-setting in Ontario’s universities. In essence, it\r\ndescribes students’ vision of to whom, for what, and how universities should be held accountable.", "visits": 659, "categories": [19]}}, {"model": "links.link", "pk": 2130, "fields": {"created_time": "2015-12-05T19:48:23.377Z", "updated_time": "2015-12-05T19:48:23.377Z", "title": "ABORIGINAL STUDENTS", "url": "https://ucarecdn.com/88918da6-2b06-48e5-a213-1028451b1ac5/", "file": "https://ucarecdn.com/88918da6-2b06-48e5-a213-1028451b1ac5/", "description": "Aboriginal peoples in Canada face multiple and systemic barriers to attaining and succeeding in post-secondary education. A long history of discrimination, including the legacy of residential schools, and chronic government underfunding of Aboriginal \r\neducation has contributed to low high school completion rates, a widening gap in post- secondary attainment, and the lowest labour market outcomes of any group in Canada.\r\n", "visits": 797, "categories": [12]}}, {"model": "links.link", "pk": 2132, "fields": {"created_time": "2015-12-05T19:52:27.672Z", "updated_time": "2015-12-05T19:52:27.672Z", "title": "LGBTQ+ STUDENT EXPERIENCE SURVEY REPORT ", "url": "https://ucarecdn.com/88a0d45d-30de-4f02-a5c2-797e0a6e967b/", "file": "https://ucarecdn.com/88a0d45d-30de-4f02-a5c2-797e0a6e967b/", "description": "OUSA’s LGBTQ+ Student Experience Survey was a mixed methods research project conducted in Novem-ber 2014 designed to gain understanding of the opinions and experiences of Ontario university students who identify as Lesbian, Gay, Bisexual, Trans, Queer, Questioning, or other orientations or identities that do not conform to cisgender and heterosexual paradigms (LGBTQ+). The purpose of the survey was to identify any gaps that might exist in university services, programming, and supports that can diminish or negatively impact university experiences for these students. ", "visits": 697, "categories": [19]}}, {"model": "links.link", "pk": 2133, "fields": {"created_time": "2015-12-05T19:57:01.223Z", "updated_time": "2015-12-05T19:57:01.223Z", "title": "BEYOND THE TRADITIONAL CLASSROOM Teaching and Learning in Contemporary Higher Education", "url": "https://ucarecdn.com/bb749c6c-3467-4307-bb2e-a022cf3e1ce8/", "file": "https://ucarecdn.com/bb749c6c-3467-4307-bb2e-a022cf3e1ce8/", "description": "OUSA asked students to answer questions about their experience with high-impact learning, active and participatory learning, work-integrated learning, and online courses. Students were also asked to provide their impressions about what resources should be prioritized within their university, as well as how they viewed the balance between teaching and learning at their institution. ", "visits": 677, "categories": [6, 7]}}, {"model": "links.link", "pk": 2134, "fields": {"created_time": "2015-12-05T19:59:09.934Z", "updated_time": "2017-01-25T17:00:19.647Z", "title": "Breaking Barriers: A Strategy for Equal Access to Higher Education", "url": "https://ucarecdn.com/ec341324-7086-4219-bf82-145eb5e619ce/", "file": "https://ucarecdn.com/ec341324-7086-4219-bf82-145eb5e619ce/", "description": "Students from a number of groups remain underrepresented in Ontario’s universities and colleges, including low-income students, Aboriginal students, first generation students whose parents did not attend a post-secondary institution, rural and northern students, and students with dependants. Improving access to higher education for these and other underrepresented groups is widely acknowledged as essential to building a more equitable society and to competing in the increasingly knowledge-based economy. Indeed, Premier McGuinty has stated his desire to see 70 per cent of Ontarians complete post-secondary education, and achieving this target will require a concerted effort to reduce participation gaps. ", "visits": 914, "categories": [19, 3]}}, {"model": "links.link", "pk": 2135, "fields": {"created_time": "2015-12-05T20:05:15.746Z", "updated_time": "2015-12-05T20:05:15.746Z", "title": "The Challenge and Promise of Complexity Theory for Teacher Education Research", "url": "https://ucarecdn.com/5ee81401-5677-4249-bc7e-54eeccaedaa3/", "file": "https://ucarecdn.com/5ee81401-5677-4249-bc7e-54eeccaedaa3/", "description": "\r\n\r\nBackground/Context: In many countries, there are multiple studies intended to improve initial \r\nteacher education. These have generally focused on pieces of teacher education rather than wholes, \r\nand have used an underlying linear logic. It may be, however, that what is needed are new research \r\nquestions and theoretical frameworks that account for wholes, not just parts, and take complex, \r\nrather than reductionist perspectives.\r\n\r\nPurpose: This article examines the challenges and the promises of complexity theory as a framework for teacher education research. One purpose is to elaborate the basic es. A second purpose is to propose a new research platform that combines complexity alism (CT-CR) and prompts a new set of empirical questions and research methods. es. A second purpose i alism (CT-CR) and prompts a new set of empirical questions and research methods.\r\n", "visits": 554, "categories": [7]}}, {"model": "links.link", "pk": 2136, "fields": {"created_time": "2015-12-05T20:08:20.611Z", "updated_time": "2015-12-05T20:08:20.611Z", "title": "The Differentiation Debate: Submission to the Higher Education Quality Council of Ontario", "url": "https://ucarecdn.com/e520c1a8-62ac-4d50-a945-60e23189f1a1/", "file": "https://ucarecdn.com/e520c1a8-62ac-4d50-a945-60e23189f1a1/", "description": "n 2005, for the first time in a half-century, the Government of Ontario made an investment of $6.2 billion into post-secondary education over five years that began a process of strengthening the Ontario higher education system. The Reaching Higher plan focused on areas in post-secondary education that were in dire need of attention after years of neglect: enhanced student financial assistance; increased enrolment and outreach to underrepresented groups; and improved accountability for student and public dollars. \r\nWhile there have been large and measurable successes over the past five years of considerable commitment from the Ontario government, there are also areas where goals were set and plans were laid out, but results did not come to fruition. Students understand the reality that sought-for improvements, particularly to the quality of education, were unattainable in the university sector despite record funding, due to unforeseen enrolment pressures and a rate of cost inflation that is consistently higher than the province’s normal rate of inflation or growth in government spending.", "visits": 630, "categories": [3]}}, {"model": "links.link", "pk": 2137, "fields": {"created_time": "2015-12-05T20:10:21.701Z", "updated_time": "2015-12-05T20:10:21.701Z", "title": " The Harrowing, Narrowing Effects of Data", "url": "https://ucarecdn.com/60da1b74-6fa6-4222-a92d-cfa3816795c7/", "file": "https://ucarecdn.com/60da1b74-6fa6-4222-a92d-cfa3816795c7/", "description": "\r\nThe use of data has produced a narrowing effect in education. It has caused schools to narrow the content we are teaching, focusing on key learning targets (e.g. Common Core State Standards). At the same time, it has caused us to narrow the students we are teaching. Since schools are evaluated by proficiency percentages, educators are using data to create categories of “green,” “yellow,” and “red” students, and diverting resources disproportionately toward “yellow” students as a means of boosting overall percentages. This commentary discusses the consequences of this phenomenon, \r\nparticularly on student \r\n l systems to use data in a way that tracks growth rather than performance, in an effort to mitigate the triaging effect.\r\n", "visits": 672, "categories": [19]}}, {"model": "links.link", "pk": 2138, "fields": {"created_time": "2015-12-05T20:14:53.241Z", "updated_time": "2015-12-05T20:14:53.241Z", "title": "FORMULATING CHANGE Recommendations for Ontario’s University Funding Formula Reform", "url": "https://ucarecdn.com/3310338a-8a4d-4d46-836e-8317f1674b5c/", "file": "https://ucarecdn.com/3310338a-8a4d-4d46-836e-8317f1674b5c/", "description": "In early 2015 the government of Ontario announced that it would be conducting a review of the processes by which it funds universities. In order to best capture the needs of those that consume, deliver and fund higher education, the government has commissioned extensive consultation with parents, students, universities, employers, agencies, and sector experts. This submission will serve as a summary of the Ontario Undergraduate Student Alliance’s contributions to those discussions, as well as a statement of our principles in the area of funding priorities that could benefit students.", "visits": 681, "categories": [8]}}, {"model": "links.link", "pk": 2139, "fields": {"created_time": "2015-12-05T20:17:48.331Z", "updated_time": "2015-12-05T20:17:48.331Z", "title": "Going Global: Supporting Ontario's International Students", "url": "https://ucarecdn.com/22c3d8d2-373c-49c4-af0c-83094a72b4dc/", "file": "https://ucarecdn.com/22c3d8d2-373c-49c4-af0c-83094a72b4dc/", "description": "The Ontario Undergraduate Student Alliance (OUSA) recognizes the importance of attracting more international students to study in Ontario, as articulated by the Ontario government in its Open Ontario Plan. In a competitive global environment, international students enable the province to train and retain highly skilled individuals, provide access to a greater pool of talent, diversity and ideas, and contribute to the economy. This paper provides an overview of six areas of significant importance to undergraduate domestic and international students alike \r\nare in need of sgreater attention by institutions and the provincial government.\r\n", "visits": 639, "categories": [14]}}, {"model": "links.link", "pk": 2140, "fields": {"created_time": "2015-12-05T20:20:24.124Z", "updated_time": "2017-01-25T16:59:07.301Z", "title": "Habitats: students in their municipalities", "url": "https://ucarecdn.com/4099981d-6ea5-4747-ae5a-11d009d5bfa1/", "file": "https://ucarecdn.com/4099981d-6ea5-4747-ae5a-11d009d5bfa1/", "description": "The Ontario Undergraduate Student Alliance is pleased to be presenting our first issue of “Habitats,” a series of case studies researched and written by Ontario university students. Municipal affairs are an important part of the student experience, affecting everything from how students live during their time at school, to how they get to class, to how they interact with their broader community environment. Such topics are always of great interest to students, and OUSA’s members have been eager to explore them in-depth. However, their very nature as local issues can make them difficult to examine in a broader context.\r\n", "visits": 638, "categories": [5]}}, {"model": "links.link", "pk": 2141, "fields": {"created_time": "2015-12-05T20:22:12.720Z", "updated_time": "2017-01-25T16:58:14.246Z", "title": "HOME SCHOOLED Municipal Affairs and the Student Experience in Ontario", "url": "https://ucarecdn.com/db6f9fbd-36df-4d0e-937e-211b906d558e/", "file": "https://ucarecdn.com/db6f9fbd-36df-4d0e-937e-211b906d558e/", "description": "OUSA asked students about their experiences of living in the community where their university is located: from how far they felt their municipality sought to engage students, to their housing situation, and their use of public transit.\r\nOverall, students responded positively regarding many aspects of their experiences. For example students were broadly positive about the range and quality of off-campus housing available, and many of the students who relied on public transit to commute to school felt it was meeting their needs. ", "visits": 634, "categories": [5]}}, {"model": "links.link", "pk": 2142, "fields": {"created_time": "2015-12-05T20:25:50.413Z", "updated_time": "2017-02-20T17:26:00.070Z", "title": "OUSA Policy Paper International Students", "url": "https://ucarecdn.com/2e203812-2b3f-4528-bc6d-8c6bfa8f0c4b/", "file": "https://ucarecdn.com/2e203812-2b3f-4528-bc6d-8c6bfa8f0c4b/", "description": "This paper seeks to address the challenges faced by international students pursuing a post-secondary education in Ontario, and to consider more broadly the growing internationalization agenda within education. OUSA recognizes the benefits both of international students coming to Ontario, both in economic and socio-cultural terms, and for Canadian students undertaking a period of study abroad. However, it is evident that increasing internationalization requires institutions, governments and students to address various concerns that impact the ability of international students to succeed, and to ensure we are building strong intercultural university communities. To this end, we offer recommendations in the following areas, aimed at improving the international student experience: ", "visits": 674, "categories": [14]}}, {"model": "links.link", "pk": 2143, "fields": {"created_time": "2015-12-05T20:27:57.398Z", "updated_time": "2015-12-05T20:27:57.398Z", "title": "INTERPRETATIONS OF A CLASSROOM VIGNETTE OR WHAT DOES READING ABOUT SOMEONE ELSE'S THEORIES-INACTION DO FOR YOU? ", "url": "https://ucarecdn.com/80787369-ac3a-4248-9e0e-a46e82ba9865/", "file": "https://ucarecdn.com/80787369-ac3a-4248-9e0e-a46e82ba9865/", "description": "This paper briefly tells the story, through four critical stages, of the developing complexity of our theories-in-action (SchOn, 1991) as teacher-researchers over a period of 18 months. These theories-in-action are related to the ways in which teacher and student purposes (Brown and Coles, 1996) act as organisingfoci through which intuitive ways of knowing (Bruner 1974, Fischbein 1982, Gattegno 1987) are accessed. The parallels between our learning, as teacher-educator and teacher, and the learning of our students are marked. We share this journey to illustrate a way of working which we value for our own learning but ask the question 'what is it that the readers of such research accounts learn? ' ", "visits": 594, "categories": [7]}}, {"model": "links.link", "pk": 2144, "fields": {"created_time": "2015-12-05T20:30:46.612Z", "updated_time": "2015-12-05T20:30:46.612Z", "title": "OUSA Policy Paper LGBTQ+ Students", "url": "https://ucarecdn.com/273daa1e-569e-4e2b-9534-b516ee4f45b3/", "file": "https://ucarecdn.com/273daa1e-569e-4e2b-9534-b516ee4f45b3/", "description": "On university campuses across Ontario, students who are LGBTQ+ face varying levels of discrimination, exclusion, and increased health and safety risks. In the Fall of 2014, OUSA conducted focus groups, interviews, and an online survey designed to gain insight into some of the experiences of LGBTQ+ students and to explore possible policy interventions. Guided by these student voices - and informed by best practices highlighted in existing literature - this paper offers recommendations to improve equity, safety, and inclusion. ", "visits": 647, "categories": [5]}}, {"model": "links.link", "pk": 2145, "fields": {"created_time": "2015-12-05T20:33:35.309Z", "updated_time": "2015-12-05T20:33:35.309Z", "title": "Why Colleges are increasingly being see as the smart choice", "url": "https://ucarecdn.com/f684d6ab-4eb8-488a-845b-44210262edec/", "file": "https://ucarecdn.com/f684d6ab-4eb8-488a-845b-44210262edec/", "description": "Macleans article about how colleges are seen in the current environment.", "visits": 614, "categories": [19, 17]}}, {"model": "links.link", "pk": 2146, "fields": {"created_time": "2015-12-05T20:35:14.033Z", "updated_time": "2015-12-05T20:35:14.033Z", "title": "OUSA Policy Paper Mature Students", "url": "https://ucarecdn.com/c0ef9491-fe79-479a-bfb4-a04361b89999/", "file": "https://ucarecdn.com/c0ef9491-fe79-479a-bfb4-a04361b89999/", "description": "As a minority group on university campuses, the unique needs of mature students can be easily overlooked. It is important that the term “mature students” does not disguise the heterogeneity of this group: “…it is erroneous to speak of ‘the adult learner’ as if there is a generic adult that can represent all adults.”1 However, amongst this varied group of students, there are common concerns that they share. This policy sets out students’ priorities in increasing the visibility of mature students on campus as well as optimizing their educational experience. \r\nMature students need more recognition of the different hurdles they face in achieving success. These can include situational barriers like a lack of time, lack of money, health issues, or dependant care,2 as well as attitudinal or dispositional barriers, including the fear of failure or alienation. Lastly, they also face systemic barriers such as restrictive course offerings and availability of instructors or support services outside of regular business hours", "visits": 571, "categories": [18]}}, {"model": "links.link", "pk": 2147, "fields": {"created_time": "2015-12-05T20:44:01.406Z", "updated_time": "2015-12-05T20:44:01.406Z", "title": "How mixing and matching is making education more unique", "url": "https://ucarecdn.com/9442ab96-17bc-4d02-a199-8f2d340e36bf/", "file": "https://ucarecdn.com/9442ab96-17bc-4d02-a199-8f2d340e36bf/", "description": "For a growing number of student, the post-secondary experience invovles a mixed backpack of university courses, college programs, intrships, an online class or two, and even perhaps a few YouTube tutorials. But whatever the mix,it's bound to be unique for each student.", "visits": 626, "categories": [6, 5]}}, {"model": "links.link", "pk": 2148, "fields": {"created_time": "2015-12-05T21:16:43.425Z", "updated_time": "2015-12-05T21:16:43.425Z", "title": "Sharp Declines in Underemployment for College Graduates", "url": "https://ucarecdn.com/83590e63-6f07-4253-8b89-874a91b58d8b/", "file": "https://ucarecdn.com/83590e63-6f07-4253-8b89-874a91b58d8b/", "description": "Not only did the Great Recession place many people in the unemployment line, it also led to declining access to full-time jobs. Underemployed workers comprise those who want a job but don’t have one as well as those who want a full-time job but only have a part-time job. Now, five years into the recovery, underemployment has declined to less than 10 percent from its peak of 17 percent during the recession. College graduates’ rate of underemployment has declined from 10.2 percent to 6.2 percent today. That is much lower than the 13 percent underemployment rate of high school graduates. ", "visits": 682, "categories": [20]}}, {"model": "links.link", "pk": 2149, "fields": {"created_time": "2015-12-05T21:19:42.378Z", "updated_time": "2015-12-05T21:19:42.378Z", "title": "Why colleges are increasingly being seen as the smart choice", "url": "https://ucarecdn.com/e759b938-c8cf-4bc0-bc24-f60064bf738d/", "file": "https://ucarecdn.com/e759b938-c8cf-4bc0-bc24-f60064bf738d/", "description": "Gemmell grew up on a berry farm in Stirling, Ont., watching his father fx or create whatever equipment he needed with whatever materials he had. It was a childhood that stoked his own passion for industrial design. (He once built an insulated dog house for the family pet, complete with a Plexiglas room with a view.) But when his portfolio of “backyard inventions” wasn’t enough to earn him a spot in the industrial design program at Carleton University, Gemmell ended up on a 13-year trek through life and higher learning. He earned a bachelor’s degree in visual arts and psychology at Brock University, worked for a year as a web designer in Toronto, but “wasn’t really feeling it,” so he spent a year in Whistler, B.C. snowboarding, and teaching snowboarding, until he ran out of money.", "visits": 627, "categories": [5]}}, {"model": "links.link", "pk": 2150, "fields": {"created_time": "2015-12-05T21:24:05.985Z", "updated_time": "2015-12-05T21:24:05.985Z", "title": " Teachers and Students as Co-Learners: Toward a Mutual Value Theory", "url": "https://ucarecdn.com/ac01964c-af36-4909-a2b2-6417b04c9471/", "file": "https://ucarecdn.com/ac01964c-af36-4909-a2b2-6417b04c9471/", "description": "\r\nDengting Boyanton, author of Teachers and Students as Co-Learners: Toward a Mutual Value Theory, experienced “extreme culture shock” when she left her native Chinese educational system to begin graduate study in education at the \r\nUniversity of Virginia in 2003. Despite the fact that she had been an enthusiastic and successful learner in her home country, Boyanton often felt perplexed and disappointed regarding the behavior expected of her in U.S. classrooms. She was inhibited about speaking up in class, afraid to ask questions of her professors or classmates, and insecure about offering her opinions and comments. \r\nBoyanton’s international student colleagues, with whom she shared her feelings, reported experiencing the same negative emotions. When Boyanton began questioning American-born students about their classroom experiences—with the goal of helping herself and other international students adjust to American classroom culture—she discovered to her surprise that American students also felt alienated, invisible, and lonely in their classes. For example, one Caucasian male student \r\ntold her, “Like most new students here, you feel lonely, nobody knows you, nobody talks to you, and nobody seems to care about you either” (p. xvii).\r\n", "visits": 637, "categories": [5]}}, {"model": "links.link", "pk": 2151, "fields": {"created_time": "2015-12-05T21:28:47.174Z", "updated_time": "2015-12-05T21:28:47.174Z", "title": "OUSA Policy Paper Student Mobility and Credit Transfer Pathways", "url": "https://ucarecdn.com/c1d34c5b-be15-4360-b181-662d50882cd8/", "file": "https://ucarecdn.com/c1d34c5b-be15-4360-b181-662d50882cd8/", "description": "Student mobility refers not to just the physical ability of a student to move from one institution to another, but the more comprehensive understanding of a student as an independent agent who - as their own needs and desires change - requires the ability to move from one institution to another to achieve their educational goal, be it a college certificate, diploma, or undergraduate degree. The policy has been broken into three key pillars, which cover the mobility needs of Ontario’s postsecondary students: Transparency, Consistency, and Student Support. ", "visits": 658, "categories": [19, 6, 7]}}, {"model": "links.link", "pk": 2152, "fields": {"created_time": "2015-12-11T02:40:26.737Z", "updated_time": "2015-12-11T02:40:26.737Z", "title": "Data comparability in the teaching and learning international survey (Talis) 2008 and 2013", "url": "https://ucarecdn.com/3406a0b4-d86b-4f55-ba5a-a49e664487e5/", "file": "https://ucarecdn.com/3406a0b4-d86b-4f55-ba5a-a49e664487e5/", "description": "This report focuses on data comparability of scale scores in the Teaching and Learning nternational Survey (TALIS).\r\n\r\nValid cross-cultural comparisons of TALIS data are vital in providing input for evidence-based policy making and in promoting the equity and effectiveness of teacher policies. For this purpose, an investigation of data comparability is a prerequisite for any meaningful cross-cultural comparison.\r\n\r\nTALIS involves a large number of countries and economies, and has used rather strict conventional statistical methods to test comparability. Thus, many scales in TALIS do not reach the level of comparability that allows direct comparisons of scale scores. To facilitate the effective data analysis of TALIS and maximise its policy implications, this project: (1) uses a more flexible statistical method to testcomparability, and (2) investigates the level and sources of scale data incomparability.\r\n", "visits": 629, "categories": [6, 7]}}, {"model": "links.link", "pk": 2153, "fields": {"created_time": "2015-12-11T02:42:35.357Z", "updated_time": "2015-12-11T02:42:35.357Z", "title": "Paid Parental Leave LESSONS FROM OECD COUNTRIES AND SELECTED U.S. STATES", "url": "https://ucarecdn.com/82234010-5430-468e-b8b8-78b0905b2d87/", "file": "https://ucarecdn.com/82234010-5430-468e-b8b8-78b0905b2d87/", "description": "\r\nThe United States is at a crossroads in its policies towards the family and gender equality. Currently America provides basic support for children, fathers, and mothers in the form of unpaid parental leave, child-related tax breaks, and limited public childcare. Alternatively, the United States’ OECD peers empower families through paid parental leave and comprehensive investments in infants and children.\r\n", "visits": 539, "categories": [19]}}, {"model": "links.link", "pk": 2154, "fields": {"created_time": "2015-12-11T02:45:23.945Z", "updated_time": "2015-12-11T02:45:23.947Z", "title": "Working and learning : A diversity of patterns", "url": "https://ucarecdn.com/a39a68a5-6632-48b8-b8a8-10507c461797/", "file": "https://ucarecdn.com/a39a68a5-6632-48b8-b8a8-10507c461797/", "description": "\r\nThe combination of work and study has been hailed as crucial to ensure that youth develop the skills required on the labour market so that transitions from school to work are shorter and smoother. This paper fills an important gap in availability of internationally-comparable data. Using the 2012 Survey of Adult Skills (PIAAC), it draws a comprehensive picture of work and study in 23 countries/regions. Crucially, it decomposes the total share of working students by the context in which they work (VET, apprenticeships or private arrangements) and assesses the link between field of study and students’ work. The paper also assesses how the skills of students are used in the workplace compared to other workers and identifies the socio-demographic factors and the labour market institutions that increase the likelihood of work and study. Finally, while it is not \r\npossible to examine the relationship between work and study and future labour market outcomes at the individual level, some aggregate correlations are unveiled.\r\n", "visits": 622, "categories": [20, 6]}}, {"model": "links.link", "pk": 2155, "fields": {"created_time": "2015-12-11T02:48:01.719Z", "updated_time": "2015-12-11T02:48:01.719Z", "title": "The effects of vocational education on adult skills and wages", "url": "https://ucarecdn.com/d24fcf70-e0f4-426d-aeef-2b734d1a2ee6/", "file": "https://ucarecdn.com/d24fcf70-e0f4-426d-aeef-2b734d1a2ee6/", "description": "\r\nVocational education and training are highly valued by many. The European Ministers for Vocational Education and Training, the European Social Partners and the European Commission have issued in 2010 the Bruges Communiqué, which describes the global vision for VET in Europe 2020. In this vision, vocational skills and competencies are considered as important as academic skills and competencies. VET is expected to play an important role in achieving two Europe 2020 headline \r\ntargets set in the education field: a) reduce the rate of early school leavers from education to less than 10 percent;\r\nb) increase the share of 30 to 40 years old having completed tertiary or equivalent education to at least 40 percent. However, there is limited hard evidence that VET can improve education and labour market outcomes. The few existing studies yield mixed results partly due to differences in the structure and quality of VET across countries.\r\n", "visits": 635, "categories": [20]}}, {"model": "links.link", "pk": 2156, "fields": {"created_time": "2015-12-11T02:49:55.532Z", "updated_time": "2015-12-11T02:49:55.532Z", "title": "Adults with low literacy and numeracy skills", "url": "https://ucarecdn.com/1c5dafb8-b2fd-4d57-a58b-28113ba3488b/", "file": "https://ucarecdn.com/1c5dafb8-b2fd-4d57-a58b-28113ba3488b/", "description": "\r\nIdentifying effective policy interventions for adults with low literacy and numeracy skills has become increasingly important. The PIAAC Survey of Adult Skills has revealed that a considerable number of adults in OECD countries possess only limited literacy and numeracy skills, and governments now recognise the need to up-skill low-skilled adults in order to maintain national prosperity, especially in the context of structural changes and projected population ageing.\r\n", "visits": 1060, "categories": [18]}}, {"model": "links.link", "pk": 2157, "fields": {"created_time": "2015-12-11T02:52:57.753Z", "updated_time": "2015-12-11T02:52:57.753Z", "title": "Evaluative thinking for successful educational innovation", "url": "https://ucarecdn.com/006172fc-6da3-43e2-9b00-c5dfbc360db6/", "file": "https://ucarecdn.com/006172fc-6da3-43e2-9b00-c5dfbc360db6/", "description": "\r\nIn this working paper, Earl and Timperley argue that evaluative thinking is a necessary component of successful innovation and involves more than measurement and quantification. Combining evaluation with innovation requires discipline in the innovation and flexibility in the evaluation. The knowledge bases for both innovation and evaluation have advanced dramatically in recent years in ways that have allowed synergies to develop between them; the different stakeholders can bring \r\nevaluative thinking into innovation in ways that capitalise on these synergies. Evaluative thinking contributes to new learning by providing evidence to chronicle, map and monitor the progress, successes, failures and roadblocks in the innovation as it unfolds. It involves thinking about what evidence will be useful during the course of the innovation activities, establishing the range of objectives and targets that make sense to determine their progress, and building knowledge and developing practical uses for the new information, throughout the trajectory of the innovation. Having a continuous cycle of generating hypotheses, collecting evidence, and reflecting on progress, allows the stakeholders (e.g., innovation leaders, policymakers, funders, participants in innovation) an opportunity to try things, experiment, make mistakes and consider where they are, what went right and what went wrong, through a fresh and independent review of the course and the effects of the innovation. This paper describes issues and approaches to each phase of the cycle. It concludes by outlining the synergies to be made, building capacity for evaluative thinking, as well as possible tensions to be addressed.\r\n", "visits": 686, "categories": [19]}}, {"model": "links.link", "pk": 2158, "fields": {"created_time": "2015-12-11T02:55:34.795Z", "updated_time": "2015-12-11T02:55:34.795Z", "title": "Towards the development of contextual questionnaires for the PISA for development study", "url": "https://ucarecdn.com/ea32166c-9a62-4a99-8e74-fc35207f3060/", "file": "https://ucarecdn.com/ea32166c-9a62-4a99-8e74-fc35207f3060/", "description": "\r\nThe aim of this paper is to describe the technical issues to be addressed in enhancing the Programme for International Student Assessment (PISA) contextual questionnaires instruments for the PISA for Development (PfD) study. We discuss the conceptual framework for the contextual questionnaires used in PISA, describe the evolution of the PISA contextual questionnaires, review the measures used in several other international studies, and consider how the PISA data have been used to address the policy questions relevant to the OECD member countries. This research, alongside discussions with \r\nkey stakeholders, including those from participating countries, enabled us to identify seven themes in which the PISA contextual questionnaires could be enhanced and made more relevant for low- and middle-income countries: early learning opportunities, language at home and at school, family and community support, quality of instruction, learning time, socioeconomic status, and school resources. We discuss various options for enhancing these measures.\r\n", "visits": 563, "categories": [19]}}, {"model": "links.link", "pk": 2159, "fields": {"created_time": "2015-12-11T02:57:42.007Z", "updated_time": "2015-12-11T02:57:42.007Z", "title": "Hungry to Learn: Addressing Food & Housing Insecurity Among Undergraduates", "url": "https://ucarecdn.com/2418edff-9d71-40ac-b021-d690e95dd3a2/", "file": "https://ucarecdn.com/2418edff-9d71-40ac-b021-d690e95dd3a2/", "description": "According to a new survey of more than 4,000 undergraduates at 10 community colleges across the nation, half of all community college students are struggling with food and/or housing insecurity. Fully 20 percent are hungry and 13 percent are homeless. These numbers are startling and indicate the need for a multi-pronged, comprehensive set of institutional, state, and local policies to alleviate the barriers presented by poverty, so as to improve educational success.", "visits": 631, "categories": [19, 16, 5]}}, {"model": "links.link", "pk": 2160, "fields": {"created_time": "2015-12-11T02:59:43.147Z", "updated_time": "2015-12-11T02:59:43.147Z", "title": "What a college sudent looks like", "url": "https://ucarecdn.com/ec33a54c-9850-4975-9e8d-2926496ac2b9/", "file": "https://ucarecdn.com/ec33a54c-9850-4975-9e8d-2926496ac2b9/", "description": "If you imagine the typical college student as someone who just left a Canadian high school, you are increasingly wrong. “There’s no sort of linear path, and a lot of the assumptions about who chooses what type of training are being thrown out the window,” says Christine Trauttmansdorf, vice-president of government relations and Canadian partnerships at Colleges and Institutes Canada.\r\n", "visits": 739, "categories": [10, 5]}}, {"model": "links.link", "pk": 2161, "fields": {"created_time": "2015-12-11T03:03:30.037Z", "updated_time": "2015-12-11T03:03:30.037Z", "title": "The next battle from soldier to civilian Researchers explore the post- deployment life of veterans", "url": "https://ucarecdn.com/6bbdd019-c127-485c-b411-a03aac54785d/", "file": "https://ucarecdn.com/6bbdd019-c127-485c-b411-a03aac54785d/", "description": "As I write this, the 42nd Parliament has not yet begun sitting and yet the impacts of the new government continue to reverberate.The steady string of announcements since the election appears almost designed specifically to please the university community. Academics – and researchers more generally – seem particularly heartened by the change in tone from the, let’s just say, churlishness of the previous regime.\r\n\r\nThe new cabinet, sworn in on Nov. 4, includes not just a Minister of Innovation, Science and Economic Development, but also a Minister of Science, full stop. The day after the swearing in, the new Minister of Science, Kirsty Duncan, tweeted: “Looking forward to restoring science to its rightful place in government!”\r\n", "visits": 679, "categories": [19, 18, 3, 5]}}, {"model": "links.link", "pk": 2162, "fields": {"created_time": "2015-12-11T03:05:34.077Z", "updated_time": "2015-12-11T03:05:34.077Z", "title": "TRENDS IN COLLEGE PRICING 2015", "url": "https://ucarecdn.com/56dbb3bf-8764-4392-9f78-b9d81f82eba8/", "file": "https://ucarecdn.com/56dbb3bf-8764-4392-9f78-b9d81f82eba8/", "description": "\r\nThe increases in tuition and fee prices in 2015-16 were, like the increases in the two preceding years, relatively small by historical standards. However, the very low rate of general inflation makes this year’s increases in college prices larger in real terms than those of 2014-15 and 2013-14. Significantly, and perhaps counter to public impressions, price increases are not accelerating over time. However, the average published tuition and fee price of a full-time year at a public four-year institution is 40% higher, after adjusting for inflation, in 2015-16 than it was in 2005-06.The average published price is 29% higher in the public two-year sector and 26% higher in the private nonprofit four-year sector than a decade ago.\r\n", "visits": 616, "categories": [8]}}, {"model": "links.link", "pk": 2163, "fields": {"created_time": "2015-12-11T03:08:28.234Z", "updated_time": "2015-12-11T03:08:28.234Z", "title": "The educational roots of trust", "url": "https://ucarecdn.com/da26d83f-1242-4d08-8d60-0bbd0168b945/", "file": "https://ucarecdn.com/da26d83f-1242-4d08-8d60-0bbd0168b945/", "description": "\r\nTrust is important for social and economic well-being, for enhancing social cohesion and strengthening resilience, and for maintaining security and order in our societies. Trust is the foundation upon which social capital is built and it also is intimately related to human capital. This work examines the association between education and levels of interpersonal trust, using data from the OECD’s Survey of Adult Skills (PIAAC). Our analysis demonstrated that education strengthens the cognitive and analytical capacities needed to develop, maintain, and (perhaps) restore trust in both close relationships as well as in anonymous others. It does so both directly, through building and reinforcing literacy and numeracy in individuals, and indirectly, through facilitating habits and reinforcing behaviours such as reading and writing at home and at work. Education and trust are thus fundamentally intertwined and dependent on each other. While all countries across the OECD have been striving to improve their education systems in terms of student achievement levels, this analysis suggests that there are also concrete elements that could be usefully addressed in order to reinforce and strengthen trust.\r\n", "visits": 726, "categories": [19, 5]}}, {"model": "links.link", "pk": 2164, "fields": {"created_time": "2015-12-11T03:10:34.134Z", "updated_time": "2015-12-11T03:10:34.134Z", "title": "The Efficiency of Secondary Schools in an International Perspective", "url": "https://ucarecdn.com/4eddb695-a63e-4185-b6d6-904faf0ab4c9/", "file": "https://ucarecdn.com/4eddb695-a63e-4185-b6d6-904faf0ab4c9/", "description": "\r\nAs governments around the world struggle with doing more with less, efficiency analysis climbs to the top of the policy agenda. This paper derives efficiency measures for more than 8,600 schools in 30 countries, using PISA 2012 data and a bootstrap version of Data Envelopment Analysis as a method. We estimate that given current levels of inputs it would be possible to increase achievement by as much as 27% if schools improved the way they use these resources and realised efficiency gains. We find that efficiency scores vary considerably both between and within countries. Subsequently, through a second-stage regression, a number of school-level factors are found to be correlated with efficiency scores, and indicate potential directions for improving educational results. We find that many efficiency-enhancing factors vary across countries, but our analysis suggests that targeting the proportion of students below low proficiency levels and putting attention to \r\nstudents’ good attitudes (for instance, lower truancy), as well as having better quality of resources (i.e. teachers and educational facilities), foster better results in most contexts.\r\n", "visits": 636, "categories": [14]}}, {"model": "links.link", "pk": 2165, "fields": {"created_time": "2015-12-11T03:15:05.184Z", "updated_time": "2015-12-11T03:15:05.184Z", "title": "Examining school context and its influence on teachers", "url": "https://ucarecdn.com/ecc43422-d7b1-40db-838e-c6e6350400e8/", "file": "https://ucarecdn.com/ecc43422-d7b1-40db-838e-c6e6350400e8/", "description": "\r\nThe Organisation for Economic Cooperation and Development (OECD) has linked data from the Teaching and Learning International Survey (TALIS) of teachers of 15-year-old students with school-level data from the Programme for International Student Assessment (PISA), a survey of 15-year-old students. The purpose of this study is to present an exploratory analysis of the combined TALIS-PISA data by examining the relationship of school-level student measures to teacher outcomes. In other words, this paper examines how student factors in a school may influence teachers’ work, their attitudes, and their perceived needs for support. Survey responses were collected from teachers and students in eight countries. Data from 26 610 teachers were combined with student measures, aggregated by school, from 103 077 students.\r\n", "visits": 615, "categories": [6, 7]}}, {"model": "links.link", "pk": 2166, "fields": {"created_time": "2015-12-11T03:17:30.516Z", "updated_time": "2015-12-11T03:17:30.516Z", "title": "Skills and Wage Inequality", "url": "https://ucarecdn.com/ac52fc7f-ea91-4587-8d47-9ad5496b0088/", "file": "https://ucarecdn.com/ac52fc7f-ea91-4587-8d47-9ad5496b0088/", "description": "\r\nThis paper exploits data from the Survey of Adult Skills (PIAAC) to shed light on the link between measured cognitive skills (proficiency), (formal) educational attainment and labour market outcomes. After presenting descriptive statistics on the degree of dispersion in the distributions of proficiency and wages, the paper shows that the cross-country correlation between these two dimensions of inequality is very low and, if anything, negative. As a next step, the paper provides estimates of the impact of both proficiency and formal education at different parts of the distribution of earnings. Formal education is found to have a larger impact on inequality, given that returns to education are in general much higher at the top than at the bottom of the distribution. The profile of returns to proficiency, by contrary, is much flatter. This is consistent with the idea that PIAAC measures rather general skills, while at the top end of the distribution the labour market rewards specialised knowledge that is necessarily acquired through tertiary and graduate education. Finally, a decomposition exercise shows that composition effects are able to explain a very limited amount of the observed cross-country differences in wage inequality. This suggests that economic institutions, by shaping the way personal characteristics are rewarded in the labour market, are the main\r\ndeterminants of wage inequality.\r\n", "visits": 570, "categories": [18]}}, {"model": "links.link", "pk": 2167, "fields": {"created_time": "2015-12-11T03:21:16.565Z", "updated_time": "2015-12-11T03:21:16.565Z", "title": "Reforming Education Governance Through Local Capacity-building", "url": "https://ucarecdn.com/e4e0094f-a44c-4d53-9a3c-5b3b6eb766d6/", "file": "https://ucarecdn.com/e4e0094f-a44c-4d53-9a3c-5b3b6eb766d6/", "description": "\r\nThis report is an assessment of the programme “Lernen vor Ort” [LvO – “Learning Locally”] initiated by the German federal government in order to support the development of local governance structures in education. LvO ran between 2009 and 2014 in about 40 participating local governments, which were chosen in a competitive process. It aimed at promoting cooperation between local governments and civil society stakeholders, creating sustainable structures in educational monitoring, management and consulting as well as improving local capacities in knowledge management. Besides providing \r\nimportant background information on the German education system and the design of the LvO programme, this study engages in five detailed case studies of the implementation of the LvO programme in different local authorities. These studies are mainly based on approximately 90 interviews with local and national experts, and stakeholders. The main findings are that LvO can be regarded as a success due to the fact that it had a lasting and probably sustainable impact in the cases studied in this report, in particular with regard to those structures that produce concrete and visible outputs, such as educational monitoring. The case studies also reveal a number of local factors that influence the relative effectiveness of the implementation of the programme. Political leadership and support from the head of the local government are crucial, in particular during critical situations during the implementation. Furthermore, the impact of the programme was particularly positive, when the process of local implementation was characterised by clear communication strategies, broad stakeholder involvement in governing bodies and the implementation of concrete goals and projects. However, relative success also depended on important background factors such as local socio-economic conditions as well as financial and administrative capacities, which could not be adressed directly by the programme’s goals. The report concludes with some general recommendations and lessons learned of relevance for other countries.\r\n", "visits": 611, "categories": [15]}}, {"model": "links.link", "pk": 2168, "fields": {"created_time": "2015-12-11T03:24:27.888Z", "updated_time": "2015-12-11T03:24:27.888Z", "title": "Does having digital skills really pay off?", "url": "https://ucarecdn.com/7f129937-77fb-471b-a47a-c66db18b270e/", "file": "https://ucarecdn.com/7f129937-77fb-471b-a47a-c66db18b270e/", "description": "\r\nHaving the highest levels of skills in problem solving using ICT (information and communication technologies) increases chances of participating in the labour force by six percentage points compared with adults who have the lowest levels of these skills, even after accounting for various other factors, such as age, gender, level of education, literacy and numeracy proficiency, and use \r\nof e-mail at home.\r\n", "visits": 528, "categories": [4]}}, {"model": "links.link", "pk": 2169, "fields": {"created_time": "2015-12-11T03:26:50.483Z", "updated_time": "2015-12-11T03:26:50.483Z", "title": "Supporting teachers and schools to promote positive student behaviour in England and Ontario (Canada)", "url": "https://ucarecdn.com/22ddaa7a-ebe1-466d-b95e-28fd86b35ee7/", "file": "https://ucarecdn.com/22ddaa7a-ebe1-466d-b95e-28fd86b35ee7/", "description": "\r\nThis paper presents the findings based on case studies of the educational systems of England and of the Canadian province of Ontario, as part of a research project funded by the Thomas J. Alexander Fellowship Programme.1 This research project aims to provide inputs to policymakers and school leaders, especially in Latin America, to support teachers and schools with student behaviour issues and improve classroom and school climate. The purpose of these case studies is to investigate how \r\nsystem-level policies in four main areas (initial teacher education, professional development, professional collaboration and participation among stakeholders) and other types of system-level initiatives (such as student behaviour policies) have been implemented in order to improve disciplinary climate and help teachers to deal with student behaviour issues. It also aims to \r\nidentify the conditions in which teaching and classroom practices take place, in order to understand the context of student behaviour and disciplinary climate in these educational systems.\r\n", "visits": 715, "categories": [19, 6, 10, 7]}}, {"model": "links.link", "pk": 2170, "fields": {"created_time": "2015-12-11T03:29:35.819Z", "updated_time": "2015-12-11T03:29:35.819Z", "title": "Fostering social and emotional skills through families, schools and communities", "url": "https://ucarecdn.com/dc6a8ce9-d7bb-46f4-9b3e-3df9e5966d23/", "file": "https://ucarecdn.com/dc6a8ce9-d7bb-46f4-9b3e-3df9e5966d23/", "description": "\r\nSocial and emotional skills, such as perseverance, sociability and self-esteem, help individuals face the challenges of the 21st century and benefit from the opportunities it brings. Policy makers, teachers and parents can help foster these skills by improving the learning environments in which they develop. This paper reviews international evidence, including those from Japan, to better understand the learning contexts that can be conducive to children’s social and emotional development. It sheds light on features that underlie successful learning programmes including intervention studies. Reviewed evidence suggests that there are important roles for families, schools and communities to play in enhancing children’s social and emotional skills, and that coherence across multiple learning contexts needs be ensured. While most of the evidence comes from the United States and the United Kingdom, the paper suggests that further efforts could be made in Japan in collecting and better exploiting micro-data on a range of social and emotional skills, as well as in evaluating effectiveness of nterventions designed to raise social and emotional skills.\r\n", "visits": 753, "categories": [14]}}, {"model": "links.link", "pk": 2171, "fields": {"created_time": "2015-12-11T03:32:19.457Z", "updated_time": "2015-12-11T03:32:19.457Z", "title": "Fostering and Measuring Skills", "url": "https://ucarecdn.com/f56203ed-7939-4305-bb95-97d277084799/", "file": "https://ucarecdn.com/f56203ed-7939-4305-bb95-97d277084799/", "description": "\r\nIQ tests and achievement tests do not capture non-cognitive skills — personality traits, goals, character and motivations that are valued in the labour market, in school and elsewhere. For many outcomes, their predictive power rivals or exceeds that of cognitive skills. Skills are stable across situations with different incentives. Skills are not immutable over the life cycle. While they have a genetic basis they are also shaped by environments, including families, schools and peers. Skill development is a dynamic process. The early years are important in shaping all skills and in laying the foundations for successful investment and intervention in the later years. During the early years, both cognitive and non-cognitive skills are highly malleable. During the adolescent years, non-cognitive skills are more malleable than cognitive skills. The differential \r\nplasticity of different skills by age has important implications for the design of effective policies.\r\n", "visits": 641, "categories": [6, 7]}}, {"model": "links.link", "pk": 2172, "fields": {"created_time": "2015-12-11T03:34:32.190Z", "updated_time": "2015-12-11T03:34:32.190Z", "title": "Mental Health and Work", "url": "https://ucarecdn.com/94ca1a52-8ef5-496c-b355-2120d369d0e4/", "file": "https://ucarecdn.com/94ca1a52-8ef5-496c-b355-2120d369d0e4/", "description": "\r\nMental ill-health can lead to poor work performance, high sickness absence and reduced labour market participation, resulting in considerable costs for society. Improving labour market participation of people with mental health problems requires well-integrated policies and services across the education, employment, health and social sectors. This paper provides examples of policy initiatives from 10 OECD countries for integrated services. Outcomes and strengths and weaknesses of the policy initiatives are presented, resulting in the following main conclusions for future integrated mental health and\r\nwork policies and services.\r\n", "visits": 626, "categories": [16]}}, {"model": "links.link", "pk": 2173, "fields": {"created_time": "2015-12-11T03:37:16.157Z", "updated_time": "2015-12-11T03:37:16.157Z", "title": "Steering from the Centre: New Modes of Governance in Multi-level Education Systems", "url": "https://ucarecdn.com/1847385a-d323-48d7-8ad8-7c473b379c5f/", "file": "https://ucarecdn.com/1847385a-d323-48d7-8ad8-7c473b379c5f/", "description": "\r\nThe governance of complex, decentralised, multi-level education systems poses two fundamental questions for both policy- and research discussions: What are innovative contemporary governance strategies for the central level in education systems? How can these approaches be described and analysed to identify commonalities that might help to understand how and if they work? In addressing these questions, this paper’s aim is twofold: first, to inform the policy-discussion by presenting empirical examples of new governance mechanisms that central governments use to steer systems across their levels; and second, to contribute to the conceptual discussion of how to categorise and analyse the evolution of new governance structures. To do so, the paper starts with identifying core features of multi-level governance and the respective conceptual gaps it produces. It then introduces a simple analytical categorisation of modes of governance. An analysis of three \r\nempirical cases (an institutionalised exchange between governance levels in Norway, a capacity building programme in Germany, and the Open Method of Coordination within the European Union) then shows how various education systems address these gaps and design the role of the central level in complex decision-making structures. A comparison of the three cases identifies – despite the heterogeneity of the cases – several communalities, such as multi-staged policy processes, \r\ntransparency and publicity, and soft sanctions. The paper concludes that the Open Method of Coordination, even though often criticised for its inefficiencies, might serve as a promising template for national approaches to soft governance in education. Further research on OECD education systems is needed to gather more empirical examples; these may help to get a better \r\nunderstanding of what is needed for successful steering from the central level in decentralised contexts.\r\n", "visits": 626, "categories": [15]}}, {"model": "links.link", "pk": 2174, "fields": {"created_time": "2015-12-11T03:40:46.225Z", "updated_time": "2015-12-11T03:40:46.225Z", "title": "Trust: What it is and Why it Matters for Governance and Education", "url": "https://ucarecdn.com/36c9673f-7b68-430e-b045-b234ec3e4eb7/", "file": "https://ucarecdn.com/36c9673f-7b68-430e-b045-b234ec3e4eb7/", "description": "\r\nTrust is indispensable for social and economic relations; it is the glue that holds organisations together and appears to work somehow mysteriously. Overall, trust is a ubiquitous ingredient in policymaking and implementation across many governance systems including education, whether it concerns accountability mechanisms, capacity building or strategic thinking. Yet our understanding, conceptualisation and measurement of these issues remain limited. This working paper asks the question: what is trust and how does it matter for governance, especially in education systems? It explores why trust is key for policymaking and where it fits within current governance issues. The paper examines different definitions of trust, presents various ways of measuring trust and discusses some of their benefits and limitations. It proposes a definition of trust made up of three parts: trust as an expectation, a willingness to be vulnerable and a risk-taking act. The paper then presents a simple model of trust and governance and reviews the relationship between trust and different elements in education systems, such as complexity, asymmetries in information and power, collaboration/cooperation, monitoring and accountability, and professionalisation. It concludes with some policy findings and identifies several research gaps.\r\n", "visits": 761, "categories": [15]}}, {"model": "links.link", "pk": 2175, "fields": {"created_time": "2015-12-11T03:43:14.911Z", "updated_time": "2015-12-11T03:43:14.911Z", "title": "Skills at Work: How Skills and their Use Matter in the Labour Market", "url": "https://ucarecdn.com/73a9ff4e-81f5-401a-b228-e2b39c59b704/", "file": "https://ucarecdn.com/73a9ff4e-81f5-401a-b228-e2b39c59b704/", "description": "Human capital is key for economic growth. Not only is it linked to aggregate economic performance but also to each individual’s labour market outcomes. However, a skilled population is not enough to achieve high and inclusive growth, as skills need to be put into productive use at work. Thanks to the availability of measures of both the proficiency and the use of numerous types of skills, the Survey of Adult Skills offers a unique opportunity to advance knowledge in this area and this paper presents and discusses evidence on both these dimensions with a particular focus on their implications for labour market policy. This paper explores the role played in the labour market by skill proficiency in the areas of literacy, numeracy and problem solving in technology-rich environments. It also shows how skills use, not only proficiency, affects a number \r\nof key labour market phenomena, such as the gender wage gap. Finally, the paper combines information on skill proficiency, educational attainment, skill use and qualification requirements to construct indicators of qualification and skills mismatch and to explore their causes and consequences.\r\n", "visits": 712, "categories": [20]}}, {"model": "links.link", "pk": 2176, "fields": {"created_time": "2015-12-11T03:44:57.296Z", "updated_time": "2015-12-11T03:44:57.296Z", "title": "A New Measure of Skills Mismatch", "url": "https://ucarecdn.com/d2cb5481-3fcb-487f-8a6b-f4c8b24a0043/", "file": "https://ucarecdn.com/d2cb5481-3fcb-487f-8a6b-f4c8b24a0043/", "description": "This paper proposes a new measure of skills mismatch that combines information about skill proficiency, self-reported mismatch and skill use. The theoretical foundations underling this measure allow identifying minimum and maximum skill requirements for each occupation and to classify workers into three groups, the well-matched, the under-skilled and the over-skilled. The availability of skill use data further permit the computation of the degree of under and over-usage of skills in the economy. The empirical analysis is carried out using the first wave of the OECD Survey of Adult Skills (PIAAC) and the findings are compared across skill domains, labour market status and countries.", "visits": 590, "categories": [18]}}, {"model": "links.link", "pk": 2177, "fields": {"created_time": "2015-12-11T03:47:01.743Z", "updated_time": "2015-12-11T03:47:01.743Z", "title": "Promoting Skills for Innovation in Higher Education", "url": "https://ucarecdn.com/cd8fe97d-5574-429e-bad2-771ad47079eb/", "file": "https://ucarecdn.com/cd8fe97d-5574-429e-bad2-771ad47079eb/", "description": "Future economic growth and social progress in knowledge societies rely increasingly on innovation. Innovators and entrepreneurs require skill sets for innovation such as technical skills, thinking and creativity skills, as well as social and behavioural skills. Higher education plays an important role in providing people with skills for innovation, but a number of important questions remain as to what kind of higher education teaching can be conducive to the strengthening of skills for innovation.\r\n", "visits": 668, "categories": [19]}}, {"model": "links.link", "pk": 2178, "fields": {"created_time": "2015-12-13T16:26:55.081Z", "updated_time": "2015-12-13T16:26:55.081Z", "title": "Returns to Skills Around the World", "url": "https://ucarecdn.com/4a931677-ddf5-42b3-96df-7fa3673a7e07/", "file": "https://ucarecdn.com/4a931677-ddf5-42b3-96df-7fa3673a7e07/", "description": "Existing estimates of the labor-market returns to human capital give a distorted picture of the role of skills across different economies. International comparisons of earnings analyses rely almost exclusively on school attainment measures of human capital, and evidence incorporating direct measures of cognitive skills is mostly restricted to early-career workers in the United States. Analysis of the new PIAAC survey of adult skills over the full lifecycle in 22 countries shows that the focus on early-career earnings leads to underestimating the lifetime returns to skills by about one quarter. On average, a one-standard-deviation increase in numeracy skills is associated with an 18 percent wage increase among prime-age workers. But this masks considerable heterogeneity across countries. Eight countries, including all Nordic countries, have returns between 12 and 15 percent, while six are above 21 percent with the largest return being 28 percent in the United States. Estimates are remarkably robust to different earnings and skill measures, additional controls, and various subgroups. Intriguingly, returns to skills are systematically lower in countries with higher union density, stricter employment protection, and larger public-sector shares. \r\nRésumé ", "visits": 587, "categories": [20]}}, {"model": "links.link", "pk": 2179, "fields": {"created_time": "2015-12-13T16:28:18.657Z", "updated_time": "2015-12-13T16:28:18.657Z", "title": "The Simple, the Complicated, and the Complex: Educational Reform Through the Lens of Complexity Theory", "url": "https://ucarecdn.com/44067677-c219-48be-8d42-3036140fee6e/", "file": "https://ucarecdn.com/44067677-c219-48be-8d42-3036140fee6e/", "description": "This paper explores the nature of complexity theory and its applications for educational reform. It briefly explains the history of complexity theory and identifies the key concepts of complex adaptive systems, and then moves on to define the differences between simple, complicated, and complex approaches to educational reform. Special attention is given to work currently underway in the fields of healthcare, emergency management and ecology that draws on complexity theory to build more resilient and robust response systems capable of adapting to changing needs and of identifying key pressure points in the system. Finally, this paper presents several examples of educational reform programmes undertaken worldwide that have implemented complexity theory principles to achieve positive results. It also recommends involving multiple stakeholders across the different levels of governance structure, increasing lateral knowledge-sharing between schools and districts, and transforming policy interventions to bring greater flexibility to the reform process. This move toward feedback-driven adaptive reform allows for better targeting of programmes to specific contexts and may prove a key way forward for educational policymakers", "visits": 789, "categories": [5]}}, {"model": "links.link", "pk": 2180, "fields": {"created_time": "2015-12-13T16:30:05.332Z", "updated_time": "2015-12-13T16:30:05.332Z", "title": "Schooling Matters OPPORTUNITY TO LEARN IN PISA 2012", "url": "https://ucarecdn.com/2058b82c-cb61-40e7-a086-0452e8ba25be/", "file": "https://ucarecdn.com/2058b82c-cb61-40e7-a086-0452e8ba25be/", "description": "Many international comparisons of education over the past 50 years have included some measure of students’ opportunity to learn (OTL) in their schooling. Results have typically confirmed the common sense notion that a student’s exposure in school to the assessed concepts, operationalized in some sort of time metric, is related to what the student has learned as measured by the assessment. What has not been demonstrated is a connection between the specifics of what students have encountered through schooling and their performance on any sort of applied knowledge assessment such as PISA. This paper explores this issue in 2012 PISA which, for the first time, included several OTL items on the student survey. OTL demonstrated a significant relationship with student performance on both the main paper-and-pencil literacy assessment as well as the optional computer-based assessment at all three levels – country, school and student. In every country at least one if not all three of the constructed OTL indices – exposure to word problems, formal mathematics topics, and applied mathematics problems – demonstrated a significant relationship to the overall PISA measure of mathematics literacy as well as the four sub areas of change and relationships, shapes and space, quantity, and uncertainty and data. Additionally, results indicated that variability in OTL was related to student performance having implications for equality of opportunity. ", "visits": 615, "categories": [6, 7]}}, {"model": "links.link", "pk": 2181, "fields": {"created_time": "2015-12-13T16:31:45.411Z", "updated_time": "2015-12-13T16:31:45.411Z", "title": "Learning Study ITS ORIGINS, OPERATIONALISATION, AND IMPLICATIONS", "url": "https://ucarecdn.com/084a9fd9-4dad-4d10-94f0-6d2b40690370/", "file": "https://ucarecdn.com/084a9fd9-4dad-4d10-94f0-6d2b40690370/", "description": "Learning Study is a collaborative, action-research approach to improve the effectiveness of student learning by enhancing the professional competence of teachers. This is achieved through the collaborative construction of the pedagogical content knowledge enabling them better to teach specific objects of learning. Through inquiry and authentic learning by the teachers, it takes account of students’ prior knowledge in the lesson planning and so creates an authentic learning environment for the students. This paper explains how the Learning Study approach relates to the set of approaches known as “Lesson Study” and how it incorporates the principles for high quality learning proposed by the OECD project on Innovative Learning Environments (ILE) in its design and implementation. It examines how Learning Study helps to integrate the factors comprising innovative learning environments. It analyses the critical conditions that support its development and practice in schools and in professional learning networks and education systems in general. ", "visits": 695, "categories": [6, 7]}}, {"model": "links.link", "pk": 2182, "fields": {"created_time": "2015-12-13T16:33:15.433Z", "updated_time": "2015-12-13T16:33:15.433Z", "title": "Monitoring Adult Learning Policies A THEORETICAL FRAMEWORK AND INDICATORS", "url": "https://ucarecdn.com/8ac70e05-e510-467a-a5a4-97bdaed97eb0/", "file": "https://ucarecdn.com/8ac70e05-e510-467a-a5a4-97bdaed97eb0/", "description": "The main task of the Working Group on Adult Learning of the INES Labour Market, Economic and Social Outcomes network is the development of indicators on Adult Learning for publication in the annual volume “Education at a Glance” of the OECD. As part of this task, a list of 18 policy goals/issues in the domain of adult learning have been identified through broad consultations. After identifying the policy goals a theoretical framework was developed in order to be able to systematically select indicators for monitoring them. The theoretical framework is based on a systemic approach, identifying context, input, processes, output and outcome of the system of Adult Learning. The policy goals to be monitored and the theoretical framework constitute the basis for the definition and selection of a list of indicators which might be published in EAG. The third element in the development of international indicators is the existence of comparable data of good quality. The paper includes a list of 44 indicators which are practical to publish with existing data sources or with data sources likely to become available in the near future. The coverage of the policy areas is uneven, reflecting both the focus of existing data sources and the difficulties of some data gathering exercises. \r\n", "visits": 638, "categories": [18]}}, {"model": "links.link", "pk": 2183, "fields": {"created_time": "2015-12-13T16:34:53.116Z", "updated_time": "2015-12-13T16:34:53.116Z", "title": "Fathers' Leave, Fathers' Involvement and Child Development ARE THEY RELATED? EVIDENCE FROM FOUR OECD COUNTRIES", "url": "https://ucarecdn.com/4d06d49a-bbdc-4b73-b56f-59fcc440f996/", "file": "https://ucarecdn.com/4d06d49a-bbdc-4b73-b56f-59fcc440f996/", "description": "Previous research has shown that fathers taking some time off work around childbirth, especially periods of leave of 2 or more weeks, are more likely to be involved in childcare related activities than fathers who do not do so. Furthermore, evidence suggests that children with fathers who are ‘more involved’ perform better during the early years than their peers with less involved fathers. This paper analyses data of four OECD countries — Australia; Denmark; United Kingdom; United States — to describe how leave policies may influence father’s behaviours when children are young and whether their involvement translates into positive child cognitive and behavioural outcomes. This analysis shows that fathers’ leave, father’s involvement and child development are related. Fathers who take leave, especially those taking two weeks or more, are more likely to carry out childcare related activities when children are young. This study finds some evidence that children with highly involved fathers tend to perform better in terms of cognitive test scores. Evidence on the association between fathers’ involvement and behavioural outcomes was however weak. When data on different types of childcare activities was available, results suggest that the kind of involvement matters. These results suggest that what matters is the quality and not the quantity of father-child interactions. \r\n ", "visits": 622, "categories": [19, 3, 5]}}, {"model": "links.link", "pk": 2184, "fields": {"created_time": "2015-12-13T16:36:51.520Z", "updated_time": "2015-12-13T16:36:51.520Z", "title": "Progression in Student Creativity in School FIRST STEPS TOWARDS NEW FORMS OF FORMATIVE ASSESSMENTS", "url": "https://ucarecdn.com/5e615937-0fcf-487b-a792-ff9ad59cbec8/", "file": "https://ucarecdn.com/5e615937-0fcf-487b-a792-ff9ad59cbec8/", "description": "ABSTRACT \r\nCreativity is widely accepted as being an important outcome of schooling. Yet there are many different views about what it is, how best it can be cultivated in young people and whether or how it should be assessed. And in many national curricula creativity is only implicitly acknowledged and seldom precisely defined. This paper offers a five dimensional definition of creativity which has been trialled by teachers in two field trials in schools in England. The paper suggests a theoretical underpinning for defining and assessing creativity along with a number of practical suggestions as to how creativity can be developed and tracked in schools. Two clear benefits of assessing progress in the development of creativity are identified: 1) teachers are able to be more precise and confident in developing young people’s creativity, and 2) learners are better able to understand what it is to be creative (and to use this understanding to record evidence of their progress). The result would seem to be a greater likelihood that learners can display the full range of their creative dispositions in a wide variety of contexts. \r\nRÉSUMÉ \r\nLa créativité est largement acceptée comme étant un résultat scolaire important. Pourtant il y a beaucoup d’opinions différentes sur ce qu’elle est, comment on peut la cultiver chez les jeunes gens, et si et comment on devrait l’évaluer. De plus, dans beaucoup de programmes scolaires, la créativité n’est reconnue que de manière implicite et rarement définie de manière précise. Ce document offre une définition de la créativité reposant sur cinq dimensions, qui a été testée par des enseignants durant deux expériences de terrain dans des écoles en Angleterre. Le document propose un soubassement théorique pour définir et évaluer la créativité ainsi que nombre de suggestions pratiques sur le développement et le suivi de la créativité à l’école. Deux bénéfices clairs d’évaluer le progrès dans le développement de la créativité sont identifiés : 1) les enseignants peuvent être plus précis et confiants lorsqu’ils développent la créativité des jeunes gens, et 2) les apprenants sont davantage en mesure de comprendre ce que « être créatif » signifie (et à utiliser cette compréhension pour documenter et relater leur progrès). Le résultat semble être une plus grande probabilité que les apprenants témoignent de toute l’étendue de leurs dispositions à la créativité dans un large éventail de contextes.", "visits": 961, "categories": [19, 6, 5, 7]}}, {"model": "links.link", "pk": 2185, "fields": {"created_time": "2015-12-13T16:38:28.776Z", "updated_time": "2015-12-13T16:38:28.776Z", "title": "Trends in Job Skill Demands in OECD Countries", "url": "https://ucarecdn.com/84bafc12-ed90-49c6-a797-7179b64cbb80/", "file": "https://ucarecdn.com/84bafc12-ed90-49c6-a797-7179b64cbb80/", "description": "This report examines skill trends in 24 OECD countries over the past several decades. The skill measures used include broad occupation groups, country-specific direct measures of skill requirements from international surveys, and direct skill measures from the Occupational Information Network (O*NET) database applied to both United States and European labour force surveys. Each kind of data has its own strengths and limitations but they tell a consistent story. ", "visits": 687, "categories": [20]}}, {"model": "links.link", "pk": 2186, "fields": {"created_time": "2015-12-13T16:39:54.445Z", "updated_time": "2015-12-13T16:39:54.445Z", "title": "A Bird's Eye View of Gender Differences in Education in OECD Countries", "url": "https://ucarecdn.com/2fba0054-9a25-4221-a7d3-37f3f6c76846/", "file": "https://ucarecdn.com/2fba0054-9a25-4221-a7d3-37f3f6c76846/", "description": "SUMMARY \r\nThis paper presents an overview of gender differences in education outcomes in OECD countries. A rich set of indicators describes the improvement of educational attainment among women over the past decades, and various dimensions of male under-performance in education. Possible explanatory factors include incentives provided by changing employment opportunities for women, demographic trends, as well as the higher sensitivity of boys to disadvantaged socio-economic backgrounds. Gender differences in field of study and in performance by subject are found to be related to attitudes and self-perceptions towards academic subjects, which are in turn influenced by social norms. A number of policy options to address gender gaps are presented in the final section of the paper. \r\nRÉSUMÉ \r\nCe document présente un aperçu des différences entre garçons et filles dans les résultats scolaires des pays de l’OCDE. Les indicateurs utilisés décrivent l’amélioration du niveau d’instruction des femmes au cours des dernières décennies et les différents domaines dans lesquels les garçons obtiennent des résultats inférieurs par rapport aux filles. Parmi les explications avancées figurent les politiques encourageant les opportunités d’emploi pour les femmes, les tendances démographiques ainsi que la vulnérabilité accrue des garçons issus de milieux socio-économiques défavorisés. Les différences entre hommes et femmes dans le domaine des études et dans les résultats scolaires par discipline tiennent aux mentalités et à l’autoperception des disciplines, et sont elles-mêmes influencées par les normes sociales. La dernière section du document présente un certain nombre de mesures pouvant combler les disparités entre hommes et femmes. ", "visits": 730, "categories": [5]}}, {"model": "links.link", "pk": 2187, "fields": {"created_time": "2015-12-13T16:42:06.147Z", "updated_time": "2015-12-13T16:42:06.147Z", "title": "Business-Driven Innovation: Is it Making a Difference in Education? AN ANALYSIS OF EDUCATIONAL PATENTS", "url": "https://ucarecdn.com/0407a1b4-cf27-40a3-9992-732e4b76021f/", "file": "https://ucarecdn.com/0407a1b4-cf27-40a3-9992-732e4b76021f/", "description": "SUMMARY \r\nThis paper analyses business-driven innovation in education by looking at education-related patents. It first draws a picture of the challenges for innovation in the formal education sector, which suffers from a poor knowledge ecology: science is hardly linked to core teaching and administrative practices. It then turns to a common indicator of innovation: patents. In the case of education, patents typically cover educational tools. An analysis of education-related patents over the past 20 years shows a clear rise in the production of highly innovative educational technologies by businesses, typically building on advances in information and communication technology. While this increase in educational innovations may present new opportunities for the formal education sector, the emerging tool industry currently targets the nonformal education rather than the formal education system. We shortly discuss why business entrepreneurs may be less interested in the market of formal education. \r\nRÉSUMÉ \r\nCet article porte sur l’innovation entrepreneuriale dans le secteur de l’éducation, à partir d’une analyse des dépôts de brevets dans le secteur éducatif. Premièrement, il propose un tableau des défis de l’innovation dans le secteur de l’éducation formelle, dont l’écologie du savoir est faible : la science y est peu liée avec le cœur des pratiques pédagogiques et administratives. L’étude porte ensuite sur un indicateur courant de l’innovation : les brevets. Dans le cas de l’éducation, les brevets couvrent généralement des « outils » éducatifs. L’analyse des brevets éducatifs durant les vingt dernières années montre une claire croissance de la production de technologies éducatives hautement innovantes par des entreprises privées, qui s’appuient souvent sur les progrès des technologies d’information et de communication. Bien que cette croissance des innovations éducatives puisse donner de nouvelles opportunités au secteur formel de l’éducation, l’industrie émergente d’outils éducatifs cible actuellement les secteurs informels d’éducation. Nous discutons brièvement les raisons pour lesquelles les entrepreneurs privés semblent moins intéressés par le secteur de l’éducation formelle. \r\n", "visits": 911, "categories": [19, 8, 15]}}, {"model": "links.link", "pk": 2188, "fields": {"created_time": "2015-12-13T16:43:34.178Z", "updated_time": "2015-12-13T16:43:34.178Z", "title": "Bringing About Curriculum Innovations", "url": "https://ucarecdn.com/c5d648e1-0b67-4ad9-b528-5f8d134cbf6d/", "file": "https://ucarecdn.com/c5d648e1-0b67-4ad9-b528-5f8d134cbf6d/", "description": "Innovation is essential for the education sector. \r\nThe ways in which curriculum decision making is organised reflects different implicit approaches on how educational systems pertain to promote innovation in education. Curriculum holds an outstanding place when seeking to promote innovation in education, as it reflects the vision for education by indicating knowledge, skills and values to be taught to students. It may express not only what should be taught to students, but also how the students should be taught. Curriculum innovations can include new subjects, combinations of old subjects or cross-cutting learning objectives. They may also take a form of new content, concepts, sequencing, time allocation or pedagogy. ", "visits": 779, "categories": [6, 7]}}, {"model": "links.link", "pk": 2189, "fields": {"created_time": "2015-12-13T16:44:56.330Z", "updated_time": "2015-12-13T16:44:56.330Z", "title": "Innovative Research-Based Approaches to Learning and Teaching", "url": "https://ucarecdn.com/bde1009b-0c74-41d2-a168-30ae0ba59b04/", "file": "https://ucarecdn.com/bde1009b-0c74-41d2-a168-30ae0ba59b04/", "description": "Building on an earlier 2008 summary prepared for OECD by Marlene Scardamalia and Carl Bereiter, this paper by Gesa S. E. van den Broek provides a more extensive discussion of approaches described as “research based innovation.” Fostering Communities of Learning is a constructivist approach in which teachers help students discover important curricular concepts. Learning by Design is an inquiry-based science learning programme based on case-based reasoning models. Central Conceptual Structures (CCS) theory describes developmental changes in children’s thinking and what is needed to progress through stages in specific cognitive domains. Web-based Inquiry Science Environment (WISE) is an internet-based adaptive learning environment building on the principles of knowledge integration. Cognitive Tutors and ACT-R theory are intelligent adaptive software programmes that provide students with scaffolded instruction and feedback. Direct Instruction aims to accelerate learning through clear scripted direct instruction by the teacher and scaffolded practice aimed at student involvement and error reduction. Higher Order Thinking Skills (HOTS) is for disadvantaged students especially to engage in Socratic dialogues about ideas and strategies to solve computer game-based problems. Knowledge Building is a constructivist teaching approach centred on building knowledge and creating knowledge communities. \r\nRÉSUMÉ ", "visits": 647, "categories": [6, 7]}}, {"model": "links.link", "pk": 2190, "fields": {"created_time": "2015-12-13T16:46:34.291Z", "updated_time": "2015-12-13T16:46:34.291Z", "title": "Open Educational Resources ANALYSIS OF RESPONSES TO THE OECD COUNTRY QUESTIONNAIRE", "url": "https://ucarecdn.com/1273f8ce-4b57-4d2d-9e58-49b3f01f9d2c/", "file": "https://ucarecdn.com/1273f8ce-4b57-4d2d-9e58-49b3f01f9d2c/", "description": "OECD’s Centre for Educational Research and Innovation (CERI) has worked on Open Educational Resources (OER) in the past, which led to the publication Giving Knowledge for Free – the Emergence of Open Educational Resources (2007). This working paper thus builds on exploratory and forward-looking research in CERI and invites countries to consider the policy implications of the expansion of OER, its benefits and associated challenges. \r\nA small OER expert group was established to discuss the subject, link it to other relevant developments in the field, and develop a draft questionnaire for member countries in order to collect information regarding the policy context related to OER. The expert group met in June 2011 and for a second time in September 2011. The questionnaire was sent to the 34 OECD member countries in August 2011. It outlined a short informative note about the benefits and challenges of OER. The responses to the questionnaire are analysed in this document. ", "visits": 612, "categories": [19]}}, {"model": "links.link", "pk": 2191, "fields": {"created_time": "2015-12-13T16:47:45.900Z", "updated_time": "2015-12-13T16:47:45.900Z", "title": "Immigrant Status and Secondary School Performance as Determinants of PostSecondary Participation", "url": "https://ucarecdn.com/b0e1496f-792b-4468-8ad8-2f6ed8da03e3/", "file": "https://ucarecdn.com/b0e1496f-792b-4468-8ad8-2f6ed8da03e3/", "description": "ABSTRACT \r\nThis working paper seeks to explore the reasons why educational attainment in the immigrant population varies between North America and Europe. Specifically, the examples of Canada and Switzerland are used as Canada has an immigrant population with a typically higher rate of post-secondary education than that of the domestic population, while in Switzerland the opposite is true. Analysis shows that while differences in immigration policy play a significant role, there are many other variables which affect educational attainment in immigrants, such as the education level of the parents, source region and home language. \r\nRÉSUMÉ \r\nLe présent document de travail tente d‟explorer les raisons pour lesquelles le niveau de formation de la population immigrée varie entre l‟Amérique du Nord et l‟Europe. Il s‟attache plus particulièrement aux exemples du Canada et de la Suisse, les diplômés de l‟enseignement post-secondaire étant typiquement plus nombreux dans la population immigrée que dans la population autochtone au Canada, tandis qu‟en Suisse, c‟est l‟inverse qui s‟observe. L‟analyse montre que si les différences en termes de politiques d‟immigration jouent un rôle important, il existe également de nombreuses autres variables qui influent sur le niveau de formation de la population immigrée, telles que le niveau de formation des parents, la région d‟origine et la langue parlée à la maison. ", "visits": 604, "categories": [14]}}, {"model": "links.link", "pk": 2192, "fields": {"created_time": "2015-12-13T16:49:23.552Z", "updated_time": "2015-12-13T16:49:23.552Z", "title": "Hybrid Learning Environments MERGING LEARNING AND WORK PROCESSES TO FACILITATE KNOWLEDGE INTEGRATION AND TRANSITIONS", "url": "https://ucarecdn.com/b2acc24e-c3a3-478f-8e5d-5997698079aa/", "file": "https://ucarecdn.com/b2acc24e-c3a3-478f-8e5d-5997698079aa/", "description": "This paper deals with the problematic nature of the transition between education and the workplace. A smooth transition between education and the workplace requires learners to develop an integrated knowledge base, but this is problematic as most educational programmes offer knowledge and experiences in a fragmented manner, scattered over a variety of subjects, modules and (work) experiences. To overcome this problem, we propose a design approach and shifting the educational focus of attention from individual learners to learning environments. The broader notion of learning environments facilitates transitions by establishing horizontal connections between schools and the workplace. The main argument of this paper is that combining or connecting aspects of school-based settings only is not sufficient to ensure learners will develop an integrated knowledge base. The concept and examples of “hybrid learning environment” show how formal, school-based learning and workplace experiences can be closely connected. The paper offers a framework of four coherent perspectives that can help to understand the complex nature of such environments and to design hybrid learning environments: the “agency perspective”, the “spatial perspective”, the “temporal perspective”, and the “instrumental perspective”. The framework is applied to three cases taken from vocational education in the Netherlands to describe what hybrid learning environments look like in contemporary educational practice. ", "visits": 785, "categories": [6, 7]}}, {"model": "links.link", "pk": 2193, "fields": {"created_time": "2015-12-13T16:50:41.036Z", "updated_time": "2015-12-13T16:50:41.036Z", "title": "campus mental health strategy Creating a Community of Caring", "url": "https://ucarecdn.com/c7d5790a-1cde-4f37-8401-54f74eb89f19/", "file": "https://ucarecdn.com/c7d5790a-1cde-4f37-8401-54f74eb89f19/", "description": "The promotion of mental health and well-being in our students, faculty, and staff is important to the University of Calgary. Given the symbiotic relation between health and education, Universities are increasingly recognized as places to promote the health and well-being of the people who learn, work and live within them. Research-intensive universities create cultures that demand high performance while promoting excellence and achievement, and also carry the risk of stress, stigma, and challenges to mental health. With the recognition of the importance of promoting mental health and intervening to address illness in a timely way, we join groups across Canada and beyond that are committed to enhancing the mental health of university students, faculty, and staff. ", "visits": 1044, "categories": [16]}}, {"model": "links.link", "pk": 2194, "fields": {"created_time": "2015-12-13T16:53:14.334Z", "updated_time": "2015-12-13T16:53:14.334Z", "title": "A Look Back at the Decision on the Transfer Function at the Founding of Ontario’s Colleges of Applied Arts and Technology", "url": "https://ucarecdn.com/bc88059d-66dc-4871-b81b-8d2142569257/", "file": "https://ucarecdn.com/bc88059d-66dc-4871-b81b-8d2142569257/", "description": "ABSTRACT\r\nCommunity 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. \r\nRÉSUMÉ\r\nDepuis le début des années 1960 et jusqu’au début des années 1970, lorsqu’on créait des réseaux de collèges communautaires partout en Amérique du Nord, deux modèles majeurs étaient proposés pour ces nouveaux réseaux. Dans un des modèles, le collège combinait l’enseignement général universitaire de division inférieure avec les programmes d’enseignement technique ; dans l’autre, la plupart des collèges, sinon tous, se concentraient sur l’enseignement technique. L’Ontario était la plus importante parmi les provinces et les États en Amérique du Nord qui ait opté pour le deuxième modèle. Beaucoup des défi s auxquels les planifi cateurs ont été confrontés lorsqu’ils ont conçu le réseau des collèges sont encore présents ou sont réapparus au cours des dernières années. Cet article réexamine l’ancien débat sur la conception des collèges de l’Ontario et considère ses implications actuelles.", "visits": 834, "categories": [17, 10]}}, {"model": "links.link", "pk": 2195, "fields": {"created_time": "2015-12-13T16:57:20.090Z", "updated_time": "2015-12-13T16:57:20.090Z", "title": "Not just skills: what a focus on knowledge means for vocational education", "url": "https://ucarecdn.com/611915c9-bb2f-4925-b4fa-d10b8e847092/", "file": "https://ucarecdn.com/611915c9-bb2f-4925-b4fa-d10b8e847092/", "description": "LEESA WHEELAHAN\r\nThis contribution to the symposium on Michael Young’s article ‘Overcoming the crisis in curriculum theory: a knowledge based approach’, supports his contention that curricu- lum theory has lost sight of its object—‘what is taught and learned in schools’, and argues that this has particularly deleterious consequences for vocational education and training (VET). VET is \r\nunproblematically positioned as applied, experiential and work- focused learning, and it is seen as a solution for those who are alienated from or unsuc- cessful in more traditional forms of academic education. This article argues that rather than being a mechanism for social inclusion, VET is instead a key way in which social inequality is mediated and reproduced because it excludes students from accessing the theoretical knowledge they need to participate in debates and controversies in society and in their occupational field of practice. It presents a social realist analysis to argue why VET students need access to theoretical knowledge, how a focus on experiential and applied learning constitutes a mechanism for social exclusion and what a ‘knowledge rich’ VET curriculum would look like.\r\n\r\nKeywords: vocational education and training; social realism; applied\r\ndisciplinary knowledge; curriculum; knowledge\r\n", "visits": 659, "categories": [6, 7]}}, {"model": "links.link", "pk": 2196, "fields": {"created_time": "2015-12-13T16:58:47.613Z", "updated_time": "2015-12-13T16:58:47.613Z", "title": "Inside and Outside the Academy. Valuing and Preparing PhDs for Careers", "url": "https://ucarecdn.com/630eb528-90d0-49c4-bfe9-5eacea7440b7/", "file": "https://ucarecdn.com/630eb528-90d0-49c4-bfe9-5eacea7440b7/", "description": "A PhD is a prerequisite for an academic career, but fewer than 20 per cent of Canada’s PhDs are employed as full-time university professors. The majority of PhDs are employed in a wide range of rewarding careers outside academia. This report examines the employment opportunities and outcomes of PhD holders. It characterizes the challenges some PhD graduates face when transitioning to careers beyond academia, as well as the state of demand for PhDs among Canada’s employers. The valuable contributions PhDs make in a wide range of careers are highlighted. The report examines the status of professional skills development for PhD students and presents innovative examples of professional development initiatives in Canada and peer countries. ", "visits": 733, "categories": [19, 6, 5, 7]}}, {"model": "links.link", "pk": 2197, "fields": {"created_time": "2015-12-13T17:01:18.064Z", "updated_time": "2015-12-13T17:01:18.064Z", "title": "Will High Technology Save Higher Education From Decline?", "url": "https://ucarecdn.com/eacd5b12-d92d-4777-aaee-5d749e1e8093/", "file": "https://ucarecdn.com/eacd5b12-d92d-4777-aaee-5d749e1e8093/", "description": "Canadian higher education has in the past few years succumbed to a mood of despair and defensiveness. Until just a few years ago, it was characterized by a confident, forward-looking energy, secure in the notion that it was the preeminent engine of national development. Since then, we have seen our relative salaries decline; our plant, equipment, and libraries erode; our jobs threatened; and the value of our contribution to Canadian society severely questioned. A number of explanations could be given for this dramatic reversal of our fortunes, with emphasis ranging from demographics to poor public relations, from economic stagnation to short-sighted political manoeuvering. One popular explanation is that Canadian higher education is now (justly) paying off debts it incurred in a Faustian compact with homo economicus. We financed our tremendous growth of yesteryear, this explanation purports, on promises of contributing substantially (or worse, by ourselves, delivering) unprecedented economic growth and industrial expansion. Now that industrial expansion has come to a standstill (and even declined), the primary case for generous funding of higher education is at best called into question, and at worst severely undermined.", "visits": 632, "categories": [5, 4]}}, {"model": "links.link", "pk": 2198, "fields": {"created_time": "2015-12-13T17:05:16.735Z", "updated_time": "2015-12-13T17:05:16.735Z", "title": "The Evolution of Relations Between Management and Faculty in Ontario Colleges of Applied Arts and Technology ", "url": "https://ucarecdn.com/f001d993-d6f5-4590-988f-ceaa70ae2a24/", "file": "https://ucarecdn.com/f001d993-d6f5-4590-988f-ceaa70ae2a24/", "description": "Arguably, the greatest barrier to the academic development and functioning of Ontario's twenty-two Colleges of Applied Arts and Technology (CAATs) is the hostile and suspicion laden relationship which exists between management and the union which represents the academic staff of the CAATs - the Ontario Public Service Employees Union (OPSEU). This was the conclusion of the commission on workload in the CAATs which I chaired in 1985 (IARC, 1985) and was corroborated in a study of CAAT governance by a Special Adviser to the Minister of Colleges and Universities the following year (Pitman, 1986). An indication of the degree of concern felt by the Ontario Government regarding managementunion relations in the CAATs is that the largest (in terms of time and resources) public commission on the CAATs to date has been the Colleges Collective Bargaining Commission (Gandz, 1988).", "visits": 607, "categories": [10]}}, {"model": "links.link", "pk": 2199, "fields": {"created_time": "2015-12-13T17:06:58.150Z", "updated_time": "2015-12-13T17:06:58.150Z", "title": "Arrangements for Coordination Between University and College Sectors in Canadian Provinces ", "url": "https://ucarecdn.com/6ee23d5f-116b-4992-b321-cae82d683f73/", "file": "https://ucarecdn.com/6ee23d5f-116b-4992-b321-cae82d683f73/", "description": "This paper reports the results of a study of provincial level arrangements for coordination of planning and operations between university and college sectors in Canada. The data are drawn from a survey of senior government and sector officials in which respondents were asked to describe existing arrangements for coordination and to comment upon the importance attached to, and priority issues for, coordination; characteristics of effective structures for coordination; and their satisfaction with existing arrangements. The findings indicate that inter-sector coordination is perceived as an important issue; that coordination structures are most developed in the provinces in which there is the strongest mandate for articulation between sectors; and that efforts are under way in most provinces to refine and improve structures for inter-sector coordination. ", "visits": 738, "categories": [17]}}, {"model": "links.link", "pk": 2200, "fields": {"created_time": "2015-12-13T17:10:13.219Z", "updated_time": "2015-12-13T17:10:13.219Z", "title": "Faculty Development Structures and Activities in Ontario's Colleges of Applied Arts and Technology ", "url": "https://ucarecdn.com/f1d07acd-ff17-4a5a-b548-19e441cb6a3f/", "file": "https://ucarecdn.com/f1d07acd-ff17-4a5a-b548-19e441cb6a3f/", "description": "The paper presents a discussion of faculty development in 22 of Ontario's Colleges of Applied Arts and Technology. We report the findings of a survey which collected information on administrative structure, funding, mandate, faculty development activities, publication, incentives for faculty participation, assessment of faculty needs and evaluation. We conclude by raising a number of questions which faculty developers might address as changes in the social, political and economic environment present new challenges to colleges and universities. ", "visits": 647, "categories": [6, 7]}}, {"model": "links.link", "pk": 2201, "fields": {"created_time": "2015-12-13T17:13:01.003Z", "updated_time": "2015-12-13T17:13:01.003Z", "title": "The Future of Merger What Do We Want Mergers To Do: Efficiency or Diversity? ", "url": "https://ucarecdn.com/79684125-47ca-4c93-be46-da2fcb38edc8/", "file": "https://ucarecdn.com/79684125-47ca-4c93-be46-da2fcb38edc8/", "description": "Mergers have been a frequent phenomenon in higher education in the last quarter century. The conventional wisdom is that mergers are undertaken mainly for economic reasons, either to expand markets or to reduce costs. About four out of five college or university mergers survive. In the for-profit sector the comparable rate is closer to two out of five. From this one might conclude that the future for mergers among colleges and universities is robust. If, however, the principal purpose of mergers is economic efficiency, there logically ought to be a point beyond which the efficacy of merger will begin to decline. There is, however, another motive for merger, which is unrelated to economic efficiency. Mergers can produce greater diversity of programs and services, both among individual colleges and universities and within systems of postsecondary education. ", "visits": 655, "categories": [19]}}, {"model": "links.link", "pk": 2202, "fields": {"created_time": "2015-12-13T17:14:56.199Z", "updated_time": "2015-12-13T17:14:56.199Z", "title": " “World Class” or The Curse of Comparison?", "url": "https://ucarecdn.com/54682be8-3640-4b54-8ce5-fdc272eba855/", "file": "https://ucarecdn.com/54682be8-3640-4b54-8ce5-fdc272eba855/", "description": "Can all the universities that claim to be “world-class” actually live up to the claim? If they could be, would that be desirable public policy? It could be that there are so many different meanings of “world-class” that the term in practical effect is an oxymoron: the defi nition of “world” is determined locally when conceptually it should be defi ned internationally. This paper discusses different kinds of institutional quality, how quality is formed and how it can be measured, particularly by comparison. It also discusses the subtle but fundamental differences between quality and reputation. The paper concludes with the suggestion that world-class comparisons of research quality and productivity are possible, but that any broader application to the “world-class” quality of universities will be at best futile and at worst misleading.\r\n", "visits": 662, "categories": [5]}}, {"model": "links.link", "pk": 2203, "fields": {"created_time": "2015-12-17T20:29:45.244Z", "updated_time": "2015-12-17T20:29:45.244Z", "title": "Limits of Generalizing in Education Research: Why Criteria for Research Generalization Should Include Population Heterogeneity and Uses of Knowledge Claims", "url": "https://ucarecdn.com/11102e33-ac08-4752-b17d-2f0f48c6d86e/", "file": "https://ucarecdn.com/11102e33-ac08-4752-b17d-2f0f48c6d86e/", "description": "Context: Generalization is a critical concept in all research designed to generate knowledge that applies to all elements of a unit (population) while studying only a subset of these elements (sample). Commonly applied criteria for generalizing focus on experimental design or representativeness of samples of the population of units. The criteria tend to neglect population diversity and targeted uses of knowledge generated from the generalization. Objectives: This article has two connected purposes: (a) to articulate the structure and discuss limitations of different forms of generalizations across the spectrum of quantitative and qualitative research and (b) to argue for considering population heterogeneity and future uses of knowledge claims when judging the appropriateness of generalizations. Research Design: In the first part of the paper, we present two forms of generalization that rely on statistical analysis of between-group variation: analytic and probabilistic generalization. We then describe a third form of generalization: essentialist generalization. Essentialist generalization moves from the particular to the general in small sample studies. We discuss limitations of each kind of generalization. In the second part of the paper, we propose two additional criteria when evaluating the validity of evidence based on generalizations from education research: population heterogeneity and future use of knowledge claims. ", "visits": 643, "categories": [6, 7]}}, {"model": "links.link", "pk": 2204, "fields": {"created_time": "2015-12-17T20:31:35.427Z", "updated_time": "2015-12-17T20:31:35.427Z", "title": "Harmonization and Responsiveness. Lessons From German Apprenticeship Reforms", "url": "https://ucarecdn.com/083045fc-f9d3-4ce2-a469-6a78f9a237e8/", "file": "https://ucarecdn.com/083045fc-f9d3-4ce2-a469-6a78f9a237e8/", "description": "In Germany, strong public and private investments in apprenticeship training have created a well-coordinated and functional apprenticeship system. Its success renders the German apprenticeship system a model that other countries look to for ideas and inspiration. Nevertheless, German governments, businesses, employee groups, researchers, and other stakeholders continue to seek ways to improve the system. \r\nThe key mechanism for apprenticeship reform in Germany is the Board of the Federal institute for Vocational Education and training (BiBB). the Board coordinates negotiations among employers, employee groups, the 16 federal states, and the federal government, who work toward a legally mandated consensus on new or revised apprenticeship legislation. ", "visits": 633, "categories": [20]}}, {"model": "links.link", "pk": 2205, "fields": {"created_time": "2015-12-17T20:32:51.024Z", "updated_time": "2015-12-17T20:32:51.024Z", "title": "How many years to retirement? ", "url": "https://ucarecdn.com/7ae8df9b-5e6b-457e-ac27-f2966af15a21/", "file": "https://ucarecdn.com/7ae8df9b-5e6b-457e-ac27-f2966af15a21/", "description": "In 2009, a 50-year-old worker could expect to continue working for an average of 16 more years, which means retiring at the age of 66. In the late 1990s, expected working life at age 50 was 13 years. Workers have therefore increasingly been delaying their retirement. These findings from a previous study are analyzed at greater length in this article, as are the unexpected personal and economic factors that push some workers to retire early. When such ‘involuntary’ retirements are taken into account, are workers still more likely to retire later than in the late 1990s?\r\n", "visits": 802, "categories": [19]}}, {"model": "links.link", "pk": 2206, "fields": {"created_time": "2015-12-17T20:34:11.141Z", "updated_time": "2015-12-17T20:34:17.274Z", "title": "What has changed for young people in Canada? ", "url": "https://ucarecdn.com/a37ee94d-e721-40f9-b729-7e9ef68d8896/", "file": "https://ucarecdn.com/a37ee94d-e721-40f9-b729-7e9ef68d8896/", "description": "In recent years, there has been much discussion and a great deal written about the economic and social well‑being of young people. Are they encountering more problems today than in the past? Are some doing better than others? This article paints their socioeconomic portrait and looks at where they are in the labour market in terms of unemployment and certain work conditions. ", "visits": 719, "categories": [5]}}, {"model": "links.link", "pk": 2207, "fields": {"created_time": "2015-12-17T20:35:54.747Z", "updated_time": "2015-12-17T20:35:54.747Z", "title": "Gender differences in science, technology, engineering, mathematics and computer science (STEM) programs at university", "url": "https://ucarecdn.com/810f3d70-c428-4018-aec8-2eec909fe4f1/", "file": "https://ucarecdn.com/810f3d70-c428-4018-aec8-2eec909fe4f1/", "description": "Women represent the majority of young university graduates, but are still underrepresented in science, technology, engineering, mathematics and computer science (STEM) fields. This article provides more information on women with STEM university degrees, and examines whether mathematical ability in high school is related to gender differences in STEM university programs.\r\n", "visits": 723, "categories": [19, 3, 5]}}, {"model": "links.link", "pk": 2208, "fields": {"created_time": "2015-12-17T20:37:12.116Z", "updated_time": "2015-12-17T20:37:12.116Z", "title": "Overqualification among recent university graduates in Canada", "url": "https://ucarecdn.com/0e6fcca3-e3c0-45f0-a314-4c102d3a8458/", "file": "https://ucarecdn.com/0e6fcca3-e3c0-45f0-a314-4c102d3a8458/", "description": "Between 1991 and 2011, the share of young people with a university degree increased significantly, as did the share of young workers employed in professional occupations. Nevertheless, many young university degree holders could still be considered ‘overqualified’—working in occupations requiring lower levels of education. In this article, changes in the overqualification among young graduates are examined over the period from 1991 to 2011.\r\n", "visits": 625, "categories": [5]}}, {"model": "links.link", "pk": 2209, "fields": {"created_time": "2015-12-17T20:38:24.817Z", "updated_time": "2015-12-17T20:38:24.817Z", "title": "University graduates with lower levels of literacy and numeracy skills", "url": "https://ucarecdn.com/8f662034-ab8e-4e14-abbb-dc407dbb8c49/", "file": "https://ucarecdn.com/8f662034-ab8e-4e14-abbb-dc407dbb8c49/", "description": "This article examines the share of adults aged 25 to 65 with a university degree who were in the lower range for literacy skills, numeracy skills, or both, and the factors most likely to be associated with lower levels of literacy or numeracy among university graduates. In this article, individuals in the lower range for literacy and numeracy are defined as those who scored at level 2 or below (out of 5 levels) in tests administered to survey respondents who participated in the Programme for the International Assessment of Adult Competencies (PIAAC). ", "visits": 582, "categories": [5]}}, {"model": "links.link", "pk": 2210, "fields": {"created_time": "2015-12-17T20:39:42.672Z", "updated_time": "2015-12-17T20:39:42.672Z", "title": "Differences in the location of study of university-educated immigrants", "url": "https://ucarecdn.com/a3784f93-4a05-4d68-a705-d08dddc5f109/", "file": "https://ucarecdn.com/a3784f93-4a05-4d68-a705-d08dddc5f109/", "description": "This article examines the differences in the location of study of immigrant adults aged 25 to 64 with a university education (i.e., with at least a bachelor’s degree). It provides results by period of immigration (pre-1990, the 1990s, and the 2000s) and provides a more in-depth analysis of factors that are linked to the location of study for the most recent cohort of immigrants (i.e., those who immigrated in 2000 or later).", "visits": 608, "categories": [14, 5]}}, {"model": "links.link", "pk": 2211, "fields": {"created_time": "2015-12-17T20:47:57.200Z", "updated_time": "2015-12-17T20:47:57.200Z", "title": "Recent changes in demographic trends in Canada ", "url": "https://ucarecdn.com/66c9c758-295b-4d7a-8069-20480e61b968/", "file": "https://ucarecdn.com/66c9c758-295b-4d7a-8069-20480e61b968/", "description": "Canada’s population growth masks some very different trends from one region to another. Using various data sources, including Statistics Canada’s most recent projections on population and diversity, this article provides a general overview of these trends and discusses how recent demographic changes could impact the age structure, diversity and population share of the various regions of Canada over the next decades. ", "visits": 574, "categories": [5]}}, {"model": "links.link", "pk": 2212, "fields": {"created_time": "2015-12-17T21:01:40.116Z", "updated_time": "2015-12-17T21:01:40.116Z", "title": "Regional differences in the educational outcomes of young immigrants", "url": "https://ucarecdn.com/cf93e10a-db6b-49bf-8d4a-fb353542d176/", "file": "https://ucarecdn.com/cf93e10a-db6b-49bf-8d4a-fb353542d176/", "description": "This article examines regional differences in the math and reading skills of immigrant children aged 15 based on data from the Programme for International Student Assessment (PISA). It also examines regional differences in high-school and university completion rates among young immigrants who came to Canada before the age of 15 using National Household Survey (NHS) data. Throughout the article, comparisons are made with the children of the Canadian-born (third- or higher-generation Canadians).\r\n", "visits": 569, "categories": [14]}}, {"model": "links.link", "pk": 2213, "fields": {"created_time": "2015-12-17T21:02:52.924Z", "updated_time": "2015-12-17T21:02:52.924Z", "title": "International students who become permanent residents in Canada", "url": "https://ucarecdn.com/7ba2f83c-4ec7-46c6-82ac-d523a1a9b4eb/", "file": "https://ucarecdn.com/7ba2f83c-4ec7-46c6-82ac-d523a1a9b4eb/", "description": "This article provides information about the number and characteristics of international students in Canada, and about their rate of transition into permanent residence. The article also examines the extent to which the transition rate varied across characteristics and cohorts, and whether these variations affected the profile of immigrants who are former international students. It does so by using a new administrative database—the Canadian Employer–Employee Dynamics Database (CEEDD).\r\n", "visits": 631, "categories": [14]}}, {"model": "links.link", "pk": 2214, "fields": {"created_time": "2015-12-17T21:04:10.013Z", "updated_time": "2015-12-17T21:04:10.013Z", "title": "Quality Enhancement: Teaching Preparation for Graduate Teaching Assistants ", "url": "https://ucarecdn.com/ffeb1090-a055-4602-bee2-4eb32cd77e05/", "file": "https://ucarecdn.com/ffeb1090-a055-4602-bee2-4eb32cd77e05/", "description": "Graduate teaching assistants (GTAs) occupy a unique position in teaching and learning in higher education. Typically, individuals arrive at graduate school already socialized into disciplinary ways of knowing. GTA pedagogical professional development offers opportunities for GTAs to engage with current “best practices” and different pedagogical ways of knowing, and to initiate new and innovative practices. Research has demonstrated that as content knowledge and expertise develop, experienced instructors do not always recognize the ways that their expertise (e.g., how they organize materials or knowledge) can interfere with student learning (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010). GTAs are therefore well positioned to scaffold learning for content novices such as undergraduate students. The teaching preparation and pedagogical development of GTAs is not just a resource to support learning; in fact, the teaching and instructional skills that GTAs acquire can be transferred to professional domains outside academia (Osborne, Carpenter, Burnett, Rolheiser, & Korpan, 2014; Rose, 2012). GTA professional development has never been just training to fulfill a particular niche or to achieve a singular goal such as teaching; however, the current post-secondary climate of accountability and quality enhancement does bring the goals and purposes of GTA professional development into view. ", "visits": 675, "categories": [7]}}, {"model": "links.link", "pk": 2215, "fields": {"created_time": "2015-12-17T21:05:24.359Z", "updated_time": "2015-12-17T21:05:24.359Z", "title": "Good Teaching Starts Here: Applied Learning at the Graduate Teaching Assistant Institute ", "url": "https://ucarecdn.com/b003edbe-2e76-4fb5-9d1a-a82edf69e8c6/", "file": "https://ucarecdn.com/b003edbe-2e76-4fb5-9d1a-a82edf69e8c6/", "description": "Increasingly, graduate teaching assistants serve as the primary instructors in undergraduate courses, yet research has shown that training and development for these teaching assistants is often lacking in programs throughout the United States and Canada. Providing mentoring and skill development opportunities for graduate teaching assistants is vital, as many will become the next generation of faculty. This paper discusses the literature on effective training programs, which underscores the importance of consistent feedback from mentors, intrinsic motivation, and practical applications. Afterwards, we examine an existing training program at the University of North Carolina Wilmington. Specifically, we focus on an institute for teaching assistants that helps graduate students understand applied learning as an effective pedagogical modality and helps them implement applied learning lesson plans tailored to their disciplines. Suggestions for strengthening training programs are discussed. ", "visits": 565, "categories": [7]}}, {"model": "links.link", "pk": 2216, "fields": {"created_time": "2015-12-17T21:07:31.469Z", "updated_time": "2015-12-17T21:07:31.469Z", "title": "Developing Graduate Students’ Self-Efficacy with Learner-Centred Lecturing ", "url": "https://ucarecdn.com/192d5370-a279-4b5a-89db-410199a99e2c/", "file": "https://ucarecdn.com/192d5370-a279-4b5a-89db-410199a99e2c/", "description": "This paper presents the findings of a mixed-method case study conducted at the University of Guelph on the relationship between practice lecturing and graduate student self-efficacy. Building on the work of Boman (2013), and using surveys and individual interviews, we measured and characterized the perceived changes in graduate students’ self-efficacy in learner-centred lecturing. Our research question was: In what ways, if any, does microteaching contribute to participants’ perceived self-efficacy in learner-centred lecturing? Our results and discussion reveal that practice increases self-efficacy with respect to the design, facilitation, and assessment of learner-centred lectures, and is a vital component to graduate student teaching development programming", "visits": 579, "categories": [7]}}, {"model": "links.link", "pk": 2217, "fields": {"created_time": "2015-12-17T21:08:55.700Z", "updated_time": "2015-12-17T21:08:55.700Z", "title": "Exploring Future Teachers’ Awareness, Competence, Confidence, and Attitudes Regarding Teaching Online: Incorporating Blended/Online Experience into the Teaching and Learning in Higher Education Cour", "url": "https://ucarecdn.com/75f54827-ca95-4b50-90da-c774ff6538d4/", "file": "https://ucarecdn.com/75f54827-ca95-4b50-90da-c774ff6538d4/", "description": "Dalhousie University’s Centre for Learning and Teaching offers a Certificate in University Teaching and Learning, which includes a 12-week course entitled Teaching and Learning in Higher Education. This course provides the certificate’s theory component and has evolved to reflect the changing needs of future educators. One significant change is the development of a blended course model that incorporates graded online facilitation, prompted by the recognition that teaching assistants and faculty are increasingly required to teach online or blended (i.e., combining face-to-face and online) courses. This study invited graduate students enrolled in the course to participate in pre- and post-facilitation questionnaires that assessed their awareness, competence, confidence, and attitudes towards online and blended learning. Students recognized the value of the online component for future teaching expertise and experienced increased awareness, competence, and confidence regarding teaching online. However, preference for face-to-face teaching and student learning did not change.", "visits": 654, "categories": [9]}}, {"model": "links.link", "pk": 2218, "fields": {"created_time": "2015-12-17T21:13:53.997Z", "updated_time": "2015-12-17T21:13:53.997Z", "title": "Addressing the Needs of Doctoral Students as Academic Practitioners: A Collaborative Inquiry on Teaching in Higher Education", "url": "https://ucarecdn.com/eab7c446-197d-4730-b12c-4bbc1dd6d065/", "file": "https://ucarecdn.com/eab7c446-197d-4730-b12c-4bbc1dd6d065/", "description": "This paper presents preliminary findings from a pilot study whose purpose was to explore how we, a tenure-track faculty member and a doctoral student, understood and developed our teaching practice when engaged in a formal faculty–student relationship. Using a hybrid of collaborative inquiry and collaborative self-study—which included verbal and written dialogue, interrogation, as well as observation—we sought to understand how that formal faculty–student relationship promoted the development of strong teaching pedagogy. The motivation for this study was a commitment to fostering highquality teaching in undergraduate courses in our faculty of education. Driving this study was the research question: How are we investigating and improving upon our practices as teachers in post-secondary education?", "visits": 574, "categories": [7]}}, {"model": "links.link", "pk": 2219, "fields": {"created_time": "2015-12-17T21:15:30.393Z", "updated_time": "2015-12-17T21:15:30.393Z", "title": "Evaluating the Differential Impact of Teaching Assistant Training Programs on International Graduate Student Teaching ", "url": "https://ucarecdn.com/69166bf7-de97-46e0-839a-f39b5208b59e/", "file": "https://ucarecdn.com/69166bf7-de97-46e0-839a-f39b5208b59e/", "description": " In this study, we compared the effects of a traditional teaching assistant (TA) training program to those of a specialized program, with a substantial intercultural component, for international graduate students. We expected both programs to result in an increase in international graduate students’ teaching self-efficacy, observed teaching effectiveness, and adoption of student-centred approaches to teaching, and we anticipated a greater degree of change for the participants in the specialized program. We found the expected increases for graduate students in both programs, with a larger increase in observed teaching effectiveness for students in the specialized program. We discuss the implications of tailoring TA training programs for international graduate students and of providing time and learning activities for the development of student-centred teaching and reflective practice.", "visits": 745, "categories": [14, 7]}}, {"model": "links.link", "pk": 2220, "fields": {"created_time": "2015-12-17T21:17:59.529Z", "updated_time": "2015-12-17T21:17:59.529Z", "title": "Education at a Glance 2014 OECD Indicators", "url": "https://ucarecdn.com/71386369-853d-4b0b-a3d5-e191a0a5918e/", "file": "https://ucarecdn.com/71386369-853d-4b0b-a3d5-e191a0a5918e/", "description": "Governments are increasingly looking to international comparisons of education opportunities and outcomes as they develop policies to enhance individuals’ social and economic prospects, provide incentives for greater efficiency in schooling, and help to mobilise resources to meet rising demands. The OECD Directorate for Education and Skills contributes to these efforts by developing and analysing the quantitative, internationally comparable indicators that it publishes annually in Education at a Glance. Together with OECD country policy reviews, these indicators can be used to assist governments in building more effective and equitable education systems. Education at a Glance addresses the needs of a range of users, from governments seeking to learn policy lessons to academics requiring data for further analysis to the general public wanting to monitor how its country’s schools are progressing in producing world-class students. The publication examines the quality of learning outcomes, the policy levers and contextual factors that shape these outcomes, and the broader private and social returns that accrue to investments in education. ", "visits": 583, "categories": [5]}}, {"model": "links.link", "pk": 2221, "fields": {"created_time": "2015-12-17T21:20:02.563Z", "updated_time": "2015-12-17T21:20:02.563Z", "title": "“There is Space, and There are Limits”: The Challenge of Teaching Controversial Topics in an Illiberal Democracy", "url": "https://ucarecdn.com/98360675-f44e-485c-ab92-f384b04e5848/", "file": "https://ucarecdn.com/98360675-f44e-485c-ab92-f384b04e5848/", "description": "Background/Context: Research indicates that across democratic societies, teachers face numerous intellectual and emotional challenges when handling controversial topics in the classroom. Less attention, however, has been paid to how teachers’ willingness to teach controversial topics intersects with political and other societal factors in different sociopolitical milieu and, in particular, in an authoritarian–democratic and culturally diverse state like Singapore. Focus of Study: This study focused on constraints to the teaching of controversial topics relating to diversity and the manner in which teachers navigated their personal beliefs amidst the evolving contours of public and official discourses in Singapore. By attending to the intersections of teachers’ beliefs, state policies, and other sociopolitical factors, we aimed to inform scholarship on the teaching of controversial topics and illuminate states’ powers to demarcate the discursive spaces of teachers. ", "visits": 509, "categories": [7]}}, {"model": "links.link", "pk": 2222, "fields": {"created_time": "2015-12-17T21:22:02.721Z", "updated_time": "2015-12-17T21:22:02.721Z", "title": "Regional differences in the educational outcomes of young immigrants ", "url": "https://ucarecdn.com/0d8f7d04-f11a-4350-9e2c-80d4cadb359b/", "file": "https://ucarecdn.com/0d8f7d04-f11a-4350-9e2c-80d4cadb359b/", "description": "This article examines regional differences in the math and reading skills of immigrant children aged 15 based on data from the Programme for International Student Assessment (PISA). It also examines regional differences in high-school and university completion rates among young immigrants who came to Canada before the age of 15 using National Household Survey (NHS) data. Throughout the article, comparisons are made with the children of the Canadian-born (third- or higher-generation Canadians). In Canada, the average PISA math score of immigrant students aged 15 was similar to the score of third- or higher-generation students. The average PISA reading score of immigrant children was slightly lower than the score of third- or higher-generation children. In almost all regions, immigrant students had lower PISA reading scores than third- or higher-generation students. With respect to PISA math scores, immigrant students performed better than third- or higher-generation students in the Atlantic provinces and British Colombia, but performed less well in Quebec and in Manitoba and Saskatchewan. Young immigrants aged 20 to 24 were more likely to have a high school diploma than their third- or higher-generation counterparts (93% versus 87%). Young immigrants aged 25 to 29 were also more likely to have a university degree (40%, compared with 26% of third- or higher-generation individuals in this age group). Manitoba and Saskatchewan (29%) and Quebec (32%) had the lowest proportions of immigrants aged 25 to 29 with a university degree. In contrast, British Columbia (44%) and Ontario (41%) had the highest proportions. Regional differences in the source countries of immigrants explained, in part, why some regions had higher university completion rates than others.", "visits": 582, "categories": [14]}}, {"model": "links.link", "pk": 2223, "fields": {"created_time": "2015-12-17T21:23:40.803Z", "updated_time": "2015-12-17T21:23:40.803Z", "title": "So You Want to Earn a PhD? The Attraction, Realities, and Outcomes of Pursuing a Doctorate", "url": "https://ucarecdn.com/998ecb26-cd87-418b-aab1-7e8df2895945/", "file": "https://ucarecdn.com/998ecb26-cd87-418b-aab1-7e8df2895945/", "description": "While it requires a significant amount of time and persistence, completing a PhD is not now – nor has it ever been – a guaranteed path to a lucrative end, and its general value has come under increasing scrutiny in recent years. This paper is written for aspiring doctoral students, current doctoral students or candidates, recent doctoral graduates, as well as their families and friends. It provides detailed information about the evolution of the PhD and of the broader labour market and educational environment in which it is embedded. The analyses provided in this paper also lead to recommendations to government and institutions about PhD programs. The paper: \r\n1. provides a detailed explanation of the PhD as an academic credential; 2. outlines the expectations that accompany admission to a doctoral program; 3. chronicles the recent rise in doctoral enrolments in Ontario universities; 4. explores the various labour market pathways available to doctoral graduates; 5. offers recommendations to doctoral candidates, graduate programs and governments. ", "visits": 635, "categories": [19, 3, 5]}}, {"model": "links.link", "pk": 2224, "fields": {"created_time": "2015-12-17T21:25:10.246Z", "updated_time": "2015-12-17T21:25:10.246Z", "title": "How to build a better PhD ", "url": "https://ucarecdn.com/c5d8efa4-59a3-40db-9f80-855f4014c2f1/", "file": "https://ucarecdn.com/c5d8efa4-59a3-40db-9f80-855f4014c2f1/", "description": " Since 1977, we’ve been recommending that graduate departments partake in birth control, but no one has been listening,” said Paula Stephan to more than 200 postdocs and PhD students at a symposium in Boston, Massachusetts, in October this year. Stephan is a renowned labour economist at Georgia State University in Atlanta who has spent much of her career trying to understand the relationships between economics and science, particularly biomedical science. And the symposium, ‘Future of Research’, discussed the issue to which Stephan finds so many people deaf: the academic research system is generating progeny at a startling rate. In biomedicine, said Stephan. “We are definitely producing many more PhDs than there is demand for them in research positions.” ", "visits": 680, "categories": [19, 7]}}, {"model": "links.link", "pk": 2225, "fields": {"created_time": "2015-12-17T21:26:51.786Z", "updated_time": "2015-12-17T21:26:51.786Z", "title": "BREAKING BARRIERS A STRATEGY FOR EQUAL ACCESS TO HIGHER EDUCATION", "url": "https://ucarecdn.com/fc6e1d69-c29b-4377-bb1f-ad96165c5faf/", "file": "https://ucarecdn.com/fc6e1d69-c29b-4377-bb1f-ad96165c5faf/", "description": "Students from a number of groups remain underrepresented in Ontario’s universities and colleges, including low-income students, Aboriginal students, first generation students whose parents did not attend a post-secondary institution, rural and northern students, and students with dependants. Improving access to higher education for these and other underrepresented groups is widely acknowledged as essential to building a more equitable society and to competing in the increasingly knowledgebased economy. Indeed, Premier McGuinty has stated his desire to see 70 per cent of Ontarians complete post-secondary education, and achieving this target will require a concerted effort to reduce participation gaps. ", "visits": 866, "categories": [19, 5]}}, {"model": "links.link", "pk": 2226, "fields": {"created_time": "2015-12-17T21:28:40.094Z", "updated_time": "2017-01-25T17:07:57.007Z", "title": "Truth and Reconciliation Commission of Canada: Calls to Action", "url": "https://ucarecdn.com/31e231b0-1035-465a-b4d4-4205b55135bc/", "file": "https://ucarecdn.com/31e231b0-1035-465a-b4d4-4205b55135bc/", "description": "In order to redress the legacy of residential schools and advance the process of Canadian reconciliation, the Truth and Reconciliation Commission makes the following calls to action. ", "visits": 613, "categories": [12]}}, {"model": "links.link", "pk": 2227, "fields": {"created_time": "2015-12-17T21:32:12.029Z", "updated_time": "2015-12-17T21:32:12.029Z", "title": "Canada's Action Plan", "url": "https://ucarecdn.com/b7daf205-b87a-4f88-9ed5-58514fcde2d3/", "file": "https://ucarecdn.com/b7daf205-b87a-4f88-9ed5-58514fcde2d3/", "description": "Over the past year Canadians have borne witness to some of the greatest economic uncertainty in our history. As the global economy fell into a deep recession, many Canadians were laid off or unable to continue to work full-time, while others left the labour market, retiring early or heading back to school. \r\nIn hard times Canadians look to their government for leadership. In response to this demand the federal government embarked on one of the most expensive spending programs in Canada’s history. The 2009 budget included over $50 billion in stimulus spending. Despite this massive investment–arguably the biggest re-engagement of the federal government in decades–there was nothing offered to make college and university more affordable or help the thousands of students and graduates with mortgagesized debt loads.", "visits": 646, "categories": [5]}}, {"model": "links.link", "pk": 2228, "fields": {"created_time": "2015-12-17T21:47:44.289Z", "updated_time": "2015-12-17T21:47:44.289Z", "title": "Public Education for the Public Good: A National Viosion for Post-Secodary Education", "url": "https://ucarecdn.com/0eb63731-e4f0-48a8-8a1c-85fca2c95609/", "file": "https://ucarecdn.com/0eb63731-e4f0-48a8-8a1c-85fca2c95609/", "description": "It’s no secret that high youth unemployment and record high debt levels mean youth in Canada are facing a difficult future. While the economy continues on a slow recovery, students and youth are being left behind through decreased program funding, ineffective employment plans, and a lack of federal strategies. \r\nOver the last five years, high youth unemployment has been a constant challenge in the Canadian labour market. Attainment of a post-secondary education has become a prerequisite for participation in Canada’s workforce. It’s time for Canada to prioritise youth employment. We have looked abroad to find solutions, and Germany’s Dual Vocational Training System is a plan that values the work of youth and has long-term rewards for the economy and society. Publicly funded, and with no tuition fees, Germany serves as a model for us in Canada on how to build a thriving economy that values workers.\r\n", "visits": 832, "categories": [5]}}, {"model": "links.link", "pk": 2229, "fields": {"created_time": "2015-12-18T21:11:10.080Z", "updated_time": "2015-12-18T21:12:53.021Z", "title": "​International Graduate Applications and Enrollment ​", "url": "https://ucarecdn.com/f4112db9-6509-4378-9555-4749cce20689/", "file": "https://ucarecdn.com/f4112db9-6509-4378-9555-4749cce20689/", "description": "A large majority of first-time international graduate students are master’s and certificate students. • Over three-fourths (77%) of first-time international graduate students in Fall 2015 were enrolled in master’s and certificate programs; however, shares vary by country/region of origin and field of study. • First-time Indian (91%) and Saudi Arabian (80%) graduate students were most likely to pursue master’s and certificate programs, while South Korean (47%) graduate students were most likely to pursue doctoral programs. ", "visits": 647, "categories": [14]}}, {"model": "links.link", "pk": 2230, "fields": {"created_time": "2015-12-18T21:14:25.272Z", "updated_time": "2015-12-18T21:14:25.272Z", "title": "Immigrant Women", "url": "https://ucarecdn.com/44afb2a2-f4d0-4863-be00-b4c4f5c1585b/", "file": "https://ucarecdn.com/44afb2a2-f4d0-4863-be00-b4c4f5c1585b/", "description": "Immigration is a major driver of Canada’s population growth.1 Over the last century, millions of men, women, and children have travelled from abroad to work, study, and live in Canada. Those who are granted the right to live in Canada permanently comprise Canada’s immigrant population. In 2014, it is estimated that over 260,000 people immigrated to Canada.2,3 These newcomers form a diverse group, contributing to the country’s richly multicultural character. In recent decades, changing trends in immigration have shifted the demographic characteristics of the immigrant population in Canada. This chapter explores these trends from a gender-based perspective. \r\nA ", "visits": 604, "categories": [14]}}, {"model": "links.link", "pk": 2231, "fields": {"created_time": "2015-12-18T21:16:26.331Z", "updated_time": "2015-12-18T21:16:26.331Z", "title": "Do the Benefits of College Still Outweigh the Costs?", "url": "https://ucarecdn.com/076c15ae-1889-4b03-ab6d-acc9c94ff9e1/", "file": "https://ucarecdn.com/076c15ae-1889-4b03-ab6d-acc9c94ff9e1/", "description": "In recent years, students have been paying more to attend college and earning less upon graduation—trends that have led many observers to question whether a college education remains a good investment. However, an analysis of the economic returns to college since the 1970s demonstrates that the benefits of both a bachelor’s degree and an associate’s degree still tend to outweigh the costs, with both degrees earning a return of about 15 percent over the past decade. The return has remained high in spite of rising tuition and falling earnings because the wages of those without a college degree have also been falling, keeping the college wage premium near an all-time high while reducing the opportunity cost of going to school. ", "visits": 729, "categories": [8, 5]}}, {"model": "links.link", "pk": 2232, "fields": {"created_time": "2015-12-18T21:18:38.067Z", "updated_time": "2015-12-18T21:18:38.067Z", "title": "STATEMENT ON COPYRIGHT REFORM Canadian Federation of Students", "url": "https://ucarecdn.com/9bf8108f-9008-4754-b009-b1d64a91f1c6/", "file": "https://ucarecdn.com/9bf8108f-9008-4754-b009-b1d64a91f1c6/", "description": "Should copyright law lock down music and literature to protect the financial interests of rights-holders? Or should it promote broad access to, and use of, intellectual goods? These questions are at the core of the growing public debate over the need for fair and balanced copyright law, a debate that college and university students have a critical stake in. As creators and owners of copyright material (essays, articles, theses and multi-media productions), students need to protect their work from unjust appropriation. But to study, research, write and create new knowledge, students also need ready access, at a reasonable cost, to the copyrighted works of others. This tri-part perspective—of use, creation and ownership of copyright—gives students special credibility in the struggle for fair and balanced copyright law.\r\n", "visits": 677, "categories": [19, 7, 4]}}, {"model": "links.link", "pk": 2233, "fields": {"created_time": "2015-12-18T21:20:16.591Z", "updated_time": "2015-12-18T21:20:16.591Z", "title": "Term Enrollment ESTIMATES CURRENT FALL 2015 ", "url": "https://ucarecdn.com/384ffcc8-22ed-4cf5-ae16-912789a2c5d2/", "file": "https://ucarecdn.com/384ffcc8-22ed-4cf5-ae16-912789a2c5d2/", "description": "In fall 2015, overall postsecondary enrollments decreased 1.7 percent from the previous fall. Figure 1 shows the 12-month percentage change (fall-to-fall and spring-to-spring) for each term over the last three years. Enrollments decreased among fouryear for-profit institutions (-13.7 percent), two-year public institutions (-2.4 percent), and four-year private nonprofit institutions (-0.3 percent). Enrollments increased slightly among four-year public institutions (+0.4 percent). Taken as a whole, public sector enrollment (2-year and 4-year combined) declined by 2.3 percent this fall.\r\n", "visits": 620, "categories": [19, 3]}}, {"model": "links.link", "pk": 2234, "fields": {"created_time": "2015-12-18T21:23:46.410Z", "updated_time": "2015-12-18T21:23:46.410Z", "title": "Democratizing education? Examining access and usage patterns in massive open online courses", "url": "https://ucarecdn.com/0ddb5f23-c0e4-4c06-8919-9cd158f15724/", "file": "https://ucarecdn.com/0ddb5f23-c0e4-4c06-8919-9cd158f15724/", "description": "Massive open online courses are often characterized as remedies to education disparities related to social class.", "visits": 680, "categories": [9, 6, 7]}}, {"model": "links.link", "pk": 2236, "fields": {"created_time": "2015-12-18T21:27:12.970Z", "updated_time": "2015-12-18T21:27:12.971Z", "title": "Closing the Design Loop in First-year Engineering: Modelling and Simulation for Iterative Design ", "url": "https://ucarecdn.com/39171354-9fd2-48a4-b334-523083f412c8/", "file": "https://ucarecdn.com/39171354-9fd2-48a4-b334-523083f412c8/", "description": "Engineering is synonymous with design. It is a skill that is inherently understood by experienced engineers, but also one of the most difficult topics to teach. McMaster University’s first-year Design & Graphics is a required course for all engineering students. The course has taught hand-sketching, 3D solid modeling, system simulation, 3D rapid prototyping, and culminated in a project in gear train design that requires a combination of the core course topics. Students chose their own three-member teams and lab sections were randomly assigned one of three modalities for completion of the design project: Simulation (SIM), in which they produced and verified a design using a simulation tool; Prototyping (PRT), in which they used a 3D printer to create a working plastic model of a design; or Simulation and Prototyping (SIM+PRT), in which they used both tools to complete a design. ", "visits": 589, "categories": [7]}}, {"model": "links.link", "pk": 2237, "fields": {"created_time": "2015-12-18T21:29:32.252Z", "updated_time": "2015-12-18T21:29:32.252Z", "title": "Healthy Minds", "url": "https://ucarecdn.com/24feca15-991b-4d0c-a554-d43e518f9b11/", "file": "https://ucarecdn.com/24feca15-991b-4d0c-a554-d43e518f9b11/", "description": "U of T responds to a rise in mental health needs on campus.", "visits": 600, "categories": [16]}}, {"model": "links.link", "pk": 2239, "fields": {"created_time": "2015-12-18T21:32:38.145Z", "updated_time": "2015-12-18T21:32:38.145Z", "title": "International Education in Ontario’s Colleges ", "url": "https://ucarecdn.com/be6628c4-cf05-4f0b-b773-3be9aec99eec/", "file": "https://ucarecdn.com/be6628c4-cf05-4f0b-b773-3be9aec99eec/", "description": "This paper examines the policies surrounding international students and international education from the perspective of college students in Ontario. The goal of this paper is to inform the discussion on the federal, provincial, and institutional policies surrounding international students as they pursue Ontario credentials and international education in general. International student currently represent about 10% of the overall college population. Their experiences are different from typical college students’, in part because international students undergo a different process of applying to an Ontario college. Furthermore, these students typically come from cultures that are different than that of Ontario, and may have difficulties in adapting to the way of life and the stresses associated with being an international student. It is important to make sure there are supports in place to address the differing needs these students have as they study in Ontario. ", "visits": 600, "categories": [14]}}, {"model": "links.link", "pk": 2240, "fields": {"created_time": "2015-12-18T21:36:13.650Z", "updated_time": "2015-12-18T21:36:13.650Z", "title": "Searching green solutions ​", "url": "https://ucarecdn.com/2a7e0ab3-8ce7-4a9e-8cd9-977684315cda/", "file": "https://ucarecdn.com/2a7e0ab3-8ce7-4a9e-8cd9-977684315cda/", "description": "Welcome to our fi rst issue of IQ – McMaster’s research newsmagazine. We’re excited to share a few research highlights and tell you about some of the country’s most dynamic, creative and innovative research that’s happening right here in your community. \r\nIn this issue, our focus is on clean technologies – whether they are related to water, automotive or solar research. Our researchers are doing their part to develop the technologies and innovations that will lead to a greener and cleaner Canada for future generations. They are indeed on an Innovation Quest to see that this happens.\r\nI hope you enjoy the fi rst issue and I welcome your comments on what you’ve read here and what you’d like to see in future issues. \r\n\r\n​", "visits": 914, "categories": [13]}}, {"model": "links.link", "pk": 2241, "fields": {"created_time": "2015-12-18T21:38:20.231Z", "updated_time": "2015-12-18T21:38:20.231Z", "title": "The Oligopoly of Academic Publishers in the Digital Era", "url": "https://ucarecdn.com/ece8112d-7d37-44e2-aff3-e51835d6f2a8/", "file": "https://ucarecdn.com/ece8112d-7d37-44e2-aff3-e51835d6f2a8/", "description": "The consolidation of the scientific publishing industry has been the topic of much debate\r\nwithin and outside the scientific community, especially in relation to major publishers’ high\r\nprofit margins. However, the share of scientific output published in the journals of these\r\nmajor publishers, as well as its evolution over time and across various disciplines, has not\r\nyet been analyzed. This paper provides such analysis, based on 45 million documents indexed\r\nin the Web of Science over the period 1973-2013. It shows that in both natural and\r\nmedical sciences (NMS) and social sciences and humanities (SSH), Reed-Elsevier, Wiley-\r\nBlackwell, Springer, and Taylor & Francis increased their share of the published output, especially\r\nsince the advent of the digital era (mid-1990s). Combined, the top five most prolific publishers account for more than 50% of all papers published in 2013. Disciplines of the social sciences have the highest level of concentration (70% of papers from the top five publishers),while the humanities have remained relatively independent (20% from top five publishers). NMS disciplines are in between, mainly because of the strength of their scientific societies, such as the ACS in chemistry or APS in physics. The paper also examines the migration of journals between small and big publishing houses and explores the effect of publisher change on citation impact. It concludes with a discussion on the economics of\r\nscholarly publishing.", "visits": 578, "categories": [19]}}, {"model": "links.link", "pk": 2242, "fields": {"created_time": "2015-12-18T21:40:56.547Z", "updated_time": "2015-12-18T21:40:56.547Z", "title": "What We Have Learned Principles of Truth and Reconciliation.", "url": "https://ucarecdn.com/fb63d6ac-6a84-41d6-b468-c359c33c57e4/", "file": "https://ucarecdn.com/fb63d6ac-6a84-41d6-b468-c359c33c57e4/", "description": "\r\nIt is due to the courage and determination of former students—the Survivors of Canada’s residential school system—that the Truth and Reconciliation Commission of Canada (trc) was established. They worked for decades to place the issue of the abusive treatment that students were subjected to at residential schools on the national agenda. Their persever- ance led to the \r\nreaching of the historic Indian Residential Schools Settlement Agreement. All Canadians must now demonstrate the same level of courage and determination, as we commit to an ongoing process of reconciliation. By establishing a new and respect- ful relationship between Aboriginal and non-Aboriginal Canadians, we will restore what must be restored, repair what must be repaired, and return what must be returned.\r\nInpreparationforthereleaseofitsfinalreport, the Truthand Reconciliation Commission of Canada has developed a definition of reconciliation and a guiding set of principles for truth and reconciliation. This definition has informed the Commission’s work and the principles have shaped the calls to action we will issue in the final report.\r\n", "visits": 903, "categories": [12]}}, {"model": "links.link", "pk": 2243, "fields": {"created_time": "2015-12-18T21:44:46.412Z", "updated_time": "2015-12-18T21:44:46.412Z", "title": "What We Have Learned Principles of Truth and Reconciliation", "url": "https://ucarecdn.com/3d954097-7401-44c0-a7e1-32dfaa49f48a/", "file": "https://ucarecdn.com/3d954097-7401-44c0-a7e1-32dfaa49f48a/", "description": "\r\n\r\n\r\n\r\nFor over a century, the central goals of Canada’s Aboriginal policy were to eliminate riginal rights; terminate the Treaties; and,\r\nto cease to exist as distinct nd operation of residential schools were a central element of this policy, which can best be \r\ndescribed as “cultural genocide.”\r\nPhysical genocide is the mass killing of the members of a targeted group, and biological\r\ngenocide is the destruction of the group’s reproductive capacity. Cultural genocide is the \r\ndestruction of those structures and practices that allow the group to continue as a group. States \r\nthat engage in cultural genocide set out to destroy the political and social institutions of the \r\ntargeted group. Land is seized, and populations are forcibly transferred and their movement is \r\nrestricted. Languages are banned. Spiritual leaders are persecuted, spiritual practices are \r\nforbidden, and objects of spiritual value are confiscated and destroyed. And, most significantly to \r\nthe issue at hand, families are disrupted to prevent the transmission\r\nof cultural values and identity from one generation to the next.\r\n", "visits": 669, "categories": [12]}}, {"model": "links.link", "pk": 2244, "fields": {"created_time": "2015-12-18T21:46:31.975Z", "updated_time": "2015-12-18T21:46:31.975Z", "title": "Public Risk Private Gain An introduction to the commercialisation of university research", "url": "https://ucarecdn.com/256e2d69-fc8e-47f2-b07d-2427bb862c3c/", "file": "https://ucarecdn.com/256e2d69-fc8e-47f2-b07d-2427bb862c3c/", "description": "Public post-secondary institutions are responsible for delivering both high-quality education and research in the public interest. This responsibility requires the right for academic researchers to exercise independent inquiry that is free of influence or restrictions from both the government and private industry. \r\nOver the last two decades, there has been increasing pressure from the private sector to re-shape the mission of the university to be more closely aligned with the needs of business. In the area of university research, this has led to a premium placed on research commercialisation. This shift in focus of publicly-funded institutions is a significant departure from the academic principle of independence on which universities have operated for centuries.", "visits": 626, "categories": [5]}}, {"model": "links.link", "pk": 2245, "fields": {"created_time": "2015-12-18T21:48:00.224Z", "updated_time": "2017-02-20T15:12:01.032Z", "title": "Public Education for the Public Good", "url": "https://ucarecdn.com/fef82aa6-1c7b-4cb1-a031-ea2fe115e890/", "file": "https://ucarecdn.com/fef82aa6-1c7b-4cb1-a031-ea2fe115e890/", "description": "Attainment of a post-secondary education has become a prerequisite to participate in the Canadian workforce. This shift was precipitated by a recession that resulted in the near-collapse of Canada’s manufacturing sector, but it reflects a broader shift that has been happening for the past two decades in Canada and around the world.", "visits": 699, "categories": [5]}}, {"model": "links.link", "pk": 2246, "fields": {"created_time": "2015-12-18T21:49:42.936Z", "updated_time": "2015-12-18T21:49:42.936Z", "title": "Reforming vocational education: it’s time to end the exploitation of vulnerable people", "url": "https://ucarecdn.com/b7bed74f-22be-4d61-a786-bb8a7354de86/", "file": "https://ucarecdn.com/b7bed74f-22be-4d61-a786-bb8a7354de86/", "description": "Australia’s vocational education sector is a mess. Tightening regulation and tweaking some of the settings will contain the damage, but these measures alone will not address deeper problems in the sector. Real, sustained improvement requires rethinking the funding and regulatory models but also the purpose and idea of vocational education.", "visits": 665, "categories": [5]}}, {"model": "links.link", "pk": 2247, "fields": {"created_time": "2015-12-18T21:52:20.578Z", "updated_time": "2015-12-18T21:52:20.578Z", "title": "REPORT OF THE PROVOSTIAL ADVISORY COMMITTEE ON STUDENT MENTAL HEALTH", "url": "https://ucarecdn.com/317275bf-cbff-4860-8a51-872a0001f3be/", "file": "https://ucarecdn.com/317275bf-cbff-4860-8a51-872a0001f3be/", "description": "The University of Toronto serves a large and diverse student population and is dedicated to fostering an academic community that allows its students to thrive. The University environment is one that is both stimulating and demanding at every stage, from transition to the learning and social environment, through to graduation.\r\nStudent health and well-being has become a prime consideration in post-secondary institutions. While the majority of students flourish during these years, many others experience mental health challenges that may put them at risk. The mental health continuum can range from healthy and flourishing behaviour where students are comfortable, confident and capable of performing, to situations that create anxiety and stress, to clinical disorders that persist and impair ability to function in a safe and productive manner.\r\n", "visits": 700, "categories": [16]}}, {"model": "links.link", "pk": 2248, "fields": {"created_time": "2015-12-18T21:54:45.409Z", "updated_time": "2015-12-18T21:54:45.409Z", "title": "THE IMPACT OF STUDENT DEBT", "url": "https://ucarecdn.com/7e617486-51e6-4422-a258-6039255ce8ed/", "file": "https://ucarecdn.com/7e617486-51e6-4422-a258-6039255ce8ed/", "description": "Post-secondary education is effectively a requirement to succeed in today’s labour market. Unfortunately, while the demand for education has increased, public funding has failed to keep up. Public funding shortfalls have resulted in a significant growth of costs that have been downloaded onto individual students, namely in the form of high tuition fees. From 1990 to 2014, national average tuition fees have seen an inflation-adjusted increase of over 155%. In Ontario, tuition fees have increased over 180%.", "visits": 724, "categories": [8]}}, {"model": "links.link", "pk": 2249, "fields": {"created_time": "2015-12-18T21:57:55.296Z", "updated_time": "2015-12-18T21:57:55.296Z", "title": "Report of the President's Advisory Committee on Divestment from Fossil Fuels", "url": "https://ucarecdn.com/5cb5069d-06b7-47a2-9fd2-8be80ccdfd77/", "file": "https://ucarecdn.com/5cb5069d-06b7-47a2-9fd2-8be80ccdfd77/", "description": "\r\nMarch 6, 2014, Toronto350, the University of Toronto chapter of the larger 350.org movement, presented the Office of the President with a petition requesting that the Uni- versity of Toronto fully divest from direct investments1 in fossil fuels companies within the next five years and to stop investing new money in the industry [the “Petition”].2 In response to this petition, President Gertler struck an ad hoc Advisory Committee on Divestment from Fossil Fuels [the “Committee”] under the terms of the University’s Policy on Social and Political Issues With Respect to University Divestment [the “Policy”]. The Committee’s mandate was to review the Petition and accompanying brief, and consider the University’s response to the call \r\nfor divestment. The Committee was also invited to reflect more generally on the University’s role in responding to the challenges posed by climate change. \r\n \r\n", "visits": 859, "categories": [13]}}, {"model": "links.link", "pk": 2250, "fields": {"created_time": "2015-12-18T21:59:44.540Z", "updated_time": "2015-12-18T21:59:44.540Z", "title": "STUDENT FINANCIAL ASSISTANCE IN CANADA", "url": "https://ucarecdn.com/b3160682-0842-4fb2-8f79-9f1cebf1bde5/", "file": "https://ucarecdn.com/b3160682-0842-4fb2-8f79-9f1cebf1bde5/", "description": "Over the last twenty years, the public—through the federal government—has spent an increasing amount of money on student financial aid and education-related financial incentives. Driven by rising tuition and ancillary fees (coupled with stagnant middle-income earnings), the cost of pursuing post-secondary education has led an increasing number of low- and middle-income Canadians to rely on these programs. Each developed separately and at different times, the Canada Student Loans Program (CSLP), Canada Student Grants Program (CSGP), Registered Education Savings Plan (RESP), and education-related tax credits (Education and Tuition Fee Tax Credits [TFTC] and Student Loan Interest Credits [SLIC]) now cost the public over $4.2 billion each year, with an additional $2.5 billion given out in loans.", "visits": 676, "categories": [8]}}, {"model": "links.link", "pk": 2251, "fields": {"created_time": "2015-12-18T22:01:47.786Z", "updated_time": "2015-12-18T22:01:47.786Z", "title": "Strategy for Change: Money Does Matter", "url": "https://ucarecdn.com/08ca2bc1-1494-4bdd-adc7-d07bc8378b44/", "file": "https://ucarecdn.com/08ca2bc1-1494-4bdd-adc7-d07bc8378b44/", "description": "On October 17 1990, the members of the Canadian Federation of Students presented the first edition of its alternative funding model for post-secondary education. The proposal, entitled Strategy for Change, articulated students’ concerns about public funding for post-secondary education, as well as problems with federal student financial assistance programs. \r\nIn the intervening seventeen years since the first version of this document was published, federal funding and student aid policies have changed substantially, as have many provincial approaches to post-secondary education. Perhaps the single over arching trend is the federal government’s retreat from a leadership role in broad higher education policy.", "visits": 578, "categories": [8]}}, {"model": "links.link", "pk": 2252, "fields": {"created_time": "2015-12-18T22:03:21.221Z", "updated_time": "2015-12-18T22:03:21.221Z", "title": "Online Learning: Compromising Quality", "url": "https://ucarecdn.com/0c7ebf83-d9c6-4611-b923-35c32585ebdb/", "file": "https://ucarecdn.com/0c7ebf83-d9c6-4611-b923-35c32585ebdb/", "description": "Since 1981 the Canadian Federation of Students has been the progressive and democratic voice of Canada’s college and university students. Today the Federation comprises over 400,000 graduate, undergraduate and college students from over 60 students’ unions from Newfoundland and Labrador to British Columbia.", "visits": 629, "categories": [9]}}, {"model": "links.link", "pk": 2253, "fields": {"created_time": "2015-12-18T22:05:21.791Z", "updated_time": "2015-12-18T22:05:21.791Z", "title": "The Survivors Speak A Report of the Truth and Reconciliation Commission of Canada", "url": "https://ucarecdn.com/790d0b4f-ac7a-4c87-80d0-1b15abe3ec49/", "file": "https://ucarecdn.com/790d0b4f-ac7a-4c87-80d0-1b15abe3ec49/", "description": "When Canada was created in 1867, the churches were already operating a small num-ber of boarding schools for Aboriginal people. In the coming years, Roman Catholic and Protestant missionaries established missions and small boarding schools throughout the West. The relationship between the government and the churches was formalized in 1883 when the federal government decided to establish three large residential schools in west-ern Canada.", "visits": 585, "categories": [12]}}, {"model": "links.link", "pk": 2254, "fields": {"created_time": "2016-01-06T16:20:16.380Z", "updated_time": "2016-01-06T16:20:16.380Z", "title": "10 Effective Classroom Management Techniques Every Faculty Member Should Know", "url": "https://ucarecdn.com/b04e521e-6233-4f39-b8a8-37fdf21962f8/", "file": "https://ucarecdn.com/b04e521e-6233-4f39-b8a8-37fdf21962f8/", "description": "Effective classroom management is much more than just administering corrective measures when a student misbehaves; it's about developing proactive ways to prevent problems from occurring in the first place while creating a positive learning environment.\r\n\r\nEstablishing that climate for learning is one of the most challenging aspects of teaching, and one of the most difficult skills to master. For those new to the profession, failure to set the right tone will greatly hinder your effectiveness as a teacher. Indeed, even experienced faculty may sometimes feel frustrated by classroom management issues. Strategies that worked for years suddenly become ineffective in the face of some of the challenges today’s students bring with them to the classroom.", "visits": 738, "categories": [7]}}, {"model": "links.link", "pk": 2255, "fields": {"created_time": "2016-01-06T16:23:20.382Z", "updated_time": "2016-01-06T16:23:20.382Z", "title": "10 Principles of Effective Online Teaching: Best Practices in Distance Education", "url": "https://ucarecdn.com/1781853b-ae70-4f82-b444-1634893a2fa5/", "file": "https://ucarecdn.com/1781853b-ae70-4f82-b444-1634893a2fa5/", "description": "In the traditional college classroom today, faculty and students arrive with a certain set of expectations, shaped largely by past experiences. And although students may need the occa-sional (or perhaps frequent) reminder of what’s required of them, there’s usually something very familiar about the experience for both faculty and students alike.\r\nIn the online classroom, an entirely new set of variables enters the equation. It’s a little like trying to drive in a foreign country. You know how to drive, just like you know how to teach, but it sure is hard to get the hang of driving on the left side of the road, you’re not quite sure how far a kilometer is, and darn it if those road signs aren’t all in Japanese.", "visits": 995, "categories": [9, 7]}}, {"model": "links.link", "pk": 2256, "fields": {"created_time": "2016-01-06T16:25:52.870Z", "updated_time": "2016-01-06T16:25:52.870Z", "title": "12 Tips for Improving Your Faculty Development Plan", "url": "https://ucarecdn.com/cf911efd-2771-40a2-a60d-4552a1b5268e/", "file": "https://ucarecdn.com/cf911efd-2771-40a2-a60d-4552a1b5268e/", "description": "Pofessional development should be an ongoing endeavor for all faculty members because their growth as instructors has a profound impact on their students. There are always opportunities for improvement, new teaching techniques to learn and master, and experiences to share with colleagues.\r\nThis is why we have created this special report. Whether your institution has extensive, well-funded faculty development initiatives or you operate on a shoestring, I’m sure you will find some useful information in this special report to help with your faculty develop-ment efforts.\r\nThe articles, compiled from The Teaching Professor and Academic Leader, offer inspira-tion and practical (and often inexpensive) ways to accomplish the goal of improved teaching and learning.", "visits": 1017, "categories": [7]}}, {"model": "links.link", "pk": 2257, "fields": {"created_time": "2016-01-06T16:28:05.161Z", "updated_time": "2016-01-06T16:28:05.161Z", "title": "(Re)conceptualizing I/identity: An Introduction", "url": "https://ucarecdn.com/8a0fc65e-a3bb-4f26-85db-e6588bcf2997/", "file": "https://ucarecdn.com/8a0fc65e-a3bb-4f26-85db-e6588bcf2997/", "description": "In the past fifteen years, there has been a shift in the way researchers have conceptualized identity, moving from the “identity-as-thing” to an under-standing of “identity-in-practice” (Leander, 2002, 198–199). This is not necessarily a new concept, as earlier researchers recognized sociocultural influences on perception (Bartlett, 1932/1995; Vygotsky, 1978) and on the performative nature of identity (Butler, 1990; Goffman, 1959). New Literacy Studies theorists (Barton, 1994, 2001; Gee, 1996, 2000; Street 1995, 1999) began to examine identity-in-practice in relation to literacy. In addition, ethnographic accounts (Heath, 1983; Purcell-Gates, 1997; Taylor, 1983; Taylor & Dorsey-Gaines, 1988) began to document ways that literacies and identities were interconnected. There was an epistemolog-ical shift, underscoring the individual and community practices that help to shape one’s identity. Literacies included all activities inside and out-side school, highlighting the relationship between people’s literacy prac-tices and their situated actions, behaviors, beliefs, and values, or their Discourses (Gee, 1999, 2008, 2011).", "visits": 560, "categories": [7]}}, {"model": "links.link", "pk": 2258, "fields": {"created_time": "2016-01-06T16:29:28.765Z", "updated_time": "2016-01-06T16:29:28.765Z", "title": "The Work of Writing in the Age of Its Digital Reproducibility", "url": "https://ucarecdn.com/39f02f0a-e3da-4c7d-a1e7-e90e22f8d4fc/", "file": "https://ucarecdn.com/39f02f0a-e3da-4c7d-a1e7-e90e22f8d4fc/", "description": "Just as a child who has learned to grasp stretches out its hand for the moon as it would for a ball, so humanity, in all its efforts at innervation, sets its sights as much on currently utopian goals as on goals within reach. Because . . . technology aims at liberating human beings from drudgery, the individual suddenly sees his scope for play, his field of action, immeasurably expanded. He does not yet know his way around this space. But already he reg-isters his demands on it. (Benjamin, 1936/2008, p. 242)", "visits": 536, "categories": [4]}}, {"model": "links.link", "pk": 2259, "fields": {"created_time": "2016-01-06T16:31:00.527Z", "updated_time": "2016-01-06T16:31:00.528Z", "title": "Moving On/Keeping Pace: Youth’s Literate Identities and Multimodal Digital Texts", "url": "https://ucarecdn.com/8402b611-b3f3-4638-95ae-7e63519998a0/", "file": "https://ucarecdn.com/8402b611-b3f3-4638-95ae-7e63519998a0/", "description": "“We’re not in Kansas anymore, Toto”1—a statement Dorothy made to her dog, Toto, in The Wizard of Oz—sums up reasonably well the point I want to make in this article. That is, as literacy educators no longer con-strained (or protected) by older, more familiar 20th-century print-centric modes of communicating, we may at times feel challenged to keep pace with students’ preferences for producing and learning with multimodal texts that combine moving and still images, sounds, performances, icons, symbols, and the like. Often digitally mediated, these texts are familiar and freely available to youth who have access to the Internet. Indeed, a small but growing body of research suggests that young people’s ways of telling, listening, viewing, and thinking in digital environments may fac-tor into their self-identifying as literate beings (e.g., Alvermann, 2010; Livingstone, Bober, & Helsper, 2005; Ito et al., 2008; McClenaghan & Doecke, 2010; Rennie & Patterson, 2010; Skinner & Hagood, 2008; Thomas, 2007; Walsh, 2008). Although this research on young people’s online literate identities has implications for classroom practice, the liter-ature remains largely untapped by teachers, school library media special-ists, and literacy teacher educators. Why is this so? Just as importantly, what does this literature have to offer?", "visits": 646, "categories": [7]}}, {"model": "links.link", "pk": 2260, "fields": {"created_time": "2016-01-06T16:32:59.745Z", "updated_time": "2016-01-06T16:32:59.745Z", "title": "Cultural Dialogue as Identity-Work", "url": "https://ucarecdn.com/e2c0409d-b0f1-4f82-b9c0-34919858bfa4/", "file": "https://ucarecdn.com/e2c0409d-b0f1-4f82-b9c0-34919858bfa4/", "description": "I don’t want to feel out of place (pauses, searching for the “right” words). I don’t want to have my difference hinder me. But, help me if anything. So, I want to express myself so they can understand me—so, that I can communicate.\r\n\r\nBut, in Jamaica, when I was a little kid, you always heard crazy little things when you’re a kid (laughs). And, you’re like: “Oh, they act like this, and they do this. They’re so silly: They spell color without the u.” And they didn’t necessarily seem to make it a bad thing to be that way, but it was understood that we were different.\r\nAnd, I liked being different. I liked being Jamaican.", "visits": 547, "categories": [7]}}, {"model": "links.link", "pk": 2261, "fields": {"created_time": "2016-01-06T16:35:54.775Z", "updated_time": "2016-01-06T16:35:54.775Z", "title": "Collages of Identity: Popular Culture, Emotion, and Online Literacies", "url": "https://ucarecdn.com/e5332aa4-42e5-47bd-9ed4-55eeb17179a1/", "file": "https://ucarecdn.com/e5332aa4-42e5-47bd-9ed4-55eeb17179a1/", "description": "There is nothing new in the role popular culture plays in issues of young people and identity. Few people reading this chapter did not, at some point, present their identities or claim their affiliations through displays of popular culture content or preferences. Beatles or Rolling Stones? Tupac or Biggie? Star Wars or Star Trek? Halo or World of Warcraft? Sex in the City or Grey’s Anatomy? We have all argued, shared, reminisced, disdained, or delighted in performing our identities through popular culture and using it to gauge potential friends or possible adversaries.\r\n", "visits": 553, "categories": [7]}}, {"model": "links.link", "pk": 2262, "fields": {"created_time": "2016-01-06T16:38:54.425Z", "updated_time": "2016-01-06T16:38:54.425Z", "title": "Consumers as Learners/Learners as Consumers", "url": "https://ucarecdn.com/22debf24-1c43-4da2-aab0-3838bfa738df/", "file": "https://ucarecdn.com/22debf24-1c43-4da2-aab0-3838bfa738df/", "description": "Traditional pedagogy is premised on a belief that older generations teach younger generations how to learn. At this point in history, however, through their ubiquitous exposure to media, technology, and communication, younger generations understand contemporary forms of communication better and more tacitly than older generations. Yet schooling lags behind advances in communication and technologies, clinging to a concept that older generations still impart knowledge to prepare younger generations for the future. Jake Telluci (2007), a participant in our research study on marketplace production, articulated this discrepancy well, when he said, “It’s about when technology is in the hands of people, they will often just do things with it.” In this chapter, I argue that unveiling new media and digital technologies production practices exposes a logic and language that better serve as a contemporary model of learning. The process of adopting new media is iterative and cyclical in that meaning-makers pick up new media production practices, remix them, and make them their own. Forging a twenty-first century identity entails reappropriating practices and texts consumed on a daily basis.", "visits": 567, "categories": [6, 7]}}, {"model": "links.link", "pk": 2263, "fields": {"created_time": "2016-01-06T16:40:13.981Z", "updated_time": "2016-01-06T16:40:13.981Z", "title": "Digitalk: Community, Convention, and Self-expression", "url": "https://ucarecdn.com/30c83384-7070-4e24-8ed0-14e5af846908/", "file": "https://ucarecdn.com/30c83384-7070-4e24-8ed0-14e5af846908/", "description": "Teens have eagerly embraced written communication with their peers as they share messages on their social network pages, in emails and instant messages online, and through fast-paced thumb choreography on their cell phones. (Lenhart, Arafeh, Smith, & Macgill, 2008)", "visits": 583, "categories": [6, 7]}}, {"model": "links.link", "pk": 2264, "fields": {"created_time": "2016-01-06T16:42:53.869Z", "updated_time": "2016-01-06T16:42:53.869Z", "title": "Has e-Learning Delivered on its Promises? Expert Opinion on the Impact of e-Learning in Higher Education", "url": "https://ucarecdn.com/fe65c885-6e74-4731-8b84-ca9e3d01a7d5/", "file": "https://ucarecdn.com/fe65c885-6e74-4731-8b84-ca9e3d01a7d5/", "description": "The purpose of this study was to determine the extent of agreement among experts on the impact of e-learning technology in Canadian higher education learning experiences. Fourteen participants who are experts in e-learning in higher education agreed there are contentions about e-learning technologies in the following areas: (1) a platform for ideal speech; (2) greater opportunities for interactions; (3) the extent to which communities of learners can be created; (4) provision of a new kind of learning environment; (5) a platform for discussions; (6) demand for e-learning by students; (7) the degree to which the\r\nenvironment is equal and equitable; and (8) the quality of the learning experience. The fi ndings of this study indicate that the value of e-learning requires further research before higher education leaders andteacher-practitioners are willing to incorporate them in teaching practices and policy documents.", "visits": 614, "categories": [9]}}, {"model": "links.link", "pk": 2265, "fields": {"created_time": "2016-01-06T16:44:29.713Z", "updated_time": "2016-01-06T16:44:29.713Z", "title": "Social Media Usage Trends Among Higher Education Faculty", "url": "https://ucarecdn.com/68ac54bf-d9d0-4c43-82fb-b32481cc5ff9/", "file": "https://ucarecdn.com/68ac54bf-d9d0-4c43-82fb-b32481cc5ff9/", "description": "The numbers surrounding social media are simply mind boggling.\r\n750 million. The number of active Facebook users, which means if Facebook was a\r\ncountry it would be the third-largest in the world.\r\n90. Pieces of content created each month by the average Facebook user.\r\n175 million. The Twitter accounts opened during Twitter's history.\r\n140 million. The average number of Tweets people sent per day in February 2011.\r\n460,000. Average number of new Twitter accounts created each day during February 2011.\r\n120 million. LinkedIn members as of August 4, 2011.\r\nMore than two per second. The average rate at which professionals are signing up to join\r\nLinkedIn as of June 30, 2011.", "visits": 564, "categories": [9]}}, {"model": "links.link", "pk": 2266, "fields": {"created_time": "2016-01-06T16:46:34.833Z", "updated_time": "2016-01-06T16:46:34.833Z", "title": "Three Approaches to Cooperative Learning in Higher Education", "url": "https://ucarecdn.com/181a7db6-37b4-4be1-9922-a4e69a29dcb8/", "file": "https://ucarecdn.com/181a7db6-37b4-4be1-9922-a4e69a29dcb8/", "description": "This paper first discusses cooperative learning and provides a rationale for its use in higher education. From the literature, six elements are identified that are considered essential to the success of cooperative learning: positive interdependence, face-to-face verbal interaction, individual accountability, social skills, group processing, and appropriate grouping.\r\nThree distinct approaches at the postsecondary level are described in the fields of Medicine, Dentistry and Mathematics, and feedback from faculty and students is reported. The three approaches are presented within the context of the disciplines and are compared across the disciplines with respect to the essential six elements. Finally, the authors share some lessons learned from their research and experience in order to assist faculty who wish to incorporate cooperative learning into their teaching.", "visits": 945, "categories": [6]}}, {"model": "links.link", "pk": 2267, "fields": {"created_time": "2016-01-06T16:48:06.575Z", "updated_time": "2016-01-06T16:48:06.575Z", "title": "Ontario Higher Education Reform, 1995-2003: From Modest Modifications to Policy Reform", "url": "https://ucarecdn.com/8adf4f53-de7b-4884-9f25-b94e7c88a00a/", "file": "https://ucarecdn.com/8adf4f53-de7b-4884-9f25-b94e7c88a00a/", "description": "Ontario higher education system has moved far and fast in the past decade. The early 1990s saw \"modest modifications and structural stability.\" Since 1995, under a neo-liberal government in Ontario, major policy initiatives, with objectives not unlike those already at large in western Europe and most of the United States, have quickly followed one another. The author proposes an explanation of the timing and dynamics of the Ontario reforms, describing the driving forces behind reform. ", "visits": 733, "categories": [5]}}, {"model": "links.link", "pk": 2268, "fields": {"created_time": "2016-01-06T16:50:57.919Z", "updated_time": "2016-01-06T16:50:57.919Z", "title": "Globalization, Internationalization, and the Recruitment of International Students in Higher Education, and in the Ontario Colleges of Applied Arts and Technology", "url": "https://ucarecdn.com/e1c54d6b-9615-4aad-abf0-89113c281ea7/", "file": "https://ucarecdn.com/e1c54d6b-9615-4aad-abf0-89113c281ea7/", "description": "This paper explores general issues relating to globalization and higher education; the internationalization of higher education, and particularly the recruitment of international students. This subject is examined through a range of topics around the global \r\ndevelopment of the market approach to the recruitment of international students and a focus on the current situation regarding the recruitment of international students in the Colleges of Applied Arts and Technology in Ontario (CAATs). As the number of international students seeking educational opportunities grows to 7 million over the next 20 years, the ability of the CAATs, the Canadian educational system, and the governments of Ontario and Canada to market the welcoming and safe multicultural Canadian experience, and the excellence of the educational offerings and opportunities in CAATs to potential international students will, in great measure, determine their success and their survival in an increasingly globalized world.\r\n", "visits": 847, "categories": [14]}}, {"model": "links.link", "pk": 2269, "fields": {"created_time": "2016-01-06T16:53:01.130Z", "updated_time": "2016-01-06T16:53:01.130Z", "title": "Principles of Learner-centered Curriculum: Responding to the Call for Change in Higher Education", "url": "https://ucarecdn.com/8f5f73f9-787a-48e7-a4c1-6aa1ab643b5d/", "file": "https://ucarecdn.com/8f5f73f9-787a-48e7-a4c1-6aa1ab643b5d/", "description": "Using well-known tenets of student development and student success as a central organizing premise, it is suggested that higher education curriculum should include outcomes related to the development of students as competent, lifelong learners. This imperative is driven by demands on higher education to prepare graduates for complex, dynamic, and information based social and occupational experiences. Curricula that prepare students with appropriate knowledge and skills to manoeuvre\r\na changed and changing society is in order. Labelled a learner-centred curriculum, this approach includes, but goes beyond, the already explored learner-centred instruction (Lieberman, 1994; McCombs & Whistler, 1997; SCCOE, 2000; Soifer, Young & Irwin, 1989) to content and skill development regarding the mechanisms of learning and growth.", "visits": 618, "categories": [6, 5, 7]}}, {"model": "links.link", "pk": 2270, "fields": {"created_time": "2016-01-06T16:54:37.137Z", "updated_time": "2016-01-06T16:54:37.137Z", "title": "What is Your Degree Worth? The Relationship Between Post-Secondary Programs and Employment Outcomes", "url": "https://ucarecdn.com/84aa1b31-78b4-4c4a-82a5-229bcac678f9/", "file": "https://ucarecdn.com/84aa1b31-78b4-4c4a-82a5-229bcac678f9/", "description": "There is a long-standing debate over the value of certain postsecondary pro-grams in facilitating employment after graduation. The National Graduate Survey (2005) was used to examine how graduates of various programs differ in their pursuits of higher education, employment status, job-program relat-edness and job qualifications. Results suggest that graduates from humani-ties are more likely to pursue higher education, are less likely to be employed full time, are more likely to have jobs unrelated to their program, and are more likely to be overqualified for their jobs. These findings highlight that humanities programs may not provide the knowledge and skills that are in current economic demand.", "visits": 625, "categories": [8, 20, 5]}}, {"model": "links.link", "pk": 2271, "fields": {"created_time": "2016-01-06T16:56:53.182Z", "updated_time": "2016-01-06T16:56:53.182Z", "title": "Faculty Writing Groups: A Support for Women Balancing Family and Career on the Academic Tightrope", "url": "https://ucarecdn.com/ab50ec88-0b64-46c4-8a9e-bf3b3cba060e/", "file": "https://ucarecdn.com/ab50ec88-0b64-46c4-8a9e-bf3b3cba060e/", "description": "This qualitative research project explored the experiences of women who jug- gle the demands of family or parenthood while engaging in academic careers at a faculty of education. The researcher-participants consisted of 11 women; 9 women provided a written narrative, and all women participated in the data analysis. The data consisted of the personal, reflective narratives of 9 \r\nwomen who participated in a faculty writing group. Analysis of narratives uncovered 5 themes common to the researchers and participants in this study: gender- specific experiences surrounding parenting, second-career academics, pres- sure surrounding academic work, human costs, and commitment to work and family. Implications of the findings are discussed with particular emphasis on how a faculty writing group framed by a relational model of interaction can be used to support \r\nuntenured faculty who experience difficulty balancing the demands of family and academia.\r\n", "visits": 655, "categories": [7]}}, {"model": "links.link", "pk": 2272, "fields": {"created_time": "2016-01-06T16:58:57.378Z", "updated_time": "2016-01-06T16:58:57.378Z", "title": "Student Affairs in Canada in 2013: Perceptions, Trends, and an Outlook Toward the Future", "url": "https://ucarecdn.com/37f37612-bb82-4642-a1d8-681c49e3e9e6/", "file": "https://ucarecdn.com/37f37612-bb82-4642-a1d8-681c49e3e9e6/", "description": "Chief Student Affairs Officers (CSAOs) are senior-level student affairs per-sonnel. In 2011, 33 CSAOs responded to a national survey and provided a professional perspective on field development, student services, as well as predicted five-year trends for student affairs. In 2013, 17 CSAOs responded to the same survey and provided further information on these topics. Results indicated that attitudes towards diversity and technology remained stable be-tween 2011 and 2013. We established that CSAOs have less positive attitudes towards research, evaluation, and assessment than they do towards commu-nication and leadership. Here, we discuss at length the implications of these finding, as well as the potential for research into student affairs. In addition, we examine the continued professionalization of the CSAO field and note that research into CSAOs should be proactive instead of reactive.", "visits": 667, "categories": [3, 5]}}, {"model": "links.link", "pk": 2273, "fields": {"created_time": "2016-01-06T17:02:17.375Z", "updated_time": "2016-01-06T17:02:17.375Z", "title": "Exploring Student and Advisor Experiences in a College-University Pathway Program: A Study of the Bachelor of Commerce Pathway", "url": "https://ucarecdn.com/fe4aa86e-1f7f-4a45-8c68-18eb323ae5a2/", "file": "https://ucarecdn.com/fe4aa86e-1f7f-4a45-8c68-18eb323ae5a2/", "description": "Currently, there is great interest across Ontario in the expansion of pathway programs between colleges and universities. Through strategic partnerships, two Ontario-based postsecondary institutions (a college and a university) have developed innovative and effective pathway programs that facilitate the transition of students between institutions for the completion of degrees, diplomas, and certificates. These programs support the training of highly qualified, market-ready graduates. This paper reports on a mixed-methods study of the successes and challenges of a particular Ontario college and university\r\npathway program, with a focus on the Bachelor of Commerce Pathway program. Preliminary results indicate that pathway students were more academically successful than their traditional university student counterparts but did experience a number of challenges in transitioning from college into university. Principal challenges included inefficient communication between\r\nprogram administrators, academic advisors, and students; lack of orientation activities for pathway students; lack of college student preparedness in communication and critical thinking skills; and difficulties experienced by college\r\nstudents integrating into the social–cultural life of the university.", "visits": 620, "categories": [6, 3, 7]}}, {"model": "links.link", "pk": 2274, "fields": {"created_time": "2016-01-08T22:13:52.801Z", "updated_time": "2016-01-08T22:13:52.801Z", "title": "New Faculty Experience in Times of Institutional Change", "url": "https://ucarecdn.com/9e29a9a1-f953-4ec7-bb6f-31745a749afb/", "file": "https://ucarecdn.com/9e29a9a1-f953-4ec7-bb6f-31745a749afb/", "description": "Many post-secondary institutions in Canada over the past decade have made the transition from college to university status. The researchers on this team were hired in the midst of such a transition at one western Canadian institu- tion. As new faculty we were navigating the normal tides of adjusting to a new faculty position, but our induction occurred in a shifting \r\ninstitutional context. Our research question, “What is the new faculty experience in a transitional institution?” guided a five-year focused ethnography, beginning as a self- study of the research team and expanding into 60 interviews with 31 partici- pants over several years. The results demonstrate that a more complex theory is required to reflect the experience of new faculty than has appeared previ- ously in the literature. We propose a framework of competing discourses.\r\n", "visits": 634, "categories": [5, 7]}}, {"model": "links.link", "pk": 2275, "fields": {"created_time": "2016-01-08T22:19:53.451Z", "updated_time": "2016-01-08T22:19:53.451Z", "title": "50 Shades of Green: An Examination of Sustainability Policy on Canadian Campuses", "url": "https://ucarecdn.com/4ea61db8-d5ed-429e-b187-d5e38ecd5f48/", "file": "https://ucarecdn.com/4ea61db8-d5ed-429e-b187-d5e38ecd5f48/", "description": "Koichiro Matsuura, Director-General of UNESCO, asserts that education is one of the most effective instruments that society can employ in the effort to adopt sustainable development. This paper is a first effort to explore the degree to which Canadian institutions of higher education, including colleges and universities, have embraced this assertion. It includes the first census\r\nof the existing environment/sustainability policies and/or plans of Canadian postsecondary institutions (n = 220), and an examination of the relationships between the existence of an environment/sustainability policy/plan and the presence of other sustainability initiatives on campus. The focus on policies and plans is timely because in public institutions like colleges and universities, actions and practices are determined by policy. The results reveal a number of patterns and insights, including, for example, the influence of provincial legislation on the uptake of policies.", "visits": 700, "categories": [13]}}, {"model": "links.link", "pk": 2276, "fields": {"created_time": "2016-01-08T22:22:23.141Z", "updated_time": "2016-01-08T22:22:23.141Z", "title": "Seeking Internationalization: The State of Canadian Higher Education", "url": "https://ucarecdn.com/ecfc1bcc-3258-4042-968a-d04867f3b8ee/", "file": "https://ucarecdn.com/ecfc1bcc-3258-4042-968a-d04867f3b8ee/", "description": "This article explores the internationalization of Canadian universities, with a focus on the rise of foreign postsecondary students in Canada, the economic impacts, and the various benefits, challenges, and adjustments that have been\r\ninfluenced by the continuing demographic shifts on Canadian campuses since 2000. Rooted in recent global and Canadian higher education internationalization trends, this paper suggests that accommodations for such shifts have\r\nnot kept pace with the influx of culturally and linguistically diverse foreign students, whose population growth rate outpaces domestic university students’ by several times. I conclude with unresolved dilemmas that continue to pose challenges for Canadian universities, and with suggestions for manageable supports to ensure the needs of students are responsibly balanced with the economic constraints of universities.", "visits": 630, "categories": [14, 5]}}, {"model": "links.link", "pk": 2277, "fields": {"created_time": "2016-01-08T22:24:02.362Z", "updated_time": "2016-01-08T22:24:02.362Z", "title": "Measuring Systemic and Climate Diversity in Ontario’s University Sector", "url": "https://ucarecdn.com/de3de937-b2d7-4fae-ace5-4fc8ef281452/", "file": "https://ucarecdn.com/de3de937-b2d7-4fae-ace5-4fc8ef281452/", "description": "This article proposes a methodology for measuring institutional diversity and applies it to Ontario’s university sector. This study first used hierarchical cluster analysis, which suggested there has been very little change in diver- sity between 1994 and 2010 as universities were clustered in three groups for both years. However, by adapting Birnbaum’s (1983) diversity matrix \r\nmeth- odology to Ontario’s university sector, the author appears to have found a decrease in systemic diversity (differences in the type of institution and size of institution; Birnbaum, 1983) and climate diversity (differences in campus environment and culture; Birnbaum, 1983) between 1994 and 2010. Policy implications resulting from this study are also considered.\r\n", "visits": 567, "categories": [5]}}, {"model": "links.link", "pk": 2278, "fields": {"created_time": "2016-01-08T22:26:56.378Z", "updated_time": "2016-01-08T22:26:56.378Z", "title": "Graduate Writing Assignments Across Faculties in a Canadian University", "url": "https://ucarecdn.com/37761e43-fe73-45d0-a24b-a0e69137e8c0/", "file": "https://ucarecdn.com/37761e43-fe73-45d0-a24b-a0e69137e8c0/", "description": "This study examines 143 graduate assignments across 12 faculties or schools in a Canadian university in order to identify types of writing tasks. Based on the descriptions provided by the instructors, we identified nine types of assignments,\r\nwith scholarly essay being the most common, followed by summary and response, literature review, project, review, case analysis, proposal, exam, and creative writing. Many assignments are instructor-controlled and have specific content requirements. Some are also process-oriented, providing students with teacher or peer feedback on outlines or initial drafts, suggestions for topic choices, and examples of good writing. With an overview of the types of writing tasks across campus, the study has implications for English for Academic Purposes (EAP) or graduate writing program designers,\r\nmaterial developers, educators working within and across disciplines, and researchers interested in the types of university writing assignments in Canada.", "visits": 810, "categories": [6, 7]}}, {"model": "links.link", "pk": 2279, "fields": {"created_time": "2016-01-08T22:34:10.189Z", "updated_time": "2016-01-08T22:34:10.190Z", "title": "Framing Student Perspectives into the Higher Education Institutional Review Policy Process", "url": "https://ucarecdn.com/6a650296-753b-422e-a625-980f9507c6a9/", "file": "https://ucarecdn.com/6a650296-753b-422e-a625-980f9507c6a9/", "description": "It is necessary and desirable to enhance student learning in higher education by integrating multiple perspectives during institutional policy reviews, yet few examples of such a process exist. This article describes an institutional assessment policy review process that used a questionnaire to elicit 269 students’ perspectives on a draft policy document. Among the key findings were a lack of focus on using assessment to inform instruction, and a lack of clarity around the purposes for assessment. Within the final policy, there seemed to be an absence of focus on assessment as supporting learning and informing instruction, although there was a significant focus on the role of assessment in measuring achievement, despite students’ emphasis on the former two characteristics. The study’s implications point to the important theoretical contributions\r\nstudents offer to institutional policy reviews, and the practical challenges institutions face in providing mechanisms that facilitate engagement and reflect shifts in culture.", "visits": 631, "categories": [5]}}, {"model": "links.link", "pk": 2280, "fields": {"created_time": "2016-01-08T22:36:50.915Z", "updated_time": "2016-01-08T22:36:50.915Z", "title": "Knowledge Liaisons: Negotiating Multiple Pedagogies in Global Indigenous Studies Courses", "url": "https://ucarecdn.com/e5cc1c37-5c86-4fe1-8dde-7153f1f795b6/", "file": "https://ucarecdn.com/e5cc1c37-5c86-4fe1-8dde-7153f1f795b6/", "description": "Over the past few years, Canadian universities have been at the forefront of institutional changes that identify Aboriginal people, internationalization, and pedagogical change as key areas for revision. Most universities’ strategic planning documents cite, at least to varying degrees, these three goals. Institutions have facilitated these changes by supporting new programs, teaching centres, and course redevelopment. While much attention has been given to those goals individually, it is rarely considered how these commitments converge in particular course offerings. This article considers the connections among Indigenous, global, and pedagogical goals by examining undergraduate comparative Indigenous studies courses, some pedagogical challenges that arise in those courses, and some strategies I have developed in meeting those challenges. Based in auto-pedagogy and a critical analysis of existing and emerging pedagogical frameworks, this article uses key concepts from\r\nIndigenous epistemologies, knowledge translation, and Sue Crowley’s (1997) levels of analysis to propose “knowledge liaisons” as a teaching model that addresses these challenges.", "visits": 632, "categories": [12, 5]}}, {"model": "links.link", "pk": 2281, "fields": {"created_time": "2016-01-08T22:38:53.325Z", "updated_time": "2016-01-08T22:38:53.325Z", "title": "The Efficacy of Key Performance Indicators in Ontario Universities as Perceived by Key Informants", "url": "https://ucarecdn.com/2d106cb9-2162-4aa5-b4e3-68e9ee6865e3/", "file": "https://ucarecdn.com/2d106cb9-2162-4aa5-b4e3-68e9ee6865e3/", "description": "The Ontario Ministry of Education and Training’s Task Force on University Accountability first proposed key performance indicators (KPIs) for colleges and universities in Ontario in the early 1990s. The three main KPIs for Ontario universities are the rates of (1) graduation, (2) employment, and (3) Ontario Student Assistance Program loan default. This exploratory and descriptive study examined the perceptions of 12 key informants from 11 participating universities about the efficacy and effectiveness of these KPIs. The results of this study demonstrate that a clear majority of participants believe these KPIs\r\nare not having the intended impact. This paper analyzes the evidence and makes recommendations designed to foster efficient collaboration between stakeholders; it also asks all parties to clarify their goals, agreed expectations, and requirements, in order to develop effective measures of institutional performance and accountability and address the political needs of the government, the universities, and the public.", "visits": 630, "categories": [15, 5]}}, {"model": "links.link", "pk": 2282, "fields": {"created_time": "2016-01-08T22:41:00.855Z", "updated_time": "2016-01-08T22:41:00.855Z", "title": "Assessing Mentoring Culture: Faculty and Staff Perceptions, Gaps, and Strengths", "url": "https://ucarecdn.com/c390de3c-80ba-4f27-9a00-7933ae8ce9b5/", "file": "https://ucarecdn.com/c390de3c-80ba-4f27-9a00-7933ae8ce9b5/", "description": "The purpose of this non-experimental, cross-sectional, descriptive research was to survey faculty and staff perceptions of mentorship in a postsecondary institution in order to determine gaps and strengths in the current mentorship\r\nenvironment. The anecdotal activities we present reflect our educational practice environment through the work of our Mentorship Team. Data were collected utilizing Zachary’s Mentor Culture Audit tool. The culture building block measured 4.65 on a 7-point Likert scale, suggesting the presence of a weak mentorship culture. However, the infrastructure building block measured only 3.41, showing that organizational resources and supports are below average. We also present eight hallmark category results to further identify strengths and gaps. This is the first assessment of our mentoring culture at an organizational level. Other postsecondary institutions may benefit from formally assessing the gaps in and strengths of their mentorship culture toassist them with acquiring adequate resources to further develop and sustain their mentoring activities.", "visits": 630, "categories": [19, 6, 7]}}, {"model": "links.link", "pk": 2283, "fields": {"created_time": "2016-01-08T22:44:51.090Z", "updated_time": "2016-01-08T22:44:51.090Z", "title": "A Study of Graffiti in Teacher Education", "url": "https://ucarecdn.com/32c4277f-20fb-432e-ab2f-22ee9c4ff0e0/", "file": "https://ucarecdn.com/32c4277f-20fb-432e-ab2f-22ee9c4ff0e0/", "description": "Problem statement: Graffiti is about self-expression. When youth cannot find people to listen to them, they may express their strongly felt, internal experiences and emotions safely by writing on public property. Thus, graffiti can be handled as a counseling issue. When this self-expression of a thought, wish, or attitude comes from prospective teachers, the difficult \r\nwork of sorting these issues out may help us develop better teacher-education programs and produce better teachers. Thus, this work takes the issue of graffiti by prospective teachers as an interdisciplinary issue, bridging counseling and teacher training. \r\n", "visits": 637, "categories": [7]}}, {"model": "links.link", "pk": 2284, "fields": {"created_time": "2016-01-08T22:46:37.205Z", "updated_time": "2016-01-08T22:46:37.205Z", "title": "Academic Leadership Development: How to Make a Smooth Transition from Faculty to Administrator", "url": "https://ucarecdn.com/4add50a4-da29-424e-9790-3b7962be796a/", "file": "https://ucarecdn.com/4add50a4-da29-424e-9790-3b7962be796a/", "description": "Remember how you felt during your first semester of teaching? Excited? Nervous? A little over-whelmed? At times you even might have wondered how the school could give you a job with so much responsibility and so little training.\r\n\r\nNow you’re a seasoned educator making the move from faculty to administration. And guess what? You’re excited, nervous, and a little overwhelmed. And, once again, you wonder how the school could give you a job with so much responsibility and so little training.", "visits": 809, "categories": [19, 15]}}, {"model": "links.link", "pk": 2285, "fields": {"created_time": "2016-01-08T22:48:03.471Z", "updated_time": "2016-01-08T22:48:03.471Z", "title": "Academic Leadership Qualities for Meeting Today’s Higher Education Challenges", "url": "https://ucarecdn.com/8ae6a3be-2c80-4f5d-a3e3-ab15950943fc/", "file": "https://ucarecdn.com/8ae6a3be-2c80-4f5d-a3e3-ab15950943fc/", "description": "It’s been said that no one dreams of becoming an academic leader when they grow up. It’s a tough job that’s only gotten more challenging as budgets shrink, public scrutiny rises, and responsibilities continue to grow. It requires a unique skill set – part field general, part mediator, part visionary, and part circus barker – to name just a few. But what does it really take to be an\r\neffective leader?", "visits": 637, "categories": [19]}}, {"model": "links.link", "pk": 2286, "fields": {"created_time": "2016-01-08T22:49:34.156Z", "updated_time": "2016-01-08T22:49:34.156Z", "title": "Assessing Online Learning: Strategies, Challenges and Opportunities", "url": "https://ucarecdn.com/b52b1fca-91f6-4335-9bde-0681caf3e030/", "file": "https://ucarecdn.com/b52b1fca-91f6-4335-9bde-0681caf3e030/", "description": "As online education moves from the fringes to the mainstream, one question still persists: “How do I know what my online students have learned?” There are no simple answers, just as there aren’t in face-to-face courses, but with a little creativity and flexibility, you soon discover that the online learning environment opens up a host of new student assessment possibilities. And, just as with traditional courses, the trick is finding the right combination that works best for your particular course.", "visits": 624, "categories": [9]}}, {"model": "links.link", "pk": 2287, "fields": {"created_time": "2016-01-09T04:15:33.605Z", "updated_time": "2016-01-09T04:15:33.605Z", "title": "Best Practices for Training and Retaining Online Adjunct Faculty", "url": "https://ucarecdn.com/2daa05cc-eb27-493e-9843-cd25dbba09c1/", "file": "https://ucarecdn.com/2daa05cc-eb27-493e-9843-cd25dbba09c1/", "description": "Becoming a new faculty member is seldom easy. Whether the instructor is simply transitioning to a new university or stepping into the classroom for the very first time, there are questions large and small that arise every day about policies, procedures, techniques, and technologies. For online instructors, many of whom teach only part-time, this sense of disorientation\r\nis made even more difficult by their off-site location and the growing list of tools and technologies they need to learn in order to create a rich learning environment.", "visits": 652, "categories": [9, 6]}}, {"model": "links.link", "pk": 2288, "fields": {"created_time": "2016-01-09T04:39:23.505Z", "updated_time": "2016-01-09T04:39:23.506Z", "title": "Improving Performancde through self-selected goals", "url": "https://ucarecdn.com/10177fad-6760-467b-8124-686c63a4e4ce/", "file": "https://ucarecdn.com/10177fad-6760-467b-8124-686c63a4e4ce/", "description": "Take a quick look at any non-fiction best-selling book list and you’re sure to find at least one title devoted to success…success in business, education, personal relationships or health and fitness. Almost without exception, the common thread running through all these “seeking success” books is the importance of setting personal goals. The value of goal setting has been measured, documented and espoused in self-help programs ranging from weight-control and addictions to achieving financial security. The topic has far-reaching interest in the academic community as well. Hundreds of academic studies have confirmed the efficacy of goal setting, demonstrating just how important goals are in improving performance.", "visits": 944, "categories": [19]}}, {"model": "links.link", "pk": 2289, "fields": {"created_time": "2016-01-09T04:41:24.319Z", "updated_time": "2016-01-09T04:41:24.319Z", "title": "Building Student Engagement: 15 Strategies for the College Classroom", "url": "https://ucarecdn.com/8cc5b551-d01e-48c4-89f7-c786a924491f/", "file": "https://ucarecdn.com/8cc5b551-d01e-48c4-89f7-c786a924491f/", "description": "The reasons why students need to be involved and engaged when they attend college are well established. Engagement can be the difference between completing a degree and dropping out. Research has sought to identify what makes student involvement more likely. Factors like student-faculty interaction, active and collaborative learning experiences, involvement in ex-tracurricular activities, and living on campus have all been shown to make a difference.", "visits": 867, "categories": [3]}}, {"model": "links.link", "pk": 2290, "fields": {"created_time": "2016-01-09T04:44:29.341Z", "updated_time": "2016-01-09T04:44:29.341Z", "title": "STRATEGIC BUSINESS DECISIONS Why Cash is a Less Effective Incentive", "url": "https://ucarecdn.com/1eb6faa6-03ad-4d7e-949f-e95151f06a56/", "file": "https://ucarecdn.com/1eb6faa6-03ad-4d7e-949f-e95151f06a56/", "description": "While Scott Jeffrey, PhD, was getting his doctorate at the University of Chicago, he investigated which rewards would be the most effective in getting University staff members to improve speed and accuracyiii in the University’s incentive lab. In a controlled study he tested hard cold cash against a variety of non-monetary rewards, such as massages and tangible rewards. He used only a verbal “thank you” for the control group. ", "visits": 1088, "categories": [19, 8]}}, {"model": "links.link", "pk": 2291, "fields": {"created_time": "2016-01-09T04:45:58.065Z", "updated_time": "2016-01-09T04:45:58.065Z", "title": "Course Design and Development Ideas That Work", "url": "https://ucarecdn.com/6d7e8171-5c09-4fdb-9667-0aa504051f01/", "file": "https://ucarecdn.com/6d7e8171-5c09-4fdb-9667-0aa504051f01/", "description": "So much of what determines the overall success or failure of a course takes place well in advance of the first day of class. It’s the thoughtful contemplation of your vision for the course— from what you want your students to learn, to selecting the instructional activities, assign-ments, and materials that will fuel that learning, to determining how you will measure learning outcomes.", "visits": 621, "categories": [6, 7]}}, {"model": "links.link", "pk": 2292, "fields": {"created_time": "2016-01-09T04:47:32.380Z", "updated_time": "2016-01-09T04:47:32.380Z", "title": "Caring for Your Employees: Fostering Positive Emotions in the Digital Workplace", "url": "https://ucarecdn.com/1152e33c-aaff-46d9-9313-cd2e67c7bc56/", "file": "https://ucarecdn.com/1152e33c-aaff-46d9-9313-cd2e67c7bc56/", "description": "Strategies for recruiting employees and keeping them engaged have long been based around practical rewards like pay increases, bonuses or flexible working hours, attempting to cater to employees’ rational, business side. But this approach often leaves out a key consideration which informs every human action: our emotional connection to one another. Whether part of a traditional or virtual team, feelings-based personal relationships in the workplace have the greatest impact on employee engagement. When employees connect to their immediate supervisor in this way, they become more engaged with their role, working more effectively, staying with the company long-term, and acting as ambassadors for their organization. ", "visits": 815, "categories": [19, 15]}}, {"model": "links.link", "pk": 2293, "fields": {"created_time": "2016-01-09T04:49:05.369Z", "updated_time": "2016-01-09T04:49:05.369Z", "title": "Designing Online Courses: Models for Improvement", "url": "https://ucarecdn.com/4e7a6122-b855-4e0d-b00e-9d4fb5798e02/", "file": "https://ucarecdn.com/4e7a6122-b855-4e0d-b00e-9d4fb5798e02/", "description": "Designing an online course shares many of the same elements and processes that go into designing a traditional face-to-face course, however the online environment brings a unique set of challenges that require special attention and a different approach. ", "visits": 594, "categories": [9]}}, {"model": "links.link", "pk": 2294, "fields": {"created_time": "2016-01-09T04:50:26.778Z", "updated_time": "2016-01-09T04:50:26.778Z", "title": "Distance Learning Administration and Policy: Strategies for Achieving Excellence", "url": "https://ucarecdn.com/c88b4830-3cf5-4e81-b29c-c8e32fb9f91d/", "file": "https://ucarecdn.com/c88b4830-3cf5-4e81-b29c-c8e32fb9f91d/", "description": "When building an online program, there are certain big questions that need to be answered. Among them are: What kind of program you want it to be – high tech or low tech? Professor intensive or adjunct driven? Blended learning or fully online? What kind of technology will be used to deliver course content? What about opportunities for collaboration?", "visits": 647, "categories": [19, 9, 7, 4]}}, {"model": "links.link", "pk": 2295, "fields": {"created_time": "2016-01-09T04:52:07.170Z", "updated_time": "2016-01-09T04:52:07.170Z", "title": "Effective Group Work Strategies for the College Classroom.", "url": "https://ucarecdn.com/0e5e7163-3bbc-429d-8cb6-4576a9b46cc0/", "file": "https://ucarecdn.com/0e5e7163-3bbc-429d-8cb6-4576a9b46cc0/", "description": "Love or hate it, group work can create powerful learning experiences for students. From understanding course content to developing problem solving, teamwork and communica-tion skills, group work is an effective teaching strategy whose lessons may endure well beyond the end of a course. So why is it that so many students (and some faculty) hate it?", "visits": 703, "categories": [6, 7]}}, {"model": "links.link", "pk": 2296, "fields": {"created_time": "2016-01-09T04:53:21.181Z", "updated_time": "2016-01-09T04:53:21.181Z", "title": "Effective Strategies for Improving College Teaching and Learning", "url": "https://ucarecdn.com/a33e8d23-6746-4ba4-a4e0-7dda3e631fe0/", "file": "https://ucarecdn.com/a33e8d23-6746-4ba4-a4e0-7dda3e631fe0/", "description": "When teachers think the best, most important way to improve their teaching is by devel-oping their content knowledge, they end up with sophisticated levels of knowledge, but they have only simplistic instructional methods to convey that material. To imagine that content matters more than process is to imagine that the car is more important than the road. Both are essential. What we teach and how we teach it are inextricably linked and very much dependent on one another.", "visits": 845, "categories": [6, 7]}}, {"model": "links.link", "pk": 2297, "fields": {"created_time": "2016-01-09T04:54:55.132Z", "updated_time": "2016-01-09T04:54:55.132Z", "title": "Faculty Development in Distance Education: Issues, Trends and Tips", "url": "https://ucarecdn.com/1302f4e6-b56d-4dee-80cf-6010e3700ea0/", "file": "https://ucarecdn.com/1302f4e6-b56d-4dee-80cf-6010e3700ea0/", "description": "One of the many lessons learned from the early years of distance education is the fact that you cannot simply pluck an instructor out of the classroom, plug him into an online course, and expect him to be effective in this new and challenging medium. Some learned this lesson the hard way, while others took a proactive approach to faculty training. All of us continue to refine our approach and discover our own best practices.", "visits": 630, "categories": [9]}}, {"model": "links.link", "pk": 2298, "fields": {"created_time": "2016-01-09T04:56:53.447Z", "updated_time": "2016-01-09T04:56:53.447Z", "title": "11 Strategies for Getting Students to Read What’s Assigned", "url": "https://ucarecdn.com/9b4a3a7e-009a-44c2-9ac7-a9d380ffadeb/", "file": "https://ucarecdn.com/9b4a3a7e-009a-44c2-9ac7-a9d380ffadeb/", "description": "Getting students to take their reading assignments seriously is a constant battle. Even syllabus language just short of death threats, firmly stated admonitions regularly delivered in class, and the unannounced pop quiz slapped on desks when nobody answers questions about the reading don’t necessarily change student behaviors or attitudes.", "visits": 878, "categories": [10, 7]}}, {"model": "links.link", "pk": 2299, "fields": {"created_time": "2016-01-19T21:21:08.438Z", "updated_time": "2016-01-19T21:21:08.438Z", "title": "E\u001fects of mobility on the skills and employability of students and the internationalisation of higher education institutions", "url": "https://ucarecdn.com/2c31d9a0-62e9-4453-a298-9f415c3ff5a7/", "file": "https://ucarecdn.com/2c31d9a0-62e9-4453-a298-9f415c3ff5a7/", "description": "Top motivations to study or train abroad remain the same as in recent years: the opportunity to live abroad and meet new\r\npeople, improve foreign language proficiency, develop transversal skills. Just after comes the wish to enhance employability abroad for more than 85% of students.\r\nOn average, Erasmus students have better employability skills after a stay abroad than 70% of all students. Based on their personality traits, they have a better predisposition for employability even before going abroad. By the time they return they have increased their advantage by 42% on average. While 81% of Erasmus students perceive an improvement in their transversal skills when they come back, 52% show higher memo© factors. In all cases, they consider the improvement of skills to be greater than they expected before going abroad. \r\n", "visits": 613, "categories": [14]}}, {"model": "links.link", "pk": 2300, "fields": {"created_time": "2016-01-19T21:23:52.391Z", "updated_time": "2016-01-19T21:23:52.391Z", "title": "Gender Differences in Recognition for Group Work", "url": "https://ucarecdn.com/0638295f-13c8-47fd-a39c-2d2ced8d6707/", "file": "https://ucarecdn.com/0638295f-13c8-47fd-a39c-2d2ced8d6707/", "description": "This paper explores whether bias arising from group work helps explain the gender promotion gap. Using data from conomists’ CVs, I test whether coauthored publications matter differently for tenure by gender. While solo-authored papers send a clear signal about one’s ability, coauthored papers do not provide specific information about each contributor’s skills. I find that women incur a penalty when they coauthor that men do not experience. This is most pronounced for women coauthoring with men and less pronounced the more women there are on a paper. A model shows that the bias documented here departs from\r\ntraditional discrimination models.", "visits": 578, "categories": [5]}}, {"model": "links.link", "pk": 2301, "fields": {"created_time": "2016-01-19T21:26:01.883Z", "updated_time": "2016-01-19T21:26:01.883Z", "title": "campus mental health strategy Creating a Community of Caring", "url": "https://ucarecdn.com/b1b6fbc8-6286-4031-b755-b2f75fbf101b/", "file": "https://ucarecdn.com/b1b6fbc8-6286-4031-b755-b2f75fbf101b/", "description": "The promotion of mental health and well-being in our students, faculty, and staff is important to the University of Calgary. Given the symbiotic relation between health and education, Universities are increasingly recognized as places to promote the health and well-being of the people who learn, work and live within them. Research-intensive universities create cultures that demand high performance while promoting excellence and achievement, and also carry the risk of stress, stigma, and challenges to mental health. With the recognition of the importance of promoting mental health and intervening to address illness in a timely way, we join groups across Canada and beyond that are committed to enhancing the mental health of university students, faculty, and staff. ", "visits": 607, "categories": [16]}}, {"model": "links.link", "pk": 2302, "fields": {"created_time": "2016-01-19T21:29:59.740Z", "updated_time": "2016-01-19T21:29:59.740Z", "title": "Beliefs about language teaching and learning. Different contexts and perspectives", "url": "https://ucarecdn.com/47b952a8-0cc0-40ab-b18d-48945bee188f/", "file": "https://ucarecdn.com/47b952a8-0cc0-40ab-b18d-48945bee188f/", "description": "Beliefs about language learning and teaching have intrigued applied linguists since the mid-1980s starting with the pioneering work of Elaine Horwitz (1985) and Anita Wenden (1986). Since then, the interest in this topic in the field of Applied Linguistics has increased, with the publications of books on the theme (Bernat 2009; Borg, 2006; Kalaja & Barcelos, 2003) as well as several thesis, dis­sertations and journal articles. As a construct, beliefs have eluded researchers since the beginning being labeled as \"messy\" (Pajares, 1992) and complex. Several terms have been used to refer to beliefs such as folklinguistic theories of learning (Miller & Ginsberg, 1995), repre­sentations (Riley, 1994), metacognitive knowledge (Wenden, 1986), learning culture (Riley, 1997), the culture of learning languages (Barcelos, 1995), and culture of learning (Cortazzi & Jin, 1996), teacher cognition (Borg, 2003), and BAK (Beliefs-Assumption-Knowledge) (Woods, 1996). This profusion of terms is not necessarily negative. To quote Freeman (1991), \"the issue is not the pluralism of labels, but the recognition of the phenomenon itself\" ", "visits": 590, "categories": [6, 7]}}, {"model": "links.link", "pk": 2303, "fields": {"created_time": "2016-01-19T21:32:04.230Z", "updated_time": "2016-01-19T21:32:04.230Z", "title": "OCUFA’s response to the Ministry of Training, Colleges, and Universities’ discussion guide", "url": "https://ucarecdn.com/a22e91d6-0794-48cb-b9e3-90ce2dfea9da/", "file": "https://ucarecdn.com/a22e91d6-0794-48cb-b9e3-90ce2dfea9da/", "description": "The Ontario Confederation of University Faculty Associations (OCUFA) welcomes the opportunity to provide feedback on the Ministry of Training, Colleges and Universities’ summer roundtable discussion guide. The issues and proposed changes outlined in the guide would have a significant impact on university faculty and will require the support of the 17,000 faculty OCUFA represents if they are to be successful.", "visits": 639, "categories": [8, 5]}}, {"model": "links.link", "pk": 2304, "fields": {"created_time": "2016-01-19T21:34:57.200Z", "updated_time": "2016-01-19T21:34:57.200Z", "title": "Do Learning Styles Matter?", "url": "https://ucarecdn.com/b2d2a129-32bf-45a1-9420-8cf11cabea52/", "file": "https://ucarecdn.com/b2d2a129-32bf-45a1-9420-8cf11cabea52/", "description": "Audio, visual, textual—most people are willing and eager to identify themselves as a certain type of learner. And it follows pretty quickly that they learn better and faster when teachers approach a lesson in their “style.” Based on that logic, many school districts have poured money into training and materials to help teachers tailor their lessons to the various learning styles of their students. But haste makes waste, write Harold Pashler of the University of California, San Diego; Mark McDaniel of Washing-ton University, St. Louis; Doug Rohrer of the University of South Florida; and Robert A. Bjork of the University of California, Los Ange-les. There just isn’t sufficient evidence to support customizing education in this way.", "visits": 600, "categories": [6, 7]}}, {"model": "links.link", "pk": 2305, "fields": {"created_time": "2016-01-19T21:38:17.512Z", "updated_time": "2016-01-19T21:38:17.513Z", "title": "Canada’s Residential Schools: Reconciliation The Final Report of the Truth and Reconciliation Commission of Canada Volume 6", "url": "https://ucarecdn.com/db8b8974-0d39-4cb9-aeee-5cbfb25b589b/", "file": "https://ucarecdn.com/db8b8974-0d39-4cb9-aeee-5cbfb25b589b/", "description": "To some people, “reconciliation” is the re-establishment of a conciliatory state. However, this is a state that many Aboriginal people assert has never existed between Aboriginal and non-Aboriginal people. To others, “reconciliation,” in the context of Indian residential schools, is similar to dealing with a situation of family violence. It is about coming to terms with events of the past in a manner that over-comes conflict and establishes a respectful and healthy relationship among people going forward. It is in the latter context that the Truth and Reconciliation Commission of Canada (trc) has approached the question of reconciliation. \r\nTo the Commission, “reconciliation” is about establishing and maintaining a mutu-ally respectful relationship between Aboriginal and non-Aboriginal peoples in this country. For that to happen, there has to be awareness of the past, acknowledgement of the harm that has been inflicted, atonement for the causes, and action to change behaviour. ", "visits": 588, "categories": [12]}}, {"model": "links.link", "pk": 2306, "fields": {"created_time": "2016-01-19T21:42:55.322Z", "updated_time": "2016-01-19T21:42:55.322Z", "title": "Canada’s Residential Schools: The Legacy The Final Report of the Truth and Reconciliation Commission of Canada Volume 5", "url": "https://ucarecdn.com/15ba57d9-59c7-47a4-92b7-4c348bfcd680/", "file": "https://ucarecdn.com/15ba57d9-59c7-47a4-92b7-4c348bfcd680/", "description": "\r\n\r\n\r\nThe closing of residential schools did not bring their story to an end. The legacy of the schools continues to this day\r\nday. It is reflected in the significant educational people and other nd more troubled lives. The legacy is also reflected in the intense racism some people harbour against Aboriginal people and the systemic and other forms of discrimination Aboriginal people regularly experience in Canada. Over a century of cultural genocide has left most Aboriginal languages on the verge of extinction. The disproportionate apprehension of Aboriginal children by child welfare agencies and the disproportion- ate imprisonment and victimization of Aboriginal people are all part of the legacy of the way that Aboriginal children were treated in residential schools.\r\n", "visits": 573, "categories": [12]}}, {"model": "links.link", "pk": 2307, "fields": {"created_time": "2016-01-19T21:46:18.921Z", "updated_time": "2016-01-19T21:46:18.921Z", "title": "Canada’s Residential Schools: Missing Children and Unmarked Burials The Final Report of the Truth and Reconciliation Commission of Canada Volume 4", "url": "https://ucarecdn.com/e8691911-d01b-4bbb-b371-dea58b608476/", "file": "https://ucarecdn.com/e8691911-d01b-4bbb-b371-dea58b608476/", "description": "The Truth and Reconciliation Commission of Canada’s “Missing Children and Unmarked Burials Project” is a systematic effort to record and analyze the deaths at the schools, and the presence and condition of student cemeteries, within the regulatory context in which the schools were intended to operate. The proj-ect’s research supports the following conclusions:\r\n•\tThe Commission has identified 3,200 deaths on the Truth and Reconciliation Commission’s Register of Confirmed Deaths of Named Residential School Students and the Register of Confirmed Deaths of Unnamed Residential School Students.\r\n•\tFor just under one-third of these deaths (32%), the government and the schools did not record the name of the student who died.\r\n•\tFor just under one-quarter of these deaths (23%), the government and the schools did not record the gender of the student who died.\r\n•\tFor just under one-half of these deaths (49%), the government and the schools did not record the cause of death.\r\n•\tAboriginal children in residential schools died at a far higher rate than school-aged children in the general population.\r\n•\tFor most of the history of the schools, the practice was not to send the bodies of students who died at schools to their home communities.\r\n•\tFor the most part, the cemeteries that the Commission documented are aban-doned, disused, and vulnerable to accidental disturbance.\r\n•\tThe federal government never established an adequate set of standards and reg-ulations to guarantee the health and safety of residential school students.\r\n•\tThe federal government never adequately enforced the minimal standards and regulations that it did establish.\r\n•\tThe failure to establish and enforce adequate regulations was largely a function of the government’s determination to keep residential school costs to a minimum.", "visits": 606, "categories": [12]}}, {"model": "links.link", "pk": 2308, "fields": {"created_time": "2016-01-19T21:49:01.298Z", "updated_time": "2016-01-19T21:49:01.298Z", "title": "Canada’s Residential Schools: The Métis Experience The Final Report of the Truth and Reconciliation Commission of Canada Volume 3", "url": "https://ucarecdn.com/cd44a36e-f62d-4065-83d4-53f0de1c3621/", "file": "https://ucarecdn.com/cd44a36e-f62d-4065-83d4-53f0de1c3621/", "description": "The central goal of the Canadian residential school system was to ‘Christianize’ and ‘civilize’ Aboriginal people, a process intended to lead to their cultural assimilation into Euro-Canadian society. This policy goal was directed at all Aboriginal people and all Aboriginal cultures. It failed to take into account the devel-opment of new Aboriginal nations, and the implications of the Indian Act’s definition of who was and was not a “status Indian” and the British North America Act’s division of responsibility for “Indians.” In the government’s vision, there was no place for the Métis Nation that proclaimed itself in the Canadian Northwest in the nineteenth cen-tury. Neither was there any place for the large number of Aboriginal people who, for a variety of reasons, chose not to terminate their Treaty rights, or for those women, and their children, who lost their Indian Act status by marrying a person who did not have such status. These individuals were classed or identified alternately as “non-sta-tus Indians,” “half-breeds,” or “Métis.” In different times or different places, they might also identify themselves by these terms, but often they did not. Instead, they might view themselves to be members of specific First Nations, Inuit, or Euro-Canadian societies. For the sake of clarity, this chapter generally uses the term Métis to describe people of mixed descent who were not able, or chose not, to be registered as Indians under the Indian Act. It should be recognized that not all the people described by this term would have identified themselves as Métis during their lives, and that the histo-ries of these people varied considerably, depending on time and location.", "visits": 628, "categories": [12]}}, {"model": "links.link", "pk": 2309, "fields": {"created_time": "2016-01-19T21:51:39.116Z", "updated_time": "2016-01-19T21:51:39.116Z", "title": "Canada’s Residential Schools: The Inuit and Northern Experience The Final Report of the Truth and Reconciliation Commission of Canada Volume 2", "url": "https://ucarecdn.com/5af72950-209d-4c0a-8ed4-4074843efce3/", "file": "https://ucarecdn.com/5af72950-209d-4c0a-8ed4-4074843efce3/", "description": "Residential schooling in Canada’s North deserves its own consideration for a number of reasons.\r\nFirst, its history is more recent than that of residential schooling in the rest of the country. As late as 1900 there were only two residential schools north of the sixtieth parallel. By 1950 there were only six residential schools and one hostel in the North. This slow growth reflects the fact that while the overall goals of the Canadian govern-ment’s Aboriginal policy were to assimilate, civilize, and Christianize, this policy was not applied in a uniform manner. Where there was no pressing demand for Aboriginal lands, the federal government delayed taking on the obligations that Treaties created. This was particularly true in the North. As long as there was no prospect of economic development or of the arrival of large numbers of non-Aboriginal settlers, the federal government was not prepared to negotiate with northern Aboriginal peoples. Nor was it interested in establishing reserves or residential schools—or any sort of school, for that matter. Were it not for the work of Roman Catholic and Anglican missionaries, residential schooling would have no history north of the sixtieth parallel before 1950.\r\nA second distinct feature of the situation in the North was the fact that, in the years after 1950, the Canadian government did not simply extend the existing southern res-idential school system into northern Canada. Instead the federal government created a system of day schools and hostels under the direction of Northern Affairs rather than Indian Affairs. This system was intended from the start to be integrated into, not separate from, the public school system of the day. Unlike the southern schools, the northern schools made no attempt to restrict admission to First Nations students, so Métis and Inuit, along with a number of non-Aboriginal students, also attended them. At the end of the 1960s, these schools were transferred from the federal government to the governments of the Northwest Territories and the Yukon.", "visits": 1014, "categories": [12]}}, {"model": "links.link", "pk": 2310, "fields": {"created_time": "2016-01-19T21:55:30.098Z", "updated_time": "2016-01-19T21:55:30.098Z", "title": "Canada’s Residential Schools: The History, Part 2 1939 to 2000 The Final Report of the Truth and Reconciliation Commission of Canada Volume 1", "url": "https://ucarecdn.com/665d4cd0-d3f2-41ce-81d6-45d0839d724d/", "file": "https://ucarecdn.com/665d4cd0-d3f2-41ce-81d6-45d0839d724d/", "description": "By the 1930's the federal government had come to the internal conclusion that iling to meet its goals. In 1936, R. A. Hoey,\r\nted as Indian Affairs’ an assessment of the residential schools. He noted that in 1935–36, spending on residen- tial \r\nschools was $1,511,153.76. This amounted to 77.8% of the entire Indian Affairs edu- cation budget of $1,943,645. Enrolment was increasing at a rate of 250 pupils a year. To provide these students with residential school schooling would require an additional expenditure of $40,000 a year—a figure that did not include the cost of building new schools or paying interest on the capital outlay. However, day school education for an additional 250 students would cost only $7,000 a year. Not surprisingly, he opposed any further expansion of the residential school system, observing, “To continue to build educational institutions, particularly residential schools, while the money at our disposal is insufficient to keep the schools already erected in a proper state of repair, is, to me, very unsound and a practice difficult to justify.”\r\n", "visits": 581, "categories": [12]}}, {"model": "links.link", "pk": 2311, "fields": {"created_time": "2016-01-19T21:59:10.624Z", "updated_time": "2016-01-19T21:59:10.624Z", "title": "Canada’s Residential Schools: The History, Part 1 Origins to 1939 The Final Report of the Truth and Reconciliation Commission of Canada Volume 1", "url": "https://ucarecdn.com/6553376f-717e-4ae0-b74f-1e1bdc45e0d4/", "file": "https://ucarecdn.com/6553376f-717e-4ae0-b74f-1e1bdc45e0d4/", "description": "For over a century, the central goals of Canada’s Aboriginal policy were to eliminate Aboriginal governments; ignore Aboriginal rights; terminate the Treaties; and, through a process of assimilation, cause Aboriginal peoples to cease to exist as distinct legal, social, cultural, religious, and racial entities in Canada. The establishment and operation of residential schools were a central element of this pol- icy, which can best be described as “cultural genocide.”\r\n\r\nPhysical genocide is the mass killing of the members of a targeted group, and biological genocide is the destruction of the group’s reproductive capacity. Cultural genocide is the destruction of those structures and practices that allow the group to continue as a group. States that engage in cultural genocide set out to destroy the political and social institutions of the \r\ntargeted group. Land is seized, and populations are forcibly transferred and their movement is restricted. Languages are banned. Spiritual lead- ers are persecuted, spiritual practices are forbidden, and objects of spiritual value are confiscated and destroyed. And, most significantly to the issue at hand, families are disrupted to prevent the transmission of cultural values and identity from one generation to the next.\r\n", "visits": 626, "categories": [12]}}, {"model": "links.link", "pk": 2312, "fields": {"created_time": "2016-01-19T22:00:43.994Z", "updated_time": "2016-01-19T22:00:43.994Z", "title": "International Undergraduate Students: The UK’s Competitive Advantage", "url": "https://ucarecdn.com/37ca2c73-5c8c-4f14-9e16-22b2418dbd0b/", "file": "https://ucarecdn.com/37ca2c73-5c8c-4f14-9e16-22b2418dbd0b/", "description": "This report on international undergraduate students is part of a series commissioned by the UK Higher Education International Unit to systematically examine the UK’s market position with respect to international student recruitment and the international student experience. It complements two companion reports that look at the UK’s competitive advantage concerning international taught postgraduate students and international postgraduate research students.", "visits": 635, "categories": [14]}}, {"model": "links.link", "pk": 2313, "fields": {"created_time": "2016-01-19T22:02:57.046Z", "updated_time": "2016-01-19T22:02:57.046Z", "title": "Twitter in Higher Education 2009: Usage Habits and Trends of Today’s College Faculty", "url": "https://ucarecdn.com/4a945f34-6389-4237-a709-0f652e8cdc9d/", "file": "https://ucarecdn.com/4a945f34-6389-4237-a709-0f652e8cdc9d/", "description": "\r\nIt happened seemingly overnight, but suddenly the education community is all a-Twitter. Or is it? That’s what Faculty Focus set out to learn when it launched in July 2009 a survey on the role of Twitter in higher education. The survey asked college and university faculty about their familiarity and use of the micro-blogging service, if any, as well as whether they expect their Twitter use to increase or decrease in the future.\r\n", "visits": 644, "categories": [7, 4]}}, {"model": "links.link", "pk": 2314, "fields": {"created_time": "2016-01-19T22:05:20.361Z", "updated_time": "2016-01-19T22:05:20.361Z", "title": "Social Learning: Trend or Transformation?", "url": "https://ucarecdn.com/2cabb1c2-2048-4b2d-99ef-da4559a85982/", "file": "https://ucarecdn.com/2cabb1c2-2048-4b2d-99ef-da4559a85982/", "description": "Social networking became the rallying cry for a generation that connects over the Internet as easily as previous generations communicated over the telephone. In fact, many Millennials entering the workforce actually prefer social media to spoken conversations. ", "visits": 730, "categories": [4]}}, {"model": "links.link", "pk": 2315, "fields": {"created_time": "2016-01-19T22:07:36.834Z", "updated_time": "2016-01-19T22:07:36.834Z", "title": "Trends in Faculty Hiring at Ontario Universities", "url": "https://ucarecdn.com/66074f9e-d9ed-48e4-82d6-469e2811a04a/", "file": "https://ucarecdn.com/66074f9e-d9ed-48e4-82d6-469e2811a04a/", "description": "In 2005, the report issued by the Rae review of college and university education in Ontario, Ontario: A Leader in Learning, re-stated an estimate that 11,000 new university faculty would be required by 2010. No source was cited, nor any of the assumptions that underlie the conclusion. OCUFA subsequently conducted an analysis that showed Ontario universities would have to hire nearly 11,000 full- time faculty between 2003 and 2010 to replace retiring professors and to reduce the student-faculty ratio to a level at comparable US institutions and at which Ontario could be a true leader in learning\r\n", "visits": 604, "categories": [5]}}, {"model": "links.link", "pk": 2316, "fields": {"created_time": "2016-01-19T22:10:04.018Z", "updated_time": "2016-01-19T22:10:04.018Z", "title": "The Public Wisdom of Public Funding: Ontario Universities and the Recession", "url": "https://ucarecdn.com/c17925ca-fc9e-4747-837a-6dad34011573/", "file": "https://ucarecdn.com/c17925ca-fc9e-4747-837a-6dad34011573/", "description": "\r\nDuring this latest recession the enormous losses being incurred by university endowment funds received extensive media attention. Ontario university administrators were sounding the alarm, warning that their institutions would have to cut expenses and take a hard line at thebargaining table as a result of endowment fund losses.\r\n", "visits": 650, "categories": [8, 5]}}, {"model": "links.link", "pk": 2317, "fields": {"created_time": "2016-01-19T22:12:36.698Z", "updated_time": "2016-01-19T22:12:36.698Z", "title": "The Decline of Quality at Ontario Universities: shortchanging a generation", "url": "https://ucarecdn.com/89be4d9b-504e-4ee3-b585-52a061d98180/", "file": "https://ucarecdn.com/89be4d9b-504e-4ee3-b585-52a061d98180/", "description": "\r\nWhen a person enrolled in university in 1967, he or she entered a world barely recognizable to most students today. Today’s students can only gaze back at it with envy.\r\n\r\nTuition was $2,750 a year (in current dollars), less than half today’s. Unlike many students today, few students then had to work during the school year to pay for their education, so they could devote as much time as they wanted to their studies.\r\n", "visits": 620, "categories": [5]}}, {"model": "links.link", "pk": 2318, "fields": {"created_time": "2016-01-19T22:14:42.517Z", "updated_time": "2016-01-19T22:14:42.517Z", "title": "The University Productivity We need: The Ontario Faculty Perspective", "url": "https://ucarecdn.com/d8c01944-0d91-46d7-a706-4a1ff68c142c/", "file": "https://ucarecdn.com/d8c01944-0d91-46d7-a706-4a1ff68c142c/", "description": "The idea of “productivity” in higher education is becoming a concern for some policymakers and observers of Ontario’s universities. This interest is fuelled by the province’s challenging deficit situation, which has put a premium on “doing more \r\nwith less”. Productivity is featured in the Government of Ontario’s recent discussion paper, Strengthening Ontario’s Centres of Creativity, Innovation, and Knowledge, and was a prominent focus of the Ministry of Training, Colleges, and Universities\r\nstrategic mandate agreement process.\r\n", "visits": 589, "categories": [5]}}, {"model": "links.link", "pk": 2319, "fields": {"created_time": "2016-01-20T21:08:17.516Z", "updated_time": "2016-01-20T21:08:17.516Z", "title": "Differentiation and Collaboration in a Competitive Environment: A Case Study of Ontario Postsecondary Education System", "url": "https://ucarecdn.com/dbbb0a2b-b9e9-4897-8c05-204cb3ff80c1/", "file": "https://ucarecdn.com/dbbb0a2b-b9e9-4897-8c05-204cb3ff80c1/", "description": "The essay explores how the dynamics of competition and collaboration among Ontario’s higher education institutions contribute to the system’s differentiation strategy. The essay implements a content analysis approach to the Strategic Mandate Agreement submissions signed between the Ontario Government and the Ontario Colleges and Universities in 2014. The study finds that the dynamics of competition for students, resources, and prestige are influenced by government policies and decisions, which have created a uniform environment where all institutions respond similarly to challenges and opportunities. As a result, system homogeneity prevails. Moreover, Ontario institutions are very internally diversified; yet, their future directions have a limited impact on the entire system differentiation.", "visits": 653, "categories": [5]}}, {"model": "links.link", "pk": 2320, "fields": {"created_time": "2016-01-20T21:18:07.737Z", "updated_time": "2017-01-25T16:58:32.249Z", "title": "What is Causing the College Student Mental Health Crisis?", "url": "https://www.psychologytoday.com/blog/theory-knowledge/201402/what-is-causing-the-college-student-mental-health-crisis", "file": "", "description": "...I have detailed the evidence for the current college student mental heal crisis. As reported, college students are showing greater levels of stress, anxiety, depression, e3ating disorders, and poor sleep patterns than any time in our nation's history and the current trned lines suggest that it will continue to get worse.", "visits": 6165, "categories": [16]}}, {"model": "links.link", "pk": 2321, "fields": {"created_time": "2016-01-20T21:19:37.243Z", "updated_time": "2016-01-20T21:19:37.243Z", "title": "Employers’ perceptions hamper job prospects for PhD grads", "url": "https://ucarecdn.com/926f3947-5e83-4d38-b9b3-50bb74d10066/", "file": "https://ucarecdn.com/926f3947-5e83-4d38-b9b3-50bb74d10066/", "description": "Graduates themselves are often unsure of where to look for opportunities outside academe.", "visits": 610, "categories": [5]}}, {"model": "links.link", "pk": 2322, "fields": {"created_time": "2016-01-20T21:22:38.359Z", "updated_time": "2016-01-20T21:22:38.359Z", "title": "Fair Access: Strikes the right balance on education and copyright", "url": "https://ucarecdn.com/03990096-4567-42c3-9c9a-b7868d7d34b3/", "file": "https://ucarecdn.com/03990096-4567-42c3-9c9a-b7868d7d34b3/", "description": "The role of copyright within the Canadian education system was once an issue of interest to a relatively small number of scholars, librarians, authors, and publishers. With limited means to copy and distribute educational materials, the primary battle was over payments for photocopies of works that were distributed...", "visits": 593, "categories": [7]}}, {"model": "links.link", "pk": 2323, "fields": {"created_time": "2016-01-20T21:25:50.797Z", "updated_time": "2016-01-20T21:25:50.797Z", "title": " The Role of Governments in corporatizing Canadian universities -- ", "url": "https://ucarecdn.com/ca269ff1-d6c9-45aa-958e-8d7334d7581c/", "file": "https://ucarecdn.com/ca269ff1-d6c9-45aa-958e-8d7334d7581c/", "description": "A new, market-based vision for higher education has taken shape in recent years, and the direction and priorities of higher education policy in Canada have shifted alongside it.", "visits": 644, "categories": [5]}}, {"model": "links.link", "pk": 2324, "fields": {"created_time": "2016-01-20T21:27:53.917Z", "updated_time": "2017-01-25T17:12:33.483Z", "title": "Risk, Response, and Responsiility: Artisitic Interventions", "url": "https://ucarecdn.com/8ada5d94-0f7f-4d5e-8a73-8258a80f91cb/", "file": "https://ucarecdn.com/8ada5d94-0f7f-4d5e-8a73-8258a80f91cb/", "description": "Why does art matter? To make art is a liminal act—it creates an active threshold between risk and reward, between waste and resource, between personal trauma and social redemption. Human beings tend to do far more than is needed to main-tain a natural equilibrium between our selves, our relations, and the environments we live in. We are catalysts. For better or worse, we make change, and that change requires something extra from us. Humans generate an excess of energy that must be expended and consumed one way or the other—either for personal or private gain, or toward the profi tless exercise of helping one another become more human (Rolling, 2015). It is risky business to make something from nothing, without the overt goal of adding to personal wealth or prior-itizing one’s national interests. Each aesthetic response, either to one another or to the materials at hand, is fraught with such risk because so much is invested. Who is the artist working for? Is it solely for his or her career? Or, with each intervention undertaken toward the enhancement of our better selves, is much more at stake than the present-day culture acknowledges or values?", "visits": 675, "categories": [5]}}, {"model": "links.link", "pk": 2325, "fields": {"created_time": "2016-01-20T21:33:20.126Z", "updated_time": "2016-01-20T21:33:20.126Z", "title": "Recognizing the local in language teacher identity", "url": "https://ucarecdn.com/3b828d3a-b982-4cf6-9725-9be2433b3162/", "file": "https://ucarecdn.com/3b828d3a-b982-4cf6-9725-9be2433b3162/", "description": "Abstract \r\nThis chapter discusses the importance of understanding, theorising and incorporating the local in language teacher education programs. Based partly on biographical reflections, the chapter looks at how my college experiences in Pakistan led me into questioning the exo-normative approaches to language and language teaching. The chapter identifies some key influences on my thinking about the ‘local’ and then outlines my understanding of language teacher identity. The chapter ends with some suggestions for future research on the topic. ", "visits": 588, "categories": [7]}}, {"model": "links.link", "pk": 2326, "fields": {"created_time": "2016-01-20T21:37:20.616Z", "updated_time": "2016-01-20T21:37:20.616Z", "title": "THE SCIENCE, ART, AND CRAFT OF TEACHING", "url": "https://ucarecdn.com/eb6036ed-8cdb-4637-a1c1-7f2516fc6a4a/", "file": "https://ucarecdn.com/eb6036ed-8cdb-4637-a1c1-7f2516fc6a4a/", "description": "Teaching is a science, an art, and a craft. ", "visits": 729, "categories": [6, 7]}}, {"model": "links.link", "pk": 2327, "fields": {"created_time": "2016-01-20T21:42:14.366Z", "updated_time": "2016-01-20T21:42:14.366Z", "title": " Exploring Colleagues’ Professional Influence on Mathematics Teachers’ Learning", "url": "https://ucarecdn.com/ccdc7ae1-5169-47c9-a2bd-7f6c405da3e0/", "file": "https://ucarecdn.com/ccdc7ae1-5169-47c9-a2bd-7f6c405da3e0/", "description": "This article contributes to the leterature on how teachers learn on the job and how schools and districts can support teaching learning to improve student learn ing and incorpirate changing standards and curricular materials into instructional practices.", "visits": 615, "categories": [6, 7]}}, {"model": "links.link", "pk": 2328, "fields": {"created_time": "2016-01-21T21:15:36.484Z", "updated_time": "2016-01-21T21:15:36.484Z", "title": "Might some colleges manage themselves into extinction?", "url": "https://ucarecdn.com/3a460f86-bc8a-4c71-b118-8cdcbaac7a3a/", "file": "https://ucarecdn.com/3a460f86-bc8a-4c71-b118-8cdcbaac7a3a/", "description": "Without more efficient management, some colleges may not survive.\r\nMore colleages are facing a do-or-die-moment: become more appealing to students and parents or face closure or merger, scholars at a college conference warned.", "visits": 624, "categories": [8]}}, {"model": "links.link", "pk": 2329, "fields": {"created_time": "2016-01-21T21:19:48.391Z", "updated_time": "2016-01-21T21:19:48.391Z", "title": "Employability Skills Toolkit for the self-managing learner.", "url": "https://ucarecdn.com/1079bf76-c555-4136-b220-5aa7b4b3e712/", "file": "https://ucarecdn.com/1079bf76-c555-4136-b220-5aa7b4b3e712/", "description": "Employability Skills Toolkit for the self-managing learner. Graphic presentation.", "visits": 646, "categories": [20]}}, {"model": "links.link", "pk": 2330, "fields": {"created_time": "2016-01-21T21:21:20.332Z", "updated_time": "2016-01-21T21:21:20.332Z", "title": "Employability Skills 2000+", "url": "https://ucarecdn.com/2b25d891-a416-4b3d-ad4a-cda6ffbc142a/", "file": "https://ucarecdn.com/2b25d891-a416-4b3d-ad4a-cda6ffbc142a/", "description": "The skills you need to enter, stay in, and progress in the world of work—whether you work on your own or as part of a team\r\nEmployability Skills 2000+ are the employability skills, attitudes, and behaviours you need to participate and progress in today’s\r\ndynamic world of work.\r\n", "visits": 783, "categories": [20]}}, {"model": "links.link", "pk": 2331, "fields": {"created_time": "2016-01-21T21:23:32.770Z", "updated_time": "2016-01-21T21:23:32.770Z", "title": "Impact of the University of Ottawa", "url": "https://ucarecdn.com/b3e912a3-14ea-46f0-a30f-675cca992dd7/", "file": "https://ucarecdn.com/b3e912a3-14ea-46f0-a30f-675cca992dd7/", "description": "This report assesses the University of Ottawa’s economic, social, and community impact.\r\nAs a leading research-intensive institution with a unique bilingual education mandate in Ontario, the university is currently, and is positioned to continue to be, an important generator of ideas, an innovation leader, a national top-10 research facility, a magnet for domestic and international talent, a collaborative learning network for graduates and faculty, an expert advisor to companies and governments, and a force in provincial and national innovation.\r\n", "visits": 562, "categories": [8]}}, {"model": "links.link", "pk": 2332, "fields": {"created_time": "2016-01-21T21:32:18.950Z", "updated_time": "2016-01-21T21:32:18.951Z", "title": "Inequality Explained: The hidden gaps in Canada's education system", "url": "https://ucarecdn.com/36e5e064-9c06-47eb-81db-cc869ca3736b/", "file": "https://ucarecdn.com/36e5e064-9c06-47eb-81db-cc869ca3736b/", "description": "How does income inequality impact educational attainment? Despite Canada's efforts to promote equal access to education, the experiences and outcomes of students differe grealy depending on their family incomes. Here, we explore the educational opportunities of the top and bottom 10 percent within the early childhood, primary, secondary and postsecondar sectiors. We illustrate how, in Canada, these unequal groups are differentiated by much more than just income.", "visits": 640, "categories": [20]}}, {"model": "links.link", "pk": 2334, "fields": {"created_time": "2016-01-21T21:38:42.528Z", "updated_time": "2016-01-21T21:38:42.529Z", "title": " Exploring Colleagues’ Professional Influence on Mathematics Teachers’ Learning", "url": "https://ucarecdn.com/1744c1ec-127e-4ba2-b517-4c0b81068463/", "file": "https://ucarecdn.com/1744c1ec-127e-4ba2-b517-4c0b81068463/", "description": "This article contributes to the literature on how teachers learn on the job anbd how schools and istricts can support teacher learning to improve student learning and incorpiorate changing standards and curricular materials into instructional practices.", "visits": 617, "categories": [6, 7]}}, {"model": "links.link", "pk": 2335, "fields": {"created_time": "2016-01-21T21:41:46.745Z", "updated_time": "2017-01-25T17:06:42.577Z", "title": "Education in the 21st Century Theory and Practice", "url": "https://ucarecdn.com/bc132ae1-b093-475f-8883-5ee22c71e705/", "file": "https://ucarecdn.com/bc132ae1-b093-475f-8883-5ee22c71e705/", "description": "Just as goods, services, products, and daily news gradually become widespread going beyond borders due to mass media, and global free movement, so do scientific publications, books, and academic work. As a result of the mind-blowing developments in publishing industry and communication, a piece of information, comments, or inventions belonging to a nation, country, \r\nuniversity, or an academic ach the furthest country immediately and be shared with other societies and scientists.\r\n\r\nAn important consequence of intensification of economic, political, and cultural relations among countries is that scientific and educational cooperation has increased. Only 30-40 years ago, there was only a handful of books and articles published abroad\r\nby Turkish scientists, yet today, hundreds of articles are published in magazines, and many books are printed by foreign publishing houses, which gives various nations information on science, arts, sports, politics, education, and inventions in Turkey.", "visits": 1112, "categories": [5]}}, {"model": "links.link", "pk": 2336, "fields": {"created_time": "2016-01-21T21:43:59.924Z", "updated_time": "2016-01-21T21:43:59.924Z", "title": "At Issue: Competency-Based Education: Closing the Gap", "url": "https://ucarecdn.com/4c084a6b-743e-413b-b2f4-2c8d23e0ad41/", "file": "https://ucarecdn.com/4c084a6b-743e-413b-b2f4-2c8d23e0ad41/", "description": "Why competency-based education?\r\nAlthough competency-based education (CBEd) may seem relatively new to postsecondary education, the concept has been widely discussed throughout American education since the 1990s (Jones & Voorhees, 2002; Mulder, Gulikers, Biemans, & Wesselink, 2009). In fact, colleges including Western Governors University, Sinclair Community College, and Kings College were pioneering CBEd initiatives over a decade ago (2002). Several factors have focused current attention on CBEd in higher education in recent years, including the demand for expanded access to education, the need to reduce the cost of postsecondary education, and a shift from traditional models for learning. Online learning technology, for example, which supports the notion of learning anytime, anyplace, anywhere, also requires higher education to adjust and rethink the traditional educational system.", "visits": 816, "categories": [6, 5, 7]}}, {"model": "links.link", "pk": 2337, "fields": {"created_time": "2016-01-21T21:46:37.155Z", "updated_time": "2016-01-21T21:46:37.155Z", "title": "Exploring the Future of Community Colleges", "url": "https://ucarecdn.com/7779d480-e789-4d08-beeb-2853c5eb5a96/", "file": "https://ucarecdn.com/7779d480-e789-4d08-beeb-2853c5eb5a96/", "description": "This collection of essays reflects that classic sense of exploration, questioning, and discovery. The ten essays contained here, sponsored by the Alliance for Community College Excellence In Practice, were prompted by a challenge prior to the Alliance’s first symposium, held in Traverse City, Michigan, in the summer of 2013. The symposium topic: The Future of Community Colleges. Before the July “Futures” discussion brought 50 people together, the participants – community college leaders, visionaries, teachers, and learners – were invited to explore topics related to present and future opportunities facing higher education. They were asked to consider implications. Raise questions. And posit thoughtful commentary.", "visits": 876, "categories": [5]}}, {"model": "links.link", "pk": 2338, "fields": {"created_time": "2016-01-21T21:50:19.600Z", "updated_time": "2016-01-21T21:50:19.600Z", "title": " A Comparative Study of Competency-Based Courses Demonstrating a Potential Measure of Course Quality and Student Success", "url": "https://ucarecdn.com/a8de7583-87b1-4c61-96c1-7a683edfa656/", "file": "https://ucarecdn.com/a8de7583-87b1-4c61-96c1-7a683edfa656/", "description": "While competency-based education is growing, standardized tools for evaluating the unique characteristics of course design in this domain are still under development. This preliminary research study evaluated the effectiveness of a rubric developed for assessing course design of competency-based courses in an undergraduate Information Technology and Administrative Management program. The rubric, which consisted of twenty-six individual measures, was used to evaluate twelve new courses. Additionally, the final assessment scores of nine students who completed nine courses in the program were evaluated to determine if a correlation exists between student success and specific indicators of quality in the course design. The results indicate a correlation exists between measures that rated high and low on the evaluation rubric and final assessment scores of \r\nstudents completing courses in the program. Recommendations from this study suggest that quality competency-based courses need to evaluate the importance and relevance of resources for active student learning, provide increased support and ongoing feedback from mentors, and offer opportunities for students to practice what they have learned.\r\n", "visits": 615, "categories": [6, 7]}}, {"model": "links.link", "pk": 2339, "fields": {"created_time": "2016-01-21T21:51:45.711Z", "updated_time": "2016-01-21T21:51:45.711Z", "title": "Six Ways to Increase Enrollments at an Extended Campus", "url": "https://ucarecdn.com/f4955f6e-c965-4487-b189-9417e50cd9c7/", "file": "https://ucarecdn.com/f4955f6e-c965-4487-b189-9417e50cd9c7/", "description": "This is a \"best practices\" article focused on sharing six new academic scheduling strategies recently employed by the BYU Salt Lake Center to optimize course offerings and increase enrollments. These strategies are generalizable to other academic programs that help extend academic programs at a distance, including online courses. The Center is an extended campus in Salt Lake City, Utah situated 46 miles to the north of the main campus of Brigham Young University in Provo, Utah. The distance between the flagship university and its Center pose unique challenges in relation to course and enrollment optimization. Some of these strategies are made possible with the help of new software tools recently licensed by the university to help mine \"big course and enrollment data\" (current and historical) of a large university with 30,000 students.", "visits": 583, "categories": [3]}}, {"model": "links.link", "pk": 2340, "fields": {"created_time": "2016-01-21T21:55:20.240Z", "updated_time": "2016-01-21T21:55:20.240Z", "title": "INTERNATIONAL EDUCATION LEADERSHIP OF TOMORROW: Where are We and Where Do We Need To Go?", "url": "https://ucarecdn.com/4589be3c-1c9c-4b95-96f1-5aa0f429f63a/", "file": "https://ucarecdn.com/4589be3c-1c9c-4b95-96f1-5aa0f429f63a/", "description": "The International Network of Tomorrow’s Leaders (INTL) organized and facilitated ‘International Education Leadership of Tomorrow: Where are We and Where Do We Need To Go?’ an interactive webinar to explore the status of leadership skills in\r\nCanada’s international education sector, and identify leadership development needs for the future generation of international educators. In total, 60 Canadian international educators from eight provinces participated in this webinar, representing 40 universities, colleges, institutes and K-12 school boards across the country.", "visits": 659, "categories": [19, 14]}}, {"model": "links.link", "pk": 2341, "fields": {"created_time": "2016-01-21T21:57:49.471Z", "updated_time": "2016-01-21T21:57:49.471Z", "title": "The Instructional Challenge in Improving Teaching Quality: Lessons From a Classroom Observation Protocol", "url": "https://ucarecdn.com/3191ba3a-c633-4ea3-883f-28e4d264829a/", "file": "https://ucarecdn.com/3191ba3a-c633-4ea3-883f-28e4d264829a/", "description": "Teacher education evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study docyments a fundamental challenge to using teacher evaluation to improve teaching and learning.", "visits": 502, "categories": [7]}}, {"model": "links.link", "pk": 2342, "fields": {"created_time": "2016-01-21T22:00:23.543Z", "updated_time": "2016-01-21T22:00:23.543Z", "title": "The cognitive neuroscience of creativity", "url": "https://ucarecdn.com/cf5735c7-28e2-4ce0-a3f0-5295d07230da/", "file": "https://ucarecdn.com/cf5735c7-28e2-4ce0-a3f0-5295d07230da/", "description": "This article outlines a framework of creativity based on functional neuroanatomy. Recent advances in the field of cognitive neuroscience have identified distinct brain circuits that are involved in specific higher brain functions. To date, these findings have not been applied to research on creativity. It is pro- posed that there are four basic types of creative insights, each mediated by a distinctive neural circuit. By definition, creative insights occur in consciousness. Given the view that the working memory buffer of the prefrontal cortex holds the content of consciousness, each of the four distinctive neural loops terminates there. When creativity is the result of deliberate control, as opposed to spontaneous gener- ation, the prefrontal cortex also instigates the creative process. Both processing modes, deliberate and spontaneous, can guide neural \r\ncomputation in structures that contribute emotional content and in structures that provide cognitive analysis, yielding the four basic types of creativity. Supportive evi- dence from psychological, cognitive, and neuroscientific studies is presented and integrated in this article. The new theoretical framework systematizes the interaction between knowledge and creative \r\nthinking, and how the nature of this relationship changes as a function of domain and age. \r\nImplications for the arts and sciences are briefly discussed.\r\n", "visits": 559, "categories": [6, 4]}}, {"model": "links.link", "pk": 2343, "fields": {"created_time": "2016-01-21T22:02:33.017Z", "updated_time": "2016-01-21T22:02:33.017Z", "title": "Some Experiments on the Reproduction of Folk-Stories", "url": "https://ucarecdn.com/8e3a67f6-c082-406d-a37a-2982e721df3b/", "file": "https://ucarecdn.com/8e3a67f6-c082-406d-a37a-2982e721df3b/", "description": "WHEN a story is passed on from one person to another, each man repeating, as he imagines, what he has heard from the last narrator, it undergoes many successive changes before it at length arrives at that relatively fixed form in which it may become current throughout a whole community. To discover the principles according to which successive versions in such a process of change may be traced, presents problems of considerable interest, both for psychology and for sociology. Moreover, precisely the same type of problems confront investigators who endeavour to study the diffusion of decorative and representative art forms, of music, of social customs, institutions, and beliefs, and in fact, of almost every element which enters into the varied and complex life of man in society.", "visits": 633, "categories": [6, 4]}}, {"model": "links.link", "pk": 2344, "fields": {"created_time": "2016-01-21T22:04:28.530Z", "updated_time": "2016-01-21T22:04:28.530Z", "title": "Addressing the Elephant in the Room: Are Universities Committed to the Third Stream Agenda", "url": "https://ucarecdn.com/eb46c413-2120-418c-9ebd-f84635c72a0d/", "file": "https://ucarecdn.com/eb46c413-2120-418c-9ebd-f84635c72a0d/", "description": "The third stream agenda is a critical strategy in the pursuit of enriched learning, enhancing student employability and much needed revenues. Voices of support of the third stream agenda resonate across political parties, the business community and universities. Academic journals have also reflected a scenario in which the academic community of practice have transformed its rational into ‘can do’ mission statements and strategic policies with a clear focus to source, convert and embed third stream activities. In return, universities seek quarries such as more marketable programmes of studies, committed and commercially\r\naware academics, improved business interchange and in light of the economic recession and subsequent austere measures, the replenishment of new revenue streams.", "visits": 784, "categories": [8, 6, 7]}}, {"model": "links.link", "pk": 2345, "fields": {"created_time": "2016-01-21T22:07:18.274Z", "updated_time": "2016-01-21T22:07:18.274Z", "title": "Charting a Path Forward OCUFA Submission to the Honourable Bob Rae, Advisor, Postsecondary Review ", "url": "https://ucarecdn.com/79c82458-f628-4c09-840e-763009af8b96/", "file": "https://ucarecdn.com/79c82458-f628-4c09-840e-763009af8b96/", "description": "THE POSTSECONDARY REVIEW led by Bob Rae has presented a bracing diagnosis of a system he accurately describes as strong, but in serious jeopardy. OCUFA agrees that Ontario’s community colleges and universities are “on the edge of the choice between steady decline and great improvement” and that making the choice for improvement “will require more resources as well as a will to change.”\r\nIn other areas, Mr. Rae’s framing of the questions suggests a direction OCUFA would find troubling. The Discussion Paper’s section on “Accessibility” does not consider at all the financial barriers to participating in higher education. Instead, tuition and student aid are a major focus of the “Funding” section, pointing to an apparent belief that reformed student assistance accompanied by higher tuition fees could be a significant source of increased resources for community colleges and universities. In this submission, OCUFA calls attention to evidence from other jurisdictions that student aid innovations, in\r\nparticular the “go now-pay later” example currently being exported from Australia to the United Kingdom, will not deliver the hoped-for salvation. Instead, we set out the case for significantly increased public funding for higher education.We have organized our submission along the five main themes set out in the Discussion Paper: accessibility, quality, system design, funding and accountability.", "visits": 660, "categories": [5]}}, {"model": "links.link", "pk": 2346, "fields": {"created_time": "2016-01-21T22:09:18.830Z", "updated_time": "2016-01-21T22:09:18.830Z", "title": "Consultation Paper on Workplace Violence Prevention ", "url": "https://ucarecdn.com/ac0fb20d-9058-4cc9-81d9-c6ac11348e00/", "file": "https://ucarecdn.com/ac0fb20d-9058-4cc9-81d9-c6ac11348e00/", "description": "Universities are intensely human places and are not immune from the worst impulses of human nature; and while violent incidents on university campuses may belie the ideal of the quad as a place of calm reflection and civil discussion, such incidents take place.\r\n\r\nThe Ministry’s consultation paper speaks to the risk of violence in the education sector, the sector in which the 15,000 professors and academic librarians we represent work.\r\n", "visits": 617, "categories": [20]}}, {"model": "links.link", "pk": 2347, "fields": {"created_time": "2016-01-21T22:12:03.055Z", "updated_time": "2016-01-21T22:12:03.055Z", "title": "Investing in Students, Ensuring Success", "url": "https://ucarecdn.com/51df7004-fd43-45cf-8fb6-9dbdacbfa053/", "file": "https://ucarecdn.com/51df7004-fd43-45cf-8fb6-9dbdacbfa053/", "description": "The Government of Ontario’s Reaching Higher plan was a visionary document that provided needed funding to Ontario’s postsecondary system. However, it was not sufficient to overcome the long history of university under-funding in our province. Its impact was also eroded by unanticipated increases in enrolment and the current economic downturn.\r\n", "visits": 564, "categories": [3]}}, {"model": "links.link", "pk": 2348, "fields": {"created_time": "2016-01-21T22:17:22.589Z", "updated_time": "2016-01-21T22:17:22.589Z", "title": "Growing Ontario’s Universities for the Future", "url": "https://ucarecdn.com/e76a3544-3472-4a60-bc7a-d2afadebb670/", "file": "https://ucarecdn.com/e76a3544-3472-4a60-bc7a-d2afadebb670/", "description": "Ontario has already cultivated an impressive university sector. Each of the province’s universities delivers, high quality teaching and learning. Our institutions have also adapted to accommodate a growing number of students from increasingly diverse backgrounds, contributing to Ontario’s world-leading postsecondary education attainment rates. In 2009, 28 per cent of Ontarians had a university credential, higher than both the Canadian and Organization for Economic Cooperation and Development (OECD) averages.", "visits": 601, "categories": [5]}}, {"model": "links.link", "pk": 2349, "fields": {"created_time": "2016-01-21T22:19:14.614Z", "updated_time": "2017-02-20T14:32:19.466Z", "title": "Strong universities for a strong Ontario", "url": "https://ucarecdn.com/fe215492-b27a-43e5-9498-92ea6afbee0c/", "file": "https://ucarecdn.com/fe215492-b27a-43e5-9498-92ea6afbee0c/", "description": "OCUFA’s 2015-16 pre-budget recommendations are directed toward enhancing the quality and affordability of university education in Ontario through increased government investment. We are sensitive to the province’s fiscal circumstances, but believe that investment – at any level – will help build a thriving university sector and a more prosperous Ontario. When the provincial government invests in higher education, the entire province will enjoy the benefits.\r\n", "visits": 669, "categories": [5]}}, {"model": "links.link", "pk": 2350, "fields": {"created_time": "2016-01-21T22:27:41.331Z", "updated_time": "2016-01-21T22:27:41.331Z", "title": "Building on strengths, addressing weaknesses", "url": "https://ucarecdn.com/36fe4f0f-7372-45b4-a3ed-cf32ec1348e9/", "file": "https://ucarecdn.com/36fe4f0f-7372-45b4-a3ed-cf32ec1348e9/", "description": "When Ontario began to expand its higher education system in the mid-1960s, it made an important choice: to provide public funding to universities on the basis of a formula. Many jurisdictions, in Canada and beyond, do not use such formulae in their higher education systems. But there are clear advantages to such an arrangement. A funding formula supports the distribution of funding in a predictable, equitable way, that can be easily understood by those who study and work within our \r\nuniversities.\r\nNevertheless, no formula can remain functional forever, especially as the world changes and our expectations of universities shift. For this reason, OCUFA welcomes the University Funding Formula Review, initiated by the Government of Ontario in early 2015. We particularly welcome the opportunity to provide feedback into this process on behalf of the province’s professors and \r\nacademic librarians.\r\nThe university funding formula is deeply important to the success and vitality of Ontario’s universities. It cannot therefore be treated as a laboratory to play with the latest fads in university finance. A measured and responsible approach to reforming the university funding formula should retain its greatest strengths, while correcting its flaws. The Government of Ontario, as the \r\nsteward of the university sector, has the important task of working with the sector to identify these weaknesses and strengths, and rejecting harmful policy proposals masquerading as innovations.\r\n", "visits": 639, "categories": [5]}}, {"model": "links.link", "pk": 2351, "fields": {"created_time": "2016-01-21T22:33:25.421Z", "updated_time": "2016-01-21T22:33:25.421Z", "title": "The Decline of Quality at Ontario Universities: shortchanging a generation", "url": "https://ucarecdn.com/bfe6d4bc-7cce-4bb6-b059-e566a956d386/", "file": "https://ucarecdn.com/bfe6d4bc-7cce-4bb6-b059-e566a956d386/", "description": "When a person enrolled in university in 1967 he or she entered a world barely recognizable to most students today. There were tow mean for every woman student. Many university facilities such as Hart House at the University of Toronto, were off limits to women, as wee many prestigious scholarships such as Rhodes.\r\n\r\nYet while the university world of that era was far more sexist, today's students - 60 per cent of whom are women - can gaze back at it with envey.", "visits": 637, "categories": [8, 5]}}, {"model": "links.link", "pk": 2352, "fields": {"created_time": "2016-01-21T22:35:12.698Z", "updated_time": "2016-01-21T22:35:12.698Z", "title": "The Quality of University Research: Innovation Policy and Funding", "url": "https://ucarecdn.com/75920565-cf20-45fe-91ca-bed3a3c1d128/", "file": "https://ucarecdn.com/75920565-cf20-45fe-91ca-bed3a3c1d128/", "description": "This research paper highlights the mis-directed approach of the Ontario and federal governments’ research and development policies, policies that are reiterated in the platforms of both the Liberal and Progressive Conservative platforms in this Ontario election.\r\n", "visits": 682, "categories": [8, 5]}}, {"model": "links.link", "pk": 2353, "fields": {"created_time": "2016-01-23T22:08:35.046Z", "updated_time": "2016-01-23T22:08:35.046Z", "title": "When Class Is Run by a Robot", "url": "https://ucarecdn.com/4a54a60a-0f86-4383-be31-98b2fc5f742f/", "file": "https://ucarecdn.com/4a54a60a-0f86-4383-be31-98b2fc5f742f/", "description": "The first “teaching machine” was invented nearly a century ago by Sydney Pressey, a psychologist at Ohio University, out of spare typewriter parts. The device was simple, presenting the user with a multiple-choice question and a set of answers. In “teach mode,” the machine would advance to the next question only once the user chose the correct answer. Pressey declared that his invention marked the beginning of “the industrial revolution in education”—but despite his grand claims, the teaching machine failed to gain much attention, and soon faded into obscurity.", "visits": 558, "categories": [7]}}, {"model": "links.link", "pk": 2354, "fields": {"created_time": "2016-01-24T17:36:00.735Z", "updated_time": "2016-01-24T17:36:00.735Z", "title": "Obama's New College Scorecard Flips the Focus of Rankings", "url": "https://ucarecdn.com/94a78c97-4811-4044-a00b-6877637a9db6/", "file": "https://ucarecdn.com/94a78c97-4811-4044-a00b-6877637a9db6/", "description": "Since its launch in 1983, the U.S. News and World Report’s annual college rankings have sought to compare institutions using a series of quantifiable metrics, including acceptance rates and alumni donations, that have increasingly come under scrutiny. In 2013, President Obama argued that the rankings actually incentivize colleges to “game the numbers and in some cases, [get rewarded] for raising costs,” encouraging schools to invest extra money in activities such as alumni outreach and in turn theoretically raise tuition. Yet, according to Obama, colleges motivated by these grading systems, largely continued to neglect one key measure: student outcomes. Since then, he’s pledged to change the way colleges are ranked by shifting the focus from institutional prestige to students’ actual academic experience.", "visits": 561, "categories": [5]}}, {"model": "links.link", "pk": 2355, "fields": {"created_time": "2016-01-24T17:37:46.498Z", "updated_time": "2016-01-24T17:37:46.498Z", "title": "There Is No Excuse for How Universities Treat Adjuncts", "url": "https://ucarecdn.com/38a256d9-ef01-440a-8933-817684544666/", "file": "https://ucarecdn.com/38a256d9-ef01-440a-8933-817684544666/", "description": "Students are paying higher tuition than ever. Why can’t more of that revenue go to the people teaching them?", "visits": 622, "categories": [19, 5, 7]}}, {"model": "links.link", "pk": 2356, "fields": {"created_time": "2016-01-24T17:39:32.090Z", "updated_time": "2016-01-24T17:39:32.090Z", "title": "Killing Ideas Softly?: The Promise and Perils of Creativity in the Classroom", "url": "https://ucarecdn.com/3203a683-3ac4-4834-81ce-d155a9c9e2eb/", "file": "https://ucarecdn.com/3203a683-3ac4-4834-81ce-d155a9c9e2eb/", "description": "According to Beghetto, there are three major perspectives for including creativity in the classroom. The first is the “radical change” view that requires entirely rethinking the goals of the K–12 curriculum and the ways in which teachers teach. The second approach, the “additive change,” incorporates “extra” or “new” creativity activities to the current curriculum. Finally, \r\nthe third perspective, which the author argues for and illustrates in this book, is the “slight change” one. More specifically, the goal of the book is to show that teachers do not have to make radical changes in their present academic responsibilities to incorporate creativity in their classrooms; instead, “teachers [can] develop an understanding of the role of creativity in the \r\nclassroom, common challenges that get in the way of including creativity in one’s classroom, and practical insights for addressing those challenges in the context of one’s everyday teaching” (p. xii).\r\n", "visits": 631, "categories": [6, 7]}}, {"model": "links.link", "pk": 2357, "fields": {"created_time": "2016-01-24T17:41:41.645Z", "updated_time": "2016-01-24T17:41:41.645Z", "title": "New Partnership To Support Mental Health Of College Students Of Color", "url": "https://ucarecdn.com/e0fe3e36-1e82-48de-8879-a373966cef71/", "file": "https://ucarecdn.com/e0fe3e36-1e82-48de-8879-a373966cef71/", "description": "NEW YORK, Jan. 13, 2016 /PRNewswire/ -- Today, The Jed Foundation (JED) and the Steve Fund, two leading mental health organizations, announced a joint plan to provide colleges and universities with recommended practices for improving support for the mental health and emotional well-being of America's college students of color. The announcement is accompanied by the release of new data showing the urgency of improving mental health support for this population.", "visits": 683, "categories": [16]}}, {"model": "links.link", "pk": 2358, "fields": {"created_time": "2016-01-24T17:45:01.390Z", "updated_time": "2016-01-24T17:45:01.390Z", "title": "Race and the Schooling of Black Americans", "url": "https://ucarecdn.com/9a20cafa-4f16-44f3-b8b1-251b9679f9ab/", "file": "https://ucarecdn.com/9a20cafa-4f16-44f3-b8b1-251b9679f9ab/", "description": "More than half of black college students fail to complete thier degree work - for reasons that have little to do with innate ability or environmental conditions. The problem, a social psychologist argues, is that they are undervalued, in ways that are sometimes subtle and somes not.", "visits": 616, "categories": [5, 7]}}, {"model": "links.link", "pk": 2359, "fields": {"created_time": "2016-01-24T18:48:33.506Z", "updated_time": "2016-01-24T18:48:33.506Z", "title": "The Cost of Balancing Academia and Racism", "url": "https://ucarecdn.com/efe96d26-aabc-4415-9c00-c2ed5b4586b7/", "file": "https://ucarecdn.com/efe96d26-aabc-4415-9c00-c2ed5b4586b7/", "description": "Researchers say that discrimination at colleges and universities may have negative impact on black students' mental health.", "visits": 658, "categories": [19, 5, 7]}}, {"model": "links.link", "pk": 2360, "fields": {"created_time": "2016-01-24T18:50:22.866Z", "updated_time": "2016-01-24T18:50:22.866Z", "title": "A Failing Grade: Ontario’s treatment of post secondary education is falling behind its global competitors", "url": "https://ucarecdn.com/a29971e9-5c64-494a-8350-30f8a3b18234/", "file": "https://ucarecdn.com/a29971e9-5c64-494a-8350-30f8a3b18234/", "description": "Post secondary education continues to face major challenges in Ontario. Despite an injection of much needed funding in 2005, Ontario universities remain chronically under funded. Inadequate support threatens the global competitiveness of Ontario\r\nuniversities and the provincial economy.", "visits": 614, "categories": [5]}}, {"model": "links.link", "pk": 2361, "fields": {"created_time": "2016-01-24T18:51:50.555Z", "updated_time": "2016-01-24T18:51:50.555Z", "title": "THE BUSINESS OF HIGHER EDUCATION", "url": "https://ucarecdn.com/25449b52-8200-419f-9a63-35526e8e2f3b/", "file": "https://ucarecdn.com/25449b52-8200-419f-9a63-35526e8e2f3b/", "description": "The provincial government has established policies that obligate universities to produce skilled graduates and cutting-edge research that will contribute to Ontario’s economic development. This “strategy for prosperity” seems innocuous. However, these market-based higher education policies and targeted research funding programs are narrowing the scope and function of our universities, and perpetuating the business model of higher education.", "visits": 614, "categories": [5]}}, {"model": "links.link", "pk": 2362, "fields": {"created_time": "2016-01-24T18:53:03.874Z", "updated_time": "2016-01-24T18:53:03.874Z", "title": "OCUFA Analysis of the Drummond Report: Long on cuts, short on insight", "url": "https://ucarecdn.com/302f70ea-4b6d-4be7-a2d1-7c7643869eaf/", "file": "https://ucarecdn.com/302f70ea-4b6d-4be7-a2d1-7c7643869eaf/", "description": "Dark economic times have come to the province. The Premier, under pressure from business groups, appoints a prominent citizen to review the government‟s finances. His report proposes dramatic cuts to most social programs and the public sector, including education. There is no broad -based public consultation involving public servants, teachers, doctors or university faculty.", "visits": 614, "categories": [5]}}, {"model": "links.link", "pk": 2363, "fields": {"created_time": "2016-01-24T18:55:32.274Z", "updated_time": "2016-01-24T18:55:32.274Z", "title": "Part 1 – Views on university quality and faculty priorities", "url": "https://ucarecdn.com/285fd97f-ea98-4447-a489-b408684e357e/", "file": "https://ucarecdn.com/285fd97f-ea98-4447-a489-b408684e357e/", "description": "Ontario’s professors and academic librarians are on the front lines of Ontario’s universities. They are uniquely positioned to assess the performance of the sector, and to identify trends that affect the quality of university education.\r\n\r\nTo take advantage of this insight, the Ontario Confederation of University Faculty Associations (OCUFA) surveyed Ontario faculty to gauge their opinions on the quality of university education in our province. The survey was also designed to assess the priorities of university faculty, particularly in regards to the balance of teaching and research in their work.\r\n\r\nThe survey was conducted online between March 21, 2012 and April 16, 2012. Responses to the questionnaire were received from over 2,300 faculty members, with a total of 2,015 complete responses from professors and academic librarians from all Ontario universities and a full range of disciplines. The following report presents the survey findings and provides additional commentary about key results.", "visits": 573, "categories": [5]}}, {"model": "links.link", "pk": 2364, "fields": {"created_time": "2016-01-24T18:57:12.981Z", "updated_time": "2016-01-24T18:57:12.981Z", "title": "Post-Secondary Education in Ontario: Managing Challenges in an Age of Austerity", "url": "https://ucarecdn.com/88cc1874-21e1-4f1d-819c-ba864cdf39d4/", "file": "https://ucarecdn.com/88cc1874-21e1-4f1d-819c-ba864cdf39d4/", "description": "Ontarians are most likely to identify the province’s financial situation as the most important issue currently facing the Ontario\r\ngovernment.", "visits": 631, "categories": [8, 5]}}, {"model": "links.link", "pk": 2365, "fields": {"created_time": "2016-01-24T18:58:56.774Z", "updated_time": "2016-01-24T18:58:56.774Z", "title": "OCUFA Funding Formula Review Handbook", "url": "https://ucarecdn.com/063bf3a0-f2bc-4966-a182-ebfa6b83e13e/", "file": "https://ucarecdn.com/063bf3a0-f2bc-4966-a182-ebfa6b83e13e/", "description": "In 2014, the Government of Ontario signaled its intent to review the formula by which Ontario’s universities are funded. In Premier Kathleen Wynne’s Mandate letter to Reza Moridi, Minister of Training, Colleges, and Universities (MTCU), she asked him to: \r\n“[Work] with postsecondary institutions and the Higher Education Quality Council of Ontario to improve the consistency and availability of institution-level and system-level outcome measures. These measures will help inform the allocation of graduate spaces, updated program approval processes and the implementation of a reformed funding model for universities.” ", "visits": 664, "categories": [8, 5]}}, {"model": "links.link", "pk": 2366, "fields": {"created_time": "2016-01-24T19:00:32.393Z", "updated_time": "2016-01-24T19:00:32.393Z", "title": "Post-Secondary Education in Ontario: Managing Challenges in an Age of Austerity 905 Region - January 2013", "url": "https://ucarecdn.com/b12be6f6-617a-43b4-99e3-faab1205bd07/", "file": "https://ucarecdn.com/b12be6f6-617a-43b4-99e3-faab1205bd07/", "description": "“905” Residents are most likely to identify jobs/unemployment” as the most important issue currently facing the Ontario government.", "visits": 618, "categories": [5]}}, {"model": "links.link", "pk": 2367, "fields": {"created_time": "2016-01-24T19:02:45.305Z", "updated_time": "2016-01-24T19:02:45.305Z", "title": "Post-Secondary Education in Ontario: Managing Challenges in an Age of Austerity – Eastern Ontario Results January 2013", "url": "https://ucarecdn.com/72b1773f-23da-4c86-9286-0463a2f5e4dc/", "file": "https://ucarecdn.com/72b1773f-23da-4c86-9286-0463a2f5e4dc/", "description": "Residents of Eastern Ontario are most likely to identify \"balancing the budget\" as the most important issue currently facing the Ontario government.", "visits": 632, "categories": [5]}}, {"model": "links.link", "pk": 2368, "fields": {"created_time": "2016-01-24T19:04:42.425Z", "updated_time": "2016-01-24T19:04:42.425Z", "title": "Post-Secondary Education in Ontario: Managing Challenges in an Age of Austerity – Southwestern Ontario Results", "url": "https://ucarecdn.com/64f2c6b5-c2e6-4e89-87d8-d7a214a76bab/", "file": "https://ucarecdn.com/64f2c6b5-c2e6-4e89-87d8-d7a214a76bab/", "description": " Residents of Southwestern Ontario are most likely to identify “jobs/unemployment/wages” as the most important issue currently facing the Ontario government.", "visits": 605, "categories": [5]}}, {"model": "links.link", "pk": 2369, "fields": {"created_time": "2016-01-24T19:06:52.008Z", "updated_time": "2016-01-24T19:06:52.008Z", "title": "Post-Secondary Education in Ontario: Managing Challenges in an Age of Austerity – Northern Ontario Results", "url": "https://ucarecdn.com/43f42fbd-4be9-4ad3-9934-174be2e34f32/", "file": "https://ucarecdn.com/43f42fbd-4be9-4ad3-9934-174be2e34f32/", "description": " A total of 1,518 on-line interviews were conducted for the study between December 10th and 14th, 2012. The margin of error for a representative sample of this size is 2.5 percentage points within a 95% confidence interval. The margin of error is greater when looking at sub-segments of the population. ", "visits": 608, "categories": [5]}}, {"model": "links.link", "pk": 2370, "fields": {"created_time": "2016-01-24T19:13:45.714Z", "updated_time": "2016-01-24T19:13:45.714Z", "title": "The Instructional Challenge in Improving Teaching Quality: Lessons From a Classroom Observation Protocol", "url": "https://ucarecdn.com/c25fbc4f-a72e-403d-b6b3-2e087ddd51a9/", "file": "https://ucarecdn.com/c25fbc4f-a72e-403d-b6b3-2e087ddd51a9/", "description": "Teacher evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study documents a fundamental challenge to using teacher evaluation to improve teaching and learning.", "visits": 544, "categories": [6, 7]}}, {"model": "links.link", "pk": 2371, "fields": {"created_time": "2016-01-24T19:15:52.177Z", "updated_time": "2016-01-24T19:15:52.178Z", "title": "New analysis offers more evidence against student evaluations of teaching", "url": "https://ucarecdn.com/e4df00ad-ed5d-423a-8292-a8e882382581/", "file": "https://ucarecdn.com/e4df00ad-ed5d-423a-8292-a8e882382581/", "description": "There’s mounting evidence suggesting that student evaluations of teaching are unreliable. But are these evaluations, commonly referred to as SET, so bad that they’re actually better at gauging students’ gender bias and grade expectations than they are at measuring teaching effectiveness? A new paper argues that’s the case, and that evaluations are biased against female instructors in particular in so many ways that adjusting them for that bias is impossible.", "visits": 638, "categories": [6, 7]}}, {"model": "links.link", "pk": 2372, "fields": {"created_time": "2016-01-24T19:18:26.337Z", "updated_time": "2016-01-24T19:18:26.337Z", "title": "2015 Campus Freedom Index", "url": "https://ucarecdn.com/ef8facb7-b8ba-4b2a-89dd-d0c69b91e8b6/", "file": "https://ucarecdn.com/ef8facb7-b8ba-4b2a-89dd-d0c69b91e8b6/", "description": "The 2015 Campus Freedom Index is the fifth annual report released by the Justice Centre for Constitutional Freedoms (JCCF) to measure the state of free speech at Canada’s universities.\r\n\r\nStarting with a survey of only 18 universities in 2011, this year’s edition has grown to include 55 publicly funded Canadian universities—the largest and most expansive Index released so far, with information relevant to the more than 750,000 students who attend these institutions. The 2015 Campus Freedom Index includes an individual report about each university and student\r\nunion.", "visits": 1152, "categories": [19, 3, 5]}}, {"model": "links.link", "pk": 2373, "fields": {"created_time": "2016-01-24T19:20:52.750Z", "updated_time": "2016-01-24T19:20:52.750Z", "title": "Workplace Interventions to Reduce Physical Inactivity and Sedentary Behaviour", "url": "https://ucarecdn.com/a0290412-1d88-4532-aed9-1ff3cf987c9d/", "file": "https://ucarecdn.com/a0290412-1d88-4532-aed9-1ff3cf987c9d/", "description": "The Canadian Physical Activity Guidelines, established by the Canadian Society for Exercise Physiology, maintain that adults should get at least 150 minutes of moderate to vigorous physical activity every week in order to maintain their optimal health.1 However, only 15 per cent of Canadian adults meet these guidelines. Of equal concern, Canadians spend 10 of their waking hours each day being sedentary. Even when adults meet the recommended guidelines for physical activity, it is important for them to limit their sedentary time in order to improve or maintain their health.", "visits": 576, "categories": [16]}}, {"model": "links.link", "pk": 2374, "fields": {"created_time": "2016-01-24T19:22:39.266Z", "updated_time": "2016-01-24T19:22:39.266Z", "title": "Harmonization and Responsiveness. Lessons From German Apprenticeship Reforms", "url": "https://ucarecdn.com/8fc3a441-7292-47c3-862b-b61c54f9c7f2/", "file": "https://ucarecdn.com/8fc3a441-7292-47c3-862b-b61c54f9c7f2/", "description": "In Germany, strong public and private investments in apprenticeship training have created a well-coordinated and functional \r\napprenticeship system. Its success renders the German apprenticeship system a model that other countries look to for ideas and inspiration. Nevertheless, German governments, businesses, employee groups, researchers, and other stakeholders continue to seek ways to improve the system.\r\n", "visits": 631, "categories": [19]}}, {"model": "links.link", "pk": 2375, "fields": {"created_time": "2016-01-24T19:27:31.379Z", "updated_time": "2016-01-24T19:27:31.379Z", "title": "Partnering for Performance. Enhancing Partnerships Between Post-Secondary Education and Business", "url": "https://ucarecdn.com/ee19c2bf-7832-495b-8d96-09e1cab806fa/", "file": "https://ucarecdn.com/ee19c2bf-7832-495b-8d96-09e1cab806fa/", "description": "PSE–Business Partnerships in Canada\r\nPartnerships between post‑secondary education and business are crucial to Canada’s competitiveness and prosperity. They enhance student learning, facilitate research and commercialization, and increase local and regional economic development. These partnerships are becoming common in Canada, and use increasingly innovative, complex, and diverse organizational structures. However, PSE institutions, businesses, and community stakeholders could take steps to generate more of the \r\neconomic and social benefits that Canadians expect.\r\n", "visits": 610, "categories": [19, 8]}}, {"model": "links.link", "pk": 2376, "fields": {"created_time": "2016-01-24T19:29:43.253Z", "updated_time": "2016-01-24T19:29:43.253Z", "title": "No Teacher Is an Island: How Social Networks Shape Teacher Quality", "url": "https://ucarecdn.com/81db399e-a602-4c02-9137-4d742e7046c7/", "file": "https://ucarecdn.com/81db399e-a602-4c02-9137-4d742e7046c7/", "description": "Since the late 1990s, teacher professional development models have shifted from a focus on individual improvement to collaboration as a means to foster support, information, and resource exchange between teachers. Following this shift, researchers began to use social network research methodology in the early 2000s to reveal the ways in which informal relationships affect teachers’ practices. This chapter reviews current literature on teachers’ social networks and teacher quality to describe the ways in which social networks mediate teachers’ practices. It provides detailed examples from two studies on teachers’ social networks and suggests ways that scholars can incorporate the constructs of social capital and social networks into large-scale research on teacher quality.", "visits": 645, "categories": [6, 7, 4]}}, {"model": "links.link", "pk": 2377, "fields": {"created_time": "2016-01-24T19:30:55.693Z", "updated_time": "2016-01-24T19:30:55.693Z", "title": "Learning, the Brain, and the Teacher", "url": "https://ucarecdn.com/a74e2d4a-7111-4de5-af5b-31227cc64a74/", "file": "https://ucarecdn.com/a74e2d4a-7111-4de5-af5b-31227cc64a74/", "description": "A teacher’s prime directive is to help students learn. So what is learning? There are a variety of definitions. Figure 1 contains 21 definitions of learning. Read through this list and choose two to three with which you feel most comfortable. (Note: There is no “correct” definition.)", "visits": 749, "categories": [6, 7]}}, {"model": "links.link", "pk": 2378, "fields": {"created_time": "2016-01-25T15:49:13.701Z", "updated_time": "2016-01-25T15:49:13.701Z", "title": "Social/Corporate Accountability: A University’s ‘Trek’ Towards Excellence", "url": "https://ucarecdn.com/7d70c8fd-2cf9-4cfb-af17-0e55171522da/", "file": "https://ucarecdn.com/7d70c8fd-2cf9-4cfb-af17-0e55171522da/", "description": "This paper explores the concept of accountability as it relates to the University of British Columbia. It examines the discourse surround- ing social accountability laid out in the university’s Trek 2010 vision and then juxtaposes this with the private accountability to commercial and government interests as evidenced in other documents and recent university decisions. The paper, thus, concludes that both private and public attempts at accountability are present yet the call to account to a wider social public gets muffled by the vagueness of the goals and, in particular, the appeals to excellence.\r\n", "visits": 592, "categories": [14]}}, {"model": "links.link", "pk": 2379, "fields": {"created_time": "2016-01-25T15:51:55.827Z", "updated_time": "2016-01-25T15:51:55.827Z", "title": "Globalization and the Internationalization of Graduate Education: A Macro and Micro View", "url": "https://ucarecdn.com/78e2367c-b25c-45f5-96bc-9e63e07a8ff9/", "file": "https://ucarecdn.com/78e2367c-b25c-45f5-96bc-9e63e07a8ff9/", "description": "Since the 1990s, globalization has become a central phenomenon for all of society, including graduate education and particularly doctoral education. Globalization takes place in a context where doctoral education and research capacity are unevenly distributed and where a few research universities, mainly in wealthy countries, have become powerful social institutions. But all graduate education systems are increasingly part of an international context in which policy-makers — at every level — are aware of and responding to developments in higher education outside their national borders. For the first time, conditions exist for the emergence of a truly international system of doctoral education; this openness to innovation and expansion holds enormous potential for advancing a more effective future-oriented PhD.\r\n", "visits": 573, "categories": [14]}}, {"model": "links.link", "pk": 2380, "fields": {"created_time": "2016-01-25T15:54:01.323Z", "updated_time": "2016-01-25T15:54:01.323Z", "title": "Falling Between the Cracks: Ambiguities of International Student Status in Canada", "url": "https://ucarecdn.com/e0db7d80-2d29-42b6-bd5e-b1db4a577da3/", "file": "https://ucarecdn.com/e0db7d80-2d29-42b6-bd5e-b1db4a577da3/", "description": "As Canadian universities seek to attract more international students, there is a need to recognize and respond to the diversity within this group and to question the binary categories of domestic students and international stu- dents. Relying primarily on 116 qualitative interviews with international undergraduates at the University of British Columbia, we utilize American students as a case study from which to explore the complex and blurred boundaries between these two categories. Americans resemble domestic stu- dents in some respects and international students in others, yet they are often less prepared to meet adaptational challenges because they have low expecta- tions of cultural and institutional differences. We compare the experiences of \r\nAmericans and international students from other countries, as well as other groups of students who fall between the cracks of the domestic and inter- national student classifications. We argue that, by targeting services on the basis of these broad administrative categories, categories that were created for financial purposes, the university reduces the take-up of the very services students need.\r\n", "visits": 558, "categories": [14]}}, {"model": "links.link", "pk": 2381, "fields": {"created_time": "2016-01-25T15:56:13.046Z", "updated_time": "2016-01-25T15:56:13.046Z", "title": "IMAGINE: Canada as a leader in international education. How can Canada benefit from the Australian experience?", "url": "https://ucarecdn.com/978d23b2-ccc0-46db-8d49-e812e9153eb3/", "file": "https://ucarecdn.com/978d23b2-ccc0-46db-8d49-e812e9153eb3/", "description": "Hosting international students has long been admired as one of the hallmarks of internationalization. The two major formative strands of internationalization in Canadian universities are development cooperation and international students. With reduced public funding for higher education, institutions are aggressively recruiting international students to generate additional revenue. Canada is equally interested in offering incentives for international students to stay in the country as immigrants after completing their studies. In its 2011 budget, the Canadian federal government earmarked funding for an international\r\neducation strategy and, in 2010, funded Edu-Canada—the marketing unit within the Department of Education and Foreign Affairs (DFAIT)—to develop an official Canadian brand to boost educational marketing, IMAGINE: Education in/au Canada. This model emulates the Australian one, which rapidly capitalized on the recruitment of international students and became an\r\ninternational success story. Given current Canadian higher education policy trends, this paper will address the cautionary lessons that can be drawn from the Australian case.", "visits": 587, "categories": [14]}}, {"model": "links.link", "pk": 2382, "fields": {"created_time": "2016-01-25T15:58:04.819Z", "updated_time": "2016-01-25T15:58:04.819Z", "title": "Manitoba’s Post-Secondary System Since 1967: Stability, Change and Consistency", "url": "https://ucarecdn.com/b5f71351-3f1b-408f-8263-acfab0107a8f/", "file": "https://ucarecdn.com/b5f71351-3f1b-408f-8263-acfab0107a8f/", "description": "This study examines the transformation of Manitoba’s post-secondary education system between 1967 and 2009 using legislative change to gauge structural change. The paper establishes the beginning of the contemporary post-secondary system with the 1967 decision of the Manitoba government to abandon the “one university” system model, a move akin to a “big bang,” redefining system norms and expectations, and setting direction which continues to be relevant today. The study revealed extensive structural change in Manitoba’s post-secondary system after 1997, the nature of which reflected the trends associated with globalization, but also reflecting the important influence that local forces have had in shaping the province’s post-secondary system.", "visits": 606, "categories": [14]}}, {"model": "links.link", "pk": 2383, "fields": {"created_time": "2016-01-25T15:59:59.518Z", "updated_time": "2016-01-25T15:59:59.518Z", "title": "Canada’s Universities Go Global.", "url": "https://ucarecdn.com/c69d1eb6-6f1b-4f42-84b2-104c972bb126/", "file": "https://ucarecdn.com/c69d1eb6-6f1b-4f42-84b2-104c972bb126/", "description": "This edited book fills a gap in what we know about reforms targeting the internationalization of Canadian higher education. Contributions from scholars across Canada (and a few from international contexts) delivered multi-focal approaches to the study of internationalization processes, involving both empirical and theoretical considerations for readers. The book offered everything from descrip- tive accounts of contemporary policies and practices to historical tracings of past policies and their influences on current initiatives, from position papers arguing for more national coordination to crit- ical positions that question foundations to justify international reforms. The topics and paradigmatic approaches imparted in the chapters represent a collection of contributions from a conference held at York University in 2006. The editors argue that the topics lack attention in current literature but warrant significant consideration from scholars and practitioners alike.\r\n", "visits": 795, "categories": [14]}}, {"model": "links.link", "pk": 2384, "fields": {"created_time": "2016-01-25T16:02:18.787Z", "updated_time": "2016-01-25T16:02:18.787Z", "title": "Double-Loop Learning and the Global Business Student", "url": "https://ucarecdn.com/1088f588-7066-4ab2-a83f-9f7e8f599906/", "file": "https://ucarecdn.com/1088f588-7066-4ab2-a83f-9f7e8f599906/", "description": "In preparing students for employment in commerce, the student needs to be aware of many aspects not necessarily included in business programs. In recognizing students often have no or limited exposure to foreign envi- ronments, the authors developed an electronic exchange between students in Canada and Kazakhstan. In this exchange, students not only learned about foreign marketplaces but were able to integrate classroom teachings and text knowledge into their actions. This approach \r\nresulted in enhanced learning for students through double-loop porcesses and development in their other courses. \r\n\r\n", "visits": 611, "categories": [14]}}, {"model": "links.link", "pk": 2385, "fields": {"created_time": "2016-01-25T16:05:12.790Z", "updated_time": "2016-01-25T16:05:12.790Z", "title": "Globalization and Education: Integration and Contestation Across Cultures.", "url": "https://ucarecdn.com/bedd768e-cd4f-47d3-b479-cb803e6b3a27/", "file": "https://ucarecdn.com/bedd768e-cd4f-47d3-b479-cb803e6b3a27/", "description": "With all of the recent writing on globalization, it is a welcome addition to find a book that deals comprehensively with the relationship between globalization and education at all levels and comparatively in different countries, both developed and developing. This book is a collection of articles that arose from presentations at the 1997 western regional conference of the Comparative and International Education Society and were later augmented. Given that history, it is unusual for such a book to be a cohesive whole, and yet it manages to be that. The quality of the various contributions is quite consistent and authors\r\nacknowledge different contributions and perspectives that appear in other sections of the book.", "visits": 597, "categories": [14]}}, {"model": "links.link", "pk": 2386, "fields": {"created_time": "2016-01-25T16:07:26.457Z", "updated_time": "2016-01-25T16:07:26.457Z", "title": "In Education and in Work: The Globalized Community College*", "url": "https://ucarecdn.com/0a74eda9-4d4f-41b0-b604-bc6f543a6904/", "file": "https://ucarecdn.com/0a74eda9-4d4f-41b0-b604-bc6f543a6904/", "description": "This is a multiple case study of seven colleges using field methods research to examine institutional life and organizational context. This study determines that community colleges in both Canada and the United States exhibited educational and work behaviors in the 1990s consistent with the globalization process. Education was oriented to the marketplace, and the needs of business and industry received high priority in educational programming. Work within these institutions was valued for and carried out with economic ends: to realize productivity and efficiency.", "visits": 645, "categories": [14]}}, {"model": "links.link", "pk": 2387, "fields": {"created_time": "2016-01-25T16:09:52.472Z", "updated_time": "2016-01-25T16:09:52.472Z", "title": "Two British Columbia University Colleges and the Process of Economic Globalization", "url": "https://ucarecdn.com/df51af7b-4281-4e86-b434-31bee5e68ed5/", "file": "https://ucarecdn.com/df51af7b-4281-4e86-b434-31bee5e68ed5/", "description": "This qualitative investigation identifies a condition of frenetic change experienced by organizational members at two university colleges in British Columbia, Canada, during the past decade. Prominent outcomes of the formal designation of five former community colleges as university colleges included curricular change and the evolution of a new institutional mission. The brief history of the university colleges of British Columbia parallels the process of economic globalization in the province of British Columbia, and the responses of managers and faculty at university colleges indicate that globalization influenced the formation\r\nand functioning of these institutions.", "visits": 587, "categories": [9]}}, {"model": "links.link", "pk": 2388, "fields": {"created_time": "2016-01-25T16:13:01.280Z", "updated_time": "2016-01-25T16:13:01.281Z", "title": "Globalization, Internationalization, and the Recruitment of International Students in Higher Education, and in the Ontario Colleges of Applied Arts and Technology", "url": "https://ucarecdn.com/d34dedcf-1a44-453f-9cd9-27ce51a5767b/", "file": "https://ucarecdn.com/d34dedcf-1a44-453f-9cd9-27ce51a5767b/", "description": "This paper explores general issues relating to globalization and higher education; the internationalization of higher education, and particularly the recruitment of international students. This subject is examined through a range of topics around the global development of the market approach to the recruitment of international students and a focus on the current situation regarding the recruitment of international students in the Colleges of Applied Arts and Technology in Ontario (CAATs). As the number of international students seeking educational opportunities grows to 7 million over the next 20 years, the ability of the CAATs, the\r\nCanadian educational system, and the governments of Ontario and Canada to market the welcoming and safe multicultural Canadian experience, and the excellence of the educational offerings and opportunities in CAATs to potential international students will, in great measure, determine their success and their survival in an increasingly globalized world.", "visits": 623, "categories": [9]}}, {"model": "links.link", "pk": 2389, "fields": {"created_time": "2016-01-25T16:15:11.171Z", "updated_time": "2016-01-25T16:15:11.171Z", "title": "Globalization was a bust from the get-go If", "url": "https://ucarecdn.com/e5e82ac1-63e0-431b-97c5-a04cf9f68746/", "file": "https://ucarecdn.com/e5e82ac1-63e0-431b-97c5-a04cf9f68746/", "description": "If you walk into any dollar store in Canada you'll notice three things. First, things are cheap — not surprisingly, usually a dollar. Second, outside of food, nothing is made in North America. Third, they're often packed with customers.\r\n\r\nThe dollar store is a microcosm of what's wrong with our economy. In the closing days of the Cold War, the grinning avatars of hard conservatism — Reagan, Thatcher and Mulroney — helped to kick start a new global order that would supposedly bring prosperity to all by removing barriers to the free flow of investment capital and trade. Once the Berlin Wall fell, the last real barrier to a globalized world economy disappeared and it was full steam ahead.\r\n\r\nOver two decades, governments and technology corporations followed suit by adding one brick after another to the ziggurat of the globalized economy: NAFTA (1988 and 1994), the invention of HTML and thus the Internet (1991), the Uruguay Round of GATT negotiations (1986-94), the WTO (1994), conservative Work Bank policies (from the 1990s on), the concentration of mass media in fewer and fewer hands, the Web 2.0 (2004 and on), deregulated financial markets under George W. Bush, smartphones (starting with Blackberries in 2003). The new order had its global markets, global communications network and a friendly banking system in place. This ziggurat is now more or less complete, with only a few outliers like North Korea beyond the pale.", "visits": 610, "categories": [14]}}, {"model": "links.link", "pk": 2390, "fields": {"created_time": "2016-01-25T16:17:32.311Z", "updated_time": "2016-01-25T16:17:32.311Z", "title": "Centennial College to Scap Saudi Training Program", "url": "https://ucarecdn.com/6b2f8cee-4426-40c9-b078-85ba7a44a4ca/", "file": "https://ucarecdn.com/6b2f8cee-4426-40c9-b078-85ba7a44a4ca/", "description": "Centennial College to Scap Saudi Training Program - video clip included.", "visits": 610, "categories": [14]}}, {"model": "links.link", "pk": 2391, "fields": {"created_time": "2016-01-25T16:18:47.467Z", "updated_time": "2016-01-25T16:18:47.467Z", "title": "College Quarterly - Reviews - False God: How the Globalization Myth has Impoverished Canada", "url": "https://ucarecdn.com/8ab26b4d-4ed9-4daf-9afb-043805c5c530/", "file": "https://ucarecdn.com/8ab26b4d-4ed9-4daf-9afb-043805c5c530/", "description": "The College Standards and Accreditation Council is presenting Ontario’s Colleges of Applied Arts and Technology with an important challenge. CAATs must comply with CSAC requirements, among which is an overall commitment to general education. CSAC has voiced the employers’ need for graduates who combine vocational skills with demonstrable communicative competence, social awareness, and critical thinking. It has recognized that vocational training alone cannot foster personal growth and enrichment.", "visits": 580, "categories": [14]}}, {"model": "links.link", "pk": 2392, "fields": {"created_time": "2016-01-25T16:20:08.257Z", "updated_time": "2016-01-25T16:20:08.257Z", "title": "Internationalization Policy and Strategy - Canadian e- Magazine of International Education", "url": "https://ucarecdn.com/70637329-d33e-4094-a3ff-c66c9314d230/", "file": "https://ucarecdn.com/70637329-d33e-4094-a3ff-c66c9314d230/", "description": "International education is becoming an increasingly competitive sector within the field of postsecondary education. Tomorrow’s leaders will be expected to speak multiple languages, work in foreign countries, and bridge cultural differences to achieve social, economic and political objectives. Governments around the world are responding to this trend by intensifying the internationalization of their higher education systems — both attracting a greater number of international students and ensuring their citizens are able to pursue studies beyond national boundaries. In our globalized world, the demand for international education and experience continues to grow rapidly.", "visits": 661, "categories": [9]}}, {"model": "links.link", "pk": 2393, "fields": {"created_time": "2016-01-25T16:22:17.294Z", "updated_time": "2017-01-25T16:56:25.810Z", "title": "Going Global: Ontario Colleges of Applied Arts and Technology, International Student Recniitment and the Export of Education", "url": "https://ucarecdn.com/5cd65f57-3a05-4d34-bcae-a01f1c8a8392/", "file": "https://ucarecdn.com/5cd65f57-3a05-4d34-bcae-a01f1c8a8392/", "description": "The Colleges of Applied Arts and Technology of Ontario (CAATs) are engaged in a wide range of international activities which have not previously been the subject of any in-depth study. This thesis provides the first comprehensive examination of the international student recruitment and educational export activities of the CAATs. This study, relying on literature reviews, a survey of the colleges and interviews with college administrators, explores the historical evolution of recruitment and export activities, the motivation behind participation in these activities and the financial implications of export and recruitment. The study also reviews some of the linkages between international student recruitment and export and internationalization and globalization.\r\n", "visits": 1276, "categories": [14]}}, {"model": "links.link", "pk": 2394, "fields": {"created_time": "2016-01-25T16:22:17.760Z", "updated_time": "2017-01-25T16:54:49.228Z", "title": "Going Global: Ontario Colleges of Applied Arts and Technology, International Student Recniitment and the Export of Education", "url": "https://ucarecdn.com/565129ef-23a1-4aa2-9cbf-44dfbfdeab85/", "file": "https://ucarecdn.com/565129ef-23a1-4aa2-9cbf-44dfbfdeab85/", "description": "The Colleges of Applied Arts and Technology of Ontario (CAATs) are engaged in a wide range of international activities which have not previously been the subject of any in-depth study. This thesis provides the first comprehensive examination of the international student recruitment and educational export activities of the CAATs. This study, relying on literature reviews, a survey of the colleges and interviews with college administrators, explores the historical evolution of recruitment and export activities, the motivation behind participation in these activities and the financial implications of export and recruitment. The study also reviews some of the linkages between international student recruitment and export and internationalization and globalization.\r\n", "visits": 868, "categories": [14]}}, {"model": "links.link", "pk": 2395, "fields": {"created_time": "2016-01-25T16:24:24.370Z", "updated_time": "2016-01-25T16:24:24.370Z", "title": "College Quarterly - Articles - The NGO-ization of Community Colleges: One (More) Manifestation of Globalization", "url": "https://ucarecdn.com/c4869e11-9286-4624-9356-59b800fd83fa/", "file": "https://ucarecdn.com/c4869e11-9286-4624-9356-59b800fd83fa/", "description": "In this essay I discuss the effects of globalization on Canadian community colleges. I apply contemporary social theories culled from the fields of feminism, geography and political science to understand one hidden manifestation of globalization in community colleges: involvement in global civil society via participation in international development projects. I begin by discussing the history of community colleges, highlighting their flexible missions, as a way of understanding how they have changed within the current socio-economic climate. I then present evidence of community colleges participating in international development projects, and provide an analysis of what participation might signify on the broader social level. I end with a call to understand more about these somewhat overlooked activities in order to ensure that they are carried out effectively whilst keeping in mind the needs of both ‘local’ communities.", "visits": 585, "categories": [14]}}, {"model": "links.link", "pk": 2396, "fields": {"created_time": "2016-01-25T16:25:52.051Z", "updated_time": "2016-01-25T16:25:52.051Z", "title": "Widening Participation in Higher Education in Ghana and Tanzania", "url": "https://ucarecdn.com/35a2b377-98e3-4d3f-838f-5532dc1f8287/", "file": "https://ucarecdn.com/35a2b377-98e3-4d3f-838f-5532dc1f8287/", "description": "Globalisation and Higher Education\r\nAPA referrences", "visits": 656, "categories": [14]}}, {"model": "links.link", "pk": 2397, "fields": {"created_time": "2016-01-25T16:27:52.212Z", "updated_time": "2016-01-25T16:27:52.213Z", "title": "The Globalization of America’s Colleges", "url": "https://ucarecdn.com/88c63b16-e73f-4a33-b51e-81799f6ab75d/", "file": "https://ucarecdn.com/88c63b16-e73f-4a33-b51e-81799f6ab75d/", "description": "American colleges are educating more international students than ever before, according to a new report, “Open Doors Report on International Educational Exchange,” released by the Institute of of International Education. The widely anticipated report finds that nearly 1 million international students—many of them from countries such as China, India, Kuwait—were educated in the United States in the 2014-15 school year, up 10 percent from the previous year. These students typically arrive with the means to pay the full price tag for college.\r\n\r\nWhile the 974,926 international students who studied in American colleges last school year accounted for only about 5 percent of the country’s entire higher-education population, their numbers are increasing rapidly with high concentrations in certain states, colleges, and majors. The significant increase in students from overseas highlights the need to understand more about their behavior, income, and impact on higher education—and how the country’s universities should capitalize on the trend without\r\ncompromising the education of in-state students and residents.", "visits": 596, "categories": [14]}}, {"model": "links.link", "pk": 2398, "fields": {"created_time": "2016-01-25T16:29:46.981Z", "updated_time": "2016-01-25T16:29:46.981Z", "title": "Reza Moridi ‘concerned’ about Saudi male-only colleges with links to Ontario", "url": "https://ucarecdn.com/910d9c1c-58cd-4041-b114-38910d449733/", "file": "https://ucarecdn.com/910d9c1c-58cd-4041-b114-38910d449733/", "description": "colleges have opened campuses in Saudi Arabia that don’t allow women.\r\nOn Wednesday, Colleges and Universities Minister Reza Moridi said decisions on the operation of a\r\ncampus, including student composition, are up to each college’s board of governors.\r\nBut late Thursday, after a lot of criticism on social media about the male-only campuses, the minister had a\r\nchange of heart about Ontario colleges teaching courses that deliberately exclude women.", "visits": 604, "categories": [14]}}, {"model": "links.link", "pk": 2399, "fields": {"created_time": "2016-01-25T16:32:10.155Z", "updated_time": "2016-01-25T16:32:10.155Z", "title": "A Study of Organizational Culture in Ontario Colleges with High Student Satisfaction", "url": "https://ucarecdn.com/168909f2-2e19-4e0b-a754-6d467a306599/", "file": "https://ucarecdn.com/168909f2-2e19-4e0b-a754-6d467a306599/", "description": "Academic institutions face countless pressures within a context of ongoing globalization,\r\n\r\nsocietal change, and increased accountability measures. The use of organizational culture assessment can assist organizations to understand their current culture and, consequently, to inform strategies for change management.\r\n\r\nThis study examined the perceptions held by administrators at four Ontario colleges with above average Student Satisfaction (KPI) about their institution’s current and preferred organizational culture and their own management competencies. A descriptive research method was employed using a modified version of Cameron and Quinn’s (2006) Organizational Culture\r\nAssessment Instrument (OCAI) and Management Skills Assessment Instrument (MSAI).\r\n", "visits": 846, "categories": [14]}}, {"model": "links.link", "pk": 2400, "fields": {"created_time": "2016-01-26T02:30:29.522Z", "updated_time": "2016-01-26T02:30:29.522Z", "title": "Union rep says campus does not reflect school's, country's values -Algonquin College Saudi", "url": "https://ucarecdn.com/8047076f-cdd3-4b4e-b42d-4d55a0543a45/", "file": "https://ucarecdn.com/8047076f-cdd3-4b4e-b42d-4d55a0543a45/", "description": "Algonquin College teachers call for closure of Saudi Arabia campus.", "visits": 610, "categories": [14]}}, {"model": "links.link", "pk": 2401, "fields": {"created_time": "2016-01-26T02:33:15.810Z", "updated_time": "2016-01-26T02:33:15.810Z", "title": "Niagara College campus in Saudi Arabia for men only", "url": "https://ucarecdn.com/f0ea5736-e5c0-472a-a608-73b80ae86573/", "file": "https://ucarecdn.com/f0ea5736-e5c0-472a-a608-73b80ae86573/", "description": "Welland, Ont.-based Niagara College offers tourism, hospitality and business courses at its campus in Taif, which opened in 2014, while Ottawa's Algonquin College offers 10 programs, including business, accounting and electrical engineering technician, at a campus opened in 2013 in the city of Jazan. \r\n\r\nThe Local 242 OPSEU rep said faculty members are uncomfortable with the school's association in Saudi Arabia, a country with a \"horrible\" human rights record, he said. Ramkissoonsingh said staff has been against the Saudi expansion since day one, and have continued to feel uncomfortable as their course material is taught at the segregated campus.\r\n\r\nTwo years ago, Niagara College successfully bid to open a campus in Saudi Arabia. At the time, the school said they expected an annual injection of $8 million to the college budget, said Ramkissoonsingh.", "visits": 629, "categories": [14]}}, {"model": "links.link", "pk": 2402, "fields": {"created_time": "2016-01-26T02:34:22.805Z", "updated_time": "2016-01-26T02:34:22.805Z", "title": "Wynne: Male-only Ont. colleges in Saudi Arabia 'unacceptable'", "url": "https://ucarecdn.com/95959f53-bb01-47fe-b70b-56a7648c40af/", "file": "https://ucarecdn.com/95959f53-bb01-47fe-b70b-56a7648c40af/", "description": "TORONTO -- It is \"unacceptable\" for publicly funded Ontario colleges to operate campuses outside Canada that exclude women, the premier of Ontario said Friday when asked about two men-only schools in Saudi Arabia.", "visits": 556, "categories": [14]}}, {"model": "links.link", "pk": 2403, "fields": {"created_time": "2016-01-26T02:35:59.800Z", "updated_time": "2016-01-26T02:35:59.800Z", "title": "Ontario colleges open campuses in Saudi Arabia for men only", "url": "https://ucarecdn.com/9a91da64-a1da-49c2-b441-cff8869d91c6/", "file": "https://ucarecdn.com/9a91da64-a1da-49c2-b441-cff8869d91c6/", "description": "TORONTO -- Ontario's minister of post-secondary education says he's concerned that two publicly-funded Ontario colleges have opened campuses in Saudi Arabia that don't allow women.\r\nOn Wednesday, Colleges and Universities Minister Reza Moridi said decisions on the operation of a campus, including student composition, are up to each college's board of governors.\r\nBut late Thursday, after a lot of criticism on social media about the male-only campuses, the minister had a change of heart about Ontario colleges teaching courses that deliberately exclude women.", "visits": 582, "categories": [14]}}, {"model": "links.link", "pk": 2404, "fields": {"created_time": "2016-01-26T02:42:32.602Z", "updated_time": "2016-01-26T02:42:32.602Z", "title": "Fanshawe's plan to invest in Saudi Arabia a concern: union", "url": "https://ucarecdn.com/1ee26f9e-5901-40a3-9dc4-0dd9c74eec4a/", "file": "https://ucarecdn.com/1ee26f9e-5901-40a3-9dc4-0dd9c74eec4a/", "description": "A commitment by three Ontario colleges, including Fanshawe, to invest millions of dollars in a college in Medina, Saudi Arabia, is being questioned by OPSEU.\r\nAccording to a report, Fanshawe College, Mohawk College and Seneca College are planning an investment of $2.5 million each in a five-year deal.\r\nFanshawe’s Board of Governors apparently approved the venture in April and the goal is set to open the\r\nschool in September 2015.", "visits": 607, "categories": [14]}}, {"model": "links.link", "pk": 2405, "fields": {"created_time": "2016-01-26T02:51:33.664Z", "updated_time": "2016-01-26T02:51:33.664Z", "title": "Ontario government approved male-only Saudi Arabia campuses: minister Add to ...", "url": "https://ucarecdn.com/613565f6-360d-4311-9718-6fa6c6287fda/", "file": "https://ucarecdn.com/613565f6-360d-4311-9718-6fa6c6287fda/", "description": "The Ontario government said Monday it allowed two provincial colleges to create male-only campuses in Saudi Arabia, but added that gap in the approval process will be closed.\r\nReza Moridi, minister of colleges and universities, said that Niagara and Algonquin Colleges applied to his ministry to establish the two Saudi campuses, and were given the green light by a previous minister in 2008 and 2012.\r\nHowever, Moridi said the province’s responsibility was to approve financial plans for the two Saudi\r\nexpansions and it was up to the colleges to determine who was admitted.", "visits": 607, "categories": [14]}}, {"model": "links.link", "pk": 2406, "fields": {"created_time": "2016-01-26T02:54:40.919Z", "updated_time": "2016-01-26T02:54:40.919Z", "title": "Ontario colleges in Saudi Arabia for men only", "url": "https://ucarecdn.com/5c2d281f-45ca-4417-acbb-2cae7d83b043/", "file": "https://ucarecdn.com/5c2d281f-45ca-4417-acbb-2cae7d83b043/", "description": "TORONTO — Ontario's minister of post-secondary education says he's concerned that two publiclyfunded Ontario colleges have opened campuses in Saudi Arabia that don't allow women.\r\n\r\nOn Wednesday, Colleges and Universities Minister Reza Moridi said decisions on the operation of a campus, including student composition, are up to each college's board of governors.\r\n\r\nBut late Thursday, after a lot of criticism on social media about the male-only campuses, the minister had a change of heart about Ontario colleges teaching courses that deliberately exclude women.\r\n\r\n\"I understand and appreciate the concern that has been raised in recent weeks around some of these international activities, particularly around two Ontario colleges running male-only campuses in Saudi Arabia,\" Moridi said in a statement to The Canadian Press. \"I share those concerns.\"", "visits": 600, "categories": [14]}}, {"model": "links.link", "pk": 2407, "fields": {"created_time": "2016-01-26T02:56:36.222Z", "updated_time": "2016-01-26T02:56:36.222Z", "title": "Two Ontario colleges opened campuses in Saudi Arabia that only accept male students", "url": "https://ucarecdn.com/374220c3-6158-4564-94ba-225ada0ab3bf/", "file": "https://ucarecdn.com/374220c3-6158-4564-94ba-225ada0ab3bf/", "description": "TORONTO — Two Ontario colleges have opened campuses in Saudi Arabia that don’t accept female\r\nstudents in their classes.\r\nNiagara College offers tourism, hospitality and business courses at its campus in Taif, while Algonquin\r\nCollege offers 10 programs, including business, accounting and electrical engineering technician, at a\r\ncampus in the city of Jazan.", "visits": 608, "categories": [14]}}, {"model": "links.link", "pk": 2408, "fields": {"created_time": "2016-01-26T03:14:59.490Z", "updated_time": "2016-01-26T03:14:59.490Z", "title": "Why are Ontario colleges furthering gender apartheid in Saudi Arabia? Add to ...", "url": "https://ucarecdn.com/277f9760-9922-43ad-9961-819869a6f263/", "file": "https://ucarecdn.com/277f9760-9922-43ad-9961-819869a6f263/", "description": "The news that two publicly funded Ontario colleges are operating men-only campuses in Saudi Arabia feels wrong at first glance.\r\n\r\nAt second glance, too. There’s bound to be a level of complexity in any business transaction with a repressive country that discriminates against women, among its other human rights sins. Conscious of the yawning gap between professed ideals and entrepreneurial self-interest, we often find it easier to accept the moral contradictions built into real-world relationships as unavoidable and even necessary.", "visits": 568, "categories": [14]}}, {"model": "links.link", "pk": 2409, "fields": {"created_time": "2016-01-27T04:04:28.256Z", "updated_time": "2016-01-27T04:04:28.256Z", "title": "The myth of the four-year degree", "url": "https://ucarecdn.com/269299e9-b236-414b-b1d1-adda203c1c46/", "file": "https://ucarecdn.com/269299e9-b236-414b-b1d1-adda203c1c46/", "description": "When Michael Prior came to the University of British Columbia in 2008, he expected to spend the standard four years at the school.\r\n\r\nNow in his ffth year, he realizes his original plan was unrealistic. The 22-year-old English Literature major has funded most of his own education, so he works for pay about 20 hours a week. That requires a lighter course load.", "visits": 626, "categories": [5]}}, {"model": "links.link", "pk": 2410, "fields": {"created_time": "2016-01-27T04:08:03.158Z", "updated_time": "2016-01-27T04:08:03.158Z", "title": "Limits of Generalizing in Education Research", "url": "https://ucarecdn.com/ae766e9e-f836-4deb-83ca-28845ab92edd/", "file": "https://ucarecdn.com/ae766e9e-f836-4deb-83ca-28845ab92edd/", "description": "Limits of Generalizing in Education Research: Why Criteria for Research Generalization Should Include Population Heterogeneity and Uses of Knowledge Claims by Kadriye Ercikan & Wolff-Michael Roth — 2014", "visits": 641, "categories": [5]}}, {"model": "links.link", "pk": 2411, "fields": {"created_time": "2016-01-27T04:10:37.130Z", "updated_time": "2016-01-27T04:10:37.130Z", "title": "Trust Matters: Distinction and Diversity in Undergraduate Science Education", "url": "https://ucarecdn.com/4f6eebd2-dcbf-46c4-8cc4-483e2c018f49/", "file": "https://ucarecdn.com/4f6eebd2-dcbf-46c4-8cc4-483e2c018f49/", "description": "Trust Matters: Distinction and Diversity in Undergraduate Science Education", "visits": 585, "categories": [5]}}, {"model": "links.link", "pk": 2412, "fields": {"created_time": "2016-01-27T04:12:09.413Z", "updated_time": "2016-01-27T04:12:09.413Z", "title": "Taking the doctorate in new directions", "url": "https://ucarecdn.com/ff1b03eb-49d6-49ed-bb7f-172943a1bf65/", "file": "https://ucarecdn.com/ff1b03eb-49d6-49ed-bb7f-172943a1bf65/", "description": "A number of programs are exploring options for applied scholarship within the PhD.", "visits": 604, "categories": [5]}}, {"model": "links.link", "pk": 2413, "fields": {"created_time": "2016-01-27T04:14:27.170Z", "updated_time": "2016-01-27T04:14:27.170Z", "title": "The Survivors Speak A Report of the Truth and Reconciliation Commission of Canada", "url": "https://ucarecdn.com/3411e4ae-615f-4ac9-96e5-036667b11384/", "file": "https://ucarecdn.com/3411e4ae-615f-4ac9-96e5-036667b11384/", "description": "On June 11, 2008, Prime Minister Stephen Harper issued an apology to the for-mer students of Canada’s Indian residential school system, calling it a “sad chapter in our history.” That chapter is part of a broader story: one in which the Canadian government gained control over Aboriginal land and peoples, disrupted Aboriginal governments and economies, and sought to repress Aboriginal cultures and spiritual practices. The government, often in partnership with the country’s major reli-gious bodies, sought to ‘civilize’ and Christianize, and, ultimately, assimilate Aboriginal people into Canadian society. The deputy minister of Indian Affairs predicted in 1920 that in a century, thanks to the work of these schools, Aboriginal people would cease to exist as an identifiable cultural group in Canada.", "visits": 595, "categories": [12]}}, {"model": "links.link", "pk": 2414, "fields": {"created_time": "2016-01-27T04:15:57.384Z", "updated_time": "2016-01-27T04:15:57.384Z", "title": "Forging New Trails: Learning Technology Ecosystems", "url": "https://ucarecdn.com/89a4bbda-121e-48ef-9ed6-a434204b2a9d/", "file": "https://ucarecdn.com/89a4bbda-121e-48ef-9ed6-a434204b2a9d/", "description": "At the turn of the century there were many companies in business providing the delivery of ice blocks to people’s homes. Then electricity became prevalent, and the refrigerator was invented. Shortly thereafter, these ice block delivery companies went out of business. What they failed to realize was that they were not in the ice block delivery business – they were in the business of delivering personal cooling – for people’s chicken, eggs, and soft drinks. Organizations that design, develop, and deliver training are at the same precipice. If we think that we are in the business of only delivering formally developed, instructionally sound, objective-laden, extremely vetted content in extended chunks, then we will also go the way of the ice-block delivery companies. We are in the business of impact – impact for the learner and the business – in terms of behavior, performance, and, ultimately, the bottom line. Any means in which we are able to provide that should be our focus.", "visits": 606, "categories": [6, 4]}}, {"model": "links.link", "pk": 2415, "fields": {"created_time": "2016-01-27T04:17:53.154Z", "updated_time": "2016-01-27T04:17:53.154Z", "title": "Educational Assessment: Designing a System for More Meaningful Results", "url": "https://ucarecdn.com/533b79f3-c377-4542-858e-ea9b918a0d27/", "file": "https://ucarecdn.com/533b79f3-c377-4542-858e-ea9b918a0d27/", "description": "The past few years have ushered in more strident calls for accountability across institutions of higher learning. Various internal and external stakeholders are asking questions like \"Are students learning what we want them to learn?\" and \"How do the students' scores from one institution compare to its peers?\" As a result, more institutions are looking for new, more far-reaching ways to assess student learning and then use assessment findings to improve students' educational experiences.", "visits": 561, "categories": [6]}}, {"model": "links.link", "pk": 2416, "fields": {"created_time": "2016-01-27T04:19:58.191Z", "updated_time": "2016-01-27T04:19:58.191Z", "title": "Put to the Test: Making Sense of Educational Assessment", "url": "https://ucarecdn.com/421432ea-2622-41b2-903e-668f8e214a00/", "file": "https://ucarecdn.com/421432ea-2622-41b2-903e-668f8e214a00/", "description": "When it comes to assessment, there are enough perspectives, stakeholders, tools and methodologies to make your head spin. To be sure, despite the admirable goal of improving student learning by assessment, the trend toward greater accountability is often viewed as something that is imposed upon higher education institutions; infringing on an institution’s autonomy and stifling faculty members’ academic freedom without providing truly meaningful data to justify the additional workload it generates.\r\nMeanwhile, others accept the fact that assessment is here to stay and strategies that, with careful planning, it’s entirely possible to design exactly the type of assessment systems you need to get precisely the type of information required for an accurate picture of learning outcomes.", "visits": 650, "categories": [6, 7]}}, {"model": "links.link", "pk": 2417, "fields": {"created_time": "2016-01-27T04:22:06.571Z", "updated_time": "2016-01-27T04:22:06.571Z", "title": "Flipped Classroom Trends: A Survey of College Faculty", "url": "https://ucarecdn.com/8ed39277-7604-47b9-aa88-1076bfed6bb4/", "file": "https://ucarecdn.com/8ed39277-7604-47b9-aa88-1076bfed6bb4/", "description": "Perhaps no other word has been as popular in higher education during the past few years as the term “flipped.” As a result, there is no shortage of ideas and opinions about flipped learning environments. Some consider it another way to talk about student-centered learning. Others view flipped classrooms as an entirely new approach to teaching and learning. Still others see flipping as just another instructional fad that will eventually run its course.\r\n\r\nIn the summer of 2014, Faculty Focus surveyed its readers to gain a better understanding of their views on flipped learning. The survey also sought to find out who’s flipping, who’s not, and the barriers and benefits to those who flip.", "visits": 687, "categories": [6, 7]}}, {"model": "links.link", "pk": 2418, "fields": {"created_time": "2016-01-27T04:23:34.341Z", "updated_time": "2016-01-27T04:23:34.341Z", "title": "Keys to Designing Effective Writing and Research Assignments", "url": "https://ucarecdn.com/3501fdfd-790b-44c4-882a-052abcf64572/", "file": "https://ucarecdn.com/3501fdfd-790b-44c4-882a-052abcf64572/", "description": "Writing assignments, particularly for first- and second-year college students, are probably one of those items in the syllabus that some professors dread almost as much as their students do. Yet despite the fact that essays, research papers, and other types of writing assignments are time consuming and, at times, frustrating to grade, they also are vital to furthering student learning.", "visits": 682, "categories": [6, 7]}}, {"model": "links.link", "pk": 2419, "fields": {"created_time": "2016-01-27T04:25:01.540Z", "updated_time": "2016-01-27T04:25:01.540Z", "title": "11 Strategies for Managing Your Online Courses", "url": "https://ucarecdn.com/0bbaaa14-5259-40c6-b6be-636d8736c9fa/", "file": "https://ucarecdn.com/0bbaaa14-5259-40c6-b6be-636d8736c9fa/", "description": "Much has been written about the challenges of teaching an online course. While not discounting the unique (and sometimes frustrating) aspects of the online learning environment, it could be said that, despite the numerous differences, many of the same course management strategies that are essential to success in a traditional classroom also apply in the online classroom. These strategies include the importance of a strong syllabus, clear directions, well-organized materials, and timely feedback.", "visits": 1305, "categories": [9]}}, {"model": "links.link", "pk": 2420, "fields": {"created_time": "2016-01-27T04:27:03.864Z", "updated_time": "2016-01-27T04:27:03.865Z", "title": "Online Course Design: 13 Strategies for Teaching in a Web-based Distance Learning Environment", "url": "https://ucarecdn.com/024ecc8d-7278-426a-9e66-9749422626ff/", "file": "https://ucarecdn.com/024ecc8d-7278-426a-9e66-9749422626ff/", "description": "After years of teaching face to face, many instructors are able to begin teaching a traditional, classroom-based course without having the entire course laid out ahead of time. This approach doesn’t work very well in the online classroom where careful planning and course design is crucial to student success.\r\n\r\nGood online course design begins with a clear understanding of specific learning outcomes and ways to engage students, while creating activities that allow students to take some control of their learning. It also requires a little extra effort upfront to minimize\r\ntwo of the most common frustrations of online learning: 1. confusing course organization (how course elements are structured within the course) and 2. unclear navigation (what links or buttons are used to access these elements).", "visits": 642, "categories": [9]}}, {"model": "links.link", "pk": 2421, "fields": {"created_time": "2016-01-27T04:28:52.327Z", "updated_time": "2016-01-27T04:28:52.327Z", "title": "Online Course Quality Assurance: Using Evaluations and Surveys to Improve Online Teaching and Learning", "url": "https://ucarecdn.com/8a0cfff5-b14e-4bf0-b2bd-f7f43f2d6a9e/", "file": "https://ucarecdn.com/8a0cfff5-b14e-4bf0-b2bd-f7f43f2d6a9e/", "description": "Many higher education institutions use student satisfaction surveys given at the end of a course to measure course and instructor quality. But is that really a true measure of quality? All things being equal, an instructor who teaches a rigorous course will likely score much lower than an instructor whose course is a little less demanding.\r\n\r\nThen there’s the whole timing of the satisfaction surveys. For the most part, students are simply glad the course is over (even if they liked it) and put little thought or time into completing the survey. Unless of course they know they failed, in which case you will get a detailed assessment of how you are boring, inflexible, out of touch, or otherwise unfit to teach.", "visits": 584, "categories": [9]}}, {"model": "links.link", "pk": 2422, "fields": {"created_time": "2016-01-27T04:30:34.889Z", "updated_time": "2016-01-27T04:30:34.889Z", "title": "Online Student Engagement Tools and Strategies", "url": "https://ucarecdn.com/9183588c-3aa1-4d32-8b50-7f56fa35857d/", "file": "https://ucarecdn.com/9183588c-3aa1-4d32-8b50-7f56fa35857d/", "description": "Most online students, even those who are successful, will tell you it takes an extra dose of motivation to stay on top of their assignments compared to the traditional classroom. In fact, the anytime/anywhere convenience of online learning sometimes makes it too convenient … to procrastinate, forget about, and become otherwise disengaged. No wonder online courses have an\r\nattrition rate that’s 10 – 20 percent higher than their face-to-face counterparts.\r\n\r\nFor faculty teaching in the online classroom, this reality underscores the importance of having activities that build student engagement and help create a sense of community among their geographically dispersed students.", "visits": 1096, "categories": [9]}}, {"model": "links.link", "pk": 2423, "fields": {"created_time": "2016-01-27T04:32:05.148Z", "updated_time": "2016-01-27T04:32:05.148Z", "title": "Promoting Academic Integrity in Online Education", "url": "https://ucarecdn.com/ccf3edcc-2c4d-477e-9f7c-a96dcefe1053/", "file": "https://ucarecdn.com/ccf3edcc-2c4d-477e-9f7c-a96dcefe1053/", "description": "Ask most people who don’t teach online about the likelihood of academic dishonesty in an online class and you will likely hear concerns about the many ways that students could misrepresent themselves online. In fact, this concern about student representation is so prevalent it made its way into the Higher Education Opportunities Act (HEOA).\r\n\r\nPassed into law in 2008, the act brought a few big changes to online education, including a new requirement to “ensure that the student enrolled in an online class is the student doing the coursework.”", "visits": 588, "categories": [9]}}, {"model": "links.link", "pk": 2424, "fields": {"created_time": "2016-01-27T04:33:42.768Z", "updated_time": "2016-01-27T04:33:42.768Z", "title": "Strategies for Increasing Online Student Retention and Satisfaction.", "url": "https://ucarecdn.com/a60f6388-1e0b-4120-af90-b200ef00a424/", "file": "https://ucarecdn.com/a60f6388-1e0b-4120-af90-b200ef00a424/", "description": "Despite the tremendous growth of distance education, retention remains its Achilles’ heel. Estimates of the failed retention rate for distance education undergraduates range from 20 to 50 percent. Distance education administrators believe the failed retention rate for online courses may be 10 to 20 percent higher than for face-to-face courses.\r\n\r\nAs an increasing number of colleges and universities identify online education as a critical component to their long-term strategy, the issue of retention can no longer be ignored. It is mandatory for everyone who touches the distance learner to understand why these students leave their online courses, and what it will take to keep them there.", "visits": 669, "categories": [9]}}, {"model": "links.link", "pk": 2425, "fields": {"created_time": "2016-01-27T04:35:43.029Z", "updated_time": "2016-01-27T04:35:43.029Z", "title": "Blended and Flipped: Exploring New Models for Effective Teaching & Learning", "url": "https://ucarecdn.com/8ef65dfd-159e-480f-9ad1-47b83d363aaf/", "file": "https://ucarecdn.com/8ef65dfd-159e-480f-9ad1-47b83d363aaf/", "description": "It’s hard to pick up a publication these days without reading something about blended course design or the flipped classroom. Even mainstream media have begun to cover these new approaches to teaching and learning that put more emphasis on active learning.\r\n\r\nBut despite their growing popularity, defining blended learning and flipped learning is more difficult than one would expect. Both models have a variety of definitions, and many consider the flipped classroom a form of blended learning. The Sloan Consortium has one of the most precise definitions, defining blended as “instruction that has between 30 and 80 percent of the course content delivered online.” For the sake of this report, we’re using a more broad definition of blended learning as a course that uses a combination of face-to-face and online learning.", "visits": 610, "categories": [6, 7]}}, {"model": "links.link", "pk": 2426, "fields": {"created_time": "2016-01-27T04:37:38.387Z", "updated_time": "2016-01-27T04:37:38.387Z", "title": "Journey of Joy: Teaching Tips for Reflection, Rejuvenation and Renewal", "url": "https://ucarecdn.com/bf4da37e-3e53-427a-9a73-e50754538b6f/", "file": "https://ucarecdn.com/bf4da37e-3e53-427a-9a73-e50754538b6f/", "description": "A few years ago my teaching life had reached what felt like a dead end. Daily, I would see newspaper announcements about the retirement of public school educators who had the same number of years of experience as I had. Subsequently, I found myself longing to be in those photographs or articles. A significant challenge existed in that I was not old enough to touch my retirement funds plus I lacked another viable source of income—a major financial dilemma. At the time it seemed that I was going through the motions of my teaching job, and I had definitely lost a sense of joy.", "visits": 889, "categories": [6, 7]}}, {"model": "links.link", "pk": 2427, "fields": {"created_time": "2016-01-27T04:39:52.869Z", "updated_time": "2016-01-27T04:39:52.869Z", "title": " Joy Ride:More Teaching Tips for Reflection, Rejuvenation, and Renewal ", "url": "https://ucarecdn.com/680816bd-68d6-4d83-bf5a-99e9ec9bb8aa/", "file": "https://ucarecdn.com/680816bd-68d6-4d83-bf5a-99e9ec9bb8aa/", "description": "If you read my previous work, Journey of Joy: Teaching Tips for Reflection, Rejuvenation, and Renewal, you may recall that I suggested using an acronym for the word joy— Just Offer Yourself. In short, when confused about where to locate joy, we can\r\nremember to give of ourselves in basic ways in order to receive the benefits that derive from each simple act. But what about those times when we feel as if we have little to offer? Let’s take a look at some contributing factors and possible solutions.", "visits": 757, "categories": [6, 7]}}, {"model": "links.link", "pk": 2428, "fields": {"created_time": "2016-01-27T04:41:32.273Z", "updated_time": "2016-01-27T04:41:32.273Z", "title": "Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement", "url": "https://ucarecdn.com/58c5b203-c2f6-4122-80f4-aa68a5652be9/", "file": "https://ucarecdn.com/58c5b203-c2f6-4122-80f4-aa68a5652be9/", "description": "For most educators, writing a philosophy of teaching statement is a daunting task. Sure they can motivate the most lackadaisical of students, juggle a seemingly endless list of responsibilities, make theory and applications of gas chromatography come alive for\r\nstudents, all the while finding time to offer a few words of encouragement to a homesick freshman. But articulating their teaching philosophy? It’s enough to give even English professors a case of writer’s block.", "visits": 664, "categories": [6, 7]}}, {"model": "links.link", "pk": 2429, "fields": {"created_time": "2016-01-27T04:43:07.246Z", "updated_time": "2016-01-27T04:43:07.246Z", "title": "Teaching Mistakes from the College Classroom", "url": "https://ucarecdn.com/8444d49c-88c7-42a6-a08d-743fed407435/", "file": "https://ucarecdn.com/8444d49c-88c7-42a6-a08d-743fed407435/", "description": "Think back to your first few years of teaching. If you’re like most educators, you probably made your share of mistakes. To be sure, we all do things differently now than we did when we were first starting out. Thank goodness for that!\r\n\r\nWhen Faculty Focus put out a call for articles for this special report on teaching mistakes, we really didn’t know what to expect. Would faculty be willing to share their earlier missteps for all to see? Would the articles all talk about the same common mistakes, or would the range of mistakes discussed truly reflect the complexities of teaching today?", "visits": 563, "categories": [7]}}, {"model": "links.link", "pk": 2430, "fields": {"created_time": "2016-01-27T04:45:08.151Z", "updated_time": "2016-01-27T04:45:08.151Z", "title": "Synchronous and Asynchronous Learning Tools: 15 Strategies for Engaging Online Students Using Real-time Chat, Threaded Discussions and Blogs", "url": "https://ucarecdn.com/bce777f0-fa57-48d9-9a58-0e5d4e0edbfa/", "file": "https://ucarecdn.com/bce777f0-fa57-48d9-9a58-0e5d4e0edbfa/", "description": "In a traditional face-to-face class, students have many opportunities to interact with their instructor and fellow students. Whether it’s an informal chat before or after class, or participating in the classroom discussion, interaction can be an important factor in student success.\r\n\r\nCreating similar opportunities for participation and collaboration in an online course is one of the biggest challenges of teaching online. Yet, opportunities for meaningful interaction online are plentiful, provided you design and facilitate your course in the correct manner and with the proper tools.", "visits": 1029, "categories": [9, 3]}}, {"model": "links.link", "pk": 2431, "fields": {"created_time": "2016-01-27T04:47:12.256Z", "updated_time": "2016-01-27T04:47:12.257Z", "title": "Teaching with Technology: Tools and Strategies to Improve Student Learning", "url": "https://ucarecdn.com/399429a8-5493-4e39-ab26-58d42499df8d/", "file": "https://ucarecdn.com/399429a8-5493-4e39-ab26-58d42499df8d/", "description": "If you’re interested in using technology tools to enhance your teaching, it’s easy to get overwhelmed by the mountain of information out there. To make matters worse, much of it is either highly technical or simply not very practical for the college classroom.\r\nTeaching with Technology: Tools and Strategies to Improve Student Learning approaches teaching technologies from your perspective — discussing what works, what doesn’t, and how to implement the best ideas in the best ways.", "visits": 595, "categories": [6, 7, 4]}}, {"model": "links.link", "pk": 2432, "fields": {"created_time": "2016-01-27T04:49:41.048Z", "updated_time": "2016-01-27T04:49:41.048Z", "title": "OISE/UT Guidelines for Theses and Orals", "url": "https://ucarecdn.com/98a0f8fe-71ce-4253-b533-2c291173fba9/", "file": "https://ucarecdn.com/98a0f8fe-71ce-4253-b533-2c291173fba9/", "description": "OISE/UT Guidelines for Theses and Orals", "visits": 667, "categories": [6]}}, {"model": "links.link", "pk": 2433, "fields": {"created_time": "2016-01-27T04:51:19.010Z", "updated_time": "2016-01-27T04:51:19.011Z", "title": "OISE Guidelines for Theses and Doctoral Final Oral Exams", "url": "https://ucarecdn.com/b36c1c03-3b16-4b1d-a77f-b312c6463dd9/", "file": "https://ucarecdn.com/b36c1c03-3b16-4b1d-a77f-b312c6463dd9/", "description": "Graduate studies at OISE occur within Division II of the University’s School of Graduate Studies (SGS). Thus, graduate degrees are granted by the University of Toronto and their requirements derive from University of Toronto policy. As indicated in the OISE Bulletin:\r\nA major requirement for the M.A., M.Ed. (Option III), Ph.D., or Ed.D. degree is the development and presentation of a thesis embodying the results of original investigation, conducted by the student, on an approved topic in her/his major subject. The thesis will constitute a contribution to the knowledge of the field and should be appropriate in scope and significance to the degree which the student is seeking.", "visits": 649, "categories": [7]}}, {"model": "links.link", "pk": 2434, "fields": {"created_time": "2016-01-27T04:52:41.413Z", "updated_time": "2016-01-27T04:52:41.413Z", "title": "GRADUATE SUPERVISION Guidelines for Students, Faculty, and Administrators", "url": "https://ucarecdn.com/870cf1b0-92aa-4aa7-908f-b956da0f9029/", "file": "https://ucarecdn.com/870cf1b0-92aa-4aa7-908f-b956da0f9029/", "description": "Most graduate research degrees culminate in a thesis. Thesis students require supervisors. There are few relationships more important to these students than their relationship with their supervisor. The centrality of this relationship requires that it be entered into and maintained with great care. It is incumbent on the University to do everything possible to provide guidance in how to maximize the likelihood of excellent supervision. The School of Graduate Studies (SGS) is charged with the responsibility of providing that guidance for the University graduate community. The previous version of this document is now 10 years old. It is time for the update that follows.", "visits": 697, "categories": [6, 7]}}, {"model": "links.link", "pk": 2435, "fields": {"created_time": "2016-01-27T04:54:57.416Z", "updated_time": "2016-01-27T04:54:57.416Z", "title": "Learning Styles: Concepts and Evidence", "url": "https://ucarecdn.com/16d74636-a8a8-4a1b-b6b7-9e9ed1b7b456/", "file": "https://ucarecdn.com/16d74636-a8a8-4a1b-b6b7-9e9ed1b7b456/", "description": "SUMMARY—The term ‘‘learning styles’’ refers to the concept that individuals differ in regard to what mode of instruction\r\nor study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals’ learning style and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what sort of information presentation they prefer (e.g., words versus pictures versus speech) and/or what kind of mental activity they find most engaging or congenial (e.g., analysis versus listening), although assessment instruments are extremely diverse. The most common—but not the only—hypothesis about the instructional relevance of learning styles is the\r\nmeshing hypothesis, according to which instruction is best provided in a format that matches the preferences of the\r\nlearner (e.g., for a ‘‘visual learner,’’ emphasizing visual presentation of information).", "visits": 612, "categories": [6]}}, {"model": "links.link", "pk": 2436, "fields": {"created_time": "2016-01-27T04:56:50.335Z", "updated_time": "2016-01-27T04:56:50.335Z", "title": "The Learning Styles Myth is Thriving in Higher Education", "url": "https://ucarecdn.com/066b9297-a528-452b-965b-69343a061ce1/", "file": "https://ucarecdn.com/066b9297-a528-452b-965b-69343a061ce1/", "description": "The existence of ‘Learning Styles’ is a common ‘neuromyth’, and their use in all forms of education has been thoroughly and repeatedly discredited in the research literature. However, anecdotal evidence suggests that their use remains widespread.\r\nThis perspective article is an attempt to understand if and why the myth of Learning Styles persists. I have done this by analyzing the current research literature to capture the picture that an educator would encounter were they to search for “Learning Styles” with the intent of determining whether the research evidence supported their use. The overwhelming majority (89%) of recent research papers, listed in the ERIC and PubMed research databases, implicitly or directly endorse the use of Learning Styles in Higher Education. These papers are dominated by the VAK and Kolb Learning Styles inventories. These presence of these papers in the pedagogical literature demonstrates that an educator, attempting to take an evidence-based approach to education, would be presented with a strong yet misleading message that the use of Learning Styles is endorsed by the current research literature. This has potentially negative consequences for students and for the field of education research.", "visits": 588, "categories": [6, 7]}}, {"model": "links.link", "pk": 2437, "fields": {"created_time": "2016-01-27T04:58:39.673Z", "updated_time": "2016-01-27T04:58:39.674Z", "title": "Neuromyths in education: Prevalence and predictors of misconceptions among teachers", "url": "https://ucarecdn.com/4e2f1a37-8f14-418a-a3bf-8ced864ea4b5/", "file": "https://ucarecdn.com/4e2f1a37-8f14-418a-a3bf-8ced864ea4b5/", "description": "The OECD’s Brain and Learning project (2002) emphasized that many misconceptions about the brain exist among professionals in the field of education. Though these so-called “neuromyths” are loosely based on scientific facts, they may have adverse effects on educational practice. The present study investigated the prevalence and predictors of neu-romyths among teachers in selected regions in the United Kingdom and the Netherlands. A large observational survey design was used to assess general knowledge of the brain and neuromyths. The sample comprised 242 primary and secondary school teachers who were interested in the neuroscience of learning. It would be of concern if neuromyths were found in this sample, as these teachers may want to use these incorrect interpreta-tions of neuroscience findings in their teaching practice. Participants completed an online survey containing 32 statements about the brain and its influence on learning, of which 15 were neuromyths. Additional data was collected regarding background variables (e.g., age, sex, school type). Results showed that on average, teachers believed 49% of the neuromyths, particularly myths related to commercialized educational programs. Around 70% of the general knowledge statements were answered correctly. Teachers who read popular science magazines achieved higher scores on general knowledge questions. More general knowledge also predicted an increased belief in neuromyths. These findings sug-gest that teachers who are enthusiastic about the possible application of neuroscience findings in the classroom find it difficult to distinguish pseudoscience from scientific facts. Possessing greater general knowledge about the brain does not appear to protect teachers from believing in neuromyths. This demonstrates the need for enhanced interdisciplinary communication to reduce such misunderstandings in the future and establish a successful collaboration between neuroscience and education.", "visits": 610, "categories": [7]}}, {"model": "links.link", "pk": 2438, "fields": {"created_time": "2016-01-27T05:00:40.001Z", "updated_time": "2016-01-27T05:00:40.001Z", "title": "Learning styles and pedagogy in post-16 learning A systematic and critical review", "url": "https://ucarecdn.com/eaedeb6a-c7d2-44c9-b2d4-243cfb5dd921/", "file": "https://ucarecdn.com/eaedeb6a-c7d2-44c9-b2d4-243cfb5dd921/", "description": "This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning\r\nare serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors.", "visits": 555, "categories": [6]}}, {"model": "links.link", "pk": 2439, "fields": {"created_time": "2016-01-27T05:04:05.156Z", "updated_time": "2016-01-27T05:04:05.156Z", "title": "Innovating Pedagogy 2015", "url": "https://ucarecdn.com/b4ae69f8-5032-46c5-9ac7-873d8611e73b/", "file": "https://ucarecdn.com/b4ae69f8-5032-46c5-9ac7-873d8611e73b/", "description": "This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency and are having an increasing effect on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list\r\nof new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings\r\nto compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation.", "visits": 621, "categories": [6, 7]}}, {"model": "links.link", "pk": 2440, "fields": {"created_time": "2016-02-03T13:57:07.861Z", "updated_time": "2017-02-20T17:16:51.622Z", "title": "Review of Ontario's labour market related postsecondary credential mix Final Report", "url": "http://www.tcu.gov.on.ca/pepg/srdc/", "file": "", "description": " The purpose of this report is to present the findings from a comprehensive research study with recommendations on the following question:\r\n\r\n“Does Ontario have the appropriate mix of credential options and opportunities in its publicly funded postsecondary system to ensure successful student and labour market outcomes that will contribute to Ontario’s economic productivity and competitiveness?”\r\n\r\nThe evaluation of the postsecondary education credential mix1 included an in-depth analysis of student outcomes, consultations with a wide range of stakeholders including students, institutions, and quality assurance bodies, as well as a consultation and review of research on employer needs.\r\n\r\nThe study also considers recent proposals for new postsecondary education credentials in Ontario, as well as global trends in higher education that focus on labour market outcomes of students. This includes a detailed scan of seven jurisdictions to further explore those trends in more detail.", "visits": 743, "categories": [10, 5]}}, {"model": "links.link", "pk": 2441, "fields": {"created_time": "2016-02-05T18:00:27.078Z", "updated_time": "2016-02-05T18:00:27.078Z", "title": "Emotional Intelligence as a Determinant of Readiness for Online Learning", "url": "https://ucarecdn.com/4f74daef-b054-43a3-9547-4c3d3e93bc3f/", "file": "https://ucarecdn.com/4f74daef-b054-43a3-9547-4c3d3e93bc3f/", "description": "Students' performance in online learniong environments is associated with their readiness to adopt a digital learning approach. Traditional concept of readiness for online learning is connected with students' competencies of using technology for learning purposes. We in this research, however, investigated psychometric aspects of students' preparedness for online learning.", "visits": 611, "categories": [9]}}, {"model": "links.link", "pk": 2442, "fields": {"created_time": "2016-02-05T18:01:48.630Z", "updated_time": "2016-02-05T18:01:48.630Z", "title": "If You Build It, Will They Come? Predictors of Teachers’ Participation in and Satisfaction with the Effective Classroom Interactions Online Courses", "url": "https://ucarecdn.com/48cad7cb-1442-4bdc-92f5-11cb912776e7/", "file": "https://ucarecdn.com/48cad7cb-1442-4bdc-92f5-11cb912776e7/", "description": "TheEffective Classroom Interactions (ECI) online courses were designed to provide an engaging, effective and scalable approach to enhancing early childhood teachers’ use of classroom practices that impact children’s school readiness. The created courses included several versions aimed at testing whether or not certain design aspects could increase participation and subsequent learning outcomes. The purpose of this study was to examine the extent to which early childhood teachers accessed the courses and varied in their (a) participation in the core course content and (b) optional discussion board as a result of the course experience they were assigned to as well as individual characteristics that may be associated with participation. As might be expected, findings indicated that early childhood teachers accessed the course often on nights and weekends, even though participating centers allowed their teachers to do coursework during work time. In addition, participants reported high levels of satisfaction with their experience. Both persistence in the ECI courses and overall completion of activities were higher than those reported in other studies of online learning. The participation of early childhood educator teachers was consistently predicted by comfort with technology, credit or non-credit status and assignment to the group that included regular conferences with the instructor. These relationships, however, did not always occur in expected ways. Implications for exploring online learning as a feasible option for early childhood educators are discussed.", "visits": 579, "categories": [9]}}, {"model": "links.link", "pk": 2443, "fields": {"created_time": "2016-02-05T18:04:43.872Z", "updated_time": "2017-01-25T16:54:28.967Z", "title": "Analysis of Learning Achievement and Teacher-Student Interactions in Flipped and Conventional Classrooms", "url": "https://ucarecdn.com/547b0298-18d9-478a-b4ad-b93f45b72b5f/", "file": "https://ucarecdn.com/547b0298-18d9-478a-b4ad-b93f45b72b5f/", "description": "This study aimed to investigate the effect of two different teaching methods on learning achievement and teacher-student interaction.", "visits": 825, "categories": [7]}}, {"model": "links.link", "pk": 2444, "fields": {"created_time": "2016-02-05T18:06:33.242Z", "updated_time": "2016-02-05T18:06:33.242Z", "title": "An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning", "url": "https://ucarecdn.com/6f9a582e-2a5e-45f0-a2a3-aca4733df779/", "file": "https://ucarecdn.com/6f9a582e-2a5e-45f0-a2a3-aca4733df779/", "description": "On the one hand, a growing amount of research discusses support for improving online collaborative learning quality, and many indicators are focused to assess its success. On the other hand, thinkLets for designing reputable and valuable collaborative processes have been developed for more than ten years. However, few studies try to apply thinkLets to online collaborative learning. This paper introduces thinkLets to online collaborative learning and experimentally tests its ffectiveness with participants' responses on their satisfaction. Yield Shift Theory (YST), a causal theory explaining inner satisfaction, is adopted. In the experiment, 113 students from Universities in Beijing, China are chosen as a sample. They were divided into two groups, collaborating online in a simulated class. Then, YST in student groups under online collaborative learning is validated, a comparison study of online collaborative learning with and without thinkLets is implemented, and the satisfaction response of participants are analyzed. As a result of this comparison, YST is proved applicable in this context, and satisfaction is higher in\r\nonline collaborative learning with thinkLets.\r\n", "visits": 673, "categories": [9]}}, {"model": "links.link", "pk": 2445, "fields": {"created_time": "2016-02-05T18:16:35.990Z", "updated_time": "2016-02-05T18:16:35.990Z", "title": "A Cognitive Style Perspective to Handheld Devices: Customization vs. Personalization", "url": "https://ucarecdn.com/79aec118-d7dc-453a-9e01-a7f355c2e0e6/", "file": "https://ucarecdn.com/79aec118-d7dc-453a-9e01-a7f355c2e0e6/", "description": "Handheld devices are widely applied to support open and distributed learning, where students are diverse. On the other hand, customization and personalization can be applied to accommodate students’ diversities. However, paucity of research compares the effects of customization and personalization in the context of handheld devices. To this end, a customized digital learning system (CDLS) and personalized digital learning system (PDLS) were implemented with the handheld devices and they tailored to the needs of different cognitive style groups. Furthermore, we conducted two empirical studies to examine the effects of cognitive styles on the use of the CDLS and PDLS. More specifically, Study 1 identified the preferences of each cognitive style group while Study 2 investigated how students with different cognitive styles react to the CDLS and the PDLS. The results from these two studies showed that student with the CDLS and those with the PDLS obtained similar task scores and post-test scores, regardless of their cognitive styles. However, cognitive styles affected the efficiency of completing tasks and perceptions for customization and personalization.\r\nKeywords: customization, personalization, handheld devices, cognitive styles", "visits": 1046, "categories": [9, 4]}}, {"model": "links.link", "pk": 2446, "fields": {"created_time": "2016-02-05T18:20:22.822Z", "updated_time": "2016-02-05T18:20:22.822Z", "title": "Students Praise Male Professors", "url": "https://ucarecdn.com/d0c694b1-a8d8-4faf-8e5d-b91a501d3a61/", "file": "https://ucarecdn.com/d0c694b1-a8d8-4faf-8e5d-b91a501d3a61/", "description": "Study finds gender of instructors influences evaluations they receive, even if they have fooled students (in an online course) about whether they are men or women.", "visits": 504, "categories": [7]}}, {"model": "links.link", "pk": 2447, "fields": {"created_time": "2016-02-05T18:21:22.996Z", "updated_time": "2016-02-05T18:21:22.996Z", "title": "Bias Against Female Instructors", "url": "https://ucarecdn.com/f2bae27c-05cf-4d7b-acbd-145940f19b3b/", "file": "https://ucarecdn.com/f2bae27c-05cf-4d7b-acbd-145940f19b3b/", "description": "New analysis offers more evidence against the reliability of student evaluations of teaching, at least for\r\ntheir use in personnel decisions.", "visits": 566, "categories": [7]}}, {"model": "links.link", "pk": 2448, "fields": {"created_time": "2016-02-05T18:23:37.371Z", "updated_time": "2016-02-05T18:23:37.371Z", "title": "What are the transformative developments in online learning to watch for in 2015?", "url": "https://ucarecdn.com/f74f0b50-62a7-422b-86da-ba992be317e1/", "file": "https://ucarecdn.com/f74f0b50-62a7-422b-86da-ba992be317e1/", "description": "The next new development is the dawning of the post-LMS era where both open and closed learning components and experiences will be crafted into courses to meet current and emergent student, teacher and learning needs.\r\n\r\nThe wide variety of \"web 2.0\" services, and especially those focused on disciplinary topics, will continue to expand. These will include open resources, web and networking sites, commercial products and institutional resources. It won't make sense for an institution to try to contain all these resources and networking opportunities within their own walled garden. Opening will allow \r\nboth students and teachers the opportunity, and the challenge, of developing their net presence and literacies.\r\n", "visits": 630, "categories": [9]}}, {"model": "links.link", "pk": 2449, "fields": {"created_time": "2016-02-05T18:25:43.705Z", "updated_time": "2016-02-05T18:25:43.705Z", "title": "Trends & Threats In Online Learning AN INTERNATIONAL PERSPECTIVE", "url": "https://ucarecdn.com/53be789f-0628-4a97-82aa-a87222b55ece/", "file": "https://ucarecdn.com/53be789f-0628-4a97-82aa-a87222b55ece/", "description": "Major Trends Impacting Open & Distance Learning\r\nWhen one does trend analyses on Open & Distance Learning over a\r\nperiod of time, three key factors emerge:\r\n1. Firstly, there are as many trends as there are practitioners. The art of strategic foresight is to identify trends which are not temporary, which are not just local, and which will have sustaining impact. I have identified seven.\r\n2. Second, that many of the trends will have limited, or no bearing on your specific educational context in the short term, but may have longer term impacts, both on the competitive educational environment in which we now all function and, hence, on\r\ninstitutions.\r\n", "visits": 742, "categories": [9]}}, {"model": "links.link", "pk": 2450, "fields": {"created_time": "2016-02-05T18:27:24.734Z", "updated_time": "2016-02-05T18:27:24.734Z", "title": "Seven Habits of the Professor of the Future", "url": "https://ucarecdn.com/e44a9ef3-f72e-4553-8051-a99791901164/", "file": "https://ucarecdn.com/e44a9ef3-f72e-4553-8051-a99791901164/", "description": "Faculty at colleges and universities across Ontario today are busy. They spend their days juggling lectures, student and faculty meetings,grading, and research in an attempt to provide students with the most broad and up-to-date education possible while at the same time furthering the research in their chosen field.\r\nWill it always be this way?\r\nWhat will a professor at a college or university be doing in 2020 and how might we understand the changed nature of their work as an opportunity?", "visits": 584, "categories": [7]}}, {"model": "links.link", "pk": 2451, "fields": {"created_time": "2016-02-05T18:31:10.395Z", "updated_time": "2016-02-05T18:31:10.395Z", "title": "Learning mobility and non-formal learning in European contexts Policies, approaches and examples", "url": "https://ucarecdn.com/0ccb4731-0deb-44c8-9c47-c0a0077e3a3d/", "file": "https://ucarecdn.com/0ccb4731-0deb-44c8-9c47-c0a0077e3a3d/", "description": "The Council of Europe (since the mid-1960s), the European Commission (since the late 1980s) and many European states and civil society organisations (in the aftermath of the Second World War) have long fostered programmes and strategies to enhance the mobility of young people.\r\n\r\nThe prevailing notion of such programmes is that the process of economic and political integration in Europe will indeed remain fragmentary and unstable without accompanying social and educational measures. Instead of a Europe with non-transparent\r\nbureaucratic institutions, a “Europe of Citizens” was meant to develop wherein people would get to know each other,\r\nappreciate their mutual cultural differences and, at the same time, form a European identity by saying “yes” to core European values. As such, mobility is considered important for the personal development of young people, contributing as it does to their employability and thus their social inclusion.\r\n", "visits": 942, "categories": [6, 7]}}, {"model": "links.link", "pk": 2452, "fields": {"created_time": "2016-02-05T19:19:48.568Z", "updated_time": "2016-02-05T19:19:48.568Z", "title": "Preparing for a Renaissance in Assessment", "url": "https://ucarecdn.com/a58634e4-bf25-4c28-9549-cdb312b1e2d6/", "file": "https://ucarecdn.com/a58634e4-bf25-4c28-9549-cdb312b1e2d6/", "description": "Assessment is a very complex topic. As this essay articulates, it is meant to monitor or to measure what students have learnt. For validity and reliability, and to minimise subjectivity, standardised tests are often adopted and marks are awarded, followed by a process in which test scores are converted into grades. The grades are then recognised as measures of students’ learning attainment. But what assessment actually means is seldom articulated. Is it a measure of the body of knowledge that a student has acquired, or is it also a measure of other attributes?", "visits": 786, "categories": [7]}}, {"model": "links.link", "pk": 2453, "fields": {"created_time": "2016-02-05T19:22:05.212Z", "updated_time": "2016-02-05T19:22:05.212Z", "title": "Contact North's Top 10 Wish List for Online Learning in 2016", "url": "https://ucarecdn.com/3809c4e1-fde7-4a58-9a11-3ba65a5760d8/", "file": "https://ucarecdn.com/3809c4e1-fde7-4a58-9a11-3ba65a5760d8/", "description": "Each year, many of us make New Year’s resolutions and try and keep them. Others, usually newspapers and media outlets, speculate on the key things to watch out for during the coming year. Rather than resolutions or predictions, we list ten developments we wish for online learning in 2016.\r\nWe hope these come true, but it will take clear resolution, firm commitment and lots of hard work by all to make them happen. This is why we refer to this as a “wish list”.\r\nNot from the realm of pure speculation, all items in our list are developments from current practices in technology, learning, and public policy.", "visits": 603, "categories": [9]}}, {"model": "links.link", "pk": 2454, "fields": {"created_time": "2016-02-05T19:24:26.651Z", "updated_time": "2016-02-05T19:24:26.651Z", "title": "Confessions of a MOOC professor: three things I learned and two things I worry about", "url": "https://ucarecdn.com/82bc13d1-4b96-415f-aa25-53a4c622c6f3/", "file": "https://ucarecdn.com/82bc13d1-4b96-415f-aa25-53a4c622c6f3/", "description": "We have heard a lot of talk about MOOCs, or massive online open courses, over the last couple of years. On the plus side, MOOCs often draw enormous enrollments and are easy to sign up for and use; all you need, it seems, is an Internet connection and an interest to learn.\r\nOn the down side, they have significant attrition rates – about 90 percent of those enrolled never complete a course – and, according to their most alarmist critics, these courses may even threaten the jobs of college professors nationwide.", "visits": 654, "categories": [9, 6, 4]}}, {"model": "links.link", "pk": 2455, "fields": {"created_time": "2016-02-05T19:26:08.631Z", "updated_time": "2016-02-05T19:26:08.631Z", "title": "Does the age of online education herald the death of academics?", "url": "https://ucarecdn.com/dcab2f2d-862f-4c13-95fe-34beb97304fa/", "file": "https://ucarecdn.com/dcab2f2d-862f-4c13-95fe-34beb97304fa/", "description": "In the mid-1980s as a further education lecturer I was mocked by some more traditional colleagues for using “lantern slides”, their term for the then newfangled technology of the overhead projector, or OHP. These Luddites strutted the corridors with coffee-tinted sheaves of notes stuffed untidily under their arms. They would sweep into the classroom, fling their pencil-written papyri on the lectern and, without so much as a glance at their students, commence reading out loud.", "visits": 596, "categories": [9, 6, 7]}}, {"model": "links.link", "pk": 2456, "fields": {"created_time": "2016-02-05T19:34:49.410Z", "updated_time": "2016-02-05T19:34:49.410Z", "title": "Advancing Technology and Online Learning - An Ideal Match for the Future", "url": "https://ucarecdn.com/1eb014f9-9178-4563-9c49-b8ff5291cd28/", "file": "https://ucarecdn.com/1eb014f9-9178-4563-9c49-b8ff5291cd28/", "description": "n this two-part consideration of the future of online learning, we look at the patterns and trends which will shape online learning in the future and how the various components of the post-secondary education system, such as student population, course design and delivery, assessment, resource bases, teaching and learning models, and partnerships will be different from what we have now.\r\nThe first part, A 2016 Look at the Future of Online Learning: Advancing Technology and Online Learning – An Ideal Match for the Future, looks at developments in technology and what potential they offer for better learning, teaching, collaboration, mobility and other key aspects of online learning.\r\nThe second part, A 2016 Look at the Future of Online Learning: Transformations in Learners, Programs, Teaching and Learning, and Policy and Government, is a more in-depth consideration of the inter-related changes we see taking place across online learning and the implications of this for post-secondary education.", "visits": 863, "categories": [9]}}, {"model": "links.link", "pk": 2457, "fields": {"created_time": "2016-02-05T19:38:15.072Z", "updated_time": "2016-02-05T19:38:15.072Z", "title": "Best Practices: Implementing an Online Course Development & Delivery Model", "url": "https://ucarecdn.com/e93b65fa-2458-4d4e-8d3d-a1195391fef8/", "file": "https://ucarecdn.com/e93b65fa-2458-4d4e-8d3d-a1195391fef8/", "description": "The rise of online and hybrid courses at the higher education level increases the need for distance learning infrastructures to nourish online faculty preparedness and student online learning success. One part of the distance learning infrastructure is incorporating the use of educated and trained instructional designers to assist faculty in developing robust and quality online courses. Developing online courses with an instructional designer is a very laborious process, but the results can outweigh the struggles that faculty encounter when doing it on their own. The authors explain what is involved in an established sixstep\r\ncourse development model for developing, reviewing, and delivering a quality online course.", "visits": 668, "categories": [9]}}, {"model": "links.link", "pk": 2458, "fields": {"created_time": "2016-02-05T19:40:00.767Z", "updated_time": "2016-02-05T19:40:00.767Z", "title": "MOOCs: Branding, Enrollment, and Multiple Measures of Success", "url": "https://ucarecdn.com/d6f09471-4055-489a-9d14-c33c9a606085/", "file": "https://ucarecdn.com/d6f09471-4055-489a-9d14-c33c9a606085/", "description": "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.", "visits": 643, "categories": [9, 6, 7]}}, {"model": "links.link", "pk": 2459, "fields": {"created_time": "2016-02-05T19:41:58.388Z", "updated_time": "2016-02-05T19:41:58.389Z", "title": "The Use of Learning Contracts to Promote Student Success in Online Doctoral Programs Melanie Shaw", "url": "https://ucarecdn.com/5088bae3-34f5-4f16-855d-58a50041cb77/", "file": "https://ucarecdn.com/5088bae3-34f5-4f16-855d-58a50041cb77/", "description": "The purpose of this quantitative study was to determine if a learning contract supported student milestone and degree completion for online doctoral degree programs. Further, students provided insights into aspects of the learning contract that were most supportive of their dissertation process. Data from this study were used to understand the benefit of using learning contracts in doctoral dissertations. Data were gathered from students who participated in the Ombuds Pathway to Completion. The research variables used in the study were milestone completion, degree completion, and factors predicting student success with a learning contract.", "visits": 674, "categories": [6, 3]}}, {"model": "links.link", "pk": 2460, "fields": {"created_time": "2016-02-05T19:43:28.519Z", "updated_time": "2016-02-05T19:43:28.519Z", "title": "Don’t Tell the Faculty: Administrators’ Secrets to Evaluating Online Teaching", "url": "https://ucarecdn.com/9e184188-07c2-4371-97f5-eae7f50d58bd/", "file": "https://ucarecdn.com/9e184188-07c2-4371-97f5-eae7f50d58bd/", "description": "Administrators at many colleges and universities have had online courses at their institutions for many years, now. One of the hidden challenges about online courses is that they tend to be observed and evaluated far less frequently than their face-to-face course counterparts. This is party due to the fact that many of us administrators today never taught online courses ourselves when we were teaching. This article provides six \"secrets\" to performing meaningful observations and evaluations of online teaching,\r\nincluding how to use data analytics, avoid biases, and produce useful results even if observers have never taught online themselves.", "visits": 643, "categories": [9]}}, {"model": "links.link", "pk": 2461, "fields": {"created_time": "2016-02-05T19:45:24.496Z", "updated_time": "2016-02-05T19:45:24.496Z", "title": "Examining the Elements of Online Learning Quality in a Fully Online Doctoral Program", "url": "https://ucarecdn.com/1855c595-1f16-4799-9c03-3d0ab0383bc1/", "file": "https://ucarecdn.com/1855c595-1f16-4799-9c03-3d0ab0383bc1/", "description": "The purpose of this descriptive quantitative study was to examine the quality elements of online learning in a regional doctoral\r\nprogram. Utilizing the six quality dimensions of Hathaway’s (2009) theory of online learning quality as a framework, the study\r\ninvestigated instructor-learner, learner-learner, learner-content, learner-interface, learner-instructional strategies, and social\r\npresence in order to explore the frequency and importance of these elements. A likert-style survey administered through Qualtrics was used to report self-perceptions of the doctoral students and faculty members. Descriptive statistics for the survey and subscales indicated alignment with the review of literature. Course design, instructor’s facilitation, and student interaction were factors impacting learning outcomes (Eom, Wen, & Ashill, 2006). Faculty participation was also found to dramatically improve the performance and satisfaction of students (Arbaugh & Rau, 2007; Hrastinski, 2009). Resultantly, five conclusions emerged from\r\nthe study. First doctoral students and faculty valued the frequency of corporate interaction, clear prompt feedback, and multiple\r\nopportunities to learn and demonstrate learning. Secondly, instructor to learner interaction has to be an intentional practice. Third, the inclusion of learning technologies is necessary for building relationships, making connections and giving credibility to the learning environment. The fourth conclusion revealed that students were more concerned with the quality of assignments than faculty; and finally, faculty responses to students’ discussions is an area for improvement in the online program.", "visits": 603, "categories": [9]}}, {"model": "links.link", "pk": 2462, "fields": {"created_time": "2016-02-05T19:46:53.827Z", "updated_time": "2016-02-05T19:46:53.827Z", "title": "Faculty Professional Development for Quality Online Teaching", "url": "https://ucarecdn.com/346fcb4d-5364-4fe6-8e4a-56715f0ac7a0/", "file": "https://ucarecdn.com/346fcb4d-5364-4fe6-8e4a-56715f0ac7a0/", "description": "Meaningful technology use in education continues to improve given an increase in access to available technologies and professional development. For educators, professional development has focused on approaches for technology use that foster content-specific best practices and improve student learning in traditional classroom formats. Meaningful technology integrations are not, however, limited to traditional classrooms. In fact, the push for distance and online education in postsecondary contexts has complicated the issue; faculty must develop and balance content-specific practices with technology\r\npedagogies for asynchronous learning environments to maximize opportunities for student learning. In this article, the authors discuss the findings from a secondary review of research and theoretical applications for faculty development. One model for faculty training based on these findings is posited.", "visits": 603, "categories": [9, 7]}}, {"model": "links.link", "pk": 2463, "fields": {"created_time": "2016-02-05T19:48:42.227Z", "updated_time": "2016-02-05T19:48:42.227Z", "title": "Relationships Among Faculty Training, Faculty Degree, Faculty Longevity, and Student Satisfaction in Online Higher Education", "url": "https://ucarecdn.com/c96be0d9-e57e-461f-8204-9c86f1d28b80/", "file": "https://ucarecdn.com/c96be0d9-e57e-461f-8204-9c86f1d28b80/", "description": "With the ever-increasing availability of online education opportunities, understanding the factors that influence online student satisfaction and success is vital to enable administrators to engage and retain this important stakeholder group. The purpose of this ex-post-facto, nonexperimental quantitative study was to investigate the impact of faculty professional development, faculty degree status, and faculty longevity upon online student satisfaction and success. A large, archived dataset from an online public\r\nstate university was analyzed. Repeated measures Hierarchical Linear Modeling (HLM) analysis was used to explore changes in student satisfaction over time. Results showed that both training and degree were not significant predictors of student satisfaction. On the contrary, faculty longevity was found to be a predictor of student satisfaction. Recommendations for future research include incorporating qualitative analysis and expanding the study to diverse institutional types to determine whether findings are consistent.", "visits": 583, "categories": [9]}}, {"model": "links.link", "pk": 2464, "fields": {"created_time": "2016-02-05T19:50:30.382Z", "updated_time": "2017-01-25T16:57:27.787Z", "title": "Expert Reflections on Effective Online Instruction: Importance of Course Content", "url": "https://ucarecdn.com/1ba7d54d-a4fb-4d36-b0d4-8c10c4233ce7/", "file": "https://ucarecdn.com/1ba7d54d-a4fb-4d36-b0d4-8c10c4233ce7/", "description": "This study seeks to identify common factors that leaders in online instruction consider most critical to successful teaching and learning at a distance. A quantitative and qualitative analysis of the teaching philosophy narratives of the nominees for the University System of Georgia Regents’ Teaching Excellence Award for Online Teaching was conducted. The total number of times a concept was mentioned and the percentage of nominees who cited each concept were computed. The results indicate the relative importance of each concept to these leading practitioners in the field. Rapport, design, engagement, feedback, research, and course improvement emerged as some of the most commonly cited themes, and these correspond with the literature review of best practices for online instruction. However, these instructors also emphasized course content as a significant element, even though this concept is less prevalent in the literature. The emphasis on content by these nominees underscores the importance of this theme and suggests that content is a factor that should be carefully considered in online instruction.", "visits": 661, "categories": [9]}}, {"model": "links.link", "pk": 2465, "fields": {"created_time": "2016-02-05T19:53:29.210Z", "updated_time": "2016-02-05T19:53:29.210Z", "title": "A Comparative Study of Competency-Based Courses Demonstrating a Potential Measure of Course Quality and Student Success", "url": "https://ucarecdn.com/5ea358af-4376-45e9-b777-85c4fa9be53b/", "file": "https://ucarecdn.com/5ea358af-4376-45e9-b777-85c4fa9be53b/", "description": "While competency-based education is growing, standardized tools for evaluating the unique characteristics of course design in this domain are still under development. This preliminary research study evaluated the effectiveness of a rubric developed for assessing course design of competency-based courses in an undergraduate Information Technology and Administrative Management program. The rubric, which consisted of twenty-six individual measures, was used to evaluate twelve new courses. Additionally, the final assessment scores of nine students who completed nine courses in the program were evaluated to \r\ndetermine if a correlation exists between student success and specific indicators of quality in the course design. The results indicate a correlation exists between measures that rated high and low on the evaluation rubric and final assessment scores of students completing courses in the program. Recommendations from this study suggest that quality competency-based courses need to evaluate the importance and relevance of resources for active student learning, provide increased support and \r\nongoing feedback from mentors, and offer opportunities for students to practice what they have learned.\r\n", "visits": 956, "categories": [9, 6, 7]}}, {"model": "links.link", "pk": 2466, "fields": {"created_time": "2016-02-10T20:36:49.727Z", "updated_time": "2016-02-10T20:36:49.728Z", "title": "Post-Secondary Students with Mental Health Disabilities", "url": "https://ucarecdn.com/96d7afcf-3730-4f5d-96cb-21939947a1ef/", "file": "https://ucarecdn.com/96d7afcf-3730-4f5d-96cb-21939947a1ef/", "description": "A Guide to Academic Accommodations and Managing your Mental Health while on Campus\r\n\r\nOne in five Canadians will experience a mental health problem this year1 and the onset of the symptoms of mental ill health often occur between the ages of 15 and 24.2 These numbers tell us that many students in postsecondary education will experience mental health problems while they are attending college or university. Ontario post-secondary institutions report a large\r\nincrease in the number of students with mental health disabilities registered with their Offices for Students with Disabilities (OSD). Some students come to university or college with a diagnosed mental health condition such as depression or anxiety. Other students develop symptoms of mental ill health gradually while they are at school and may not realize that they need professional help.", "visits": 715, "categories": [16]}}, {"model": "links.link", "pk": 2467, "fields": {"created_time": "2016-02-10T20:38:51.049Z", "updated_time": "2017-01-25T16:52:25.473Z", "title": "Recommendations for Documentation Standards and Guidelines for Post-Secondary Students with Mental Health Disabilities ", "url": "https://ucarecdn.com/39550432-c2ea-443d-93bd-a81fe39bf7d6/", "file": "https://ucarecdn.com/39550432-c2ea-443d-93bd-a81fe39bf7d6/", "description": "Recommendations for Documentation Standards \r\nand Guidelines for Post-Secondary Students \r\nwith Mental Health Disabilities \r\nA project funded by the Ontario Ministry of Training, Colleges and Universities' Mental Health Innovation Fund", "visits": 627, "categories": [16]}}, {"model": "links.link", "pk": 2468, "fields": {"created_time": "2016-02-10T20:41:29.004Z", "updated_time": "2016-02-10T20:41:29.004Z", "title": "Recommendations for Documentation Standards and Guidelines for Post-Secondary Students with Mental Health Disabilities ", "url": "https://ucarecdn.com/908514d6-2fb0-4440-86ff-b7a6983c38e9/", "file": "https://ucarecdn.com/908514d6-2fb0-4440-86ff-b7a6983c38e9/", "description": "Recommendations for Documentation Standards and Guidelines for Post-Secondary Students with Mental Health Disabilities \r\nA project funded by the Ontario Ministry of Training, Colleges and Universities' Mental Health Innovation Fund", "visits": 611, "categories": [16]}}, {"model": "links.link", "pk": 2469, "fields": {"created_time": "2016-02-10T20:44:18.454Z", "updated_time": "2016-02-10T20:44:18.454Z", "title": "Student Experiences in Credit Transfer at Ontario Colleges", "url": "https://ucarecdn.com/c0bdc0df-ff0c-468a-a4b5-43eb3fd5f112/", "file": "https://ucarecdn.com/c0bdc0df-ff0c-468a-a4b5-43eb3fd5f112/", "description": "Student pathways increasingly rely on transfer between postsecondary institutions as greater numbers of students move between institutions, pursue multiple credentials, or return to postsecondary education. In a 2011 survey of Ontario college students, 41% reported having some post-secondary experience; the same survey also found that 19% of respondents said their main goal in applying for their current program was to “prepare for further university or college study.” Transfer of credit for prior learning is clearly an increasingly mainstream educational activity, and institutions are under increasing pressure to improve the processes by which this occurs.", "visits": 577, "categories": [10]}}, {"model": "links.link", "pk": 2470, "fields": {"created_time": "2016-02-10T20:46:20.077Z", "updated_time": "2016-02-10T20:46:20.077Z", "title": "Breaking Down Barriers to Student Success", "url": "https://ucarecdn.com/3b9c4ab2-3f0f-4fb0-98ed-d69472ebd6da/", "file": "https://ucarecdn.com/3b9c4ab2-3f0f-4fb0-98ed-d69472ebd6da/", "description": "Post-secondary education is a cornerstone of Ontario’s continued prosperity. The Ontario government realizes this and confirmed its commitment to expanding post-secondary education in the 2010, 2011 and 2012 provincial budgets. The government announced funding allocations in all three budgets to support enrolment growth in the post-secondary sector. The 2011 budget committed the province to creating 60,000 more spaces in colleges and universities. \r\nColleges have a strong role to play in this equation, ensuring that students are not only attracted to post-secondary education, but also retained until graduation. However, Ontario colleges play an even more vital role in that they tend to attract students who do not usually pursue post-secondary education due to real or perceived barriers and challenges in accessing and succeeding in higher education. These students often come from underrepresented groups and, due to their unique circumstances, face a number of risks to completing their credential, unless they receive additional support through services and programs. ", "visits": 594, "categories": [3]}}, {"model": "links.link", "pk": 2471, "fields": {"created_time": "2016-02-10T20:47:45.626Z", "updated_time": "2016-02-10T20:47:45.627Z", "title": "University/College Applicant Study2015 UCAS", "url": "https://ucarecdn.com/d1c33a81-bce8-44d4-aa71-1c47794209a7/", "file": "https://ucarecdn.com/d1c33a81-bce8-44d4-aa71-1c47794209a7/", "description": "Academic Profile of College Applicants\r\n• Forty-two percent of all Ontario college applicants are direct entrants, 16% are delayed \r\nentrants, 27% are PSE transfer students, and 15% have past PSE experience.\r\n• Thirteen percent of applicants applied to a university in addition to applying to a college \r\nor polytechnic.\r\n• Nearly half of Ontario college applicants (46%) attended high school full-time or part-time at \r\nthe time of application. Less than one-quarter (21%) were attending either college or university; \r\n26% were not attending any school.\r\n• The majority of applicants attended a public high school (no religious affiliation—65%; \r\nreligious\r\naffiliation—28%); only 5% attended a private school.\r\n• More than half of Ontario college applicants (53%) plan to obtain a college certificate, diploma, \r\nor advanced diploma as their highest credential, while 22% plan to obtain an undergraduate degree. \r\nFour percent plan on obtaining a graduate/post-graduate certificate or diploma, while 6% plan to \r\nobtain a Master’s degree.\r\n• The most popular programs among all Ontario college applicants are health \r\nsciences/kinesiology/nursing (25%), business (11%), social and community services (11%), fine art \r\nand design (9%), and skilled trades/applied technologies/apprenticeship (8%).\r\n• The mean high school grade average among Ontario college applicants (self-reported) was 77.4% \r\nwith nearly half of students falling between the 75% and 84% range (48%).\r\n• A majority of Ontario college applicants (72%) are not first-generation students; 22% are first \r\ngeneration, that is, neither parent had participated in post-secondary education.\r\n", "visits": 570, "categories": [3]}}, {"model": "links.link", "pk": 2472, "fields": {"created_time": "2016-02-10T20:49:05.347Z", "updated_time": "2017-01-25T17:00:39.705Z", "title": "Annotated Bibliography: PSE Retention Programs/Interventions", "url": "https://ucarecdn.com/d7b856bd-51b7-4e63-86dc-285867682464/", "file": "https://ucarecdn.com/d7b856bd-51b7-4e63-86dc-285867682464/", "description": "The following research reports detail the results of programs or inventions designed to increase the retention of post-secondary students. This bibliography is intended as a sample of the recent literature on this topic, rather than an exhaustive list. For inclusion, articles or reports generally described experimental research studies of PSE retention programs. Preference was given to larger scale projects focused on colleges in jurisdictions outside of Ontario (in several cases, progress reports from ongoing, large-scale initiatives were also included). Where possible, links to the original research are provided.", "visits": 621, "categories": [3]}}, {"model": "links.link", "pk": 2473, "fields": {"created_time": "2016-02-10T20:50:19.768Z", "updated_time": "2016-02-10T20:50:19.768Z", "title": "The Patterns of Persistence in Post-Secondary Education Among College Students in Ontario: New Evidence from Longitudinal Data", "url": "https://ucarecdn.com/a9365e11-981d-4296-b45f-2a376840d1af/", "file": "https://ucarecdn.com/a9365e11-981d-4296-b45f-2a376840d1af/", "description": "This paper reports the results of an analysis of persistence in post-secondary education (PSE) for college students in Ontario based on the extremely rich YITS-B dataset that has been used for other recent studies at the national level. We calculate hazard or transition rates (and cumulative transition rates) with respect to those who i) graduate, ii) switch programs, and iii) leave PSE (perhaps to return later). We also look at the reasons for switching and leaving, subsequent re-entry rates among leavers, and graduation and persistence rates once switchers and re-entrants are taken into account. These patterns are then probed in more detail using hazard (regression) models where switching and leaving are related to a variety of individual characteristics, family background, high school outcomes, and early pse experiences. Student pathways are seen to be varied. Perhaps the single most important finding is that the proportion of students who either obtain a degree or continue to be enrolled somewhere in the PSE system in the years after entering a first program remains close to the 80 percent mark for the five years following entry. Seventy-one percent of students graduate within five years of starting, while another 6 percent are still in the PSE system.", "visits": 558, "categories": [3]}}, {"model": "links.link", "pk": 2474, "fields": {"created_time": "2016-02-10T20:51:43.124Z", "updated_time": "2016-02-10T20:51:43.124Z", "title": "The Patterns of Persistence in Post-Secondary Education Among College Students in Ontario: New Evidence from Longitudinal Data", "url": "https://ucarecdn.com/da902748-2561-4515-9c76-92e3f0c64130/", "file": "https://ucarecdn.com/da902748-2561-4515-9c76-92e3f0c64130/", "description": "This paper reports the results of an analysis of persistence in post-secondary education (PSE) for college students in Ontario based on the extremely rich YITS-B dataset that has been used for other recent studies at the national level. We calculate hazard or transition rates (and cumulative transition rates) with respect to those who i) graduate, ii) switch programs, and iii) leave PSE (perhaps to return later). We also look at the reasons for switching and leaving, subsequent re-entry rates among leavers, and graduation and persistence rates once switchers and re-entrants are taken into account. These patterns are then probed in more detail using hazard (regression) models where switching and leaving are related to a variety of individual characteristics, family background, high school outcomes, and early pse experiences. Student pathways are seen to be varied. Perhaps the single most important finding is that the proportion of students who either obtain a degree or continue to be enrolled somewhere in the PSE system in the years after entering a first program remains close to the 80 percent mark for the five years following entry. Seventy-one percent of students graduate within five years of starting, while another 6 percent are still in the PSE system.", "visits": 623, "categories": [3]}}, {"model": "links.link", "pk": 2475, "fields": {"created_time": "2016-02-10T20:54:03.920Z", "updated_time": "2016-02-10T20:54:03.920Z", "title": "Transition to College: Perspectives of Secondary School Students", "url": "https://ucarecdn.com/757d47fd-3394-486c-865e-6ebf86e396dd/", "file": "https://ucarecdn.com/757d47fd-3394-486c-865e-6ebf86e396dd/", "description": "This research report represents the first phase of a multi-year collaborative research initiative of the Association of Colleges of Applied Arts and Technology of Ontario.1 The initiative is designed to develop a cohesive picture of the pathways from secondary school to college. The major purpose of this phase of the research was to identify secondary school students’\r\nperceptions of Ontario colleges and of college as a possible post-secondary educational destination for them, and to determine the factors that have shaped these perceptions. A second purpose was to identify secondary school student achievement patterns, graduation rates and course enrolments in order to consider their influence on current and future college enrolments.", "visits": 612, "categories": [10]}}, {"model": "links.link", "pk": 2476, "fields": {"created_time": "2016-02-10T20:55:42.720Z", "updated_time": "2016-02-10T20:55:42.720Z", "title": "EVALUATION OF DEGREES IN APPLIED AREAS OF STUDY", "url": "https://ucarecdn.com/67cab5eb-12ab-4deb-b83b-dac579b200d6/", "file": "https://ucarecdn.com/67cab5eb-12ab-4deb-b83b-dac579b200d6/", "description": "In response to stronger demand for access to degree programs and changing expectations from employers due to labour market needs, the Ministry made a number of decisions about how to increase access to a broader range of degree opportunities in April 2000. One of those decisions was to allow Colleges of Applied Arts and Technology (CAATs) to offer degrees in applied areas of study. These degrees differ from research-focused degrees because they have a strong focus on preparation for entry to practice occupations. The first degree programs began development in 2001. As of the evaluation period, thirteen of the twenty four colleges in Ontario were offering college degree programs. ", "visits": 799, "categories": [17]}}, {"model": "links.link", "pk": 2477, "fields": {"created_time": "2016-02-10T20:57:14.348Z", "updated_time": "2016-02-10T20:57:14.348Z", "title": "RETHINKING THE SYSTEM OF CREDENTIALS AWARDED BY ONTARIO’S COLLEGES OF APPLIED ARTS & TECHNOLOGY", "url": "https://ucarecdn.com/07edcdb7-9516-4ab0-8dcf-ebddba55686a/", "file": "https://ucarecdn.com/07edcdb7-9516-4ab0-8dcf-ebddba55686a/", "description": "This paper examines the suitability of two of the credential titles awarded by Ontario’s colleges: the advanced, or three-year, diploma and the two-year diploma. The paper considers, in the light of recent developments and practices in other jurisdictions, how accurately these two credentials signal to employers and other educational institutions the learning achievements and qualifications of those who earn the credentials. It is noted that the Ontario advanced diploma appears to be the only three year postsecondary credential in North America, and possibly in the whole world, that is not a degree. By contrast, in many European countries that are signatories to the Bologna Accord, institutions comparable to Ontario colleges routinely award three-year, career-focused baccalaureate degrees. And within North America, the credential awarded in fifty states and one province for completion of a two-year program in a college is an associate degree. The paper concludes that students in Ontario colleges would be better served if the present advanced diploma were replaced with a three-year baccalaureate degree, and the two-year diploma were replaced with an associate degree. These changes in credentials would enable the colleges to more effectively fulfill their mandate of helping to develop the skilled workforce that is needed to make the Ontario economy productive and competitive, and helping residents of Ontario realize their potential.", "visits": 665, "categories": [17, 10]}}, {"model": "links.link", "pk": 2478, "fields": {"created_time": "2016-02-10T21:01:53.352Z", "updated_time": "2016-02-10T21:01:53.352Z", "title": " Facilitating College to University in the European Higher Education Area and Beyond", "url": "https://ucarecdn.com/856212b4-58cf-447f-af43-4bba91da2539/", "file": "https://ucarecdn.com/856212b4-58cf-447f-af43-4bba91da2539/", "description": "Ontario's provincial government recognizes college to university transfer as increasingly important. The challenge that Ontario faces is that its college and university systems were created as binary structures, with insufficient credit transfer opportunities for college students who wish to access universities with appropriate advanced standing. This paper discusses Fanshawe College's consequent attempt to create new pathways for its students within the European Higher Education Area, whose Bologna Process provides an integrated credit transfer system that is theoretically very open to student mobility. This unique project is intended to act as an exemplar for other Ontario colleges seeking similar solutions, and to support an articulation agreement between Fanshawe's Advanced Diploma in Architectural Technology and a Building Sciences Master's program at Victoria University of Wellington in New Zealand. ", "visits": 609, "categories": [17, 10]}}, {"model": "links.link", "pk": 2479, "fields": {"created_time": "2016-02-10T21:06:02.407Z", "updated_time": "2016-02-10T21:06:02.407Z", "title": "Mapping the Ontario Advanced Diploma: European and American Outcomes for Business", "url": "https://ucarecdn.com/424b86d1-3b79-47d5-9b96-dbadacb81b55/", "file": "https://ucarecdn.com/424b86d1-3b79-47d5-9b96-dbadacb81b55/", "description": "This report maps learning outcomes associated with three Ontario advanced diploma programs in Business (Accounting Administration, Human Resources Administration, and Marketing Administration) in order to determine whether these credentials are equivalent to baccalaureate degrees in an international (European and American) context. In so doing, it draws on recent discussions of learning outcomes in both Ontario and the European Higher Education Area (EHEA), particularly with regard to the Bologna Process. It also provides more information for current Ontario debates about the positioning of the three-year advanced diploma. ", "visits": 643, "categories": [17, 10]}}, {"model": "links.link", "pk": 2480, "fields": {"created_time": "2016-02-10T21:07:28.875Z", "updated_time": "2017-01-25T02:37:43.841Z", "title": "College Baccalaureate Degree Approval Processes in Other Jurisdictions", "url": "https://ucarecdn.com/b476f17d-b78b-4b3a-aaaa-b95b84a17176/", "file": "https://ucarecdn.com/b476f17d-b78b-4b3a-aaaa-b95b84a17176/", "description": "This study examined aspects of approval processes for baccalaureate degree programs in colleges in the following 11 jurisdictions: Alberta, British Columbia, Austria, Denmark, Finland, Flanders, Florida, Germany, Ireland, the Netherlands, and New Zealand. More detailed profiles are provided for seven of the jurisdictions. In order to make the data more relevant for the Ontario reader, some comparisons with characteristics of the baccalaureate degree approval process in Ontario are noted.", "visits": 703, "categories": [17, 14, 10]}}, {"model": "links.link", "pk": 2481, "fields": {"created_time": "2016-02-10T21:08:51.154Z", "updated_time": "2016-02-10T21:08:51.154Z", "title": "Understanding sexual assault", "url": "https://ucarecdn.com/640d4a81-c5fe-4f1d-92db-c8547fd5e81c/", "file": "https://ucarecdn.com/640d4a81-c5fe-4f1d-92db-c8547fd5e81c/", "description": "Understanding sexual assault.", "visits": 590, "categories": [16]}}, {"model": "links.link", "pk": 2482, "fields": {"created_time": "2016-02-10T21:10:36.292Z", "updated_time": "2016-02-10T21:10:36.292Z", "title": "Things I Wish My Department Chair Would Say about Teaching", "url": "https://ucarecdn.com/86b73339-c8f8-40d2-ba3a-fe6734755284/", "file": "https://ucarecdn.com/86b73339-c8f8-40d2-ba3a-fe6734755284/", "description": "“We need to be having more substantive conversations about teaching and learning in our department meetings. We talk about course content, schedules, and what we’re offering next semester but rarely about our teaching and its impact on student learning. What do you think about circulating a short article or article excerpt before some of our meetings and then spending 30 \r\nminutes talking about it? Could you recommend some readings?”\r\n", "visits": 527, "categories": [7]}}, {"model": "links.link", "pk": 2483, "fields": {"created_time": "2016-02-10T21:12:34.875Z", "updated_time": "2017-01-25T16:54:00.375Z", "title": "Mount Royal University Student Mental Health Report", "url": "https://ucarecdn.com/d8d44b0a-4771-4793-bf1d-f5592a156273/", "file": "https://ucarecdn.com/d8d44b0a-4771-4793-bf1d-f5592a156273/", "description": "Mount Royal University (MRU) has a long-standing history of student-centered leadership and learning. We are known to be an institution that cares about the success and the health of our students, and we have strong services that support mental health promotion and respond well to mental health issues and concerns. In addition to excellent service providers, MRU has many positive practices and policies in place to support students. Recent trends suggest that the prevalence of mental health issues is on the rise among young adults. More students are entering into university with pre-existing mental health conditions, more are seeking help, and often issues are complex and multifaceted. Given that rates of mental illness are on the rise, and given that our student population has reported stress levels higher than other students at post-secondary institutions in North American, a review of our student mental health practices and procedures was warranted. ", "visits": 587, "categories": [16]}}, {"model": "links.link", "pk": 2484, "fields": {"created_time": "2016-02-10T21:15:07.307Z", "updated_time": "2016-02-10T21:15:07.307Z", "title": "THE REPUTATION-QUALITY PARADOX IN CANADIAN POST SECONDARY EDUCATION", "url": "https://ucarecdn.com/68d53930-ed06-42eb-91f3-4f9a97f6a51e/", "file": "https://ucarecdn.com/68d53930-ed06-42eb-91f3-4f9a97f6a51e/", "description": "Not long ago, a colleague and I were talking about Mount Royal’s plan to become a new, undergraduate, instructionally-focused university. While supportive, he wondered if students would be better served by, and get more value, from a university with an\r\nestablished reputation, rather than from the new Mount Royal University. He suggested without malice that university reputation was important to students, and thus a degree from a larger research-intensive university would hold more value.\r\n\r\nLast week’s release of the annual Maclean’s magazine university rankings (June 19, 2006) suggests that he may have missed the mark. While Canada’s research focused universities are indeed outstanding institutions from which anyone would be proud to have a degree, Canadian universities are experiencing what could be called a reputation-quality paradox: the widening gap between a university’s reputation — based primarily on research-related measures — and the quality of students’ undergraduate experience.", "visits": 590, "categories": [5]}}, {"model": "links.link", "pk": 2485, "fields": {"created_time": "2016-02-10T21:16:53.591Z", "updated_time": "2016-02-10T21:16:53.591Z", "title": "The Degree Mobility Spectrum: The Tiering of Canadian Degrees", "url": "https://ucarecdn.com/cad13a14-f1c1-4e99-963a-1fa3ad2e635b/", "file": "https://ucarecdn.com/cad13a14-f1c1-4e99-963a-1fa3ad2e635b/", "description": "In Canada, the demand and continued growth in demand, for access to degrees, has been well documented. The participation rate in Canada in degree programs of the typical grade 9 cohorts has almost tripled over the past 30 years to over 20 percent. As reported in the Association of Universities and Colleges of Canada (AUCC) Trends in Higher Education (2002), we will need upwards of 100,000 new degree places in the next decade to meet the demand for participation in degree-level study.\r\n", "visits": 640, "categories": [5]}}, {"model": "links.link", "pk": 2486, "fields": {"created_time": "2016-02-10T21:19:35.869Z", "updated_time": "2016-02-10T21:19:35.869Z", "title": "Degree Accreditation in Canada", "url": "https://ucarecdn.com/fa95ac59-c27a-42b3-8935-a585010ae4eb/", "file": "https://ucarecdn.com/fa95ac59-c27a-42b3-8935-a585010ae4eb/", "description": "Until recently, the meaning and origin of the Canadian university degree was well understood by Canadians and around the world. Degrees were only offered by universities and the use of the label university was controlled by legislation in each of the ten provinces and three territories. Institutional membership in the Association of Universities and Colleges of Canada signified that an institution was a university-level institution. However, the increased demand in the last two decades of the 20th century for access to university level degrees has resulted in the provincial-level approval of degrees that are offered in non-university settings. As a result of the increased proliferation of these non-university delivered degrees, the provincial level degree \r\naccreditation processes and the university-level degree granting standards, as represented in the membership criteria for AUCC, are no longer aligned. In this paper, the author traces the changes in degree granting in Canada over the past 15 years or so. Current provincial policies and recent decisions regarding degree granting are outlined.\r\n", "visits": 568, "categories": [5]}}, {"model": "links.link", "pk": 2487, "fields": {"created_time": "2016-02-10T21:22:03.646Z", "updated_time": "2016-02-10T21:22:03.646Z", "title": "Differentiation by Degrees: System Design and the Changing Undergraduate Environment in Canada", "url": "https://ucarecdn.com/24919ddf-3ae9-4f56-a0ea-529ce5914365/", "file": "https://ucarecdn.com/24919ddf-3ae9-4f56-a0ea-529ce5914365/", "description": "There has been a signifi cant growth in the number and types of degrees offered by a wider variety of Canadian post-secondary institutions. This expansion of degree access is the legitimate response to various forces, both social and post secondary. However, as a result, there has been some confusion regarding the meaning and value of the new degrees offered by the increasing variety of institutions. Several provinces are now recognizing this confusion through initiatives to “redesign”\r\ntheir provincial post-secondary systems and this may ultimately reduce the diversity and the confusion. However, this paper examines the forces that have led to this proliferation of degrees and institutions and discusses the problems and controversies that are brewing regarding the recognition of these new degrees for further study and the proposals for system redesign. In particular, it is proposed that an examination of both the substance of various degrees and the nature of the institution offering the credential can provide a context for understanding the meaning of various degrees. Recommendations to help resolve the growing concerns in this area are provided for nonuniversity degree-granting institutions, Canadian universities, and for\r\nprovincial governments developing degree granting policies as part of system redesign initiatives.", "visits": 643, "categories": [17, 5]}}, {"model": "links.link", "pk": 2488, "fields": {"created_time": "2016-02-10T21:23:52.449Z", "updated_time": "2016-02-10T21:23:52.449Z", "title": "The Benefits of Greater Differentiation of Ontario’s University Sector", "url": "https://ucarecdn.com/8c8eeab0-d707-4f1e-a0d6-3a6651a79ccf/", "file": "https://ucarecdn.com/8c8eeab0-d707-4f1e-a0d6-3a6651a79ccf/", "description": "The Ontario university sector is already somewhat differentiated. A policy decision to increase the differentiation of the postsecondary system brings the following benefits:\r\n• Higher quality teaching and research programs\r\n• More student choice with easier inter‐institution transfer and mobility\r\n• Greater institutional accountability\r\n• A more globally competitive system\r\n• A more financially sustainable system\r\n", "visits": 773, "categories": [17, 10, 5]}}, {"model": "links.link", "pk": 2489, "fields": {"created_time": "2016-02-10T21:25:26.140Z", "updated_time": "2017-01-25T02:35:09.880Z", "title": "Why Ontario universities should welcome the academic enhancement of the colleges of applied arts and technology", "url": "https://ucarecdn.com/236a0f20-fb46-473a-9f7e-323a38af00c5/", "file": "https://ucarecdn.com/236a0f20-fb46-473a-9f7e-323a38af00c5/", "description": "One of the important questions to consider in a review of policy for postsecondary education is what kind of system do we need. To provide a reasonably complete answer to that question would require addressing many different dimensions of postsecondary\r\neducation including structures, processes, and relationships. In this paper, I will concentrate on two important and closely related subsidiary questions within the broader question of what kind of system we need. Those subsidiary questions are what is the most appropriate mix of different types of postsecondary institutions, and what should be their relationships with one another?1 As those are pretty large questions, within them my principal focus will be even narrower, on the balance and relationship between universities and community colleges.", "visits": 634, "categories": [17]}}, {"model": "links.link", "pk": 2490, "fields": {"created_time": "2016-02-10T21:27:39.092Z", "updated_time": "2016-02-10T21:27:39.092Z", "title": "PEQAB Handbook for Ontario Colleges, 2014 – Capacity to Deliver Standard", "url": "https://ucarecdn.com/fc90bb12-30cb-4002-8c6f-91c7f5593d3d/", "file": "https://ucarecdn.com/fc90bb12-30cb-4002-8c6f-91c7f5593d3d/", "description": "PEQAB Handbook for Ontario Colleges, 2014 – Capacity to Deliver Standard │ Benchmarks 7 – 11\r\nFaculty credentials required for degree program\r\n", "visits": 684, "categories": [17, 10, 5]}}, {"model": "links.link", "pk": 2491, "fields": {"created_time": "2016-02-10T21:31:49.776Z", "updated_time": "2016-02-10T21:31:49.776Z", "title": " Two colleges embark on the road to becoming universities", "url": "https://ucarecdn.com/28deca0b-e3bb-4661-b632-bd7846e385ce/", "file": "https://ucarecdn.com/28deca0b-e3bb-4661-b632-bd7846e385ce/", "description": "Last year, Yukon College announced that, by 2021, it would become Yukon University. The territory’s minister of education, Doug Graham, had approved the institution’s name change in November, but the transition has been in the works for several years, according to Yukon College president Karen Barnes. Also in November, Sheridan College, based in Brampton, Ontario, hosted a town hall meeting to outline its progress in becoming Sheridan University – a journey that started in 2011 when Sheridan’s board of directors approved the institution’s plan. Sheridan College president Jeff Zabudsky expects the process to be completed in 2020.", "visits": 634, "categories": [17, 10, 5]}}, {"model": "links.link", "pk": 2492, "fields": {"created_time": "2016-02-10T21:33:17.758Z", "updated_time": "2016-02-10T21:33:17.758Z", "title": "Contemplative Practice for Beginning Teachers: Should It Be Included in the Teacher Education Curriculum?", "url": "https://ucarecdn.com/69ab9a14-03fe-43e2-9922-229fabaf9a81/", "file": "https://ucarecdn.com/69ab9a14-03fe-43e2-9922-229fabaf9a81/", "description": "The purpose of this commentary is to consider the role of contemplative practices in the teacher preparation curriculum. Contemplative practices help reduce stress, improve a sense of well-being, and increase coping abilities for professional demands. They can be particularly useful in managing stress in transition situations. We suggest\r\nthat students preparing to teach be provided specific training on how to use contemplative practices for sustaining positive personal and professional development.", "visits": 580, "categories": [7]}}, {"model": "links.link", "pk": 2493, "fields": {"created_time": "2016-02-12T21:36:30.504Z", "updated_time": "2016-02-12T21:36:30.504Z", "title": "The Questions Developed to Cull Students", "url": "https://ucarecdn.com/a0ed0f31-8b6f-415d-b7b9-89af8afe632d/", "file": "https://ucarecdn.com/a0ed0f31-8b6f-415d-b7b9-89af8afe632d/", "description": "The policy debate at Mount St. Mary's University has from the start involved more than President Simon Newman's comparison of at-risk students to bunnies that should be drowned or killed with a Glock. Faculty members and the provost (whom Newman has since demoted) objected to plans to give all freshmen a survey and then to use the survey to identify new students who might -- in their first weeks in college -- be encouraged to quit before Mount St. Mary's would have to report them as having been enrolled and thus dropping out. The theory behind the plan was to increase the university's retention rate.", "visits": 716, "categories": [3]}}, {"model": "links.link", "pk": 2494, "fields": {"created_time": "2016-02-12T21:38:53.647Z", "updated_time": "2016-02-12T21:38:53.647Z", "title": "Are At-Risk Students Bunnies to Be Drowned?", "url": "https://ucarecdn.com/8e1f6edf-dc04-4e83-b883-2f4c856584e8/", "file": "https://ucarecdn.com/8e1f6edf-dc04-4e83-b883-2f4c856584e8/", "description": "Is a valid strategy to improve a college's retention rate to encourage students at risk of dropping out to do so in the first few weeks, so they won't be counted in the total numbers reported to the U.S. Education Department and others?\r\nThat is a question raised by emails leaked to the student newspaper at Mount St. Mary's University, in Maryland. The emails suggest that the president had such a plan in motion -- despite opposition from some faculty members and other administrators. The board chair at Mount St. Mary's released an open letter in which he did not dispute the emails, but said they were taken out of context. The board chair's letter did not detail what was allegedly out of context. Primarily, his statement blasted the student journalists for publishing the contents of confidential emails.", "visits": 592, "categories": [3]}}, {"model": "links.link", "pk": 2495, "fields": {"created_time": "2016-02-12T21:40:16.327Z", "updated_time": "2016-02-12T21:40:16.327Z", "title": "Research to Improve Retention", "url": "https://ucarecdn.com/d5628898-2f47-4c61-b9bc-34454ab72a95/", "file": "https://ucarecdn.com/d5628898-2f47-4c61-b9bc-34454ab72a95/", "description": "One of the most serious problems facing colleges and universities today is that so many students leave before finishing their studies. When students drop out, it is bad for them because they lose huge future career and income potential; bad for the institution they leave because of lost reputation, revenue, and opportunity to make a difference in the students’ lives; and bad for society because of the need for an educated work force that is able to compete in the global marketplace.\r\n\r\nAlthough there are many reasons students drop out, 12 research-validated risk factors, often in various combinations, help account for why most students drop out. These risk factors apply at a wide variety of\r\ninstitutions of higher education. Here are the risk factors and the means to mitigate them.\r\n", "visits": 627, "categories": [3]}}, {"model": "links.link", "pk": 2496, "fields": {"created_time": "2016-02-12T22:16:33.823Z", "updated_time": "2016-02-12T22:16:33.823Z", "title": "Educating to Innovate", "url": "https://ucarecdn.com/ffa2610e-656a-4d75-a4aa-d1ab2ebcc8e4/", "file": "https://ucarecdn.com/ffa2610e-656a-4d75-a4aa-d1ab2ebcc8e4/", "description": "Innovation cannot be taught like math, writing or even entrepreneurship, writes Deba Dutta. But it can be inculcated with the right skills, experiences and environments.", "visits": 650, "categories": [19, 6, 7]}}, {"model": "links.link", "pk": 2497, "fields": {"created_time": "2016-02-12T22:17:42.044Z", "updated_time": "2016-02-12T22:17:42.044Z", "title": "Teaching Failure as Opportunity", "url": "https://ucarecdn.com/578b3ba1-cff3-4b25-a563-263faaf5635a/", "file": "https://ucarecdn.com/578b3ba1-cff3-4b25-a563-263faaf5635a/", "description": "Colleges can not only help students past their immediate crises, writes Joseph Holtgreive, but also encourage them to unlock capacity that they didn't know existed and ways of tapping into it.", "visits": 552, "categories": [6, 7]}}, {"model": "links.link", "pk": 2498, "fields": {"created_time": "2016-02-12T22:20:43.697Z", "updated_time": "2016-02-12T22:20:43.697Z", "title": "Can Berkeley Stay Berkeley?", "url": "https://ucarecdn.com/2ef1d2a9-9efd-4036-ac27-23525bcdd003/", "file": "https://ucarecdn.com/2ef1d2a9-9efd-4036-ac27-23525bcdd003/", "description": "University announces major strategic planning initiative to address long-term budgetary concerns. Is it a canary in the coal mine or will it emerge as a model for other institutions seeking similar solutions? \r\n\r\nAthletics, administration, academic programs -- everything’s on the table. That’s what the University of California at Berkeley told professors and staff Wednesday in announcing it’s seeking a “new normal” in light of projected long-term budget deficits. While details of the structural overhaul are scant thus far, the news left many wondering if Berkeley can maintain its standing as one of the world's leading research universities throughout the process. In essence, can Berkeley stay Berkeley?", "visits": 624, "categories": [19, 8]}}, {"model": "links.link", "pk": 2499, "fields": {"created_time": "2016-02-12T22:22:32.276Z", "updated_time": "2016-02-12T22:22:32.276Z", "title": "Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement", "url": "https://ucarecdn.com/bcf283c7-12f1-46cc-ad36-acd268d14e39/", "file": "https://ucarecdn.com/bcf283c7-12f1-46cc-ad36-acd268d14e39/", "description": "Background: A growing empirical base suggests that there is a positive relationship between teacher social interaction\r\nand student achievement. However, much of this research is based on standardized summative assessments, which,\r\nwhile important, may have limited applicability to timely instructional decision making. As such, in this work, we examine\r\nthe relationship between teacher social interaction and interim benchmark formative assessments, which have been\r\nargued to play a more useful role in instructional decision making.", "visits": 846, "categories": [19, 15, 6, 7]}}, {"model": "links.link", "pk": 2500, "fields": {"created_time": "2016-02-12T22:24:36.026Z", "updated_time": "2016-02-12T22:24:36.026Z", "title": "Professors Can Learn to Be More Effective Instructors", "url": "https://ucarecdn.com/3b701b6b-0511-497d-a7c6-ee585a6b9a80/", "file": "https://ucarecdn.com/3b701b6b-0511-497d-a7c6-ee585a6b9a80/", "description": "Studies of faculty development efforts at a liberal arts college and a landgrant university suggest the programs can have an impact on student outcomes.\r\n\r\nIntuitively, it makes sense that professors who spend time developing their teaching skills will become more effective instructors -- and that that will eventually translate to better student outcomes. Practically speaking,\r\nthough, the challenges of (and the variables involved in) tracing the effects of professional development on student learning are myriad. That’s probably why the research on the matter is patchy, relying largely on self-reported measures. But a new book based on data from two very different institutions purports to show that faculty members can learn to become more effective teachers.", "visits": 650, "categories": [6, 7]}}, {"model": "links.link", "pk": 2501, "fields": {"created_time": "2016-02-12T22:26:57.067Z", "updated_time": "2016-02-12T22:26:57.068Z", "title": "Measuring Student Learning and Achievement as a Means of Demonstrating Institutional Effectiveness", "url": "https://ucarecdn.com/84520e3f-0553-449b-8284-c30d1ac45a7c/", "file": "https://ucarecdn.com/84520e3f-0553-449b-8284-c30d1ac45a7c/", "description": "This white paper was developed through the collaboration of a dedicated advisory team of community college practitioners and assessment industry experts who worked diligently through meetings, email correspondence, and conference calls to develop the philosophy, content, and structure of the Assessment Framework for the Community College. Questionmark Corporation committed resources to the project to draft the paper, facilitate meetings of the advisory team, and produce the final copy. The paper is labeled version 1.0, indicating that the framework will continue to evolve as educators apply its concepts and principles and identify ways in which to improve and expand its focus.", "visits": 613, "categories": [7]}}, {"model": "links.link", "pk": 2502, "fields": {"created_time": "2016-02-12T22:29:05.613Z", "updated_time": "2016-02-12T22:29:05.613Z", "title": "The mobile learning training needs of educators in technology-enabled environments", "url": "https://ucarecdn.com/3226b419-1046-4653-9784-8d998b57d5b0/", "file": "https://ucarecdn.com/3226b419-1046-4653-9784-8d998b57d5b0/", "description": "Mobile learning (mlearning) is an emerging trend in schools, utilizing mobile technologies that offer the greatest amount of flexibility in teaching and learning. Researchers have found that one of the main barriers to effective mlearning in schools is the lack of teacher professional development. Results from a needsassessment survey and a post-workshop evaluation survey describe the professional development needs of teachers, technology coaches and administrators implementing an mlearning initiative in K–12 schools across 21 US states. Generally, needs shifted from a focus on technology integration and pedagogical coaching to a focus on the needs for ongoing support and time, reflecting a growing confidence in teachers to develop and implement mlearning lessons.\r\nAdditionally, results from the needs assessment indicated that teachers and staff feel less confident about external areas such as support policies and community involvement – these areas may also offer areas for future growth in mlearning professional development.\r\nKeywords: mobile learning; professional development; Essential Conditions", "visits": 594, "categories": [9]}}, {"model": "links.link", "pk": 2503, "fields": {"created_time": "2016-02-12T22:31:23.449Z", "updated_time": "2016-02-12T22:31:23.449Z", "title": "How Can Teacher Trainers Address Inequalities in the Curriculum and in Society? The Lessons (in Theory and in Practice) From Tthe South East Europe Case", "url": "https://ucarecdn.com/13bf6cb8-ae95-47e7-9521-ddc4b77051bc/", "file": "https://ucarecdn.com/13bf6cb8-ae95-47e7-9521-ddc4b77051bc/", "description": "The curriculum should pay particular attention to ethnic, gender, and other forms of social difference and inequality. At the same time, it should stress the importance of studying, ideals and experiences of what it means to be a teacher. Courses should be designed to explore these issues in both historical and contemporary settings. Although the concentration needs to be on the content, a good curriculum needs to be designed to foster a community of learning among people and at the same time to offer considerable flexibility and intellectual diversity (J. Yalden, Long, Micheal H., Richards, Jack C. 2001). In this paper we will analyze key aspects of, and changes in, the curriculum, social and economic development in South Eastern Europe in the last twenty years. Major issues covered in this paper will be: the impact of communism on society; political and education reform; the problems of people with special needs; the changing role and status of minority groups and the introduction of a service learning project in the curriculum.\r\nKeywords: Service-learning; education, curriculum, creativity", "visits": 669, "categories": [6, 7]}}, {"model": "links.link", "pk": 2504, "fields": {"created_time": "2016-02-12T22:33:55.541Z", "updated_time": "2016-02-12T22:33:55.542Z", "title": "Small and simple ways to improve your academic writing", "url": "https://ucarecdn.com/c152ce0b-625c-4e8f-bedc-97c65c9e839a/", "file": "https://ucarecdn.com/c152ce0b-625c-4e8f-bedc-97c65c9e839a/", "description": "Small and simple ways to improve your academic writing", "visits": 606, "categories": [6, 7]}}, {"model": "links.link", "pk": 2505, "fields": {"created_time": "2016-02-12T22:35:40.809Z", "updated_time": "2016-02-12T22:35:40.810Z", "title": "MORE DIRECT FORMS OF READING ASSESSMENT", "url": "https://ucarecdn.com/ed7f392c-595c-4e79-a319-12b23c1d3ed0/", "file": "https://ucarecdn.com/ed7f392c-595c-4e79-a319-12b23c1d3ed0/", "description": "MORE DIRECT FORMS OF READING ASSESSMENT Bibliograph", "visits": 663, "categories": [6, 7]}}, {"model": "links.link", "pk": 2506, "fields": {"created_time": "2016-02-12T22:38:23.344Z", "updated_time": "2016-02-12T22:38:23.344Z", "title": "Oh teacher, oh source, ignore not the learner resource.", "url": "https://ucarecdn.com/9d489281-861a-4341-89f3-bfb5ddaad06c/", "file": "https://ucarecdn.com/9d489281-861a-4341-89f3-bfb5ddaad06c/", "description": "Teachers in large class environments may have status as the dominant source of knowledge and language. When provided with tools for empowering learners through interactive language learning, teachers may feel challenged as roles change and language demands expand. Language development tools to create an interactive learner- centred class room include teachers’ own language learning, the use of specific task types, and class room techniques which build English language confidence. To build confidence to change from the `guru’ fronted environment requires cultural sensitivity, techniques and tailored approaches in teacher education. This paper will draw on research and experience in rural Malaysia and wider settings to suggest a framework for developing interactive language acquisition within a nationwide teacher education project.\r\n", "visits": 622, "categories": [6, 7]}}, {"model": "links.link", "pk": 2507, "fields": {"created_time": "2016-02-12T22:40:11.899Z", "updated_time": "2016-02-12T22:40:11.899Z", "title": "CONSTRUCTING AN INNOVATIVE MODEL OF ENTREPRENEURSHIP EDUCATION THROUGH REGIONAL COLLABORATION", "url": "https://ucarecdn.com/46a74f48-f1f1-460a-9249-337243d0a6aa/", "file": "https://ucarecdn.com/46a74f48-f1f1-460a-9249-337243d0a6aa/", "description": "This purpose of this article is to introduce others to a successful, innovative, self-funding model of entrepreneurship education through a collaborative effort among seven universities and colleges in Northeast Ohio. Ashland University, Baldwin-Wallace College, Case Western Reserve University, Cleveland State University, John Carroll University, Kent State University, and The University of Akron created a new 501(c) (3) non-profit corporation called the Entrepreneurship Education Consortium (EEC) http://www.eecneohio.com/acorn.php?page=home to stimulate\r\nentrepreneurial activity within the region.", "visits": 619, "categories": [17]}}, {"model": "links.link", "pk": 2508, "fields": {"created_time": "2016-02-12T22:41:57.968Z", "updated_time": "2016-02-12T22:41:57.968Z", "title": "PLANNING A LESSON", "url": "https://ucarecdn.com/4431580e-1d21-47c4-a4e4-1cd8edaecc44/", "file": "https://ucarecdn.com/4431580e-1d21-47c4-a4e4-1cd8edaecc44/", "description": "Lesson planning is important for three reasons:\r\nThoughtful planning creates more purposeful instruction. Lesson planning is what links the curriculum to the particulars of instruction (Clark & Dunn, 1991). Thoughtful planning also helps you understand the content of the lesson, creates a logical sequence of instructional events (Freiberg & Driscoll, 1992), and links activities to instructional objectives.", "visits": 642, "categories": [6, 7]}}, {"model": "links.link", "pk": 2509, "fields": {"created_time": "2016-02-12T22:44:38.761Z", "updated_time": "2016-02-12T22:44:38.761Z", "title": "Educational Life-Forms Deleuzian Teaching and Learning Practice", "url": "https://ucarecdn.com/1337d288-d427-488d-89a7-6cdcefe17479/", "file": "https://ucarecdn.com/1337d288-d427-488d-89a7-6cdcefe17479/", "description": "When the path is clear and given, when a certain knowledge opens up the way in advance, the decision is already made, it might as well be said there is none to make: irresponsibly, and in good conscience, one simply applies or\r\nimplements a program. Perhaps, and this would be the objection, one never escapes the program. In that case, one must acknowledge this and stop talking with authority about moral or political responsibility. The condition\r\nof possibility of this thing called responsibility is a certain experience and experiment of the possibility of the impossible; the testing of the aporia from which one may invent the only possible invention, the impossible invention\r\n(Jacques Derrida, 1992b, p. 41, italics in original).", "visits": 633, "categories": [6, 7]}}, {"model": "links.link", "pk": 2510, "fields": {"created_time": "2016-02-13T16:50:36.541Z", "updated_time": "2016-02-13T16:50:36.541Z", "title": "Muy Loco Parentis: How \"Freakouts\" Over Student Privacy Hamper Innovation", "url": "https://ucarecdn.com/47b7be1d-b971-4016-964a-abc3d074b3a1/", "file": "https://ucarecdn.com/47b7be1d-b971-4016-964a-abc3d074b3a1/", "description": "Have you ever witnessed a Ferpa freakout? Maybe you've had one yourself, as you worried about whether trying a new digital tool in class might violate the federeal alw that protects student privacy.", "visits": 641, "categories": [4]}}, {"model": "links.link", "pk": 2511, "fields": {"created_time": "2016-02-13T16:52:16.679Z", "updated_time": "2016-02-13T16:52:16.679Z", "title": "Aboriginal Role Models Show Peers How to Take Their Futures Further at Ontario Universities", "url": "https://ucarecdn.com/62d8c48b-8397-4ffd-80c7-87357c1d4071/", "file": "https://ucarecdn.com/62d8c48b-8397-4ffd-80c7-87357c1d4071/", "description": "Aboriginal learners who have followed their passion and found their voice at Ontario universities are spreading the word to their peers in a series of testimonials about the transformative power of a university education in hopes of inspiring other Aboriginal youth to see the benefit of higher education.", "visits": 756, "categories": [12]}}, {"model": "links.link", "pk": 2512, "fields": {"created_time": "2016-02-13T16:56:11.591Z", "updated_time": "2016-02-13T16:56:11.591Z", "title": "Feeding English Majors in the 21st Century", "url": "https://ucarecdn.com/69b33309-1b46-44b9-adc7-a9a3c75cfc82/", "file": "https://ucarecdn.com/69b33309-1b46-44b9-adc7-a9a3c75cfc82/", "description": "A new course teaches undergraduates in the humanities how to market themselves for the new economic normal\r\nWhat if, rather than offer platitudes about the value of the liberal arts to students who are justifiably anxious about their economic future, we actually taught them to market themselves and their degrees with integrity? What if, alongside teaching our disciplines, we taught students to identify and articulate the usefulness of their educational choices?", "visits": 610, "categories": [8, 7]}}, {"model": "links.link", "pk": 2513, "fields": {"created_time": "2016-02-13T17:02:57.511Z", "updated_time": "2016-02-13T17:02:57.511Z", "title": "PhDs are Important Contributors to Ontario's Success - Not Just in Universities", "url": "https://ucarecdn.com/c99eac7f-4941-46a0-8062-5570e4a0607d/", "file": "https://ucarecdn.com/c99eac7f-4941-46a0-8062-5570e4a0607d/", "description": "I have a PhD in the Humanities and I'm employed.\r\nGainfully employed, in fact - in every sense of the word, for myself, my employer, my communitym and those I work on behalf of. And I' no employed as a professor, thought I confess that's what I wanted todo when I started my graduate work, and I;ve swum in academic waters since earning my doctorate.", "visits": 590, "categories": [19, 8]}}, {"model": "links.link", "pk": 2514, "fields": {"created_time": "2016-02-13T17:05:00.253Z", "updated_time": "2016-02-13T17:05:00.253Z", "title": "Taking the doctorate in new directions", "url": "https://ucarecdn.com/f6ca4f22-b91d-4856-94b8-9732729fb480/", "file": "https://ucarecdn.com/f6ca4f22-b91d-4856-94b8-9732729fb480/", "description": "When she began her doctorate in social psychology at the University of British Columbia, Ashley Whillans knew that she wanted to study workplace happiness – or, more specifically, the benefits of time off versus more money in\r\nrelation to job satisfaction. She also wanted her work to have a real-world impact. To that end she began to wonder: what if, rather than seeking out the usual crowd of undergraduates as research subjects, she could collect data from\r\nactual workplaces and in exchange she’d offer them her findings?", "visits": 611, "categories": [8, 7]}}, {"model": "links.link", "pk": 2515, "fields": {"created_time": "2016-02-13T17:06:59.882Z", "updated_time": "2016-02-13T17:06:59.882Z", "title": "The PhD is in need of revision", "url": "https://ucarecdn.com/147633b6-bb0b-49e2-810d-f5969e8402dd/", "file": "https://ucarecdn.com/147633b6-bb0b-49e2-810d-f5969e8402dd/", "description": "Too many students are dropping out of doctoral programs or taking too long to finish, prompting some universities to question what they can do to help them along.", "visits": 831, "categories": [19, 18, 7]}}, {"model": "links.link", "pk": 2516, "fields": {"created_time": "2016-02-13T17:10:02.165Z", "updated_time": "2016-02-13T17:10:02.165Z", "title": "THE 2016 INSIDE HIGHER ED SURVEY OF College and University Chief Academic Officers", "url": "https://ucarecdn.com/7cb5b18d-81f0-49f8-8589-8d3878af255d/", "file": "https://ucarecdn.com/7cb5b18d-81f0-49f8-8589-8d3878af255d/", "description": "Inside Higher Ed’s fifth annual survey of college and university provosts and chief academic officers (CAOs) aims to understand how these leaders perceive and address the challenges facing higher education institutions in the U.S. ", "visits": 589, "categories": [19]}}, {"model": "links.link", "pk": 2517, "fields": {"created_time": "2016-02-13T17:11:55.934Z", "updated_time": "2016-02-13T17:11:55.935Z", "title": "Universities must prepare students for new labour market: McGill president", "url": "https://ucarecdn.com/d6c6ac80-73ff-4295-b3c9-f9c066765f90/", "file": "https://ucarecdn.com/d6c6ac80-73ff-4295-b3c9-f9c066765f90/", "description": "Universities will have to prepare students for multiple career changes and a longer working life if they are to contribute to reducing the global inequality that is a major focus of this week’s discussion at the World Economic Forum in Davos, says the principal of McGill University.", "visits": 665, "categories": [20]}}, {"model": "links.link", "pk": 2518, "fields": {"created_time": "2016-02-18T17:19:54.481Z", "updated_time": "2016-02-18T17:19:54.481Z", "title": "Leadership in Higher Education", "url": "https://ucarecdn.com/4a74b8ab-0ad0-4861-9499-dbf8c16832d5/", "file": "https://ucarecdn.com/4a74b8ab-0ad0-4861-9499-dbf8c16832d5/", "description": "The role of academic deans is critical to the success of higher education academic institutions. This study\r\nillustrates the leadership approach of Ohio’s academic deans. This quantitative study researched and analyzed\r\nwhether differences exists between the leadership styles of academic deans and the independent variables of age,\r\nnumber of faculty supervised, and the number of years of experience.. Blake and Mouton’s Managerial Grid was utilized for this study. Blake and Mouton theory is based on five predominate leadership styles: Data for this study was gathered using a researcher designed instrument along with the Styles of Leadership Survey to gather information about the academic deans. The surveys were administered through U.S. mail to the deans’ office\r\naddress. ANOVA methodology was used to analyze the data. It appears from the results of this study that no\r\nsignificant independent differences exist among the leadership styles and the independent variables.\r\nKeywords: Leadership, Academic Deans, Managerial Grid, Chief Academic officer, University", "visits": 817, "categories": [19]}}, {"model": "links.link", "pk": 2519, "fields": {"created_time": "2016-02-18T17:21:33.521Z", "updated_time": "2016-02-18T17:21:33.521Z", "title": "Transformational And Transactional Leaders In Higher Education", "url": "https://ucarecdn.com/83763483-71d4-469e-b653-74ba13a99668/", "file": "https://ucarecdn.com/83763483-71d4-469e-b653-74ba13a99668/", "description": "The purpose of the study was primarily concerned with exploring the major issues that are confronting presidents of higher education and determining if transformational or transactional leadership practices and concepts are warranted in addressing their issues. The study attempted to determine if presidents or institutions of higher education are taking the path to success and if they take charge with a transformational or transactional leadership style.\r\n", "visits": 631, "categories": [19]}}, {"model": "links.link", "pk": 2520, "fields": {"created_time": "2016-02-18T17:23:56.061Z", "updated_time": "2016-02-18T17:23:56.061Z", "title": "DEVELOPING LEADERS IN HIGHER EDUCATION", "url": "https://ucarecdn.com/562aa1c9-40ca-4912-8a75-3aad3043d172/", "file": "https://ucarecdn.com/562aa1c9-40ca-4912-8a75-3aad3043d172/", "description": "\r\nIN THIS ISSUE:\r\n• Rethinking Higher Education’s Leadership Crisis: page 7\r\n• Meeting Adaptive Challenges: The New Leadership Skill Set: page 9\r\n• Identifying Leadership Potential in Your Staff: page 12\r\n• Building an In-House Leadership Development Program: page 14\r\n• Deepening Your Talent Bench: Horizontal Career Ladders: page 16\r\n", "visits": 590, "categories": [19]}}, {"model": "links.link", "pk": 2521, "fields": {"created_time": "2016-02-18T17:27:12.909Z", "updated_time": "2016-02-18T17:27:12.909Z", "title": "Reinventing Leadership in Higher Education: A Confidential Survey of College Presidents", "url": "https://ucarecdn.com/e6606b1e-308b-44c4-9a6a-0a9e2312f658/", "file": "https://ucarecdn.com/e6606b1e-308b-44c4-9a6a-0a9e2312f658/", "description": "Conversations with 14 sitting college and university presidents reveal a belief that the “busines s model” of higher education today is irrevocably altered, and that presidents and their senior staff leaders must take bold, creative\r\napproaches to secure their schools’ futures. The following report summarizes seven key themes we heard during candid one-on-one interviews with these leaders about how leadership is changing in higher education; it also presents concrete suggestions for how presidents and their administrative peers can reshape their roles and strategies to help their institutions thrive in a dramatically different academic", "visits": 584, "categories": [19]}}, {"model": "links.link", "pk": 2522, "fields": {"created_time": "2016-02-18T17:29:14.480Z", "updated_time": "2016-02-18T17:29:14.480Z", "title": "Effective Leadership Development in Higher Education: Individual and Group Level Approaches", "url": "https://ucarecdn.com/0503a115-2b02-4657-9aea-c64f7143c96b/", "file": "https://ucarecdn.com/0503a115-2b02-4657-9aea-c64f7143c96b/", "description": "Research in commercial organizations has provided a multitude of examples on how leadership development can effectively foster employees’ performance and work-related attitudes such as commitment or satisfaction. In contrast, to date systematic leadership development is largely lacking for employees in higher education. However, we suggest that the positive effects of leadership development in commercial organizations also apply to the academic context. Thus, the purpose of this applied article is to present two approaches to the development of \r\nleadership in higher education. More specifically, we provide a detailed description of two different programs offered to researchers at a large German university. The first program constitutes a leader development initiative for junior faculty on an individual level, whereas the second focuses on the development of leadership within university departments on a group level. We provide recommendations for establishing and evaluating effective leadership development in higher education.\r\n", "visits": 656, "categories": [19]}}, {"model": "links.link", "pk": 2523, "fields": {"created_time": "2016-02-18T17:36:16.706Z", "updated_time": "2016-02-18T17:36:16.706Z", "title": "Leadership Development A Strategic Imperative for Higher Education", "url": "https://ucarecdn.com/83e3a7fb-c1d3-467b-b9fd-b20cde91010b/", "file": "https://ucarecdn.com/83e3a7fb-c1d3-467b-b9fd-b20cde91010b/", "description": "Developing leaders is an especially daunting task for higher education institutions. Like individuals working in professional service firms, academicsx are often ambivalent about assuming leadership roles. Their professional idenity and sense of satisfaction from work are derived pricipally from their professional expertise and accomplishments. They are not recruited for their leadership potential, but rather are selected andrewarded for their research, course development, and/or teaching.", "visits": 675, "categories": [19]}}, {"model": "links.link", "pk": 2524, "fields": {"created_time": "2016-02-18T17:42:33.419Z", "updated_time": "2016-02-18T17:42:33.419Z", "title": "Building a Leadership Vision: Eleven Strategic Challenges for Higher Education", "url": "https://ucarecdn.com/f7789ed1-f265-467a-b4de-91e110bcad18/", "file": "https://ucarecdn.com/f7789ed1-f265-467a-b4de-91e110bcad18/", "description": "Higher education institutions around the world face the growing problem of relevance as they enter the twenty-first century. With the international economy evolving toward a global network organized around the value of knowledge , the capacity of people and organizations to use technological developments wisely, effectively, and efficiently has emerged as a critical societal concern. People and nations are relying on colleges and universities to help shape a positive future. However, to capture the advantage of this more central focus and role, higher education institutions will need to transform their structures, missions, processes, and programs in order to be both more flexible and more responsive to changing societal needs.", "visits": 658, "categories": [19]}}, {"model": "links.link", "pk": 2525, "fields": {"created_time": "2016-02-18T17:45:06.363Z", "updated_time": "2016-02-18T17:45:06.363Z", "title": "How to find out your style of leadership", "url": "https://ucarecdn.com/a5b4e6da-bc65-4925-b179-fe570f8be41c/", "file": "https://ucarecdn.com/a5b4e6da-bc65-4925-b179-fe570f8be41c/", "description": "The following exercise will ask you 50 questions about your leadership style, and then give you an idea of your typical styles.\r\n\r\nIf you are still a student you might like to answer the questions as you would if you were a manager in an rganisation, rather than the way you would if, for example, you were president of a student society where the leadership style is more casual than that in most work environments.\r\n", "visits": 825, "categories": [19]}}, {"model": "links.link", "pk": 2527, "fields": {"created_time": "2016-02-18T18:18:38.243Z", "updated_time": "2016-02-18T18:18:38.243Z", "title": "Sustaining Academic Leadership in Higher education", "url": "https://ucarecdn.com/1d80cca8-0b9d-47f1-ba2b-4109c0d1abf6/", "file": "https://ucarecdn.com/1d80cca8-0b9d-47f1-ba2b-4109c0d1abf6/", "description": "\r\nBoth the higher education sector and the healthcare sector require people who do not identify with a formal role of leader to engage in leadership. In both sectors, leadership must be exercised on a continuous basis. Leadership development in higher education is influenced by an increase in managerial control, market competition, organisational restructuring and government scrutiny. Tensions between the need to meet requirements of industry versus academic requirements will continue as long as universities face these dual challenges in a competitive global economy. Universities are expected to be efficient and cost effective, flexible in their offerings, while being increasingly responsive to student expectations and needs. These tensions have resulted in some resentment from academic staff members who perceive that their autonomy is being reduced. This chapter presents current debates about leadership with a particular focus on higher education and leadership development of academic staff. Academic leadership is understood to incorporate the core academic functions of teaching/learning, and research and scholarship together with a broader focus on academic values and identity. The changing nature of this sector provides a background for current thinking about academic leadership. This chapter will draw on a recent case study from the healthcare sector which we argue contributes to the thinking on leadership not only \r\nin the healthcare sector, but also in higher education context. The chapter concludes with key messages for academic staff making a case for building capacity of leaders in education at all levels.\r\n", "visits": 753, "categories": [19]}}, {"model": "links.link", "pk": 2528, "fields": {"created_time": "2016-02-18T18:23:11.754Z", "updated_time": "2016-02-18T18:23:11.754Z", "title": "The Focused Leader", "url": "https://ucarecdn.com/a4af0d07-5786-4dd4-ac71-20edd60bc459/", "file": "https://ucarecdn.com/a4af0d07-5786-4dd4-ac71-20edd60bc459/", "description": "A primary task of leadership is to drect attention. To do so, leaders must learn to focus their own attention. When we speak about being focused, we common ly mean thinking about one thing while filtring out distractions. But a wwealth of recent research in neuroscience shows that we focus in many ways, for different purposes, drawing on different neurtral pathways-some of which work in concert, while others tend to stand in opposition.", "visits": 578, "categories": [19]}}, {"model": "links.link", "pk": 2529, "fields": {"created_time": "2016-02-18T18:25:31.219Z", "updated_time": "2016-02-18T18:25:31.219Z", "title": "Instructor Transformational Leadership and Student Outcomes", "url": "https://ucarecdn.com/448ec52c-c87c-4866-9c8f-5bb768f59a91/", "file": "https://ucarecdn.com/448ec52c-c87c-4866-9c8f-5bb768f59a91/", "description": "This study addresses the research question of how instructor transformational leadership behaviors and transactional leadership behaviors affect student outcomes of cognitive learning, affective learning, student perceptions of instructor credibility, and communication satisfaction in distance education. An overview of the theoretical underpinnings of the study is provided, as well as the tested hypotheses. A summary of the methodology, including sampling procedures, instrumentation, and data collection processes is presented, along with the procedures used for data analysis. Multiple linear regression was used to examine the relationships among the specified variables. Results support all four hypotheses, indicating that instructor transformational leadership behaviors are a more significant predictor of cognitive learning, affective learning, perceptions of instructor credibility, and communication satisfaction than instructor transactional leadership behaviors. The implications of the findings as well as the limitations of this research and suggestions for future research are discussed.\r\n", "visits": 732, "categories": [19]}}, {"model": "links.link", "pk": 2530, "fields": {"created_time": "2016-02-18T18:27:15.933Z", "updated_time": "2016-02-18T18:27:15.933Z", "title": "Effective Leadership Development in Higher Education: Individual and Group Level Approaches", "url": "https://ucarecdn.com/fbf78b74-d476-40e1-858b-3922b897e7a2/", "file": "https://ucarecdn.com/fbf78b74-d476-40e1-858b-3922b897e7a2/", "description": "Research in commercial organizations has provided a multitude of examples on how leadership development can effectively foster employees’ performance and work-related attitudes such as commitment or satisfaction. In contrast, to date systematic leadership development is largely lacking for employees in higher education. However, we suggest that the positive effects of leadership development in commercial organizations also apply to the academic context. Thus, the purpose of this applied article is to present two approaches to the development of \r\nleadership in higher education. More specifically, we provide a detailed description of two different programs offered to researchers at a large German university. The first program constitutes a leader development initiative for junior faculty on an individual level, whereas the second focuses on the development of leadership within university departments on a group level. We provide recommendations for establishing and evaluating effective leadership development in higher education.\r\n", "visits": 618, "categories": [19]}}, {"model": "links.link", "pk": 2531, "fields": {"created_time": "2016-02-18T18:29:48.741Z", "updated_time": "2016-02-18T18:29:48.741Z", "title": "Leadership Style and Performance in Higher Education: Is There a Correlation?", "url": "https://ucarecdn.com/9ce35add-43f2-4600-8468-a8c8250feea0/", "file": "https://ucarecdn.com/9ce35add-43f2-4600-8468-a8c8250feea0/", "description": "The paper I present to you today is one developed out of my dissertation research in which Chief Enrollment Manager leadership style, as documented by the Multifactor Leadership Questionnaire, is examined for correlation with institutional enrollment performance at Council for Christian College and University-member institutions. I will cover the rationale for such a study. Then provide you with an abridged history and overview of the topic of leadership, moving toward the specific area of leadership addressed in my research study. Next I will briefly review the outcomes of my research study including a few limitations to the study and recommendations for future research. The I will wrap it up with a few concluding thoughts and open the floor for Questions and Answers.\r\n", "visits": 691, "categories": [19]}}, {"model": "links.link", "pk": 2532, "fields": {"created_time": "2016-02-18T18:31:19.003Z", "updated_time": "2016-02-18T18:31:19.003Z", "title": "Developing and Sustaining Shared Leadership in Higher Education", "url": "https://ucarecdn.com/ce1e9f9c-7531-4fea-a56f-949f10f934e5/", "file": "https://ucarecdn.com/ce1e9f9c-7531-4fea-a56f-949f10f934e5/", "description": "\r\nIn recent years, concepts of shared and distributed leadership that view leadership ‘as a group quality, as a set of functions which must be carried out by the group’3 have emerged as popular alternatives to heroic and individual approaches. A shared leadership perspective shifts the focus on leadership from person and position to process and is now widely advocated across public, private and not-for-profit settings where there is a need to influence and collaborate across organisational and professional boundaries.\r\n", "visits": 669, "categories": [19]}}, {"model": "links.link", "pk": 2533, "fields": {"created_time": "2016-02-18T18:35:52.344Z", "updated_time": "2016-02-18T18:35:52.344Z", "title": "Leadership and Management in Higher Education: A Research Perspective", "url": "https://ucarecdn.com/5102b0cf-0d74-4778-9503-1821928a7bc7/", "file": "https://ucarecdn.com/5102b0cf-0d74-4778-9503-1821928a7bc7/", "description": "This paper provides an overview of research on higher education leadership and management from the 20th and into the 21st century. It highlights the development of specific research in higher education contexts as well as the relationship between research in the management sciences in general on which higher education researchers, practitioners and policy makers have drawn, not always with beneficial consequences. The paper draws particularly on the work of Bensimon et al (1989) and Kezar et al (2006) in the US as well as research in the UK over the last quarter century, including recent research commissioned by the Leadership Foundation for Higher Education in the UK.\r\n", "visits": 617, "categories": [19]}}, {"model": "links.link", "pk": 2534, "fields": {"created_time": "2016-02-18T18:37:39.391Z", "updated_time": "2016-02-18T18:37:39.391Z", "title": "Effective Leadership in Higher Education", "url": "https://ucarecdn.com/837461af-7047-486e-a18f-4289eb2fd083/", "file": "https://ucarecdn.com/837461af-7047-486e-a18f-4289eb2fd083/", "description": "This report aims to summarise the key findings from a research project investigating the styles of and approaches to leadership, and leadership behaviours, which are associated with effectiveness in higher education. The project consisted of two distinct tasks, the first was a systematic search of literature relating to leadership and \r\neffectiveness in higher education studies. The second element was a series of semi-structured interviews with academics who were involved in researching leadership in higher education, or leadership more generally. The key research question directing the investigation was: ‘What styles of or approaches to leadership are associated with effective leadership in higher education?’ In addition to this publication, an extended report has also been written which includes longer sections covering the head of department and institutional level analyses, and more detail\r\nabout many of the studies reviewed.\r\n", "visits": 1664, "categories": [19]}}, {"model": "links.link", "pk": 2535, "fields": {"created_time": "2016-02-18T18:39:28.740Z", "updated_time": "2016-02-18T18:39:28.740Z", "title": "TRANSFORMATIONAL LEADERSHIP BEHAVIOUR AND ITS EFFECTIVENESS OUTCOMES IN A HIGHER LEARNING INSTITUTION", "url": "https://ucarecdn.com/c7af6949-e614-47a3-a683-d297a7f13573/", "file": "https://ucarecdn.com/c7af6949-e614-47a3-a683-d297a7f13573/", "description": "\r\nThe great impacts of globalization, technology advancements and competitive environment have forces higher learning institutions to adapt to strategic change so that they could remain relevant and competitive advantages. Hence, the need effective leadership behavior has become more critical than ever. Previous studies showed that transformational leaders’ support is seemed to be an essential factor in promoting effective organization. However, to what extend this is true in especially in the local public universities. Therefore, this study was intended to examine the relationship between transformational leadership behavior and its augmentation effects among the \r\nacademics in a Malaysian higher educational institution. Using a stage cluster sampling, a total of 169 academic staff from Universiti Teknologi MARA participated in the study. The result revealed the academic staff perceived that their superiors exhibited a transactional leadership style rather than transformational leadership style. There was a positive and moderate relationship between transformational leadership and leadership outcomes. The implications of the study were discussed in this paper.\r\n", "visits": 656, "categories": [19]}}, {"model": "links.link", "pk": 2536, "fields": {"created_time": "2016-02-18T18:41:46.141Z", "updated_time": "2016-02-18T18:41:46.141Z", "title": "General Colin Powell Chairman (Ret), Joint Chiefs of Staff A Leadership Primer", "url": "https://ucarecdn.com/1761d2e6-484d-48a7-a020-a02ff7281d25/", "file": "https://ucarecdn.com/1761d2e6-484d-48a7-a020-a02ff7281d25/", "description": "General Colin Powell Chairman (Ret), Joint Chiefs of Staff A Leadership Primer - PPT presentation", "visits": 656, "categories": [19]}}, {"model": "links.link", "pk": 2537, "fields": {"created_time": "2016-02-18T18:43:14.173Z", "updated_time": "2016-02-18T18:43:14.173Z", "title": "Management vs. Leadership", "url": "https://ucarecdn.com/f7615d50-274b-49c5-8631-df5cd29e8adc/", "file": "https://ucarecdn.com/f7615d50-274b-49c5-8631-df5cd29e8adc/", "description": "Management vs. Leadership - PPT presentation", "visits": 619, "categories": [19]}}, {"model": "links.link", "pk": 2538, "fields": {"created_time": "2016-02-18T18:47:05.730Z", "updated_time": "2016-02-18T18:47:05.730Z", "title": "How To Be A Leader - Video Clip", "url": "https://ucarecdn.com/89a8c9f2-508b-4874-83f5-f3265a294858/", "file": "https://ucarecdn.com/89a8c9f2-508b-4874-83f5-f3265a294858/", "description": "How to be a leader video clip", "visits": 558, "categories": [19]}}, {"model": "links.link", "pk": 2539, "fields": {"created_time": "2016-02-18T19:42:47.489Z", "updated_time": "2016-02-18T19:42:47.489Z", "title": "At Issue\" The Community College Baccalaurate", "url": "https://ucarecdn.com/504d0d08-3b35-4c9a-865c-39f35231c0ec/", "file": "https://ucarecdn.com/504d0d08-3b35-4c9a-865c-39f35231c0ec/", "description": "The purpose of this paper is to discuss various issues surrounding the community college baccalaureate. In 2009, President Barack Obama provided a vision to in­crease graduation rates for students across the nation and challenged higher edu­cation to double the number of college degrees conferred nationwide by 2020. In addition, the President urged the country's 1,200 community colleges to be instru­mental in this initiative, as they have the capacity to provide the education nec­essary to produce a competitive workforce. In 2011, the dialogue continues and intensifies. At the 2011 Building a Grad Nation Summit, Vice President Biden issued a call to action to boost college graduation rates across the country and help the nation meet the President's goals. He states, \"Right now we've got an education system that works like a funnel when we need it to work like a pipeline:' \r\nWith student demand for higher education outpacing opportunities to earn de­grees, particularly in rural areas, community colleges may find themselves strate­gically placed to provide accessible and affordable degrees with convenient geo­graphic locations for place-bound students. Many questions, however, need to be addressed before community colleges adopt baccalaureate programs, if indeed they choose to do so. ", "visits": 799, "categories": [17]}}, {"model": "links.link", "pk": 2540, "fields": {"created_time": "2016-02-18T19:46:51.574Z", "updated_time": "2016-02-18T19:46:51.574Z", "title": "A Paradigm Shift for Community Colleges: Addressikng Underprepared Students", "url": "https://ucarecdn.com/d7d339c1-7609-4f51-a695-f09cd7e89556/", "file": "https://ucarecdn.com/d7d339c1-7609-4f51-a695-f09cd7e89556/", "description": "Perception and semantics play an important role in the success or failure of students who are under-prepared for higher education. Among community colleges nationwide, the challenges of open-entry have moved from preparing students for transfer education and careers in emerging industries to addressing remedial needs in basic academic areas and study skills. Yet the term \"at risk,\" a commonly used phrase describing students with educational needs below college level, may undermine the success of these students by implying that they are starting from a deficit point of overcoming obstacles. Instead of creating an empowering environment that promotes students' potential, the label \"at risk\" perpetuates the belief that these students are damaged and personally flawed where \"psychological character, physiological makeup, and cultural patterns of students are called into question and labeled deficient. .. \" (Franklin, 2000, p.3). ", "visits": 636, "categories": [3]}}, {"model": "links.link", "pk": 2541, "fields": {"created_time": "2016-02-18T19:53:10.675Z", "updated_time": "2016-02-18T19:53:10.675Z", "title": "Adjunct Faculty in Community Collegess: Issues & Implications", "url": "https://ucarecdn.com/7df6f066-b359-4909-a2b2-83042800b7a2/", "file": "https://ucarecdn.com/7df6f066-b359-4909-a2b2-83042800b7a2/", "description": "There can be little doubt that the reliance of community colleges on adjunct faculty has grwon significantly over the past several decades, especially with the cuts in budgets that institutions are being forced to make.", "visits": 635, "categories": [19]}}, {"model": "links.link", "pk": 2542, "fields": {"created_time": "2016-02-18T19:56:14.024Z", "updated_time": "2016-02-18T19:56:14.024Z", "title": "Competency-Based Education: Closing the Completion Gap", "url": "https://ucarecdn.com/1dc4a36c-4bde-4ab7-86af-cd18dac61779/", "file": "https://ucarecdn.com/1dc4a36c-4bde-4ab7-86af-cd18dac61779/", "description": "Altnough competency-based education may seem relative new to postsecondary education, the concept has been widely discussed throughout American education since 1990s.", "visits": 624, "categories": [6, 3, 7]}}, {"model": "links.link", "pk": 2543, "fields": {"created_time": "2016-02-18T19:57:55.489Z", "updated_time": "2016-02-18T19:57:55.489Z", "title": "Advancing Technology and Online Learning - An Ideal Match for the Future", "url": "https://ucarecdn.com/aaffcc9e-1e0b-4299-a6f2-5c31d7080610/", "file": "https://ucarecdn.com/aaffcc9e-1e0b-4299-a6f2-5c31d7080610/", "description": "In this two-part consideration of the future of online learning, we look at the patterns and trends which will shape\r\nonline learning in the future and how the various components of the post-secondary education system, such as\r\nstudent population, course design and delivery, assessment, resource bases, teaching and learning models, and\r\npartnerships will be different from what we have now.\r\nThe first part, A 2016 Look at the Future of Online Learning: Advancing Technology and Online Learning – An\r\nIdeal Match for the Future, looks at developments in technology and what potential they offer for better learning,\r\nteaching, collaboration, mobility and other key aspects of online learning.\r\nThe second part, A 2016 Look at the Future of Online Learning: Transformations in Learners, Programs,\r\nTeaching and Learning, and Policy and Government, is a more in-depth consideration of the inter-related\r\nchanges we see taking place across online learning and the implications of this for post-secondary education.", "visits": 838, "categories": [9]}}, {"model": "links.link", "pk": 2544, "fields": {"created_time": "2016-02-18T19:59:50.897Z", "updated_time": "2016-02-18T19:59:50.897Z", "title": "Money won’t fix what’s wrong with post-secondary education", "url": "https://ucarecdn.com/7acc2cad-f038-45a6-906d-d9c7e58b3ca2/", "file": "https://ucarecdn.com/7acc2cad-f038-45a6-906d-d9c7e58b3ca2/", "description": "Picture it — a group of young people hurriedly making their way to Parliament Hill to meet with MPs \r\nand senators.\r\nMaybe it sounds unlikely, but it happened earlier this month, when student lobbyists had nearly 200 \r\nmeetings with decision-makers to argue their case for accessible post-secondary education.\r\n\r\nThe Trudeau government says it’s focused on the promise of innovation and human potential. \r\nUniversities are a key part of the conversation — but would the Canadian Federation of Students’ \r\nidea of free tuition make Canada more\r\ninnovative?\r\n", "visits": 605, "categories": [8, 5]}}, {"model": "links.link", "pk": 2545, "fields": {"created_time": "2016-02-18T20:01:49.929Z", "updated_time": "2016-02-18T20:01:49.929Z", "title": "Survey of Institutional Capacity, Facilities and Equipment Needs", "url": "https://ucarecdn.com/37d4943e-a0e5-4763-a009-19e3dd98183d/", "file": "https://ucarecdn.com/37d4943e-a0e5-4763-a009-19e3dd98183d/", "description": "Colleges and Institutes Canada’s (CICan’s) 2015 Survey of Institutional Capacity, Facilities and Equipment Needs confirms that colleges and institutes continue to be in great need of infrastructure support.\r\n", "visits": 673, "categories": [19, 8]}}, {"model": "links.link", "pk": 2546, "fields": {"created_time": "2016-02-18T20:03:33.437Z", "updated_time": "2016-02-18T20:03:33.438Z", "title": "Transgressing Frontiers Through the Radicalization of Pedagogy", "url": "https://ucarecdn.com/c00cdd92-c2e3-4abb-ac5d-dd7ac0173b4d/", "file": "https://ucarecdn.com/c00cdd92-c2e3-4abb-ac5d-dd7ac0173b4d/", "description": "New ideas germinate everywhere, seeking to force their way into the light, to find an application in life; everywhere they are opposed by the inertia of those whose interest it is to maintain the old order; they suffocate in the stifling atmosphere of prejudice and traditions.\r\n", "visits": 526, "categories": [7]}}, {"model": "links.link", "pk": 2547, "fields": {"created_time": "2016-02-18T20:06:08.976Z", "updated_time": "2016-02-18T20:06:08.983Z", "title": " TESOL Quarterly Research Guidelines", "url": "https://ucarecdn.com/e6733735-e41d-4645-8811-dc54eeff26d4/", "file": "https://ucarecdn.com/e6733735-e41d-4645-8811-dc54eeff26d4/", "description": "This article provides research guidelines for authors intending to submit their manuscripts to TESOL Quarterly. These guidelines include information about the TESOL Quarterly review process, advice on con- verting a dissertation into a research article, broad introductions to a number of research methods, and a section on research ethics. The research methods discussed here are experimental research, survey research, ethnographic research, discourse analysis, and practitioner research. These are, of course, not the only methods that authors draw \r\non for their submissions to TESOL Quarterly but ones we thought it would be helpful to provide advice on. Each of the sec- tions on research methods includes a broad introduction to the method (or approach), a guide for preparing a manuscript using the particular method or approach, and an analysis of an article pub- lished in TESOL Quarterly using that method or approach. doi: 10.1002/tesq.288\r\n", "visits": 569, "categories": [7]}}, {"model": "links.link", "pk": 2548, "fields": {"created_time": "2016-02-18T20:07:44.009Z", "updated_time": "2016-02-18T20:07:44.009Z", "title": "Assessing, Without Tests", "url": "https://ucarecdn.com/9f5f7a8d-ae7c-472c-9fc3-1aa5c6fd6c43/", "file": "https://ucarecdn.com/9f5f7a8d-ae7c-472c-9fc3-1aa5c6fd6c43/", "description": "Colleges are feeling heat to prove that their students are learning. As a result, a growing number of colleges are\r\nmeasuring intended “learning outcomes” as well as issuing grades. But fewer are using standardized tests than was the case a few years ago.\r\n\r\nThose are findings of a new survey from the Association of American Colleges and Universities (AAC&U). The liberal education organization received responses from chief academic officers at 325 of its member institutions, including community colleges and four-year institutions (public and private as well as a couple of for-profits).\r\n", "visits": 562, "categories": [7]}}, {"model": "links.link", "pk": 2549, "fields": {"created_time": "2016-02-18T20:25:04.670Z", "updated_time": "2016-02-18T20:25:04.670Z", "title": "Ontario Implementing New Indigenous Training and Education Requirements", "url": "https://ucarecdn.com/83d11c86-c327-421d-8b3f-1b0abc7977f0/", "file": "https://ucarecdn.com/83d11c86-c327-421d-8b3f-1b0abc7977f0/", "description": "The provincial government is taking steps to address the Truth and Reconciliation Commission of Canada's (TRC) Calls to Action regarding education and training, including introducing mandatory Indigenous cultural competency and anti-racism training for every employee in the Ontario Public Service (OPS) and implementing mandatory learning expectations in Ontario's public education system curriculum.", "visits": 650, "categories": [12]}}, {"model": "links.link", "pk": 2550, "fields": {"created_time": "2016-02-18T22:03:30.137Z", "updated_time": "2016-02-18T22:03:30.137Z", "title": "PLOS ONE: Males Under-Estimate Academic Performance of Their Female Peers in Undergraduate Biology Classrooms", "url": "https://ucarecdn.com/15724061-c58d-4523-8d22-402a5008c6db/", "file": "https://ucarecdn.com/15724061-c58d-4523-8d22-402a5008c6db/", "description": "Women who start college in one of the natural or physical sciences leave in greater proportions \r\nthan their male peers. The reasons for this difference are complex, and one possible contributing factor is the \r\nsocial environment women experience in the classroom. Using social network analysis, we explore how gender influences the confidence that college-level biology students have in each other’s mastery of biology. Results reveal that males are more likely than females to be named by peers as being knowledgeable about the course content. This effect increases as the term progresses, and persists even after controlling for class performance and outspokenness. The bias in nominations is specifically due to males over-nominating their male peers relative to \r\ntheir performance. The over-nomination of male peers is commensurate with an overestimation of male grades by 0.57 points on a 4 point grade scale, indicating a strong male bias among males when assessing their classmates. Females, in contrast, nominated equitably based on student performance rather than gender, suggesting they lacked gender biases in filling out these surveys. These trends persist across eleven surveys taken in three different iterations of the same Biology course. In every class, the most renowned students are always male. This favoring of males by peers could influence student self-confidence, and thus persistence in this STEM discipline.\r\n", "visits": 593, "categories": [19, 7]}}, {"model": "links.link", "pk": 2551, "fields": {"created_time": "2016-02-18T22:06:46.952Z", "updated_time": "2016-02-18T22:06:46.952Z", "title": "World insight: Discomfort is part of an international curriculum", "url": "https://ucarecdn.com/19f907c1-7e50-46fd-bbeb-004013e13c70/", "file": "https://ucarecdn.com/19f907c1-7e50-46fd-bbeb-004013e13c70/", "description": "Transnational education is now commonplace. But what is a transnational curriculum and what are its outcomes? Is\r\nit an agenda for a universal consensus above and beyond national politics and the dissonances of race, gender and\r\nethnicity? Or is it something more uneasy, complex, unruly and creative?\r\nLast month provided an opportunity to test answers to some of these questions. Each January, the Centre for Higher\r\nEducation Development at the University of Cape Town hosts an intense 10-day residential as part of the Mellon\r\nMays Undergraduate Fellowship Program, or MMUF.", "visits": 541, "categories": [14]}}, {"model": "links.link", "pk": 2552, "fields": {"created_time": "2016-02-18T22:08:25.649Z", "updated_time": "2016-02-18T22:08:25.649Z", "title": "Faculty of Education’s Diversity Policy approved by Senate", "url": "https://ucarecdn.com/72aa516a-65b1-48f6-a300-7395c5a5b608/", "file": "https://ucarecdn.com/72aa516a-65b1-48f6-a300-7395c5a5b608/", "description": "An aggressive new policy that seeks to ensure a more diverse student population in the Faculty of \r\nEducation’s Bachelor of Education program has been approved by Senate.\r\n\r\nUnder the recently approved policy, 45 per cent of new applicants to the program will be admitted based on the applicants identifying themselves as being from several “diversity” categories. The remaining 55 per cent will be admitted based on highest admission score.\r\n\r\nThe goal of the policy, which has been in development since 2012, is to ensure that graduates of the U of M education program help to create a more diverse teaching force in the province, representing the “cultural, ethnic,\r\nregional and social diversity of Manitoba.”\r\n", "visits": 612, "categories": [19]}}, {"model": "links.link", "pk": 2553, "fields": {"created_time": "2016-02-18T22:11:56.437Z", "updated_time": "2016-02-18T22:11:56.437Z", "title": "Against Bullying", "url": "https://ucarecdn.com/59d774c4-841c-4b36-82d8-3db205403337/", "file": "https://ucarecdn.com/59d774c4-841c-4b36-82d8-3db205403337/", "description": "Few academics endorse bullying of or by their colleagues. But is bullying something about which disciplinary associations can take a stand? Can bullying even be defined in ways that don't limit strongly worded criticism that is part of academic freedom?", "visits": 785, "categories": [16]}}, {"model": "links.link", "pk": 2554, "fields": {"created_time": "2016-02-18T22:13:35.223Z", "updated_time": "2016-02-18T22:13:35.223Z", "title": "U.S. students eye universities ‘at a reduced price’ in Canada", "url": "https://ucarecdn.com/421b369a-67de-4bf7-9ba6-791d7ed75251/", "file": "https://ucarecdn.com/421b369a-67de-4bf7-9ba6-791d7ed75251/", "description": "Hundreds of thousands of international students flock to Canadian universities each year. But prospective students from the U.S. may find Canadian schools even more enticing this year thanks to the low loonie.\r\nThat’s good news for Canada’s universities and local economies, but it could make it more difficult for Canadian applicants to get acceptance letters from some schools.", "visits": 563, "categories": [8]}}, {"model": "links.link", "pk": 2555, "fields": {"created_time": "2016-02-18T22:15:29.332Z", "updated_time": "2016-02-18T22:15:29.332Z", "title": "Use of devices in class for nonclass purposes on the rise", "url": "https://ucarecdn.com/16238380-e1d2-4759-9125-c2f03f1465cd/", "file": "https://ucarecdn.com/16238380-e1d2-4759-9125-c2f03f1465cd/", "description": "Students waste about one-fifth of class time on laptops, smartphones and tablets, even though they admit such behavior can harm their grades, a new report [1] found.\r\nThe average student uses those devices for “nonclass purposes” -- in other words, texting, emailing and using social media -- 11.43 times in class during a typical day. Since the survey was first conducted in 2013 [2], the number of times students check their devices has increased from 10.93, according to the results.", "visits": 617, "categories": [4]}}, {"model": "links.link", "pk": 2556, "fields": {"created_time": "2016-02-18T22:17:05.124Z", "updated_time": "2016-02-18T22:17:05.124Z", "title": "Study examines impact of texting and tweeting on academic performance", "url": "https://ucarecdn.com/f4ec5190-755f-4760-bb47-e617d0f5a548/", "file": "https://ucarecdn.com/f4ec5190-755f-4760-bb47-e617d0f5a548/", "description": "Can college students text and tweet their way to a better grade?\r\nIn “Mobile Phones in the Classroom: Examining the Effects of Texting, Twitter and Message Content on Student Learning,” Jeffrey H. Kuznekoff, assistant professor in the department of integrative studies at Miami University (Ohio) at Middletown, explores if texting, tweeting and note taking can be combined. The article [1] appears in the most recent edition of Communication Education, a journal of the National Communication Association.", "visits": 610, "categories": [4]}}, {"model": "links.link", "pk": 2557, "fields": {"created_time": "2016-02-18T22:18:29.550Z", "updated_time": "2016-02-18T22:18:29.551Z", "title": "Study documents how much students text during class", "url": "https://ucarecdn.com/7127b657-01e5-4783-b178-acabf288e610/", "file": "https://ucarecdn.com/7127b657-01e5-4783-b178-acabf288e610/", "description": "If you are leading a class and imagine that students seem more distracted than ever by their digital devices, it's not your imagination. And they aren't just checking their e-mail a single time.\r\nA new study has found that more than 90 percent of students admit to using their devices for non-class activities during class times. Less than 8 percent said that they never do so.", "visits": 564, "categories": [4]}}, {"model": "links.link", "pk": 2558, "fields": {"created_time": "2016-02-18T22:22:42.737Z", "updated_time": "2016-02-18T22:22:42.737Z", "title": "DIGITAL DISTRACTIONS IN THE CLASSROOM PHASE II: STUDENT CLASSROOM USE OF DIGITAL DEVICES FOR NON-CLASS RELATED PURPOSES", "url": "https://ucarecdn.com/6928b645-01db-45ef-a51b-1cc12c7a8e83/", "file": "https://ucarecdn.com/6928b645-01db-45ef-a51b-1cc12c7a8e83/", "description": "A 2015 survey of American college students examined classroom learning distractions caused by the use of digital devices for non-class pur-poses. The purpose of the study was to learn more about Millennial Generation students’ behaviors and perceptions regarding their class-room uses of digital devices for non-class pur-poses. The survey included 675 respondents in 26 states. Respondents spent an average of 20.9% of class time using a digital device for non-class purposes. The average respondent used a digital device 11.43 times for non-class purposes during a typical school day in 2015 compared to 10.93 times in 2013. A significant feature of the study was its measurement of frequency and duration of students’ classroom digital distractions as well as respondents’ motivations for engaging in the distracting behavior. ", "visits": 1190, "categories": [7, 4]}}, {"model": "links.link", "pk": 2559, "fields": {"created_time": "2016-02-18T22:24:11.484Z", "updated_time": "2016-02-18T22:24:11.484Z", "title": "Study suggests faculty members are disproportionately likely to be gay", "url": "https://ucarecdn.com/23e39a98-6afc-4d3c-8371-1fbed48846c8/", "file": "https://ucarecdn.com/23e39a98-6afc-4d3c-8371-1fbed48846c8/", "description": "Academic work is often solitary, but succeeding in the professoriate arguably requires social acumen. So is that why gay men and women are disproportionately represented among academics? A new study investigating the phenomenon of “occupational segregation” argues that certain jobs -- including that of professor -- are particularly appealing to gay men and lesbians for these reasons.", "visits": 559, "categories": [7]}}, {"model": "links.link", "pk": 2560, "fields": {"created_time": "2016-02-18T22:26:18.327Z", "updated_time": "2016-02-18T22:26:18.327Z", "title": "New research suggests that SAT under- or overpredicts first-year grades for hundreds of thousands", "url": "https://ucarecdn.com/9a11fff5-8d96-4f20-9b88-0c7de7b6ac09/", "file": "https://ucarecdn.com/9a11fff5-8d96-4f20-9b88-0c7de7b6ac09/", "description": "A study released Monday suggests that hundreds of thousands of students a year may have SAT scores that predict they will receive either better or worse grades than they are actually likely to receive. While the SAT may predict accurately for many others, the scholars who have produced the new study say it raises questions about the fairness and reliability of the SAT (including the new version about to be unveiled), which remains a key part of the admissions process at many colleges and universities.", "visits": 603, "categories": [7]}}, {"model": "links.link", "pk": 2561, "fields": {"created_time": "2016-02-18T22:28:36.158Z", "updated_time": "2016-02-18T22:28:36.158Z", "title": "New Questions on Test Bias", "url": "https://ucarecdn.com/dd44d5ed-0fb8-44cf-8232-ccebcc237bc9/", "file": "https://ucarecdn.com/dd44d5ed-0fb8-44cf-8232-ccebcc237bc9/", "description": "\r\nFor many years, critics of the SAT have cited a verbal question involving the word \"regatta\" as an example of how the test may favor wealthier test-takers, who also are more likely to be white. It's been a long time since the regatta question was used -- and the College Board now has in place a detailed process for testing all questions and potential ques questions that may favor one group of students over another.\r\n", "visits": 614, "categories": [7]}}, {"model": "links.link", "pk": 2562, "fields": {"created_time": "2016-02-18T22:31:39.199Z", "updated_time": "2016-02-18T22:31:39.199Z", "title": "Globalization, Internationalization, and the Recruitment of International Students in Higher Education, and in the Ontario Colleges of Applied Arts and Technology", "url": "https://ucarecdn.com/455046ea-2816-4c18-ba6a-7f1fc8dc3f2e/", "file": "https://ucarecdn.com/455046ea-2816-4c18-ba6a-7f1fc8dc3f2e/", "description": "This paper explores general issues relating to globalization and higher education; the internationalization of higher education, and particularly the recruitment of international students. This subject is examined through a range of topics around the global development of the market approach to the recruitment of international students and a focus on the current situation regarding the recruitment of international students in the Colleges of Applied \r\nArts and Technology in Ontario (CAATs). As the number of international students seeking educational opportunities grows to 7 million over the next 20 years, the ability of the CAATs, the Canadian educational system, and the governments of Ontario and Canada to market the welcoming and safe multicultural Canadian experience, and the excellence of the educational offerings and opportunities in CAATs to potential international students will, in great measure, determine their success and their survival in an increasingly globalized world.\r\n", "visits": 889, "categories": [14]}}, {"model": "links.link", "pk": 2563, "fields": {"created_time": "2016-02-18T22:34:08.284Z", "updated_time": "2016-02-18T22:34:08.284Z", "title": "PARENTS' PARTICIPATION IN SCHOOL IMPROVEMENT PROCESSES ", "url": "https://ucarecdn.com/e58b5934-0222-4a41-bd78-39e77f7a7321/", "file": "https://ucarecdn.com/e58b5934-0222-4a41-bd78-39e77f7a7321/", "description": "This project, to support schools in involving parents in school improvement planning, was initially sponsored by the Education Improvement Commission (EIC) of Ontario. The mandate of the EIC expired in 2001. The Canadian Education Association (CEA) was contracted to conduct a three-year study of the project. Exploring the potential contribution of parent participation to school improvement planning (SIP), results of the study help answer four broad questions:", "visits": 723, "categories": [19]}}, {"model": "links.link", "pk": 2564, "fields": {"created_time": "2016-02-18T22:36:13.361Z", "updated_time": "2016-02-18T22:36:13.361Z", "title": "\"CATCHING THE KNOWLEDGE WAVE”I REDEFINING KNOWLEDGEI FOR THE POST-INDUSTRIAL AGEI", "url": "https://ucarecdn.com/99728ff4-fbd0-468a-ac88-81e59da2cdb7/", "file": "https://ucarecdn.com/99728ff4-fbd0-468a-ac88-81e59da2cdb7/", "description": "OVER THE LAST FIVE YEARS OR SO WE HAVE HEARD A great deal about something called the Knowledge Society. The term ‘knowledge’ is appearing in places we wouldn’t have expected to see it a decade or so ago. The media is full of references to the knowledge economy and the knowl-edge revolution; business discussions now routinely talk about knowledge management, knowledge resources, knowledge clusters, knowledge work, and knowledge workers; and policy documents argue for the need to ‘catch’ the knowledge ‘wave’. ", "visits": 718, "categories": [5]}}, {"model": "links.link", "pk": 2565, "fields": {"created_time": "2016-02-21T16:46:01.890Z", "updated_time": "2016-02-21T16:46:01.890Z", "title": "Goals For Educational Leadership", "url": "https://ucarecdn.com/6bae7c52-7e02-4344-a5cc-2fb3c7583cab/", "file": "https://ucarecdn.com/6bae7c52-7e02-4344-a5cc-2fb3c7583cab/", "description": "IT HAS become a truism that we live in an age of rapid and profound change. The growth of freedom of thought, the use of the scientific method, the advance of the industrial revolution, the rise of political and economic democracy, and the everwidening applications of technology— culminating in the atomic age—are recasting the thoughts and actions of men into strange new patterns.", "visits": 573, "categories": [19]}}, {"model": "links.link", "pk": 2567, "fields": {"created_time": "2016-02-21T17:01:01.838Z", "updated_time": "2016-02-21T17:01:01.838Z", "title": "The Future of International Exchange Programs", "url": "https://ucarecdn.com/ac77b7e3-06fd-4074-83c2-61bfdd2d9baa/", "file": "https://ucarecdn.com/ac77b7e3-06fd-4074-83c2-61bfdd2d9baa/", "description": "To evaluate old and new directions we must keep objectives sharply in mind. Of late, articulately explicit discussion of the objectives of international exchange has fortunately been supplanting the vaguer statements of pious hope that sprang from the unanalyzed convictions that exchange is inherently a Good Thing. A brief review of the principal objectives that have been advanced is made easy by the availability of an excellent summary by the Committee on Educational Interchange Policy.1 From the generally expressed purposes of sponsoring groups, the Committee lists the following in\r\ndescending order of frequency:\r\n", "visits": 565, "categories": [19]}}, {"model": "links.link", "pk": 2568, "fields": {"created_time": "2016-02-21T17:03:14.880Z", "updated_time": "2016-02-21T17:03:14.880Z", "title": "Educational Effects of Mass Media of Communication", "url": "https://ucarecdn.com/9110829f-22e8-4ec1-a1e6-3e237eb988e2/", "file": "https://ucarecdn.com/9110829f-22e8-4ec1-a1e6-3e237eb988e2/", "description": "FREUD commented on the insults heaped on man since the Renaissance. He suggested that all the discoveries made by man in recent centuries have automatically, as it were, become techniques of debunking. And he saw psychoanalysis in this light too, as meeting resistance bewcause of its wound to human pride.\r\n", "visits": 609, "categories": [19]}}, {"model": "links.link", "pk": 2570, "fields": {"created_time": "2016-02-21T17:07:04.448Z", "updated_time": "2016-02-21T17:07:04.448Z", "title": "Implications of Recent Advances in Prediction and Control of Behavior", "url": "https://ucarecdn.com/ca1a7bb9-4a13-44dc-aa98-f5dd31f19cfe/", "file": "https://ucarecdn.com/ca1a7bb9-4a13-44dc-aa98-f5dd31f19cfe/", "description": "THE science of psychology, in spite of its immaturities and its brashness, has advanced mightily in recent decades. From a concern with observation and measurement, it has moved toward becoming an \"if-then\" science. By this I mean it has become more concerned with the discernment and discovery of lawful relationships such as that \r\nif certain conditions exist, then certain behaviors will predictably follow.\r\n", "visits": 592, "categories": [19]}}, {"model": "links.link", "pk": 2571, "fields": {"created_time": "2016-02-21T17:08:28.366Z", "updated_time": "2016-02-21T17:08:28.366Z", "title": "Priorities in the Educational Program", "url": "https://ucarecdn.com/2d2c4cbc-afa9-467f-8871-e7fc0b3cc32c/", "file": "https://ucarecdn.com/2d2c4cbc-afa9-467f-8871-e7fc0b3cc32c/", "description": "THE question of educational priorities becomes increasingly important as contemporary culture becomes more complex and more tasks are thrust upon the school. The identification of priorities is difficult, however, and, in an age of ideological conflict, almost inevitably controversial. Decisions concerning priorities in the school program need to be based on the characteristics of contemporary culture, some conception of ideals and values, and the best available knowledge regarding the dual growth and development and the learning process.\r\n", "visits": 566, "categories": [19]}}, {"model": "links.link", "pk": 2572, "fields": {"created_time": "2016-02-21T17:10:02.130Z", "updated_time": "2016-02-21T17:10:02.130Z", "title": "Education and Intergroup Relations", "url": "https://ucarecdn.com/cdef5571-c816-4c8a-8e2e-751e2c4e52d8/", "file": "https://ucarecdn.com/cdef5571-c816-4c8a-8e2e-751e2c4e52d8/", "description": "MANY an ephemeral emphasis has come and gone in education. Teachers still activ can remember when they were first challenged by the Palmer method of handwriting, the additive method of subtraction, homogeneous grouping, or the Dalton Plan for individualized instruction. For some years after World War I, Teachers College gave \r\ncourses in how to Americanize the flood of recent immigrants. During depression years some states began to require that their schools give instruction in the Cooperative Movement. Viewing the upsurge, in the past dozen years, of educational articles, pamphlets, films, talks, and workshops on intergroup relations, one might first ask whether this, too, will swiftly run its course as another educational fad— inspired, of course, by the highest motives.\r\n", "visits": 619, "categories": [19]}}, {"model": "links.link", "pk": 2573, "fields": {"created_time": "2016-02-21T17:12:16.657Z", "updated_time": "2016-02-21T17:12:16.657Z", "title": "Educational Leadership in a Troubled World", "url": "https://ucarecdn.com/884887bd-c32a-4b1b-ac16-fb1fcfec1aff/", "file": "https://ucarecdn.com/884887bd-c32a-4b1b-ac16-fb1fcfec1aff/", "description": "A DISCUSSION of educational leadership in these troublous times might concern itself with an attempt to review our social and economic ills, to show their relationship to education, and to propose the way out by means of economic and social reconstruction. I shall assume that all of you are familiar with current discussion concerning the maladjustments in our society. I shall take it \r\nfor granted, as well, that you are conversant with the opposed points of view of those who see the \r\nneed for complete reorganization of our economic life, our government, and indeed the whole social \r\norder, and those who believe that progress lies in the more gradual evolution of our society. I \r\nfeel sure that you will agree with me that leaders in education and in all other walks of \r\n life will need to cooperate in finding and putting into effect those changes which will contribute to the common good. I take it, as well, that you would agree that those of us who work in the field of education must depend for guidance on experts in economics, in government, in psychology, in sociology, and in anthropology if we are to have a sound basis in fact for our thinking with respect to social change.\r\n", "visits": 632, "categories": [19]}}, {"model": "links.link", "pk": 2574, "fields": {"created_time": "2016-02-21T17:14:23.706Z", "updated_time": "2016-02-21T17:14:23.707Z", "title": "Teachership As Leadership", "url": "https://ucarecdn.com/7f429dde-b338-480d-a71c-1c5f5a97f40e/", "file": "https://ucarecdn.com/7f429dde-b338-480d-a71c-1c5f5a97f40e/", "description": "A TEACHER who strives to develop professional skills finds it profitable to examine and evaluate the social forces which are active within the class situation. Periodic observations and evaluations of how students respond to the \r\nteaching method and content, what reactions express their feelings, and why these reactions are forthcoming can improve the quality of instruction, integrate teaching and learning, and provide a more democratic atmosphere in which to resolve the problems of both teacher and students. When followed cooperatively by students and teacher, these procedures should also improve the quality and extent of learning in every experience.\r\n", "visits": 626, "categories": [19]}}, {"model": "links.link", "pk": 2575, "fields": {"created_time": "2016-02-21T17:15:50.281Z", "updated_time": "2016-02-21T17:15:50.281Z", "title": "A Conception Of Educational Leadership", "url": "https://ucarecdn.com/133aceb8-4033-4d6e-9815-6823025796f7/", "file": "https://ucarecdn.com/133aceb8-4033-4d6e-9815-6823025796f7/", "description": "ONE set of circumstances distinguishes the present crucial demand for strong educational leadership from past demands: the pressures for change in school and society outweigh any in the past century. Freedom, democracy, human dignity are under fire. The repercussions of this upheaval are reaching into almost every community in the land. No other period of civilization has witnessed the kinds of changes which have occurred in the past half century and are continuing. Scarcely a single aspect of present-day society has not been altered markedly in this brief period. Building a school program to keep pace with—let alone contribute to—change requires effective educational leadership.\r\n", "visits": 603, "categories": [19]}}, {"model": "links.link", "pk": 2577, "fields": {"created_time": "2016-02-21T17:25:24.160Z", "updated_time": "2016-02-21T17:25:24.160Z", "title": "Fundamentals of Educational Leadership", "url": "https://ucarecdn.com/7e534a0b-4aa0-49fe-97e5-e0baae927b43/", "file": "https://ucarecdn.com/7e534a0b-4aa0-49fe-97e5-e0baae927b43/", "description": "The booming business of publishing books on educational administration is largely due to the rapid, but essentially undisciplined, expansion of college programs to prepare administrators. Increasingly rare is the institution of any sort of higher education which does not also offer courses for administrators. There is, however, a dearth of instructors properly qualified to teach educational administration on the intellectual level of professional courses in law or engineering. Many who probably could do well as instructors are not available because college salaries are dismally low when compared to those of practicing administrators. The differential between public school administration and college teaching of the subject is much greater than for other positions in the public education\r\nenterprise. The deplorable result of such circumstances is that large numbers of courses in educational administration are textbook-bound. Basically, the demand", "visits": 595, "categories": [19]}}, {"model": "links.link", "pk": 2578, "fields": {"created_time": "2016-02-21T17:27:30.313Z", "updated_time": "2016-02-21T17:27:30.314Z", "title": "Teacher Leadership", "url": "https://ucarecdn.com/e0507388-3077-4820-bee5-4b76396afacc/", "file": "https://ucarecdn.com/e0507388-3077-4820-bee5-4b76396afacc/", "description": "Exploring the relationship between research universities and schools, Lieberman asks us to think seriously about the real meaning of collaboration and of how real, notjust creden­ tialed, teacher leaders can be developed. She points out many things we have already found out about the characteristics and learning experiences that good teacher leaders have and how detached university faculties have been from the schools.\r\n", "visits": 608, "categories": [19]}}, {"model": "links.link", "pk": 2579, "fields": {"created_time": "2016-02-21T17:30:12.842Z", "updated_time": "2016-02-21T17:30:12.842Z", "title": "Empowering Leadership", "url": "https://ucarecdn.com/49bbee97-75b7-46ae-be63-4197b5c7951e/", "file": "https://ucarecdn.com/49bbee97-75b7-46ae-be63-4197b5c7951e/", "description": "\r\nTeacher empowerment requires investing in teachers' right to participate in the determination of school goals and policies and the right to exercise professional judgment about the content of the curriculum and means of instruction. Implications of this conception and the kind of school leadership it requires are discussed. (Source:ERIC)\r\n\r\nTwo central questions should arise for anyone who attends to the rhetoric of empowerment that is being used in current discussions of improvement of teaching as a profession: (1) What is teacher empowerment? and (2) Toward what ends are teachers to be empowered? Discussions of teacher empowerment have proceeded as if all of those who use the term were in agreement, when even a cursory review of what has been written on the subject reveals that this is clearly not the case. In the literal sense, to ize or license. It is also to impart or bestow power to an end or for a purpose. An obsolete definition ng back into the history of the word, is to gain power or assume power over.1\r\nize or license. It is al ng back into the history of the word, is to gain power or assume power over.\r\n", "visits": 658, "categories": [19]}}, {"model": "links.link", "pk": 2580, "fields": {"created_time": "2016-02-21T17:31:59.923Z", "updated_time": "2016-02-21T17:31:59.923Z", "title": "The Wounded Leader: How Real Leadership Emerges in Times of Crisis", "url": "https://ucarecdn.com/49825eec-7eae-46d2-bdad-53d64ec17bff/", "file": "https://ucarecdn.com/49825eec-7eae-46d2-bdad-53d64ec17bff/", "description": "\r\nThe Wounded Leader: How Real Leadership Emerges in Times of Crisis (2002), a recently published book by Richard Ackerman and Pat Maslin-Ostrowski, asks educational leaders to reflect on personal and profound questions - ones they are not likely to have been asked in a formal interview or performance evaluation. Ackerman, co-director of the International Network of Principals’ Centers and Associate Professor of education at the University of Massachusetts Lowell Graduate School of Education, and Maslin- Ostrowski, an Associate Professor of educational \r\nleadership at Florida Atlantic University, have spent the past seven years asking school leaders about “wounding” or “crisis” experiences in their leadership practice, and how they make sense of this wounding in terms of \r\ntheir personal and professional lives.\r\n", "visits": 574, "categories": [19]}}, {"model": "links.link", "pk": 2581, "fields": {"created_time": "2016-02-23T22:09:15.164Z", "updated_time": "2016-02-23T22:09:15.164Z", "title": "IMPACT OF TRANSFORMATIONAL LEADERSHIP ON FOLLOWER DEVELOPMENT AND PERFORMANCE: A FIELD EXPERIMENT", "url": "https://ucarecdn.com/96b4dd78-e57c-493d-80d3-b9cc363bff56/", "file": "https://ucarecdn.com/96b4dd78-e57c-493d-80d3-b9cc363bff56/", "description": "In a longitudinal, randomized field experiment, we tested the impact of transforma­tional leadership, enhanced by training, on follower development and performance. Experimental group leaders received transformational leadership training, and con­trol group leaders, eclectic leadership training. The sample included 54 military leaders, their 90 direct followers, and 724 indirect followers. Results indicated the leaders in the experimental group had a more positive impact on direct followers' development and on indirect followers' performance than did the leaders in the control group. ", "visits": 787, "categories": [19]}}, {"model": "links.link", "pk": 2582, "fields": {"created_time": "2016-02-23T22:11:01.115Z", "updated_time": "2016-02-23T22:11:01.115Z", "title": "Leadership in Western and Asian countries: Commonalities and differences in effective leadership processes", "url": "https://ucarecdn.com/3f27bdb2-34b7-42aa-bac8-f11b9a9aa7df/", "file": "https://ucarecdn.com/3f27bdb2-34b7-42aa-bac8-f11b9a9aa7df/", "description": "While the phenomenon of leadership is widely considered to be universal across cultures, the way in which it is operationalized is usually viewed as culturally specific. Conflicting viewpoints exist in the leadership literature concerning the transferability of specific leader behaviors and processes across cultures. This study explored these conflicting views for managers and professional workers by empirically testing specific hypotheses which addressed the generalizability of leadership behaviors and processes across five nations in North America and Asia. Confirmatory factor analyses provided evidence for conceptual and measurement equivalence for all six leader behaviors employed in the study.", "visits": 745, "categories": [19]}}, {"model": "links.link", "pk": 2583, "fields": {"created_time": "2016-02-23T22:13:27.075Z", "updated_time": "2016-02-23T22:13:27.075Z", "title": "TRAIT AND BEHAVIORAL THEORIES OF LEADERSHIP: AN INTEGRATION AND META-ANALYTIC TEST OF THEIR RELATIVE VALIDITY", "url": "https://ucarecdn.com/5ead2c2b-f830-4373-b17c-b65efcad8f2b/", "file": "https://ucarecdn.com/5ead2c2b-f830-4373-b17c-b65efcad8f2b/", "description": "The leadership literature suffers from a lack of theoretical integration (Avolio, 2007, American Psychologist, 62, 25–33). This article addresses that lack of integration by developing an integrative trait-behavioral model of leadership effectiveness and then examining the relative validity of leader traits (gender, intelligence,\r\npersonality) and behaviors (transformational-transactional, initiating structure-consideration) across 4 leadership effectiveness criteria (leader effectiveness, group performance, follower job satisfaction, satisfaction with leader). Combined, leader traits and behaviors explain a minimum of 31% of the variance in leadership effectiveness\r\ncriteria. Leader behaviors tend to explain more variance in leadership effectiveness than leader traits, but results indicate that an integrative model where leader behaviors mediate the relationship between leader traits and effectiveness is warranted.", "visits": 624, "categories": [19]}}, {"model": "links.link", "pk": 2584, "fields": {"created_time": "2016-02-23T22:19:38.000Z", "updated_time": "2016-02-23T22:19:38.000Z", "title": "Complexity Leadership Theory: Shifting leadership from the industrial age to the knowledge era", "url": "https://ucarecdn.com/a9891d63-d1b3-4d23-a28f-5349ce8ac6f4/", "file": "https://ucarecdn.com/a9891d63-d1b3-4d23-a28f-5349ce8ac6f4/", "description": "Leadership models of the last century have been products of top-down, bureaucratic paradigms. These models are eminently effective for an economy premised on physical production but are not well-suited for a more knowledge-oriented economy. Complexity science suggests a different paradigm for leadership—one that frames leadership as a complex interactive dynamic from which adaptive outcomes (e.g., learning, innovation, and adaptability) emerge. This article draws from complexity science to develop an overarching framework for the study of Complexity Leadership Theory, a leadership paradigm that focuses on enabling the learning, creative, and adaptive capacity of complex adaptive systems (CAS) within a context of knowledge-producing organizations. This conceptual framework includes three entangled leadership roles (i.e., adaptive leadership, administrative leadership, and enabling leadership) that reflect a dynamic relationship between the bureaucratic, administrative functions of the organization and the emergent, informal dynamics of complex adaptive systems (CAS).\r\nKeywords: leadership, complexity theory, complex adaptive systems (CAS), Knowledge Era, creativity, adaptive organizations, bureaucracy", "visits": 655, "categories": [19]}}, {"model": "links.link", "pk": 2585, "fields": {"created_time": "2016-02-23T22:21:53.693Z", "updated_time": "2016-02-23T22:21:53.693Z", "title": "Transformational, Transactional, and Laissez-Faire Leadership Styles: A Meta-Analysis Comparing Women and Men", "url": "https://ucarecdn.com/b22d716c-6a00-4f3a-af23-7d666bf5105e/", "file": "https://ucarecdn.com/b22d716c-6a00-4f3a-af23-7d666bf5105e/", "description": "A meta-analysis of 45 studies of transformational, transactional, and laissez-faire leadership styles found that female leaders were more transformational than male leaders and also engaged in more of the contingent reward behaviors that are a component of transactional leadership. Male leaders were generally more likely to manifest the other aspects of transactional leadership (active and passive management by exception) and laissez-faire leadership. Although these differences between male and female leaders were small, the implications of these findings are encouraging for female leadership because other research has established that all of the aspects of leadership style on which women exceeded men relate positively to leaders’ effectiveness whereas all of the aspects on \r\nwhich men exceeded women have negative or null relations to effectiveness.\r\n", "visits": 552, "categories": [19]}}, {"model": "links.link", "pk": 2586, "fields": {"created_time": "2016-02-23T22:23:19.067Z", "updated_time": "2016-02-23T22:23:19.067Z", "title": "Leadership, Followership, and Evolution", "url": "https://ucarecdn.com/f1977658-c4f4-4e37-9764-9c91caa6951b/", "file": "https://ucarecdn.com/f1977658-c4f4-4e37-9764-9c91caa6951b/", "description": "This article analyzes the topic of leadership from an evo-lutionary perspective and proposes three conclusions that are not part of mainstream theory. First, leading and following are strategies that evolved for solving social coordination problems in ancestral environments, includ-ing in particular the problems of group movement, intra-group peacekeeping, and intergroup competition. Second, the relationship between leaders and followers is inher-ently ambivalent because of the potential for exploitation of followers by leaders. Third, modern organizational struc-tures are sometimes inconsistent with aspects of our evolved leadership psychology, which might explain the alienation and frustration of many citizens and employees. The authors draw several implications of this evolutionary analysis for leadership theory, research, and practice.\r\nKeywords: evolution, leadership, followership, game the-ory, mismatch hypothesis", "visits": 657, "categories": [19]}}, {"model": "links.link", "pk": 2587, "fields": {"created_time": "2016-02-23T22:25:07.533Z", "updated_time": "2016-02-23T22:25:07.533Z", "title": "School leadership and leadership development Adjusting leadership theories and development programs to values and the core purpose of school", "url": "https://ucarecdn.com/a8e6e721-0eb6-4c5b-8144-8eb4037f1fab/", "file": "https://ucarecdn.com/a8e6e721-0eb6-4c5b-8144-8eb4037f1fab/", "description": "\r\nKeywords Schools, Leadership, Development, Educational philosophy, Integration\r\nAbstract This paper looks at the central role of school leadership for developing and assuring the quality of schools, as corroborated by findings of school effectiveness research and school improvement approaches. Then, it focuses on the growing importance placed on activities to prepare school leaders due to the ever-increasing responsibilities they are facing. In many countries, this has led to the design and implementation of extensive programs. In this paper, international trends in school leader development are identified. As regards the aims of the programs, it becomes obvious that they are increasingly grounded on a more broadly defined understanding of leadership, adjusted to the core purpose of school, and based on educational beliefs integrating the values of a democratic society.\r\n", "visits": 585, "categories": [19]}}, {"model": "links.link", "pk": 2588, "fields": {"created_time": "2016-02-23T22:26:55.629Z", "updated_time": "2016-02-23T22:26:55.629Z", "title": "Personality and Leadership: A Qualitative and Quantitative Review", "url": "https://ucarecdn.com/579998f1-baa1-417f-99d7-47fb82e64c0c/", "file": "https://ucarecdn.com/579998f1-baa1-417f-99d7-47fb82e64c0c/", "description": "This article provides a qualitative review of the trait perspective in leadership research, followed by a meta-analysis. The authors used the five-factor model as an organizing framework and meta-analyzed 222 correlations from 73 samples. Overall, the correlations with leadership were Neuroticism = -.24, Extraversion = .31, Openness to Experience = .24, Agreeableness = .08, and Conscientiousness = .28. Results indicated that the relations of Neuroticism, Extraversion, Openness to Experience, and Consci- entiousness with leadership generalized in that more than 90% of the individual correlations were greater than 0. Extraversion was the most consistent correlate of leadership across study settings and leadership criteria (leader emergence and leadership effectiveness). \r\nOverall, the five-factor model had a multiple correlation of .48 with leadership, indicating strong support for the leader trait perspective when traits are organized according to the five-factor model.\r\n", "visits": 641, "categories": [19]}}, {"model": "links.link", "pk": 2589, "fields": {"created_time": "2016-02-23T22:28:41.666Z", "updated_time": "2016-02-23T22:28:41.666Z", "title": "Transformational and Transactional Leadership: A Meta-Analytic Test of Their Relative Validity", "url": "https://ucarecdn.com/a22f7a9e-5763-4cb5-bb45-6023bd0df18b/", "file": "https://ucarecdn.com/a22f7a9e-5763-4cb5-bb45-6023bd0df18b/", "description": "This study provided a comprehensive examination of the full range of transformational, transactional, and laissez-faire leadership. Results (based on 626 correlations from 87 sources) revealed an overall validity of .44 for transformational leadership, and this validity generalized over longitudinal and multisource designs. Contingent reward (.39) and laissez-faire (-.37) leadership had the next highest overall relations; management by exception (active and passive) was inconsistently related to the criteria. Surprisingly, there were several criteria for which contingent reward leadership had stronger relations than did transformational leadership. \r\nFurthermore, transformational leadership was strongly correlated with contingent reward (.80) and laissez-faire (-.65) leadership. Transformational and contingent reward leadership generally predicted criteria controlling for the other leadership dimensions, although trans-formational leadership failed to predict leader job performance.\r\n", "visits": 550, "categories": [19]}}, {"model": "links.link", "pk": 2590, "fields": {"created_time": "2016-02-23T22:30:16.870Z", "updated_time": "2016-02-23T22:30:16.870Z", "title": "Towards a theory of leadership practice: a distributed perspective ", "url": "https://ucarecdn.com/6a039994-bbd5-4326-98a0-8daa06fb2edf/", "file": "https://ucarecdn.com/6a039994-bbd5-4326-98a0-8daa06fb2edf/", "description": "School-level conditions nnd school leadership, in particular, arc key issue, in effort.'> LO change instruction. While new organizational structures and new leadership roles maner to instructional innovation, what seems mo􀂻t critical is how leadership practice is undcrrnken. Yet, the practice of 􀃒cbool leadership bas received limited attention in the research literature. Building on activity theory and theories of d1srribun:d cognition, this paper develops a disrrihute