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2. Degrees of Alienation: This Paper Is Definitely Not a HEQCO Funded Policy Report
- Author
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Magnusson, Jamie
- Abstract
Walter Benn Michaels has argued that higher education policies have been fashioned through a diversity fetish, rather than grappling with class inequities produced through neoliberal restructuring. When the author was asked the question of whether Benn Michael's analysis pertained to Canadian higher education, she found herself writing the present article within which she argues that pitting class against race is a liberalizing strategy that obfuscates how each ruling relation is interlocking and mutually constitutive. She then goes on to show how such interlocking dynamics productive of racialized and gendered class relations currently function within the Ontario postsecondary system through the production of "tieredness", otherwise termed "system differentiation" in policy papers published by the Higher Education Quality Council of Ontario (HEQCO). Because the paper grew out of her response to Benn Michael's analysis, the author will summarize her take on his book, "How to Love Identity and Ignore Inequality," in order to illustrate certain dynamics affecting equity politics within the Canadian, and in particular, the Ontario higher education landscape. These dynamics do not concern the college sector unto itself, nor the university sector unto itself, but rather spans the entirety of the system. (Contains 3 endnotes.)
- Published
- 2011
3. Performance Indicators in Postsecondary Education in Alberta: An Analysis. AIR 1996 Annual Forum Paper.
- Author
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Elford, I. Chris
- Abstract
This paper analyzes the current proposals by the government of Alberta, Canada, to implement an accountability framework for the province's postsecondary institutions using performance indicators. The paper develops a conceptual framework for performance indicators based on a discrepancy model of evaluation using three metaphors: mechanical, medical, and economic. This is followed by a critical examination of performance indicators with delineation of potential weaknesses and strengths as well as recommendations for practice. Finally, the Alberta plan is used as a case study to illustrate the concepts developed in the paper. The Alberta plan for performance indicators in the public postsecondary sector is seen as reflecting an economic metaphor of performance indicators which will result in measuring fiscal effectiveness as opposed to educational effectiveness. Further, while the Alberta government has indicated that the performance indicators will allow for inter- and intra-sectoral variations, no allowances seem to have been made for a value-added assessment of student outcomes, which is at the heart of the purpose for postsecondary educational institutions. (Contains 19 references.) (Author)
- Published
- 1996
4. An Integrated Framework To Enhance the Quality of Teaching in Alberta. A Policy Position Paper.
- Author
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Alberta Dept. of Education, Edmonton.
- Abstract
Following a review of Alberta (Canada) provincial policies related to teacher preparation, certification, evaluation, and professional development, the Council on Alberta Teaching Standards advised the Minister of Education on ideas that should be included in a framework to improve educational quality. The policy positions outlined in this paper reflect the Minister of Education's commitment to a provincial policy framework that guides individual, cooperative, and collaborative actions to enhance the quality of education provided to all Alberta students. This paper specifies the steps for enhancing the quality of teaching in Alberta, including: (1) The Quality Teaching Standard and descriptors of quality teaching to be used as guides in teacher preparation programs, teaching, teachers' initial and ongoing professional growth, and teacher evaluation; (2) improved teacher preparation with support for ongoing collaboration to improve teaching and establish procedures to assure the effectiveness of teacher preparation and competencies; (3) teacher certification and amending the Certification of Teachers Regulation to specify both academic and competency requirements for interim and permanent certification; and (4) teacher evaluation and professional development. Appendix A includes descriptions of elements in quality teaching; required knowledge, skills, and aptitudes; and certification implementation. (JLS)
- Published
- 1996
5. Transfer Rates: How To Measure and for What Purpose? A Discussion Paper.
- Author
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British Columbia Council on Admissions and Transfer, Vancouver. and Gelin, Frank
- Abstract
This report presents a brief overview of the most common approaches to the calculation of transfer rates and discusses the use of a transfer rate as a measure of institutional effectiveness. It provides an overview of existing practices and helps to inform a discussion of whether or not transfer rate data should be collected from British Columbia (BC) public postsecondary institutions and how transfer rates should be calculated. The issue of how best to calculate a transfer rate depends in part upon the purpose underlying the collection of such information. If the rate is to be used as a measure of college effectiveness with consequences that follow for the institution depending upon its "success," then how the rate is calculated becomes very important. The key difference in the calculation of various transfer rates rests in the precise definitions of entering or exiting student cohort, time frame for transfer, minimum number of college credits completed, type of curriculum studied, and student intent to transfer. The report looks at transfer rates and the BC postsecondary system and discusses possible transfer rate models in the BC context: entering student cohort model, exiting student cohort model, transfer readiness model, and transfer of credits model. Some recommendations conclude the report. Contains 10 references. (VWC)
- Published
- 1999
6. The Associate Degree as a Transfer Credential: A Discussion Paper.
- Author
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British Columbia Council on Admissions and Transfer, Vancouver.
- Abstract
Intends to facilitate discussion between the British Columbia Council on Admissions and Transfer and degree-granting institutions regarding the feasibility of establishing new transfer arrangements for students who have completed an associate degree in a British Columbian (BC) college or university college and are subsequently admitted to another degree-granting institution. Focuses on the initiative of providing improved transfer for associate degrees as transfer difficulties created by the complexity of the BC transfer environment increases. Asserts that new agreements for the transfer of completed associate degrees, as well as admission priority for students holding an associate degree would achieve this end. Recommends that an "Associate Degree Transfer Policy" could guarantee a minimum of 60 transfer credits but still require students to complete all lower and upper division requirements for their baccalaureate degree. Under any new arrangement respecting transfer for the associate degree, institutions would maintain appropriate control over the academic requirements for all degrees, majors, and concentrations. Under ideal conditions potential transfer students would plan their selection of courses for the associate degree by including the requirements for majors within the electives. Students who failed to do so could be required to complete additional credits beyond the 60 specified in the associate degree. Priority admission over all other transfer institutions could be granted to any student who has completed an associate degree. (VWC)
- Published
- 1999
7. Using Surveys To Measure 'Value Added' in Skills in Four Faculties. Working Paper.
- Author
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York Univ., Toronto (Ontario). Inst. for Social Research. and Grayson, J. Paul
- Abstract
This study tested the amount of value added to critical and communication skills by the university experience using a strategy that compared the skills of entering and graduating students at York University (Ontario). The study involved, first, identifying skills that might be improved over the course of a university education; second, developing survey questions that measured skills for entering and graduating students at four faculties; and third, performing covariance analysis of survey results for entering and graduating students. Data were generated by three questionnaires, with response rates ranging from 55 to 58 percent for two surveys in the fall of 1995 to 58 percent one conducted in the summer of 1996. Eight tables detail skill categories and topics; list characteristics of survey respondents; correlate skills and grades for entering students, for graduating students, by gender, by ethnic origin, and by home language; and provide Z-scores to assess value added for entering and graduating students. Overall, graduating students were found to have better-developed skills than entering students. The paper also focuses on the rationale for the relatively cost-effective research design. (Contains 30 references.) (CH)
- Published
- 1997
8. Canadian NGOs Providing Resources for Development and Social Justice in South Africa: A Handbook. Working Paper Number 19.
- Author
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South African Information Exchange., Institute of International Education, New York, NY., and Micou, Ann McKinstry
- Abstract
This publication is a handbook of Canadian nongovernmental, nonprofit organizations (NGOs) working for change and the establishment of democracy in South Africa. It is offered as a companion to an earlier handbook on similar European NGOs. In particular, this publication illuminates the framework in which NGOs operate; clarifies appropriate sources of financial, technical, and informational assistance for sustainable development programs; and draws lessons from the development aid and education policies described. The handbook was developed during one week through a series of interviews in Canada of 25 organizations (or individuals) identified as relevant to the preparation of the handbook. An introduction and overview are followed by sections describing organizations, programs and agencies under the categories: (1) Canadian government corporations; (2) NGO networks and coalitions; (3) crown corporations; (4) nongovernmental institutions; (5) development (and development education) agencies; (6) trade union-related organizations; (7) church agencies; (8) support organizations raising money for South African causes; (9) solidarity groups; and (10) research, information, and documentation centers. A subject index and a glossary of abbreviations are included. (JB)
- Published
- 1992
9. Research and Development in Higher Education, Volume 1. Papers Presented at the Annual Conference of the Higher Education Research and Development Society of Australasia (4th, Bedford Park, South Australia, June 2-4, 1978).
- Author
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Higher Education Research and Development Society of Australasia, Sydney. (Australia). and Linke, Russell D.
- Abstract
Papers from the 1978 conference of the Higher Education Research and Development Society of Australasia are presented. A large part of the conference was devoted to a general symposium on accountability in higher education, while other topics were organization and administration of higher education, curriculum development and evaluation, staff development, and student characteristics and performance. Papers and authors are as follows: Opening Address: "Accountability in Higher Education" (E.H. Medlin); "The Costs and Benefits of Post-Secondary Education Enquiries" (N. A. Nilsson and P. F. Sheldrake); "In Need of Further Research on the Production and Productivity of Tertiary Education in Australia" (William Georgiou); "A Practical Model for Accountability in Higher Education--the DDIAE Experience" (L. J. Barker and L. J. McNulty); "Educational Brokering: A New Concept in the Business of Education" (I. McD. Mitchell); "To Maximize the Viability of an Enterprise: A Relevant Purpose for Administration" (Thomas M. Heffernan); "Course Development Assumptions and Strategies" (Rod Wellard); "Cooperative Course Design: A Case Study in Post Experience Education" (Dave Boud); "Student Reactions to PSI, Lecture and Laboratory Teaching" (R. J. Stening and K. R. Vost); "Tertiary Science Instructional Materials: A Cognitive Analysis" (M. T. Prosser); "Planning the Evaluation of a Major University Course" (I. H. Barham); "Staff Development: New Viewpoints and New Directions" (Norman C. Dennis); "The Enchantment of Lecturer Self-Confidence" (H. E. Stanton); and "The Needs and Problems of Part-Time Students and the Accountability of Administrative and Academic Staff" (Jason L. Brown). (SW)
- Published
- 1979
10. Interaction and Independence: Student Support in Distance Education and Open Learning. Papers from the International Conference Presented by the International Council for Distance Education with the British Open University Regional Academic Services (3rd, Cambridge, England, September 19-22, 1989).
- Author
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International Council for Distance Education., Open Univ., Walton, Bletchley, Bucks (England). British Open Univ. Regional Academic Services., and Tait, Alan
- Abstract
Twenty-five papers presented at the conference include papers on the role of the site coordinator in a distributed education network in Ontario; student support systems in the Open University of Israel; the dilemmas of designing a computer mediated communication support system; interactive libraries; tutoring in technical science in the Open University of the Netherlands; research supervision at a distance; the role of tutoring and group support in distance education; the relationship between interaction and independence; distance education in India; applications of telecommunications for interactive tutoring; and cost effectiveness analysis of projects that increase student interaction in distance education. Most of the papers include references. The individual papers are briefly reviewed in the introduction, and continuity from papers presented at two earlier conferences is discussed. (GL)
- Published
- 1989
11. Working Papers in Art Education, 1985.
- Author
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Iowa Univ., Iowa City. School of Art & Art History. and Zurmuehlen, Marilyn
- Abstract
Papers by graduate students, and occasionally papers from their mentors which establish a context for the student papers, are organized by sponsoring University. Student papers presented are: (1) "Cognitive Strategy in Design: The Measurement of its Effect On the Student Design Project" (Michael Eckersley); (2) "The Effects of Structured Criticism Upon the Perceptual Differentiation and Studio Compositional Skills Displayed by College Elementary Education Students" (Dora Janov); (3) "Development and Evaluation of an Art Program for Adolescents with Profound Emotional, Social, Intellectual, and Academic Dysfunction" (Linda Nolan); (4) "Artist of the Environment: Frederick Law Olmstead" (Virginia Fitzpatrick); (5) "An Historic Account of the Origin of the Thompson Art Collection in Peru, Indiana and its Educational Uses" (Paul Engle); (6) "The Ceramics of Failaka: A Question of the Function of Tradition in Artistic Creation" (Safwat Nourel-Din); (7) "Cross-Provincial Policies in Canadian Art Education" (Laurie Baxter); (8) "The Effects of Teacher Intervention and Peer Interaction on Fifth Grade Students' Studio Art Performances" (Karent Kakas); (9) "Transsubjectivity and the Imaginal Event" (Scott Meyer); (10) "A Questioning Strategy for Aesthetic Scanning" (Gloria Hewett); (11) "Discipline-Based Art Education for Preservice Elementary Teachers" (Sally Myers); (12) "Dealing With Distance/Attempts at Nearness" (Priscilla Fenton): (13) "Narrative Interpretation: Personal and Collective Storytelling" (Steve McGuire); (14) "A Description of Two Approaches to Instruction in a Survey Course in Art History" (Mercedes Thompson); (16) "On Defining Art as a Language: A Comparison on Languaging and Drawing Processes" (June Eyestone); and (17) "'Let's Draw'; Art Education by Radio" (Mary Kelly). (MM)
- Published
- 1985
12. The High Technology Industry and Education in Canada. New Technologies in Canadian Education Series. Paper 16.
- Author
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TV Ontario, Toronto. and Tobin, Judith
- Abstract
This paper reports the results of a survey of a number of high technology companies in Canada who were asked to provide information about their relationship with the educational system, the application of their products in education, and their views on the implications for education in general of the new technology in information and communications. It is noted that the 20 respondents represent producers of educational software, especially programs for computer-assisted learning and authoring languages; telecommunications systems; mainframe and microcomputers; and work stations (some without direct application in education). The information provided by the respondents has been grouped thematically. The first section covers the broad theme of the changes in education and society that will be hastened by the integration of the new technology. The effect on the curriculum and teaching methods in elementary and secondary schools is discussed in section 2. The third section considers the relationship between education and training, and how it might change according to the demands of the technological workplace. The fourth section reports on how the special educational needs of high technology employees are being met by the higher education system, while the fifth presents high technology's futuristic vision of education and how that vision might be made more consistent with the promise of technology. The final section examines and critiques the respondents' vision of the influence of technology on education. A list of the 20 contributing companies is included. (DB)
- Published
- 1984
13. A Report on Non-Traditional Learning Programs for Women at B.C. [British Columbia] Post-Secondary Institutions. Discussion Paper 02/79.
- Author
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British Columbia Dept. of Education, Victoria., Zimmerman, Lillian, and Trew, Marsha
- Abstract
Women's educational needs and the viability of postsecondary institutions are inextricably bound. Women are in transition. Increasingly entering the labor force, women see postsecondary institutions as a means of accomplishing new occupational goals. Now a postsecondary student majority, they are, because of their age, part-time status, and large numbers, considered nontraditional. While some exemplary programs for women exist at British Columbia's postsecondary institutions, most nontraditional learning opportunities are ad hoc, peripheral, fragmented and demonstrate a lack of institutional commitment. An institutionally based Women's Access Program should be adopted. Planning and implementation guidelines for such a program have been developed and are included in this report. Program goals are to assist women in obtaining access to postsecondary institutions and community services and resources, and to assist institutions in modifying practices which present barriers to women. Recommendations to the Ministry of Education and a plan to assist institutions achieve these goals have been formulated. Hopefully, institutions will adopt policies which accommodate the needs of women learners. (Author/CSS)
- Published
- 1979
14. Response to Discussion Paper on a Mobile Student Research Framework
- Author
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British Columbia Council on Admissions and Transfer and Karlinski, Jean
- Abstract
In November 2009, the BC Council on Admissions and Transfer (BCCAT) hosted a "Visioning Session" to revisit the framework and definitions that have been used to measure the mobility of transfer students in British Columbia. Members of BCCAT's standing committees participated along with representatives from the Ministry of Advanced Education and Labour Market Development (ALMD) and the Student Transitions Project (STP). Among the 25 present from across the province were registrars, institutional research directors, senior administrators, a high school principal, two post-secondary advisors, and a private institutions representative. After hearing presentations on the research on student mobility that has been undertaken to date by BCCAT and the STP, the Visioning Session participants were asked to develop a definition of a mobile student and to identify the top subpopulations of mobile students that they felt are worthy of future study. Some of the barriers to research about these subpopulations and policy questions surrounding them were also identified. Finally, support for continuing to focus research on the "traditional" transfer student population (transfers to research universities) was gauged. The outcomes of deliberations are outlined in a discussion paper which was then circulated more broadly across the system for further response. Feedback to this paper is outlined in this document.
- Published
- 2010
15. Preparation for Emergency Remote Teaching: A Personal Reflection
- Author
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Saqlain, Nadeem
- Abstract
Due to COVID-19, almost all educational institutions were temporarily closed across the globe. As a result, many educators have focused on delivering courses through emergency remote teaching. Preparation for remote teaching was itself a great challenge. In this reflective paper, I have presented my own experience of preparation for emergency remote teaching for one my courses in one of the Canadian universities. I have mentioned in the paper the factors that were helpful in the preparation for remote teaching such as my own background knowledge of online learning, training for remote teaching, designing and developing the course, using synchronous and asynchronous, engaging students, and presences.
- Published
- 2021
16. Student-Led Undergraduate Journals: A Catalyst for Comprehensive Research Experience and Professional Growth
- Author
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Mayank Bansal and Caitlyn Dignard
- Abstract
This opinion piece underscores the critical role of undergraduate academic journals in fostering a comprehensive research experience for students, with a spotlight on Qapsule, an open-access journal at Queen's University led by undergraduates. These journals offer a unique platform for students to engage in the full spectrum of scientific inquiry, from conducting research to writing, peer review, and publication. The paper emphasizes the importance of undergraduate students' involvement in all aspects of research, discussing its crucial role in intellectual growth and professional development. However, these journals often remain under-utilized due to a lack of awareness. The paper discusses the importance of universities actively promoting these journals and providing the necessary resources for students to establish such platforms, thereby nurturing a culture of academic collaboration, creativity, and excellence. It also addresses quality concerns about undergraduate journals, asserting that with appropriate mentorship and guidance, undergraduate students are capable of contributing to the academic community.
- Published
- 2023
- Full Text
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17. 'Transformational Ministry' and 'Reparative Therapy': Transformative Learning Gone Awry.
- Author
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Grace, Andre P.
- Abstract
North Americans' fear and preoccupation with safety and security as a result of the September 11 attacks is similar to that felt by gays and lesbians in daily life. Queer persons are not part of the Christian family, according to Jerry Falwell and other rightist Christian fundamentalists, including those involved in transformative ministry and reparative therapy. Transformational ministry is aimed at elimination of same-sex desire and intimacy and conversion to a heterosexual lifestyle. Reparative therapy is orthodox psychotherapy which, unlike current American Psychiatric Association practices, classifies homosexuality as a mental disorder. A politics of conversion, characterized by self-worth and concern for others, would argue against such exclusionary practices. Cornell West locates heterosexism in power intersections with white supremacy and patriarchy. His vision of a popular struggle for liberation incorporates queer people into a vision for cultural democracy. Democratic transformative learning is the responsibility of educators in order to eliminate not only homophobia but also racism and patriarchy from both curricula and campus activities. Exemplars of this goal include The Diversity Conferences of Alberta Society (DCAS), which worked to build understanding and create social justice while providing space and a place for gay and lesbian students and adults to deliberate issues of sexuality and spirituality; and Agape, which investigated sex-and-gender differences in education. (12 references) (AJ)
- Published
- 2002
18. Information Technology and the Marginalisation of Regional Cultures: Rambling Thoughts from the University of Calgary Experience.
- Author
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Pannekoek, Frits
- Abstract
In the past decade, significant advances in information technologies in the Euro-American world have fostered the creation of information monopolies. The prices imposed by the monopolies, whose products are largely in the English language, have caused academic libraries to focus almost exclusively on international scientific and cultural materials demanded by their researchers. This has resulted in an insidious and progressive marginalization of regional cultures. After careful consideration of this issue, the University of Calgary's 1998 Library of the Future Task Force recommended that the University of Calgary adopt an integrated approach to information that incorporates both production and consumption activities. The university would move to a "just for you" library and provide information through contracted electronic access whenever possible. To ensure that it becomes a net contributor to preservation and dissemination of knowledge rather than just a consumer of products of the information monopolies, the library will work to preserve primary materials by creating a digital archive of materials about and produced by Western Canada's Aboriginal communities, thus taking national and regional community needs into account. Whether the proposed policy change will succeed in reducing the marginalization of regional culture remains to be seen. (Contains 14 references.) (MN)
- Published
- 2000
19. Achieving Quality with Online Teaching Technologies.
- Author
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Fahy, Patrick J.
- Abstract
Online teaching technologies still have three main disadvantages: cost, complexity, and negative impacts on productivity. In many areas of Canada, cost is still a major factor affecting ownership and use of computers and other new technologies. Until online teaching technologies become as simple to use as telephones and new cars, they will continue to fail to produce productivity increases. The Internet illustrates how online teaching technologies have been a mixed blessing. The Internet's potential advantages as a teaching tool stem from the fact that it is engrossing and inherently interesting, incorporates multi-sensory uses of media, provides enormous numbers of connections to other sources of information and interaction, allows everyone an individualized experience, and can both reflect and be a creation of teachers and learners. However, these same characteristics also account for some of the Internet's major weaknesses as a teaching tool. Any plan to use the Internet and other new technologies as teaching tools must begin with a quality-oriented assessment of the given technology's fitness for use as a teaching tool. Factors to consider include whether the technology is directly related to the learning outcomes of specific audiences of learners, affordable, readily accessible to local users, and durable and long-lasting. (MN)
- Published
- 2000
20. Communities of Integrity: Engaging Ethically Online for Teaching, Learning, and Research -- Closing Keynote Address
- Author
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Eaton, Sarah Elaine
- Abstract
The COVID-19 crisis challenged us to learn, teach, and work in ways we never had before. As we move further into 2021 more educational institutions are thinking about how online teaching and learning can become a permanent way of offering programs. However, there are still ethical considerations that merit deeper consideration. Before the pandemic, there was 20 years of research from various countries to show there was less misconduct in online courses than in face-to-face courses, yet during COVID-19 academic and research misconduct increased dramatically around the world. So, what happened? And how do we move forward from here? Join us for an evidence-informed keynote about how to support ethical teaching, learning, and researching in online and blended contexts in 2021 and beyond.
- Published
- 2021
21. The Restrictive Effects of Government Information Policies on Scholarship and Research. Minutes of the Meeting of the Association of Research Libraries (107th, October 23-24, 1985, Washington, D.C.).
- Author
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Association of Research Libraries, Washington, DC. and Daval, Nicola
- Abstract
Minutes from the 1985 Membership Meeting of the Association of REsearch Libraries (ARL) include the full text of three presented papers: "Changing Information Policies and Research Libraries" (John Shattuck); "Management of Government Information" (Timothy Sprehe); and "Access to Information in Canada" (Bruce Mann). The views of journalists and academic researchers are expressed by two users of government information: Scott Armstrong of the Washington Post and Anna Nelson of George Washington University. Discussion and comments follow the papers. Two speakers then discuss the role of the ARL on Capitol Hill: "Effective Communication with Legislators" (Lisa Phillips) and "Legislative Issues Update" (Shirley Echelman). Business meeting coverage includes reports from: (1) the Office of Management Studies; (2) the ARL Executive Director; and (3) the ARL President. An announcement by the Vice President/President-Elect, election of new board members, a dues increase, revisions of ARL Bylaws, consideration of new members, the change of officers, and other business are also reported. Supporting information is appended, including: ARL Activities and Status Report; a statement from the ARL on Access to Information; the report of the Bibliographic Services Development Program (BSDP); lists of attendance from member institutions, members, and guests and staff; and a list of officers, the board, and committees of ARL. (THC)
- Published
- 1986
22. Challenges for Higher Education in Times of COVID-19: How Three Countries Have Responded
- Author
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Funk, Robert L.
- Abstract
The COVID-19 pandemic brings to the fore strengths and weaknesses in many public policies, including higher education. There are at least three separate but related areas where institutions of higher learning have been stressed by COVID-19: financing, issues related to the logistics of learning, and inequality. These problems are especially pronounced in countries that suffer from high levels of inequality, such as Chile. This editorial offers a review of some of these challenges and their implication for long-term education policy, touching on the cases of Chile, Canada, and the United States.
- Published
- 2021
23. Education for the Common Good: A Student Perspective on Including Social Justice in LIS Education
- Author
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Helkenberg, Davin, Schoenberger, Nicole, Kooy, S. A. Vander, Pemberton, Amanda, Ali, Karim, Bartlett, Sarah, Clair, Jillian, Crombleholme, Sydney, Dee, Alison, DePierro, Kristy, Greenwood, Timothy, Lobzun, Meagan, Petersen, Cassandra, Saunders, Sabrina Redwing, Tarzi, Mary, Ward, Kristyn, and Zip, Stacey
- Abstract
This paper was produced as a collaborative project by a Progressive Librarianship class at an ALA-accredited Masters of Library and Information Science (MLIS) program located in Canada. Recent research in LIS has identified a need for issues of social justice to be discussed more prominently in LIS education. From a uniquely student perspective, the authors suggest how MLIS programs can incorporate social justice as a key component in LIS education. Specifically, they encourage pedagogy that supports critical thinking on issues of social justice and provides scaffolding for progressive change for the common good within a library context. This includes where social justice should appear in the LIS curriculum, who should teach about social justice, what topics are currently of relevance, and suggestions on key strategies for progressive change that can be taught in LIS education.
- Published
- 2018
24. Brief of the Association of Universities and Colleges of Canada to the Sub-Committee on Equality Rights.
- Author
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Association of Universities and Colleges of Canada, Ottawa (Ontario).
- Abstract
The economic, human, and social impacts of mandatory retirement are addressed in a brief presented by the Association of Universities and Colleges of Canada (AUCC) to the Subcommittee on Equality Rights. There is a possibility that the coming into force of equality rights may remove mandatory retirement. It has been estimated that by 1989 removal of mandatory retirement would result in approximately 300 fewer new faculty being recruited and an increase in operating costs due to the retention of higher salaried faculty. Concerns of AUCC include: in the absence of mandatory retirement, the lack of career opportunities for young and promising scholars will be further aggravated; already limited financial resources for universities will be further drained either by the retention of a more expensive professoriate or by the costs of alternatives to mandatory retirement; in the absence of mandatory retirement policies, the human practices of institutional loyalty that allow termination of employment through retirement of once productive scholars may well be replaced by the disciplinary actions resulting in termination for cause; and the loss to the body of knowledge resulting from the lack of career opportunities for young and promising scholars may outweigh the benefits of the removal of mandatory retirement. (SW)
- Published
- 1985
25. Fostering Equity and Inclusion at the Clerc Center and Gallaudet University: Three Perspectives
- Author
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Montalvo, Lisa, Naeem, Taiyabah, and Bengtson, Lia
- Abstract
In February 2019, a counselor, a project manager, and a teacher from the Laurent Clerc National Deaf Education Center were chosen as inclusive excellence ambassadors to the Gallaudet University Division of Equity, Diversity, and Inclusion. As inclusive excellence ambassadors, Lisa Montalvo, Taiyabah Naeem, and Lia Bengtson believe the division's motto that in diversity there is strength and beauty; and they are committed to strengthening diversity--with its strength and beauty--in the Gallaudet community. In this article, co-authors Montalvo, Naeem, and Bengtson each reflect on the ways in which they have been able to support deaf and hard of hearing students and allow others to see the importance of having diverse professionals in the school community. This article contains the following sections: (1) Helping Parents Trust the School More (Lisa Montalvo); (2) Taking Charge, Building Pride (Taiyabah Naeem); and (3) Teaching through a Social Justice Perspective (Lia Bengtson).
- Published
- 2020
26. Thinking Together: A Duoethnographic Inquiry into the Implementation of a Field Experience Curriculum
- Author
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Seidel, Jackie and Hill, Laurie
- Abstract
This paper examines the experiences of two colleagues working in close collaboration over several years to create, implement, and assess an innovative and integrative cohort-based, preservice-teacher, field-experience curriculum in a new Bachelor of Education program. Engaging a duoethnographic narrative approach, this paper both inquires into the experiences of the authors, and traces the complex interrelational work, and personal work that was required to do "good" work together on behalf of preservice students and partners in the "field."
- Published
- 2015
27. The Not-so-Easy Road of Overseas Study: Life Like an Outsider
- Author
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Palmer, Yolanda
- Abstract
Contemplating my graduate student experience overseas, I constantly viewed myself as an isolate, one who did not belong in the new community of practice. I encountered numerous lingua-cultural, academic and social challenges which led to my lack of community and belonging. This paper is a reflection of my experiences as an international graduate student in a Canadian university. Through this reflection, I explore some of my most potent experiences and how these influenced me as I sojourned through the not-so-easy road of study overseas. This paper also describes the processes I used that enabled me to successfully maneuver and negotiate my journey on the not-so easy-road of studying in a post-secondary institution overseas.
- Published
- 2015
28. Commentary on the Changing Face of Canadian Universities
- Author
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Soiferman, L. Karen
- Abstract
This paper is a commentary on how the student population of Canadian universities has changed with the arrival of international students. It discusses some of the issues that instructors have when teaching and interacting with their international students such as overcoming the language barrier, and being aware and respectful of cultural differences. It provides insight into some of the difficulties that instructors can face, and how they can adjust and adapt their teaching methods so that their international students can be successful. Topics discussed include: how essential it is that instructors understand students' educational backgrounds and how they differ from Canadian students' experiences; how students view academic integrity policies based on their prior knowledge; how international students tend to be passive learners instead of active learners in the classroom; how their reluctance to participate in group work can impact their class participation; how instructors need to explain to their students what is involved in learning how to conduct research; and how their reliance on the class textbooks for information impacts their ability to take in information during the lecture.
- Published
- 2016
29. The Morality of Individuality and Autonomy and the Co-Dependence of Education
- Author
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Parsons, Jim and Peetoom, Adrian
- Abstract
This beginning paper attempts to explicate the myth of autonomy and individuality and the impact of this myth upon people in Western society. Focusing upon the work of the Dutch philosopher Gerrit Manenschijn, the authors briefly explore: (1) the history of autonomy as a myth as well as (2) how the West's monomythical culture shapes human thinking. In part two of the paper, the authors set out two examples to suggest how this myth works within education: (1) assessment at the K-12 level and (2) life as it is currently "competed" within higher education. The authors suggest how current educational practices might be complicit in the extension and support of autonomy and individuality as a moral compass that pushes those in the West towards materialism and extends current economic and market-driven curriculum. (Contains 6 footnotes.)
- Published
- 2008
30. Teacher Unions, School Districts, Universities, Governments: Time to Tango and Promote Convergence?
- Author
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Naylor, Charlie
- Abstract
This paper considers "convergence" as deliberate acts of will to achieve common goals within the context of the education service in general and school sector industrial relations in particular. Such language is unusual in the field of industrial relations, where assumptions are often based on notions of conflictual relationships. However, this paper argues that educational organizations, including ones where relationships might be considered adversarial, can move beyond occasional partnerships and collaboration towards a more systematic approach to joint working-convergence. This paper draws on the author's experience as a teacher union researcher in British Columbia involved in a number of innovative projects involving the teachers' union, school districts, and universities, to consider where common interests might occur and how such forms of working can be developed. A number of challenges to convergent working are identified, including notions of vested interests, issues of power and control, and system fragmentation resulting from site-based management. However, convergence is suggested as one way to reduce fragmentation in educational systems and as a way to build trust between governments, school districts, and teacher unions; providing essential building blocks to sustainable system improvement.
- Published
- 2007
31. Sexual Orientation, Graduate Education, and Accreditation.
- Author
-
Biaggio, Maryka and Davis-Russell, Elizabeth
- Abstract
The purpose of this paper was to discuss education and accreditation issues with respect to diversity in sexual orientation. The different levels of analyses are approached from the more general to the more specific, ending with a discussion of accreditation issues in psychology. Information pertains to the United States, and includes some information on Canada as well. Topics discussed include legislation and public policy, experiences in university communities, and accreditation and graduate education issues. The paper concludes with author comments concerning the American and Canadian Psychological Associations' position statements on sexual orientation. (ADT)
- Published
- 2001
32. Relating Literature and Culture: Putting Theory into Practice at the Intermediate Level.
- Author
-
Henning, Sylvie Debevec
- Abstract
This paper suggests that the entire undergraduate foreign language (FL) curriculum needs to be rethought to integrate language, literature, and culture from the beginning through the advanced levels. It proposes a curriculum that is organized around sociocultural and sociohistorical values, attitudes, and issues and gives preference to literary texts in the broad sense. The paper discusses disjunction between lower-division and upper-division FL courses, goals of intermediate-level courses, roles of literature in FL curricula, and literature as a means of presenting culture at the intermediate level. It highlights an intermediate French sequence designed to integrate language, literature, and culture. The courses explored cultural values and attitudes, focusing on France and Quebec. They were intended to help students develop the cognitive abilities, linguistic skills, and cultural knowledge necessary for success in upper division courses by building on students' own preferences and goals. They were also intended to move the foreign language curricula away from literary history and civilization courses that strive to make students cultured without helping them understand the sociocultural significance of what they are studying. They provide a vehicle for re-relating culture studies and literary history. (Contains 11 references.) (SM)
- Published
- 2001
33. A Best Practices Approach to the Use of Information Technology in Education.
- Author
-
Wright, Peter W.
- Abstract
Based on the author's presentation at the International Conference on Computer Based Learning in Science, this paper discuses some high profile areas of interest and concern in the educational use of information and communication technology (ICT). The paper is influenced partly by a series of nine government funded "Best Practices" projects in the use of ICT and partly by experience. In particular, the paper addresses four major areas: (1) establishing an electronic identity, including alternative delivery/online learning issues (e.g., curricula, quality of learning, staffing, administration, equality, and cost) and World Wide Web site development; (2) technological literacy of students, including the Information and Communication Technology Program Studies initiative by the Province of Alberta (Canada); (3) support for the use of ICT with an emphasis on security in a distributed network environment (e.g., physical security, viruses, and network access); and (4) access to information and protection of privacy. (Author/MES)
- Published
- 2000
34. Technology in the Classroom: Implications for Teacher Education.
- Author
-
Wessel, Warren E.
- Abstract
This paper explores some of the implications on teacher education of the increased use of ICT (Information Communication Technology) in the delivery of curricula. The paper argues that, if ICT is going to become an integral part of instruction in elementary and secondary schools, changes need to be made in preservice and inservice programs for education students and practicing teachers. The initial section describes the assumptions used to limit the scope of the paper. The next section presents a discussion of potential uses of ICT and some concerns/myths about the use of ICT in education. The third section is a discussion of teacher education and professional development for practicing teachers, including some ideas about distance education. The final section is a proposal for a research facility (an instructional sending studio and receiving classroom) at the University of Regina (Canada) to further the study of ICT in teaching and learning in elementary and secondary classrooms. (MES)
- Published
- 2000
35. A Primer on Responsibility Centre Budgeting and Responsibility Centre Management. Professional File, Winter 1999, Number 17.
- Author
-
Canadian Society for the Study of Higher Education. and Lang, Daniel W.
- Abstract
This monograph is a "how-to" manual on responsibility center budgeting (RCB) and responsibility center management (RCM) in the context of Canadian and U.S. institutions. It explains how RCB/RCM works in practice and discusses some of the problems encountered in implementing this strategy at a number of Canadian and U.S. universities. The paper reviews the basic elements of RCB/RCM, which includes the calculation of all revenue generated by an academic unit, recalibrated periodically to ensure the reliability of cost information; the advantages of RCB/RCM in exposing costs that are often known but not recognized; the problems and disadvantages of RCB/RCM, including an institution's assumption that it has more knowledge of costs than it actually does have; how to install and costs of RCB/RCM, noting the need for a long-term commitment to the principles of RCB/RCM and a long-term understanding of markets and program costs; and the relationship of RCB/RCM to institutional plans and mission statements. In concluding the paper some RCB/RCM do's and don'ts are offered, along with a brief discussion of the future of RCB/RCM. A series of charts on central overhead model methodology, as well as financial worksheets are included. (Contains 36 book/journal references and 23 institutional reports on RCB/RCM.) (CH)
- Published
- 1999
36. A Narrative Inquiry into the Development of a Women's Organization: Taking a Step for the Big Picture.
- Author
-
Huberman, Audrey
- Abstract
This paper begins by reproducing an e-mail concerning the Wired Woman Toronto (WWT) organization, an e-mail which forms the first of four intertwined types of field texts that inform a narrative inquiry--the second is "story," the third is "research interview," and the fourth is "letter writing." The paper's framework takes the form of a story about the beginning and continuance of this women's organization, WWT, and about its meetings; the field texts are dispersed throughout the narrative account as they shape the ensuing journey. The first e-mail correspondence in the paper explains that the Wired Women Society is a Canadian-founded, non-profit group that focuses on creating a "comfortable and exciting environment" in which women can learn more about technology and the opportunities available in new media industries. The paper concludes that the place the women have made for themselves, the third dimension in 3-dimensional narrative inquiry space, is yet another area that can be explored within a subsequent and broader inquiry, and that a faint outline of the "larger journey" can be seen as a result of this paper, the preliminary exercise. Many of the issues raised in the interview with Denise and Christina surface in the author's final paper for the Ontario Institute of Studies in Education course "Women as Change Agents in Educational Systems," the overlap pertaining to the camaraderie and sense of lineage that emanate from women's relationships and the achievements realized by women in a male dominated society. An interview transcript is appended. (BT)
- Published
- 1999
37. Higher Education in the Service of the Economy: Education Ministry Reconfigurations and the Corporatist Agenda.
- Author
-
Cutright, Marc and Griffith, Bryant
- Abstract
This paper discusses the increasingly corporatist mentality within higher education, focusing on the role of the government within Canada, and elsewhere, to reshape higher education into narrow occupational training. It notes that while governments in Canada and the United States have reduced public funding for higher education, they have pursued agendas of increasing accountability through quantifiable outcomes and the forced narrowing of education to production of the workforce. The paper cites numerous critics of the corporatist-conservative agenda who discuss the growing role of government and business in shaping and spreading this agenda. It examines recent efforts by local and provincial governments in Canada to reshape higher education ministries to focus on worker training, to the neglect or outright abandonment of the humanist emphasis of higher education. The paper concludes that the potentials of these trends and corporatist controls include the loss, for future generations, of the critical sensibilities necessary to evaluate and reorder the state/corporate agenda. (Contains 19 references.) (MDM)
- Published
- 1997
38. How To Promote Leadership and Participation in the Process of Periodic Programme Evaluation: Lessons Learned from Evaluation Practice in Higher Education in Quebec.
- Author
-
Johnson, Helene
- Abstract
This paper discusses the style of leadership required in an evaluation process as well as the conditions under which the participation of various groups of evaluation users may be ensured, using examples from higher education in Quebec (Canada). It reviews the organization and evaluation of higher education institutions in the province, providing specific information on program evaluation at Laval University. The paper then reviews conditions favoring evaluation success, including institutional commitment, clear definitions of roles and responsibilities, clarification of what is at stake in regard to the evaluation process, the cooperation of those involved in the evaluation, promptness in the completion of the evaluation, and the importance of professional help and support services. It is concluded that if participation in the evaluation process is to be effective, shared leadership must be carried out during all stages of the evaluation process. It is argued that this type of leadership emerges in response to the dictates of the situation, to the competencies required and to the roles played. (MDM)
- Published
- 1997
39. Meeting the Needs of Future Teachers: Curricular Changes for Preservice Programs from Implications of Secondary Teachers' Perceptions of Recent Changes in Ontario Schools.
- Author
-
Glassford, Larry A.
- Abstract
This paper discusses how preservice teacher education programs can be improved to better service teacher candidates. This paper examines a study of teachers from nine Ontario secondary schools regarding the impact of change on their work lives. The study involved 130 survey questionnaires and 45 structured interviews. This paper focuses on information from teachers with at least 10 years of experience (36 questionnaires and 12 interviews) to determine indications of particular success or failure in dealing with change that might be traced to their initial preservice education programs. More than three out of five teachers did not have pleasant experiences with change in their profession. Just over 51 percent agreed that teachers were unprepared for change, and about 75 percent believed that teachers were not in control of change. Just over 52 percent believed that change made teaching less satisfying. Almost 62 percent agreed that change had a negative impact on time allocation and use. About 84 percent agreed that change in the years ahead will transform the work lives of teachers. Despite largely negative personal encounters with change to their professional lives, these teachers fully realized that major innovations and alterations were coming. Comparison of teachers with less than 10 years and more than 10 years of experience showed a few variations, though in most categories the responses were similar. Fewer of the newer teachers felt unprepared for change or that change made teaching less satisfying. (Contains 5 tables of questionnaire response percentages and 12 references.) (SM)
- Published
- 1997
40. Multiculturalism and Interculturalism in Quebec: Between Myth and Reality.
- Author
-
Belhachmi, Zakia
- Abstract
This paper discusses procedural liberalism as the main obstacle to democratic, pluralist cultural and educational practice in Quebec, Canada, arguing that institutional-level procedural liberalism promotes the status quo and precludes the democratic practice of intercultural education. It attributes this status quo to: (1) the Quebec government's definition of and policy on pluralism and its much-contested cultural orientations of "la culture de concergence"; and (2) the Ministry of Education's lack of an explicit intercultural education policy. This has led to a cultural pluralist model of a "no man's land" that manifested itself in the mid-1980s into a de facto multiculturalism in reality focused on integration combined with a politicized rhetoric of interculturalism in educational milieux. To illustrate this inherent ambiguity in Quebec's model of pluralism and its policy of occulation in intercultural education, the paper describes the replication of Quebec's institutional pluralism in the educational system and enforcement of the essentialist ideology of "la culture publique commune" in university-level research practices since the late 1980s. It highlights research on multicultural and intercultural studies at the University of Montreal as a sample of the transfer of the essentialist ideology of "la culture publique commune" in scientific research. (Contains 28 references.) (SM)
- Published
- 1997
41. Learning Needs and Adaptation Problems of Foreign Graduate Students.
- Author
-
Canadian Society for the Study of Higher Education., Huxur, Gulbahar, Mansfield, Earl, Nnazor, Reginald, Schuetze, Hans, and Segawa, Megumi
- Abstract
This paper examines the learning needs and adaptation problems of foreign graduate students, and is based on the experiences of the five co-authors' graduate studies in Canada and the United States. It reviews the factors that contributed to their decision to study abroad, pre-sojourn expectations and arrival, their arrival in the host country, cross-cultural adaptation, language teaching and learning, and returning home. Issues such as culture shock, the difficulties of adapting to the host society, the acquisition of "social literacy" in the host culture, the contrast between professor-centered and student-centered learning, and the difficulties encountered when returning home are considered. Extensive quotations are used to illustrate individual perspectives. The paper also recommends that higher education institutions hosting foreign students provide comprehensive and up-to-date information about academic and nonacademic life, familiarize students with course outlines and reading lists before they arrive, provide socialization experiences to help integrate students into the institution and locale, provide academic assistance targeted at foreign students, internationalize the curriculum and learning methods, and provide pre-return assistance to students returning to their home country. (Contains 58 references.) (MDM)
- Published
- 1996
42. Evidence-Based Teaching in the 21st Century: The Missing Link
- Author
-
Hunter, William J.
- Abstract
In this commentary, William J. Hunter reflects on this career, and struggles with the fact that teacher preparation programs do not include a course in educational research. When this was mentioned to colleagues (or students), a highly predictable response was "Why should teacher candidates learn about research?" Years of trying to give a calm and rational response to that question, brought answers and raised additional questions like: (1) Why should medical students learn about medical research? (2) Why should nursing students learn about health science research? (3) Why should law students learn about legal research? And (4) Why should engineering students learn about engineering research? Just as research in the basic sciences and the development of tools like thermometers, stethoscopes, and sphygmomanometers created opportunities for the growth of research-based medicine, teachers should have the knowledge and skills needed to critically read the education and social science literature on teaching and learning. Action research has been on the leading edge of a move toward introducing research to teacher education programs in Canada often in the context of reflection on practice. Hunter concludes, as we look further into the 21st century, teacher educators should be building the basis for a new teaching profession in which classroom teachers, using the online resources available to them, begin to plan their lessons based on the existing research in education, the humanities, and the social sciences. What is the missing link to educational research? Hunter notes it is teachers who are "competent to use the instrumentalities that have been developed" and ready to take up the challenge.
- Published
- 2017
43. A Teacher Educator Reflects on the Impact of Context on Teaching Practice: Seeking Voice in Teacher and Teacher Educator Research on Practice.
- Author
-
Russell, Tom
- Abstract
An educator who teaches physics to grade 12 students and a physics curriculum and methods course to preservice teachers analyzes the impact of context on teaching practice. A paper by A. Richert titled "Voice and Power in Teaching and Learning To Teach" is used as the foundation for interpreting the author's experience of teaching physics in grade 12 at the same time he was teaching others to teach physics. The paper outlines some personal values, contrasts the contexts of school and university, compares the second year of experience to the first, bridges the worlds of theory and practice, notes the importance of teacher research, and examines differences between transmission teachers and interpretation teachers. The paper concludes that learning how to connect the two parallel tracks of experiences and thinking about "teaching and learning" is central to personal development as a teacher but is ignored by both schools and universities. The paper also concludes that, as university-based researchers in education have worked to study teaching from the "outside-in" perspective, they seem to have overlooked the golden opportunity to do research on their own teaching within teacher education programs. (Contains 14 references.) (JDD)
- Published
- 1993
44. Narrative and Voice: Marginalized Perspectives in Teacher Education. Heritage Language Teachers in Ontario Schools.
- Author
-
Marujo, Manuela
- Abstract
This paper reviews the development of interest in teaching Portuguese to immigrant students, an interest rooted in an individual's ethnicity and cultural past. The story of a Portuguese couple who immigrated to Sweden with their young son is recited, emphasizing the child's struggle with his lack of identity with either Portuguese or Swedish culture. The heritage language programs in Ontario, Canada, are then described as programs that allow for schooling in the student's first language to enhance students' cultural identity and self-esteem. The historical development of the language programs is reviewed, and their goals are listed. Institutionalized discrimination towards such multicultural federal educational policies are noted. Qualifications of heritage language teachers are discussed, and it is explained that instructors need not have an Ontario teacher's certification, can be paid at a lower rate than regular classroom teachers, and occupy a lower status than regular classroom teachers. Heritage language teachers' difficulties in integrating themselves into the schools in which they teach are examined. The paper concludes that the way schools treat the heritage language of their students mirrors their manner towards race, culture, and identity, and that major changes in the program are needed. (Contains 22 references.) (JDD)
- Published
- 1993
45. Educational Teaching and Research under Scrutiny.
- Author
-
Farquhar, Robin H.
- Abstract
This paper contains the text of a talk on how the business community should cooperate with higher education in Canada through their mutual association, the Corporate-Higher Education Forum. The paper briefly considers the differential impact of size of university in building cooperation with the business community and argues that size has only a secondary impact on capacity to cooperate in educational research. The paper goes on to look at the Forum including a review of recent activities of the Forum and the suggestion that other associations and bodies in Canada may be capturing the educational research field and addressing the issues that concern the nation while the Forum appears not to be addressing these issues. A review of the Forum's journal for the past 3 years found that of over 100 articles, not a single one was related to the research on kindergarten through 12th grade education or the preparation of professionals for schools. The paper argues that due to the lack of input from educational researchers, professionals dealing with the education crisis do so in a reflexive, strident, and defensive manner at significant cost to the nation. (JB)
- Published
- 1992
46. The Journey Home: Psychological Adjustment Symptoms following Wilderness Expedition Programs
- Author
-
Dettweiler, Ulrich
- Abstract
Recent empirical research on outdoor education programs describes adjustment symptoms that instructors suffer from after the programs have come to an end. Post-course effects are also documented for students, but those are normally scientifically coded in measured changes in "skills" or "learning effects." In this paper, the author compares the adjustment processes of staff and students, and offers a philosophically motivated explanation for these processes with reference to his own experience of Outward Bound wilderness expeditions.
- Published
- 2012
47. The Role of the Social Foundations of Education in Programs of Teacher Preparation in Canada
- Author
-
Kerr, Donald, Mandzuk, David, and Raptis, Helen
- Abstract
This paper argues that the social foundations of education, and particularly the disciplines of history, philosophy and sociology of education, must continue to play an integral role in programs of teacher education. We report on the decline of the study of history of education within Faculties of Education in Canada as an example of the marginalization of the role of the social foundations in teacher education programs generally. In this context we furnish what we take to be some of the strongest reasons for the requirement for future teachers to engage with the social foundations--some of these arguments apply to all of the foundational areas, and some apply to specific foundational disciplines. Some of these arguments will be familiar, some new. We conclude that if a teacher education program in Canada is to be of a very high quality then it must include a strong social foundations component. (Contains 8 footnotes.)
- Published
- 2011
48. Democracy across the Disciplines: Design Your Course for Democracy
- Author
-
Newton, Janice
- Abstract
If a liberal arts education should prepare our students to participate in a meaningful way in democracy, what does that mean for how we design our courses across disciplines? In this paper, I first address the question: who should teach democratic skills? Using an upper-level course in Canadian politics, I then illustrate how to explicitly integrate democratic skills and attitudes into course design through learning objectives, classroom activities, assignments, and grading techniques. Finally, I argue that these practices can and should be adapted to other disciplines.
- Published
- 2009
49. Howling with Hope
- Author
-
Wiebe, Sean
- Abstract
My PhD supervisor and lifetime mentor, Carl Leggo, was diagnosed with cancer in 2018 and died March 7, 2019. The prospect of a shortened life brings a sense of urgency to the central existential questions of love, fear, joy, and loss--four prominent themes in Leggo's work. In this essay, I reflect on how his mentorship has transformed my ontological, epistemological, political, ethical, and axiological understandings of living as a creative scholar in the academy.
- Published
- 2020
50. Fresh Pathways to Performance Management
- Author
-
Foran, Colleen and Doylend, Colleen
- Abstract
For anyone in a leadership position, responsible for the performance of others, there is always an obvious concern with the quality of the work performed and the adherence to the mission, vision, values and culture of the organization. Traditional methods of assuring quality performance include some form of performance appraisal, giving feedback on staff members' performance as the key element of the process. Much attention has focussed on the manner in which feedback is given. In this paper, the authors propose that the most effective way to monitor and encourage high performance is not to "give" but instead to "elicit" feedback. The authors stress that by employing a coaching process, Cognitive Coaching[sm] for example, a leader is able to encourage and inspire staff to focus their skills and intellect on performing their duties with increasing levels of commitment and creativity.
- Published
- 2004
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