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2. The Provision of Post-Secondary Education and Vocational Training in the Province of Alberta, Canada. Coombe Lodge Working Paper. Information Bank Number 2034.
- Author
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Further Education Staff Coll., Blagdon (England). and Marsh, D. T.
- Abstract
This paper, written as the result of a two-month study visit to Alberta during May and June, 1984, attempts to describe the broad provision for education and vocational training in the postsecondary system. The paper is organized in five sections. It begins with an overview of the educational system of Canada as a whole, including the role of the federal government and a description of education on all levels from elementary through postsecondary. The second section of the paper describes the administration of postsecondary institutions in Alberta and the legislative framework for education, while the third section describes the educational institutions established in the Province. (These institutions include universities, affiliated and non-affiliated independent colleges, technical institutes, public colleges, vocational centers, community vocational centers, community vocational consortia, and private vocational schools.) Apprenticeship and training programs are the subject of the fourth section, while the final section focuses on a discussion of issues surrounding education in Alberta. Appendixes to the report describe student funding sources. (KC)
- Published
- 1985
3. Canadian Universities and Colleges. Amended Version. Reference Papers. No. 106.
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Association of Universities and Colleges of Canada, Ottawa (Ontario). Information Div. Dept. of External Affairs.
- Abstract
This paper on Canadian universities and colleges presents information on the historical background, financing of higher education, provincial developments since 1969, national and international aspects, the control and government of institutions, teaching staffs, types of institutions, admission requirements, and student costs. Two systems of higher education have developed in Canada reflecting the two major cultural traditions. One system retains French characteristics; the other system was designed according to English, Scottish, and United States practices. A small third group of institutions offers instruction in both French and English. Each Canadian province is responsible for the establishment and administration of education within its own boundaries, since there is no federal ministry of education. The federal government is responsible only for the education of Indians and Eskimos, inmates, and the military. The federal government does contribute to the costs of higher education. Studies conducted by national organizations concerning higher education are cited. Each province has its curriculum and awards its certificates of completion of secondary-school studies. Canadian universities have individual admission requirements based on certificates awarded in the province, but all treat the certificate of their provinces as approximately equivalent. Appendices include a description of degree-granting universities and colleges in 1973 by province, excluding those granting degrees in theology only; a list of some Canadian higher education student service and academic organizations; and a bibliography of key documents in Canadian higher education. (SW)
- Published
- 1974
4. Measuring Academic Outcomes...and Identifying What Influences Them. AIR 1989 Annual Forum Paper.
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Cousineau, John and Landon, Bruce
- Abstract
A study was conducted to measure the student outcomes of academic (university transfer) programs and identify the factors related to those outcomes. Six British Columbia (Canada) community colleges participated in the study by surveying 5,770 of their former students. The survey measured four student outcomes, and the analysis tested several factors (e.g., grade point averages, number of semesters attended, institution attended, involvement) for their potential effects on each outcome. The results reflect favorably on the quality of college academic programs, especially when controlled for the types of students served. The results confirmed much university-based research that student skill gain and satisfaction are affected positively by student involvement. The results also confirmed that comparative data, made possible by multi-college studies of this type, can help explain inter-college differences on student outcomes. Contains 12 references. (Author/KM)
- Published
- 1989
5. Myths and Realities: The Misconception of Faculty Shortages in the Next Decade. Working Paper 86-3.
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Canadian Higher Education Research Network, Ottawa (Ontario)., Ottawa Univ. (Ontario). Faculty of Administration., and von Zur-Muehlen, Max
- Abstract
The view that there will be severe faculty shortages at Canadian universities in the 1990s is refuted, based on analyses concerning the demand for university teachers and the supply of doctoral graduates. In the 1990s when there is no foreseeable increase in university positions, replacement (i.e, due to retirement and mortality) will be the only significant demand factor. Most of the analyses that warn of impending faculty shortages have been based on the uneven age distribution of univesity teachers. However, factors that rejuvenate the faculty age structure, such as outward and inward mobility, have not been taken into account, as well as the future uncertainty of faculty retirement age. Important supply issues are recent changes in full-time doctoral enrollment and in the subsequent anticipated supply of doctoral graduates in Canada. In the early 1990s, the supply of doctoral degree-holders is likely to be at least as high as that of the period from 1986-1990. While the predicted staffing crisis for the 1990s appears to be a myth, individual disciplines may experience shortages. Supporting data include doctoral degrees by discipline for 1970 to 1984, projected supply of doctoral degrees for 1986 to 1990, and the proportion of female doctoral recipients by discipline. (SW)
- Published
- 1986
6. Social Justice Knowledge Construction among Physical Education Teacher Educators: The Value of Personal, Professional, and Educational Experiences
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Joanne Hill, J. L. Walton-Fisette, M. Flemons, R. Philpot, S. Sutherland, S. Phillips, S. B. Flory, and A. Ovens
- Abstract
Background: The imperative for social justice in education means that pre-service teachers should learn how to teach for and about social justice, including pedagogical and content knowledge. Understanding how physical education (PE) pre-service teachers and teacher educators construct and develop their knowledge of social justice pedagogies and critical content, intertwined with values based on social justice and equity, is needed to best support future teachers. Purpose: The focus of this paper is how physical education teacher educators and PE and sport pedagogy university faculty have developed their knowledge of teaching for and about social justice: where their knowledge came from and how they draw upon it in their teaching and programme design. Method: Seventy-two faculty from seven countries engaged in an in-depth interview about their conceptualisation of social justice, their knowledge, practices, institutions, and policy contexts and completed a demographic survey on their social identity and professional experiences. Using a social justice pedagogical and content knowledge (SJPACK) model, thematic analysis generated formal educational study, workplace experience, and personal or social identity bases of social justice knowledge. Findings: Many of those who expressed a commitment to teaching about and for social justice had personal and professional experiences that had provided 'eye-opening' moments. For instance, some had encountered marginalisation and discrimination based on their identity. If social justice issues were not a part of a participant's lived experience, but they had professional experience in the field, they were struck by what they did not know and subsequently sought out postgraduate or professional development. Professional experiences in the field were much more likely than formal education experiences to provide recognition that participants needed to learn more about social justice. Social justice is both knowledge and an ideological stance, so learning about social justice is as much about values and disposition as about content. Social justice must be important enough for teacher educators to embed in their belief system so that it becomes part of their pedagogical practice. Conclusion: This study prompts consideration of the professional development needs of teacher educators concerning social justice that goes beyond acknowledging the existence of sociocultural issues by moving towards changes in pedagogical practices in PETE and PESP programmes. We advocate collaborative and reflective professional development for educators if SJPACK is to be woven throughout teacher education programmes and not just incumbent on educators with personal experience of social justice issues.
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- 2024
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7. Also a Door to the inside of a New House--Yet Another Use for Comparative Education
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Wolhuter, Charl
- Abstract
The author has been involved in cross-national research regarding the motivations of students for studying Comparative Education. A wide variety of motivations were identified, depending on national context. This paper begins by summarizing those findings. On a recent bout as guest professor teaching Comparative Education at a Canadian university, yet another interesting employment of Comparative Education was discovered, namely that of introducing international students (from an extra-Western context) to Western education and its philosophical superstructure and the exigencies of studying at a Western university; thus preparing these students for studying at a North American university. This paper reports on that experience. [For complete volume, see ED567040.]
- Published
- 2012
8. Institutional Identity: The Community College as a Baccalaureate Degree Granting Institution.
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North Carolina State Univ., Raleigh. and Levin, John S.
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This paper focuses on the discussion of community colleges as baccalaureate-degree granting institutions. The discussion is based on research projects undertaken in both the U.S. and Canada that investigate the institutionalization of degree programs at community colleges. Colleges in British Columbia and Alberta are baccalaureate as well as sub-baccalaureate institutions, resulting in a muddying of institutional identity. The colleges claimed to uphold community college principles, such as open access and responsiveness to the community, yet their allegiance was to higher-level programming. As a result of these changes, the conceptual framework and the institutional identity have been altered. Now, the community college baccalaureate can be seen as increasing access for populations that are underserved by baccalaureate-granting institutions. In the U.S., state legislation authorizes community colleges to grant B.A. degrees in four states: Idaho, Nevada, Utah, and Florida. These states require that the colleges continue to offer programs synonymous with the community college mission. This paper argues that the baccalaureate degree-granting community college possesses a new identity that signifies an end of its former identity as a two-year institution. Contains 66 references. (NB)
- Published
- 2002
9. An Administrative and Faculty Autoethnographic Analysis of Shifting Modalities of Pre-Service Technology Education Programming during the Onset of COVID-19
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Gill, David D. and Kennedy, Thomas
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The COVID-19 pandemic has disrupted our collective normal patterns of behavior in almost all aspects of our personal and professional lives. While many K-12 and post-secondary subject area curricula lend themselves more easily to a migration to online and remote learning, technology education faces unique challenges. This research paper sought to understand the challenges, benefits, and lessons learned through an analysis of the process of re-organizing a pre-service technology education diploma for remote, blended, and face-to-face learning during the early stages of the COVID-19 pandemic. The investigation followed a collaborative autoethnographic methodology as the authors constructed two narratives based on their roles of administering and instructing in a pre-service technology education diploma program. An interpretive descriptive analysis suggests a number of challenges associated with the organizational changes, but also a number of positive outcomes related to the instructional shifts. Challenges included maintaining equitable access to physical materials and technologies for all students, scheduling issues related to changing pandemic rules and regulations, and a loss of social presence with students. Benefits included more student autonomy, less dependence on group work for technical skill development, and the development of alternative delivery models for pre-service technology education that could be used to expand program offerings to non-traditional students.
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- 2021
10. Library and Information Professionals as Knowledge Engagement Specialists. Theories, Competencies and Current Educational Possibilities in Accredited Graduate Programmes
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Prado, Javier Calzada and Marzal, Miguel Angel
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Introduction: The role of library and information science professionals as knowledge facilitators is solidly grounded in the profession's theoretical foundations as much as connected with its social relevance. Knowledge science is presented in this paper as a convenient theoretical framework for this mission, and knowledge engagement services--knowledge brokering, knowledge readiness and knowledge promotion--as an area that might serve to reframe and expand traditional services such as reference, information literacy and outreach and cultural programming. A key competency for knowledge engagement specialists is mastering instruction, aimed at the efficient fostering of innovation and the creation of new knowledge within organizations and society. The purpose of this paper is to analyse current supply of courses covering instructional related competencies in accredited graduate programmes. Methods: Main professional competency standards and courses currently offered in accredited graduate programmes (United States, Canada, United Kingdom and Australia) are analysed. Results: Results suggest that although some relevant competencies have been included by professional associations in their competency standards for all types of information professionals, instructional competencies have not received much attention in graduate educational programmes other than in concentrations or tracks targeted at future school or academic librarians. Conclusion: It is concluded that further research on competencies and education for knowledge engagement is required in order to fully develop this role within the profession. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
- Published
- 2013
11. Improving Engagement of Interns and Employers with the United Nation's Sustainable Development Goals
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Ivkovic, Shabnam Surjitsingh and McRae, Norah
- Abstract
There is growing focus on graduating global citizens who can advocate for and operationalize sustainable futures by advancing the United Nations' Sustainable Development Goals (SDGs). With the high volume of internships the University of Waterloo facilitates, there was need to better understand how these internships might be contributing to the SDGs in deeper, more meaningful ways. The researchers conducted a pilot study to classify a sample of international internships in terms of their impact on one or more of the 17 SDGs (Ivkovic et al., 2020). A key outcome of the study is that there is need to build greater awareness of the SDGs and better assess actual impact on the SDGs. This paper explains the design and development of a low-resource activity, based on a guided-conversation exploration instrument for interns and organizations to recognize how their roles could contribute to advancing the SDGs.
- Published
- 2021
12. Resource Development in Ontario's Colleges--What's the Future?
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Gouveia, Cindy O. Y.
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This paper provides a brief historical account, and differences in philanthropy between Ontario's colleges and universities. Several theoretical concepts will be explored to explain donor motivation in Ontario's higher education sector. The final section of this paper explores non-traditional resource development strategies that Ontario colleges can consider to increase support.
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- 2016
13. The Community College Baccalaureate: Its Meaning and Implications for the Organization of Postsecondary Education, the Mission and Character of the Community College, and the Bachelor's Degree.
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Skolnik, Michael L.
- Abstract
This paper advocates the community college bachelor's degree (BA). The author presents the Canadian system as a possible model for the emerging United States trend toward community college BA programs. He argues that the U.S. binary educational system is vertical, separating institutions according to levels of learning, while the European and Canadian systems are horizontal, separating technical from academic institutions. The move toward a community college BA can be seen as a move away from a binary system. Most of the BA programs in Canadian two-year schools have been technical in nature, while those offered in the United States have been academic. There is fear that the new degree offering would divert U.S. community colleges from their mission of access to and equity in education, especially if the transfer function is eliminated. Yet the author suggests that the mission of the community college is always changing, and will continue to do so in its attempt to offer what learners need. He argues that in an era when nontraditional degrees and distance learning are commonplace, it makes no sense to deny community colleges the right to offer baccalaureate programs. (NB)
- Published
- 2001
14. Ascending and Descending into the System: A Comparison of Broadcasting Media Programs in Ontario Colleges
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Sianos, Helen
- Abstract
In 2013 the Ontario Ministry of Training, Colleges and Universities released Ontario's Differentiation Policy Framework for Postsecondary Education, for colleges and universities in the province. All 24 Ontario colleges responded to this Framework by presenting their Strategic Mandate Agreements (SMA). The Framework contrasts the original provincial mandate for the Ontario colleges, which was to provide accessible comprehensive institutions throughout the province. This paper examines, at a programmatic level, how this "Framework" affects Broadcasting Media programs in 13 out of the 24 colleges that offer this vocational discipline. The paper presents the vertical, inter-intra institutional, formal reputational hierarchy that exists amongst these programs. This paper argues that the Broadcasting Media programs are elite, differentiated, and diverse; their formal and informal hierarchical status creates deeper, intentional stratification, entrenching programs as positional goods with positional power competing for supremacy, regardless of the intent of the original mandate for the Ontario colleges. If the Strategic Mandate Agreements are executed by the Ontario Ministry of Training, Colleges and Universities, then this hierarchical, programmatic stratification will become further stratified and inaccessible. Although this paper focuses on one particular vocational discipline, the theoretical and research approaches have the potential to affect other programs within these comprehensive, community-based colleges.
- Published
- 2015
15. Discourse Analyses of Chinese Visiting Professors at Canadian Universities: Adaptation and Transformation
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Ge, Lin
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Chinese visiting professors, as Chinese university educators, are playing both practitioners and conformists in adapting to Western teaching perspectives and pedagogies while maintaining Chinese teaching beliefs. This study attempts to understand the international university experiences (Canada) of Chinese visiting professors. Arguably, Chinese visiting professors might potentially engage in programs aimed at providing an advance preparation for Chinese international graduate students, furthering their successful transition in study abroad. This paper is oriented to a post-structural paradigm in order to remain open to the attitudes, beliefs, and values of participants. The findings of a discourse analysis of Chinese visiting professors at a Canadian university are presented. The findings disclosed specific accounts as provided by this research group (i.e. dual academic and teaching experiences, and bicultural experiences in Chinese and Canadian universities). Using the findings, recommendations were made in bridging potential challenges to studying abroad. Specific to this task is the construction of an in-country program aimed at preparing Chinese undergraduate and graduate students for study overseas (specifically in Canada).
- Published
- 2019
16. Proceedings of the CIAE Pre-Conference (61st, Las Vegas, Nevada, November 4-6, 2012)
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE)
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The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; and (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those served. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers are presented at the 2012 CIAE Pre-Conference: (1) Religious Rites and Celebrations As Frameworks for Lifelong Learning in Traditional Africa (Mejai B.M. Avoseh); (2) A Confucian Model for Scholarly Development (Elizabeth Anne Erichsen and Qi Sun); (3) The Use of Learning the Contract Within a University Setting in an Italian University (Monica Fedeli, Ettore Felisatti, and Mario Giampaolo); (4) The Cross-Culture Readiness Exposure Scale (CRES) (Emmanuel Jean Francois); (5) International History and Philosophy of Andragogy: Abbreviated for 2012 with Newer Perspective and Insights (John A. Henschke); (6) Exploring Cross-Cultural Learning Styles Differences of African and American Adult Learners (Alex Kumi-Yeboah and Waynne James); (7) An Educational Preparatory Program for Active Aging: Preliminary Results Based on Proactive Coping Theory (Ya-Hui Lee, Hui-Chuan Wei, Yu Fen Hsiao, Liang-Yi Chang, and Chen-Yi Yu); (8) Global Work Competencies and the Identification and Selection of Candidates for Expatriate Assignments (Arthur Ray McCrory); (9) Adult Education/Learning in South Africa: Promises and Challenges (Matata Johannes Mokoele); (10) Cross-Cultural Use of Surveys and Instruments in International Research: Lessons Learned From A Study in Turkey and the United States (Claudette M. Peterson, Anita Welch, Mustafa Cakir, and Chris M. Ray); (11) English Only? English-Only Policies, Multilingual Education and its Ramifications on Global Workforce Productivity (Orlando A. Pizana and Alex Kumi-Yeboah); (12) Reflections On A Research Experience at an International Treasure: The Alexander N. Charters Library of Resources for Educators of Adults (Lori Risley); (13) Bridging Adult Education Between East and West: Critical Reflection and Examination of Western Perspectives on Eastern Reality (Qi Sun and Elizabeth Anne Erichsen); (14) The Challenges and Prospects of Adult Education Programmes in Nigerian Universities (Nneka A. Umezulike); (15) The Perceived Impact of Women for Women International (WFWI) Non-formal Learning Programmes for Rural Women in Nigeria (Loretta C. Ukwuaba and Nneka A. Umezulike); (16) Perceptions of Needed Attitudinal Competencies Compared by Geographical Region (Helena Wallenberg-Lerner and Waynne B. James); (17) Identifying Intercultural Sensitivity Competencies Through Focus Group Research (Melanie L. Wicinski and Arthur Ray McCrory); and (18) Measuring Intercultural Sensitivity at the Army Medical Department Center and School: The IRB Process--Challenges and Lessons Learned (Roberta E. Worsham and Melanie L. Wicinski). Individual papers contain figures, tables, references and footnotes.
- Published
- 2012
17. 'What If What the Professor Knows Is Not Diverse Enough for Us?': Whiteness in Canadian Kinesiology Programs
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Nachman, Jessica, Joseph, Janelle, and Fusco, Caroline
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This study builds on research that found a significant lack of racial diversity in Canadian university kinesiology programs. We extend previous findings by including the experiences of students who reveal how whiteness structures every aspect of their kinesiology education. We employ Critical Race Theory and theories of whiteness within a case study of eight kinesiology faculties in Canada. The mixed methods data collection included: (a) analysis of website photos and anti-racism documents to determine the perceived racial diversity and anti-racism priority; and (b) semi-structured interviews with five undergraduate students from one kinesiology program to analyze their experiences with whiteness. We found (1) white privilege was evident through an overrepresentation of white bodies among the professoriate, overlooking whiteness in research and teaching, and a dearth of policies targeting anti-racism; and (2) that white social dominance was prevalent but made invisible in student culture, which allowed the needs and experiences of racialized and international students to be ignored. Eurocentric ideologies of meritocracy, individualism, and scientific objectivity that reflect the values of the dominant group create a white racial frame that remains unnamed but centered. The aim of this research paper is to further inform how whiteness operates in kinesiology programs. We connect student experiences to whiteness theories and propose recommendations to guide the dismantling of whiteness in kinesiology.
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- 2022
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18. Towards a More Meaningful Involvement of Librarians in Academic Program Reviews
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Bowker, Lynne
- Abstract
Purpose: Using a descriptive case study approach, this paper aims to validate academic librarians' perceptions that they are marginalized by faculty during academic program reviews, and recommends ways for the two groups to collaborate more effectively to make program reviews more meaningful. Design/methodology/approach: The paper describes a case study at a Canadian university where the six types of documents produced as part of the program review process for ten graduate programs were analyzed using corpus analysis tools and techniques, such as keyword generation and key word in context analysis. For each program, documents were examined to determine the volume and nature of the discussion involving libraries in the self-study, library report annex, site visit itinerary, external reviewers' report, academic program's response and final assessment report. Findings: The empirical evidence from the corpus analysis validates the findings of previous perception-based studies and confirms that librarians currently have a minor role in program reviews. Best practices and gaps emerged, prompting five recommendations for ways in which academic librarians can play a more meaningful role in the program review process. Practical implications The results suggest that programs are not currently putting their best foot forward during program reviews, but this could be improved by including librarians more fully in the program review process. Originality/value: The present study contributes to the existing body of knowledge about the role of academic librarians in the program review process by providing direct and empirical measures to triangulate previous perception-based investigations that rely on surveys and interviews. It summarizes limitations of the current institutional quality assurance process and the benefits to be gained by involving librarians more in the process. It offers recommendations for policymakers and practitioners with regard to potential best practices for facilitating librarian involvement in academic program reviews.
- Published
- 2018
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19. Learning the Ropes: A Case Study of the Academic and Social Experiences of College Transfer Students within a Developing University-College Articulation Framework
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Gawley, Timothy and McGowan, Rosemary A.
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The number of articulation agreements between Canadian colleges and universities has been increasing steadily since the early 2000s. Though various implications of these agreements have been discussed, missing are the students' grounded transfer experiences. This paper discusses the academic and social experiences of college transfer students at a Southern Ontario university. Using multiple methods, this paper identifies the following issues regarding the college transfer experience: transfer shock; expectations about university life; the social aspects of the college transfer experience; and student concerns about college transfer credits. Student-based recommendations for the development and assessment of college transfer processes are also presented. Across Canada, community colleges and university relationships are structured according to two arrangements. British Columbia, Alberta and Quebec pioneered the development postsecondary systems in which direct university and college collaboration have been encouraged. Subsequently, the provinces of Saskatchewan and Manitoba have also developed stronger links between colleges and universities (Stanyon, 2003). In Ontario, the community colleges and universities have traditionally maintained relatively separate roles with community colleges being established to fulfill the demand for technical training while universities have provided career-oriented preparation for professions and knowledge-based occupations (Beach, Boadway & McInnis, 2005, p.10). However, Ontario has recently moved in the direction of the latter provinces in initiating formal articulation links between university and college programs (Stanyon, 2003). In Ontario, a growing number of college students are now pursuing post-graduate studies at universities. In 2004, over 4100 Ontario college graduates enrolled in university studies within six months of completing their college studies (ACAATO, 2005). In addition, a recent study indicates that over 20% of Ontario college students intend to pursue university and/or further college studies (ACAATO, 2005). According to the Ontario College University Transfer Guide, these students currently have 217 transfer agreements from which to choose (OCUTG, 2006). 173 of these agreements are bilateral (versus multilateral or direct entry articulation categories). The most common type of articulation agreement in Ontario is the degree completion arrangement (N = 156) in which "[a]college(s) and at least one university negotiate an articulation agreement whereby graduates of a diploma program receive specified transfer credit for a completed diploma program toward a degree and then complete a specified number of additional credits at the university in order to qualify for the baccalaureate degree" (OCUTG, 2006). The success of these college-university articulation arrangements depends, in part, on an understanding of the experiences, challenges and motivations of students who transfer from one type of institution to another, as well as the experiences of staff who oversee the implementation of the articulation agreements. This paper is one in a series of two papers which focuses on the college transfer experience from the student's perspective; the companion paper describes the experiences of university staff. Relatively well-established research in the United States has identified a range of student and institutional issues related to the transfer experience. Some of the issues include the effects of transfer upon student grades commonly known as "transfer shock" and "transfer ecstasy" (Carlan & Byxbe, 2000; Cjeda, 1997; Fredrickson, 1998; Glass & Harrington, 2002; Laanan, 2001; Rhine, Milligan & Nelson, 2000), student withdrawal rates (Minear, 1998 in D.S. Peterman, 2002; Van Middlesworth, Carpenter-Davis & McCool, 2002), student perceptions of the cultural differences between college and university (Davies & Dickmann, 1998) and institutional remedies to enhance the success of transfer students (Rhine, Milligan & Nelson, 2000). The importance of understanding the factors and processes that contribute to the experiences of college transfer students has important implications for the retention, graduation and overall success of students. While there are statistical analyses and reports detailing the mobility of students from college to university (ACAATO, 2005), their grade patterns, graduation rates and withdrawals (Chan, 1995), we know very little about the qualitative experiences of college transfer students, particularly in a Canadian context. This paper presents the results of a case study that analyzes the academic adjustment and social activities of college transfer students at a medium-sized university campus in Southern Ontario where college transfers constitute approximately 20 percent of the student population. The goals of this paper are threefold. First, it attempts to identify whether the "transfer shock" phenomenon is evident among students at this university institution. If transfer shock is evident, then a finer-grained analysis is performed to examine if the phenomenon is specific to certain academic programs. Second, the paper explores the perceptions and experiences of college transfer students to better understand the ways in which university and college experiences are similar and the ways in which they are different, and the implications of these similarities and differences for a successful transfer experience. Finally, the paper identifies the difficulties, if any, faced by college transfer students and subsequently proposes recommendations for established and prospective transfer arrangements in other postsecondary contexts. (Contains 2 tables.)
- Published
- 2006
20. Linking Economic Strategies and Ontario Colleges
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Summers, Bill and Drea, Catherine
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Ontario's Colleges of Applied Arts and Technology (CAATs) have established productive links with employers and the result is practical training that leads to rewarding work for graduates. This practical success is not being adequately recognized in a crucial debate that focuses on strategies for economic development. It is important for the CAATs to promote a greater awareness of the links between their programs and broader goals such as economic prosperity. In this paper, the authors discuss the current orientation of government economic strategies and its potential for supporting the CAATs. They argue that there are three measures of economic performance that are central to the role that CAATs play: (1) return on investment in education; (2) productivity; and (3) skill shortages. Using these measures, the CAATs can make a strong case for their role in the economic strategies. The authors also discuss the context of decision-making, measurement issues and opportunities for the colleges as they raise their profile.
- Published
- 2004
21. Building Possible Eastern European Higher Education Linkages: A View into Eastern European Higher Education Systems during the Transition Period--The Example of the Ukraine
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Skliarenko, Elena
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This paper provides a perspective on post-secondary education systems in the countries of the former USSR with the objective of building potential linkages for North American Colleges with the higher education institutions in Eastern Europe. (Contains 3 tables.)
- Published
- 2004
22. The Key and the Coveted: An Expose on the Lack of First Nations Representation in First Nations Studies Programs at the College and University Level.
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Lindsay, William G.
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There has been a dearth of First Nations people teaching First Nations Studies programs across Canada. This means that Native students must learn their history and contemporary academic knowledge from those who are non-Native in ethnicity and background and whose knowledge has been learned in schools instead of lived. It is time that First Nations people learn about their own history and knowledge from those who are actually part of the culture and have lived the life of a First Nations person. A glass ceiling exists for up and coming Native academics and teachers, a ceiling caused by union protocol and rules, an old-boys club mentality, "promotion from within, first" conventions, and academic elitism. This results in a lack of important First Nations role models at the postsecondary level, a lack of understanding regarding First Nations issues and protocol often bordering on the reprehensible, a lack of cultural sensitivity, and a closed-off ivory tower that is virtually unassailable to qualified First Nations people who could make a tremendous difference with their great knowledge and experiences. Recommendations include negotiating with unions to ensure that people presently on the outside of an institution would be hired for certain "specialized" positions; hiring First Nations workers with master's degrees and allowing them to complete their doctoral studies; and adopting policies of accepting only First Nations candidates for certain faculty positions. (TD)
- Published
- 2002
23. Recognizing Our Own Potential: PLAR, Canadians and the Global Economy.
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Sansregret, Marthe
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Prior Learning Assessment and Recognition (PLAR) is a new field, but it has a long history, since children have always learned from adults and demonstrated their competence by observation of their work or by the quality of their products or services. Later, formal learning became more valuable and recognized school credentials paved the way to good jobs. Only when adults began returning to school in large numbers has the idea of recognizing learning outside the campus evolved. In Canada, for lack of procedures recognizing adult learning, academic institutions admitted adults as "mature students" who could provide proof of what they had learned. Today, procedures are being developed to test and document adult learning from a variety of sources. Portfolios are encouraged, but it is often wrongly assumed that adults must develop a portfolio for each field of study instead of an integrated one. It is also thought that many new tests must be developed, whereas the standard tests that traditional undergraduates take may suffice to allow adults to demonstrate mastery of a subject. Developing a PLAR program requires creating new partnerships among business, schools, and organizations in order to design and implement knowledge demonstrations. (KC)
- Published
- 1997
24. Feeling Our Way: Emotions and the Politics of Global Citizenship in Study Abroad Programming
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Laliberté, Nicole and Waddell, Charlene
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The terms "solidarity" and "ethical travel" were used to frame a one-week study abroad program to Guatemala. The students involved came from a Canadian university and were primed through pretrip meetings and program materials to expect their trip to produce good feelings of connection and support. However, many of the students experienced bad feelings that were variously described as frustration, disappointment, shame, and guilt. In this paper we take the "bad feelings" of this trip seriously to understand the relationship between this study abroad program and the (re)production of privilege. Based on interviews with student participants, we identify a trio of emotional responses--shame/guilt, frustration/anger, and critical empathy--that highlight the variability of student responses and their political implications. We argue that this critical analysis of emotional politics is an underutilized tool for examining how study abroad programs can simultaneously (re)produce and challenge privilege.
- Published
- 2017
25. Rural Family Medicine Training in Canada.
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Rourke, James T. B. and Rourke, Leslie L.
- Abstract
This paper examines the status of postgraduate family medicine training in rural settings in Canada and identifies problems and how they are addressed. Specifically, a survey of 18 university programs examined the portion of family medicine block training that is done in a rural practice setting within the 2-year postgraduate family medicine training program. Family medicine block time during this 2-year program varied from the prescribed minimum of 8 months to a maximum of 12 months, some of which could be spent in a rural family practice. Survey results indicate that 9 of 18 programs offered family medicine training in a rural practice setting to some or all of their first-year family medicine residents, and that 99 of 684 first-year residents did some training in a rural practice setting. All programs offered some training in a rural practice setting to second-year residents, and 567 of 702 second-year residents did some practice in a rural setting. Additionally, in 12 of 18 programs, a rural family medicine block was compulsory. Respondents also indicated that isolation, accommodation, and supervision were common problems for rural family medicine residents, and that isolation and faculty development were common problems for rural physician-teachers. Contains a 16-item bibliography. (LP)
- Published
- 1994
26. Visions and Revisions for the 21st Century. Proceedings of the Annual Conference of the Commission of Professors of Adult Education (Dallas, Texas, November 19-21, 1993).
- Author
-
Commission of Professors of Adult Education. and Greenland, Annette
- Abstract
These proceedings contain the papers presented during the opening and closing panels of the 1993 annual conference of the Commission of Professors of Adult Education (CPAE) as well as reports from the five special interest groups (SIGs) that met during the conference. The following papers/reports are included: "Opening Session: Introductory Remarks" (Brockett); "Tribute to Paul Bergevin" (Stubblefield); "Developing Support for Adult Education Programs on the University Campus: Setting the Stage for the General Session Panel" (Quigley); panel discussion (Caffarella, Sisco, Kasworm, Garrison, Hiemstra); "Life at the Margins: Post-Conference Reflections on the Opening Panel" (Quigley); "Our Past, New Visions, New Directions: Framing the Closing Panel" (Courtenay); "Alternative Ways of Addressing Change in Adult Education: An Engagement in Polyrhythmic Discourse" (Sheared); "Seven 'Excellent Ideas' for Rebuilding the Intellectual Vitality of Adult Education" (Hemphill); "Some Comments on the Crises of Academic Adult Education" (Schied); "Adult Educators: Outspoken and Visible?" (Guy); "Our Past, New Visions, New Directions: Observations and Thoughts on the Closing Panel on Strengthening Graduate Departments" (Blunt); "The Future of Adult Education Research: Beyond the Paradigm Wars and Intra-Disciplinary" (Blunt); "Final Comment: Closing Session of the 1993 Conference" (Brockett). The following SIG reports are also included: "Critical Theory Special Interest Group" (Guy); "Human Resource Development Special Interest Group"; "International Special Interest Group" (McIntosh, Bersch); and "Research and Theory Building Special Interest Group" (Ferro). The activities of the instructional improvement SIG are summarized in the following reports: "Textbook Authors--Preaching or Practice?" (Polson) and "Approaches to Developing Critical Reflection" (Brookfield). Concluding the proceedings is a list of conference participants. Appended are the 1993 annual report of doctorates conferred in adult education (compiled by Lund and Mason) and the following reports: "Strengthening University Support for Adult Education Graduate Programs" (Knox et al.); "Summary of Interviews with CPAE Institutions" (Quigley); and "Strengthening University Support for Adult Education Graduate Programs: Western Canadian Perspectives" (Sork). (MN)
- Published
- 1993
27. Post-Secondary Programmes and Services for Exceptional Persons: North American Trends.
- Author
-
Wilchesky, Marc
- Abstract
This paper comments on the increasing numbers of handicapped individuals attending colleges and universities in the United States. The increase is attributed to federal legislation, pressures from self-help and advocacy groups, marketing efforts by universities suffering from declining enrollments, and increased recognition of the institutions' social mission. Learning-disabled students represent the newest and fastest growing handicapped constituency at colleges/universities. The number of handicapped students attending postsecondary institutions in Canada is likely to rise, in part due to two important pieces of legislation: Ontario Bill 82: An Act to Amend the Education Act, 1974; and Section 15 of the Canadian Charter of Rights and Freedoms as set out in The Constitution Act, 1982. Critical issues which thus need to be resolved include: architectural barriers; attitudinal problems of university personnel, especially toward students whose handicap is "invisible"; the need to fairly and accurately assess the presence of learning disabilities and the student's ability to cope with the academic demands of higher education; and the need to determine what constitutes reasonable accommodations in teaching and evaluation of learning-disabled students. (JDD)
- Published
- 1986
28. Peer Review of Teaching: Sharing Best Practices
- Author
-
Golparian, Shaya, Chan, Judy, and Cassidy, Alice
- Abstract
In this paper, we share examples of best peer review of teaching practices, drawing on our involvement in the design and implementation of the Peer Review of Teaching program at the Centre for Teaching, Learning and Technology. We review the history of the Peer Review of Teaching Initiative at the University of British Columbia and explain key aspects of the interactive peer review of teaching session we facilitated at STLHE 2014. We provide examples generated by participants of that session, as well as participants of Centre for Teaching, Learning and Technology workshops on peer review of teaching. We share future steps for the Peer Review of Teaching Program at UBC.
- Published
- 2015
29. Baccalaureate Degrees at Ontario Colleges: Issues and Implications
- Author
-
Panacci, Adam G.
- Abstract
This paper identifies and examines major issues and implications of the proposal to substantially increase the number of applied baccalaureate degrees offered by Ontario's Colleges of Applied Arts and Technology, including increasing four-year applied degree offerings and introducing three-year applied degrees. Currently, provincial legislation limits the number of degree programs colleges may offer, along with the degree type and length. I argue that although substantially increasing degree offerings would meet important economic, labour market, and access needs, there are a number of issues and implications related to quality and recognition, differentiation and mandate, and access and demand that need to be explored and addressed in greater detail. These issues and implications will be identified and examined in light of the legislated function of colleges within Ontario's postsecondary system, recent college and student participation in these degree programs, and the demand for applied baccalaureate degrees in Ontario.
- Published
- 2014
30. Graduate Programs in Education: Impact on Teachers' Careers
- Author
-
Tucker, Janice and Fushell, Marian
- Abstract
This paper examined teachers' decisions to pursue graduate programs and their career choices following completion of their studies. Based on document analysis and statistical examination of teacher questionnaire responses, this study determined that teachers choose graduate studies for different reasons, their program choice influences future career options, the impact varies across programs, and barriers preventing teachers from advancing to leadership positions exist. These findings also show that females are underrepresented in the most senior leadership positions and there are significant gender differences in career goals and program selection. Policy makers need to address issues like the work-life balance, increased workload, gender imbalance, and increased opportunities for aspiring leaders.
- Published
- 2013
31. Who Is Engaging with Whom? Internationalizing Opportunities for Business Schools in Emerging Economies
- Author
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Bevelander, Dianne Lynne
- Abstract
Purpose: The purpose of this paper is to discuss the globalization of Business Schools and present different strategies, issues and perspectives on how and why business schools are going global. The paper explores various models for globalization, contrasts and integrates them, and then presents an approach to globalization that is within the reach of these smaller and less endowed schools. Design/methodology/approach: This paper reviews relevant literature and an analysis of exchange programs amongst the world's leading business schools. Different aspects of the globalization of management education are discussed including internationalizing the curriculum, globalizing research agendas, and the impact of globalized competition. Findings: A framework has been developed that can be employed by business schools--especially in emerging economies--to internationalize themselves through their education and research programs. Recommendations are made for how business schools with limited resources can meet the challenge of offering the internationally-oriented education experience increasingly demanded by employers and students alike. Research limitations/implications: Limitations to this paper result from the use of "Financial Times" top 100 ranked business schools. Aside from weaknesses inherent the rankings methodology, the choice of these business schools excluded hundreds of high quality business schools around the world--many of which are internationally recognized for quality. Furthermore, the methodology of the scanning of web sites of schools for types of collaboration agreements across borders might not give the full picture of agreements betweens schools. Originality/value: Although a considerable amount has been written about the globalization imperative facing business schools (with many illustrations of what could be considered best practice), there is a significant lack of information when it comes to the articulation of strategies and implementation challenges facing smaller and less well endowed business schools that want to globalize. (Contains 19 notes, 1 table and 3 figures.)
- Published
- 2012
- Full Text
- View/download PDF
32. Transferability and Post-Secondary Pathways: The Role of Canadian Colleges and Institutes
- Author
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Association of Canadian Community Colleges
- Abstract
This paper describes the programs and services colleges have in place to facilitate student mobility, and documents the main regional and provincial/territorial mechanisms to facilitate transfer of post-secondary credits from one institution to another. Because there are many terms used to describe elements of post-secondary transferability and student mobility, we have included a list of definitions on page v. ACCC developed a Pan-Canadian Protocol for the Transferability of Learning that was endorsed by 107 institutions across all provinces and territories, and has been involved in federally-funded initiatives to support domestic and international student mobility. This paper draws on the results of the two Statistics Canada surveys that examined student pathways through post-secondary education at a national level to summarize the pathways of college students. The "Youth in Transition Survey" (YITS) found that the most common form of post-secondary education was college. The results of the "National Graduate Survey" found that a higher proportion of college graduates than university graduates had previous post-secondary education experience and a significant proportion of college graduates also went on to pursue further education. A survey conducted by ACCC and the Canadian Apprenticeship Forum (CAF) found that pathways into apprenticeship are not direct from high school, as most apprentices had been employed for some time before going on to post-secondary training. It also found that the majority of apprentices who had taken apprenticeship preparation programs at high school or college had received credit towards their current program. The paper describes labour mobility provisions and programs that have effects on transfer of credits and credential recognition among post-secondary systems, notably the Agreement on Internal Trade, Chapter 7 on Labour Mobility and the Red Seal Program supporting interprovincial recognition for 50 trade credentials. Appended are: (1) ACCC Pan-Canadian Protocol for the Transferability of Learning; (2) Memorandum of Understanding between Royal Roads University and ACCC; (3) List of Red Seal Trades; (4) List of Degrees Awarded by Colleges, Institutes, Polytechnics and Universities with a College Mandate; (5) Post-Secondary Provincial/Territorial Transfer Guides; and (6) Overview of Seven Key Elements of Credit Transfer in 50 U.S. States. (Contains 9 tables, 3 figures and 25 footnotes.)
- Published
- 2011
33. Apprenticeship and Pre-Apprenticeship Training. Made in B.C.: A History of Postsecondary Education in British Columbia. Volume 5
- Author
-
Cowin, Bob
- Abstract
This report traces the development of the workplace apprenticeship system and college-based pre-apprenticeship training in Canada's most western province, British Columbia. The Canadian system is mildly distinctive in an international context and within Canada, British Columbia is increasingly distinctive. Federal government influence has been significant, even though education is a provincial jurisdiction. Government involvement in apprenticeship began in the 1930s, but it was not until the 1960s that federal funding spurred the establishment of a system of public vocational and technical institutions in British Columbia. Tensions in administering trades training developed in the 1970s and 1980s, leading to the establishment of three successive organizations to oversee the system. The report begins chronologically but concludes with short discussions of a series of topics such as completion rates and curriculum development. Some institutions, private as well as public, are briefly described. Some registration statistics itemizing trades are presented but individual trades are beyond the paper's scope. The report synthesizes a wide variety of sources to provide an overview of a poorly studied and often fragmented aspect of postsecondary education. Four appendixes present: (1) Challenges Enumerated by the Canadian Apprenticeship Forum, 2004; (2) Registration Statistics, 1935-2010; (3) Fulltime Equivalent Enrolment, Public Institutions, 1990-2010; and (4) Trades List 2011. A bibliography is included. (Contains 3 footnotes.) [For Volume 4, see ED524626.]
- Published
- 2012
34. Learning Portfolios: Creative Connections between Formal and Informal Learning
- Author
-
Cassidy, Alice
- Abstract
How do you know what students in your course "took away" with them? Why not ask? Through a learning portfolio assignment, I invited students to show: how they met the course objectives; connections they made to other courses as well as aspects of their lives; and their views and perspectives about the course material and processes. They were asked to include tangible evidence, examples, connections, and reflections from all class sessions, discussions, and other assignments. They were also required to express themselves through a creative variety of styles and formats, including a concept map and a world map. What were their reactions to the assignment? Many noted that it encouraged them to think critically and that it was a fun way to show the links between the course and their own lives. Might you like to use or adapt some or all parts of my learning portfolio assignment in a course (any discipline) that you teach? Through reading this paper and trying the described activities, you will have completed your own mini-learning portfolio and explored methods of assessment.
- Published
- 2010
35. Teaching Transdisciplinarity in a Discipline-Centred World
- Author
-
Snow, M. Elizabeth, Salmon, Amy, and Young, Richard
- Abstract
Health care researchers and practitioners are increasingly asked to work across disciplines (or, in keeping with the conference theme, "Between the Tides") to deal with complex health issues. But working with individuals from different fields is more challenging than it sounds. Working across disciplines can result in tension and miscommunications. Furthermore, to explore interactions among disciplines requires breaking down disciplinary boundaries and creating a common framework and language to define, analyze, and develop new approaches. This paper explores the benefits and challenges of teaching transdisciplinarity in a discipline-centred world, including a description of the journey of one post-graduate research training program as it strives to help student researchers break down disciplinary borders and develop a common framework to approach a particular health issue--in this case, the problem of substance misuse and addictions.
- Published
- 2010
36. Enriching Social Work through Interdisciplinary Disability Studies
- Author
-
Carter, Irene, Quaglia, Christine, and Leslie, Donald
- Abstract
This paper recommends that faculties of Social Work incorporate Disability Studies in their curriculum by embracing its interdisciplinary deconstructionist perspective. Disability Studies encourages Social Work to move beyond person-in--the-environment and anti-oppressive approaches to find more effective ways of removing barriers for persons with disabilities, and new opportunities to include them in the larger culture. Discussing the critical nature of Disability Studies, the authors point out how Social Work is learning to embrace the interdisciplinary nature of Disability Studies.
- Published
- 2010
37. Using 'Interteaching' to Enhance Student Engagement and Learning
- Author
-
Scoboria, Alan, Sirois, Fuschia M., and Pascual-Leone, Antonio
- Abstract
In this paper, we describe our experience with a recently devised teaching method termed interteaching (Boyce & Hineline, 2002). This educational approach provides a rich rehearsal of material, and emphasizes student engagement, peer discussion, and student/instructor interaction. We describe the method, provide pragmatic tips for implementation in the classroom, review empirical evidence, and discuss advantages and disadvantages.
- Published
- 2009
38. An Intercultural Curriculum for a Leadership in Community Engagement Program: Linking Theory and Practice
- Author
-
Mercer, Lorraine and Carter, Lorraine
- Abstract
Student diversity in Canadian universities is rapidly increasing, and faculty and curriculum developers are challenged to transform programs and pedagogies to meet the learning needs of diverse students. While universities across Canada are actively attending to the need for interculturality and diversity in undergraduate education, this same need exists in continuing education units that serve heterogeneous populations of adult learners. This paper explores the intercultural curricular experience in the context of adult education in two ways: (i) examining the literature that reviews key terms and concepts related to culture, interculturality, and learning, and (ii) drawing upon examples of intercultural learning based on a certificate program called Leadership in Community Engagement, offered by the Centre for Continuing Education at McMaster University in Hamilton, Ontario, Canada. We also offer recommendations for those working in adult and continuing education who strive for respectful and meaningful intercultural learning.
- Published
- 2018
39. Survey of Canadian Career College Students. Phase II: In-School Student Survey. Final Report
- Author
-
Human Resources and Social Development Canada
- Abstract
Human Resources and Social Development Canada in partnership with the Canada Millennium Scholarship Foundation commissioned R.A. Malatest & Associates Ltd. to conduct the "Survey of Canadian Career College Students". The National Association of Career Colleges supported this research through the provision of in-kind assistance. The research, conducted in three phases, began with a survey of private career colleges (Institutional Survey) to ascertain the number of institutions and students eligible to participate in the "Survey of Canadian Career College Students". An in-school survey was then conducted with students enrolled in eligible programs in private career colleges throughout Canada. The in-school student survey will be followed up with a graduate outcomes survey to determine outcomes associated with participation in the private post-secondary educational system. This report focuses on the findings of the in-school survey of students of private career colleges (Phase II). The findings of the Institutional Survey can be found under a separate report entitled: "Survey of Canadian Career College Students Phase I: Institutional Survey". Findings from the Graduate Outcomes Survey will be published under a third report: the "Survey of Canadian Career College Students Phase III: Graduate Outcomes Survey". Research findings showed that a high proportion of the students entering the private system are female (72%). Students tend to be older in age (mean age=29) and thus more likely to have dependants under the age of 18 (34%). Students are commonly single (75%), although 33% are currently or have been married. Just under one in six (15%) are single parents. Private career college students' preferred educational route appears to be college, either private (80%: current 72% or another private 8% institution) or public (12%). Among students surveyed, approximately three-quarters (72%) indicated that that their current private career college was their institution of choice. Few (8%) students indicated that they would have preferred to attend university rather than their current private career college. Students are commonly drawing upon the Canada Student Loans system or other government assistance to fund their private career college education. Appendices include: (1) Participating Institutions; and (2) Survey Instrument. (Contains 40 tables and 23 figures.) [This paper was produced by The Canada Millennium Scholarship Foundation. For the Phase I report, see ED514951.]
- Published
- 2008
40. Advancing Articulation: Models of College-University Collaboration in Canadian Higher
- Author
-
Kirby, Dale
- Abstract
This paper reports on the results of an analysis of program articulation between the college and university sectors in Canada. The Canadian post-secondary system is best described as a binary system with discrete university and non-university sectors. While there are complex sectoral differences between the two institutional types in terms of their history, mandate, culture and governance and significant differences between the level of coordination existent in each of the provinces, a number of transfer and collaborative program models have emerged and are identifiable. The program transfer models include the course-by-course transfer model, the multiple course transfer model, the block transfer model, and the program bridging transfer model. The identified collaborative models outlined include the integrated model, the articulated model, the parallel model, the sandwich model and two different hybrid models. As the categorization provided indicates, these models require varying levels of institutional integration and cooperation. (Contains 1 footnote.)
- Published
- 2008
41. Tilting at the Windmills of Intercultural Education in the North.
- Author
-
Koenig, Del M.
- Abstract
Efforts of Native organizations, coordinated through the National Indian Brotherhood, resulted early in 1973 in acceptance by the Canadian Department of Indian Affairs of the policy paper, "Indian Control of Indian Education", which legally gives Indian, Metis, and Inuit people control over their own schools. The paper explains the environmental, economic, language, family, value, and teacher differences that make northern education unique from that of the majority culture of southern Canada. In Saskatchewan, programs concerned with intercultural education are an important component at the university level. The University of Saskatchewan, in cooperation with the Federation of Saskatchewan Indians and government agencies, is involved in study and training areas for Indian, Metis, and Inuit students. The Indian and Northern Education program within the College of Education at the university is the oldest and largest of the special intercultural programs. Related programs include the Indian Teacher Education Program, Indian and Northern Curriculum Resources Center, and the Indian and Northern Curriculum Materials Project. General suggestions for the future particularly emphasize the need for solid research on the effectiveness of established programs before designing additional northern educational programs. (KM)
- Published
- 1974
42. Vocational Education and Training for Life Long Learning in the Information Era. IVETA [International Vocational Education and Training Association] Conference Proceedings (Hong Kong, China, August 6-9, 2000).
- Author
-
Vocational Training Council (Hong Kong). and International Vocational Education and Training Association, Knoxville, TN.
- Abstract
This document contains 123 papers from an international conference on vocational education and training (VET) for lifelong learning in the information era. The papers focus on the following themes: (1) societal and ethical issues; (2) human resource development and personnel training; (3) international issues; (4) information technology in VET; (5) partnership for VET; (6) program development; and (7) skills for the new millennium. The following are among the subthemes addressed in the individual papers: manpower planning; social issues; cross-border and culture issues; partnership issues; modeling and process; future directions; training effectiveness; language teaching; curriculum development and competency; curriculum and standards; leadership and professional development; distance education; program development; new information technology initiatives; teacher training; workplace initiatives; program outcomes; teaching and learning; VET in the workplace; modeling and training; teaching practice and assessment; educational approaches; industrialization and technological change; learning systems; management and planning; program design and teaching; competency and benchmarking; technological issues; knowledge development in VET; Web-based learning; impacts of VET; strategies and partnerships; pedagogical issues; skill testing, work-based training, and industrial partnerships; and international and multinational issues. Most papers contain substantial bibliographies. (MN)
- Published
- 2000
43. Degrees of Freedom: The Applied Degree as the Pedagogy of Praxis, Dialectics of Discipline and the Primacy of Partnerships
- Author
-
Visano, Livy A.
- Abstract
The corpus of existing curricular practices relating to the applied degree provides some opportunity to re-visit the Mission of Colleges of Applied Arts and Technology (CAATS) and transcend local and situated boundaries to consider the relatedness of what members of CAATS do well, what new activities they should be considering and how they face the challenges. The search for a comprehensive understanding of the applied degree has long eluded administrators, academics and policy makers. The inadequacy of any sustained analysis of the conditions and consequences of the applied degree is not due to the often attributed phlegmatic unwillingness of mainstream thinking to grapple with fundamental implications, financial or otherwise, but rather to a perniciously cemented resistance to any knowledge that challenges the privileged ethos of institutionalized hierarchies of power. Acknowledging the intellectual limits of orthodox thinking, a more critical analysis however seeks to make sense of the often ignored relationship between colleges and universities from various vantage points notably the pedagogy of praxis, dialectics of discipline and the primacy of partnerships. The author talks about the applied degree as the pedagogy of praxis, dialectics of discipline and the primacy of partnerships. The author offers some measures which suggest that Colleges would do well to work together in a host of different College and University partnerships according to aspects of the dominant ideologies that have been well buried in institutional practices. (Contains 3 figures.)
- Published
- 2004
44. Canadian Association for the Study of Adult Education. Proceedings of the Annual Conference (5th, Winnipeg, Manitoba, Canada, May 30-June 1, 1986).
- Author
-
Canadian Association for the Study of Adult Education, Guelph (Ontario)., Gillen, Marie A., and Sinnett, William E.
- Abstract
These proceedings contain 19 papers from 3 of 4 symposia on the theme of frontiers and futures of adult education. Abstracts appear at the beginning of the volume. The following papers are included: "Symposium: Frontiers and Futures in International Adult Education" (Draper, Kassam, Roberts); "The Meaning of Liberation in Adult Education as Revealed by Moses Coady and the Antigonish Movement" (Alexander); "Meaning Transformation through Experience and Mentoring" (Baker); "The Maturation Process and Learning" (Brundage); "A Comparative Review of Consciousness Raising and Conscientization" (Butterwick); "Students' Choice of Delivery Format: Face-to-Face versus Distance Education" (Collins, Haughey); "Teachers and Reflection: A Description and Analysis of the Reflective Process which Teachers Use in Their Experiential Learning" (D'Andrea); "A Perceptual Model of Educational and Career Goal Attainment Behavior: The Cyclic Process of Lifelong Learning" (Hey); "The Development of a Microteaching Training Program for the Ethiopian Nutrition Institute" (Hlynka, Nwaerondu, and Ayele); "Learning Mutual Helping, Group and Citizen Participation: Preliminary Results of a Demonstration Project" (Home, Darveau-Fournier); "Women's Groups as an Example of the Roots in Defining Adult Education" (McEachern); "The Role of Adult Education in the Struggle for Survival among Black Nova Scotians between 1750 and 1945: A Social History" (Moreau); "A Critical Review of Intensive Second Language Programs for Adult Immigrants" (Painchaud); "The Assessment Centre Process: Extending Its Diagnostic Capabilities" (Ingrid Pipke); "The Andragogical Approach in Graduate Studies: Success or Failure?" (Roy-Poirier) "Origins of Adult Education in British Columbia: Insights for the Present Period" (Selman); "Through the Learning Glass: The Universities" (Thomas); "British Women with Interrupted Technological Careers: Societal Attitudes and Patterns of Childhood Socialization" (Warren); "Measuring and Managing Variables for Continuing Education Programs in a University Setting: An Econometric Model" (Wolf, Waldron); and "Adult Education and Women: Problems and Perspectives in Historical Research" (Zinman). Most of the papers contain lists of references. (KC)
- Published
- 1986
45. Canadian Association for the Study of Adult Education. Proceedings of the Annual Conference (4th, Montreal, Quebec, Canada, May 28-30, 1985).
- Author
-
Canadian Association for the Study of Adult Education, Guelph (Ontario).
- Abstract
These proceedings contain 28 papers (20 in English and 8 in French), including the following: "Beyond Ideology: The Case of the Corporate Classroom" (Zinman); "De quelques dimensions paradoxales de l'education interculturelle" (Ollivier); "Ideology, Indoctrination and the Language of Physics" (Winchester); "L'education des adultes comme rite nocturne" (Ranger); "The Ideology of Autonomous Learning" (Candy); "Locus of Control and Completion in an Adult Retraining Program" (Taylor); "Computer Assisted Learning in Distance Education: The Coming of a New Generation of Distance Delivery" (Garrison); "The Relationship between Readiness to Self-directed Learning and Field Dependence among Adult Students: Preliminary Findings and Tentative Conclusions" (Tzuk); "Characteristiques des memoires des theses effectuees au departement d'Andragogie de l'Universite de Montreal 1970-1983" (Duquette); "Comparing College and School Board Part-Time Continuing Educational Instructors" (Draper); "Evaluation Study of an Expanded Distance Education System" (Einsiedel, Taylor); "Le resume comme strategie de comprehension et d'apprentissage" (Deschenes); "Hermeneutique et recit de formation" (Chene); "The Search for Meaning: Phenomenological Implications for the Study of Adult Education" (Barer-Stein); "Learning Occasions--Principia Mathetica V" (Thomas); "Toward a Philosophical Framework for Conceptualizing Adult Education" (Sinnett); "Retirement: An Exploratory Research Study" (Voege); "The Self-directed Learning Process: Major Recurrent Tasks to Deal with" (Danis, Tremblay);"Baccalaureate Nursing Studies by Teleconference" (Du Gas); "Typical and Specific Stylistic Learning Approaches of Self-directed Learners" (Theil); "La Conception de Medias Educatifs" (Danis, Tremblay); "The Predictive Value of Assessment Variables Used for Admission to College Nursing Programs" (Sim); "An Application of Cross' Chain-of-Response Model" (Smith); "Industrial Training: Practitioners' Questions" (Gaudet); "A Model for Research Conducted in CEGEPS" (Gingras); and "From Homo Canadiannus Colonialus to Homo Canadiannus Nationalus: Adult Education and Nation Building in Late Nineteenth Century Canada" (Candy). Most of the papers have lists of references. (KC)
- Published
- 1985
46. Canadian Association for the Study of Adult Education. Proceedings of the Annual Conference (3rd, Guelph, Ontario, Canada, June 8-10, 1984).
- Author
-
Canadian Association for the Study of Adult Education, Guelph (Ontario). and Bartram, Peter E.
- Abstract
These proceedings contain 24 papers in English and 3 papers in French: "Adult Education and the Social Sciences" (Draper); "Readability as Applied to an ABE (Adult Basic Education) Assessment Instrument" (Taylor, Wahlstrom); "Quality of Worklife: Adult Education Administrators Speak Out" (McKee, Murphy); "The Problem of Journal Searching: The Case of Retrieving Adult Education Evaluation Articles" (Dobson); "Mutual Enlightenment in Edwardian Vancouver" (Hunt); "Psychosocial Representations and Adult Education" (Chene); "A Participatory Research Project against Sexism" (Chervin); "Change and Continuing Professional Education" (Rogers); "The Leadership Function of Government" (Selman); "Manifestations de meta-apprentissage en situation d'autodidaxie" (Tremblay, Danis); "Notes towards a Definition of Community in Adult Education" (Thomas); "The Origin and Major Influences of Agricultural Extension in North America" (Roy-Poirier); "Le recit de formation" (Chene); "Report on CASAE/ACEEA (Canadian Association for the Study of Adult Education/L'Association Canadienne pour l'etude de l'education des adultes) History Sub-Committee Meeting"; "Opening Remarks, Symposium on Adult Education and Peace" (Thomas); "Education for Peace, and Adult Education" (Roberts); "Education as a Soporific Activity" (McQueen); "Quality Assurance in Adult and Continuing Education" (Waldron, Carley); "Adults' Prior Learning: An Overview of Various Methods of Recognition" (Sansregret); "Adult Education in Saskatchewan during the Three Phases of Settlement in the Territorial Period 1870-1905" (Mein); "A New Intensive Continuing Professional Education Experience" (Murphy); "St. Francis Xavier Department of Adult Education: Challenge and Promise" (Dobson, Gillen); abstract of "Toryism and Adult Education: A Canadian Myth Exposed" (Boshier); "Education in Canadian Federal Prisons: An Historical Analysis" (Owens); "Student Perceptions of Three Models of Self-Directed Learning in a Graduate Program of Adult Education" (Herman); "Les modes d'apprentissage et les raisons du choix de ces modes" (Blais); and "Towards Alternate Models in Continuing Professional Education Evaluation Research" (Baskett). Most of the papers contain bibliographies. (KC)
- Published
- 1984
47. Constructing Knowledge and Training Curricula about Early Childhood Care and Development in Canadian Aboriginal Communities.
- Author
-
Ball, Jessica and Pence, Alan
- Abstract
The Meadow Lake Tribal Council (MLTC) (Saskatchewan) and the University of Victoria (British Columbia) developed a bicultural postsecondary training curriculum in early childhood care and development that incorporated both Euro-Western and Aboriginal knowledge. Since the MLTC sought curricula using representative Cree and Dene cultures rather than generic pan-Aboriginal culture, seven groups of Aboriginal communities partnered with the university to co-construct a 2-year curriculum delivered entirely in their communities. Tribal elders played key roles in developing the curriculum. A steering committee in each community had responsibility to raise funds; recruit instructors, students, elders, and practicum supervisors; and provide facilities and supports for teaching and learning. Four of the community groups were able to recruit Native American instructors. A 2-year evaluation using interviews, questionnaires, focus groups, participant observations, community forums, and record reviews was completed in 2000. Positive program impacts included unprecedented high rates of Aboriginal student retention, program completion, leadership, and application of training to relevant vocations within their communities; revitalization of intergenerational relationships through tribal elders' involvement in curriculum construction, teaching, and learning; enhanced community cohesion; and reinforcement of valued cultural concepts and practices. (Contains 37 references.) (TD)
- Published
- 2001
48. The Learning Circle: A New Model of BSW Education for Alberta's Rural, Remote, and Aboriginal Communities.
- Author
-
Zapf, M. K., Bastien, B., Bodor, R., Carriere, J., and Pelech, W.
- Abstract
In 1998, a consortium including the University of Calgary (Alberta) and representatives from social service agencies and Native organizations developed a Bachelor of Social Work (BSW) model for delivery in rural, remote, and Aboriginal communities. The model called for innovative course content that was culturally and geographically relevant to Metis and First Nations peoples; was aligned with traditional philosophies and knowledge systems; was flexible in time, place, and mode; and integrated the best of distance education technology with face-to-face opportunities. The conventional program structure was changed to a predominately nonhierarchical structure--the "Learning Circle." Core content was organized into four main theme areas that comprised the outer ring of the Learning Circle. Students could take them in any order. Optional courses, the inner ring, could be taken at any time in the program. The four theme courses, related projects, and optional courses would be completed before the practicum, at the center of the Learning Circle, was begun. Instruction was begun in January 2000 with 73 students at 6 sites. Lessons learned include an expanded meaning of "access" that encompasses cultural relevance, the need for realistic time frames for initial program development, the discovery of community-level confusion about requirements for degree completion, the need for a flexible definition of "full-time student," and the need to move slowly in integrating distance education technology. (TD)
- Published
- 2000
49. Using Technology To Foster Authentic Communication for Second Language Students.
- Author
-
Carey, Stephen and Crittenden, Elizabeth
- Abstract
Higher literacy needs and global communication technologies such as the Internet require that students worldwide develop academic level mastery of international languages. However, while school and university second language programs are frequently able to help students achieve mastery of the basic interpersonal communications skill level of a language, few university second-language programs produce a high level of mastery of the cognitive-academic language processing level. Preliminary studies using WebCT Internet technology have shown how student-initiated interactive second language communication may be used to supplement more traditional approaches, and, in particular, the effectiveness of university-level immersion English as a Second Language (ESL) courses in which students learn academic course content through ESL. In these studies, students actively negotiated the meaning of extensive resources and readings in a second language on asynchronous electronic bulletin boards whenever they were interested. This student-centered approach appears promising, based on results from a detailed discourse analysis of the students' communications on the bulletin boards, as well as from reading comprehension and writing production tests. In addition, extensive formative and summative interviews of the students' attitudes towards reading and discussing course content on the electronic bulletin boards for second-language acquisition yielded positive results. Ongoing research with real-audio and visual modalities is promising. (Contains 18 references.) (KC)
- Published
- 2000
50. Continuity in Canadian Studies: High School and College.
- Author
-
Waterston, Elizabeth
- Abstract
As literature reveals both the connections of all the humanities and the continuity of Canadian life, it can provide the Canadian child with a means of fitting his private experiences into a broader context. These facts pose a challenge in creating a continuity between new high school introductory courses in Canadian literature and more advanced courses on the college level. In the university, new areas need to be developed (mixing Canadian, American, British, and translated foreign materials, or emphasizing the local and peculiar within Canada), while older areas need to be re-developed (courses on Shakespeare, Dickens, nineteenth century poets, Hardy). Literature courses would reflect Canada's strong senses of continuity with its past--the old country, its mores, arts, and social patterns--and of dignity, order, and cohesion. (JM)
- Published
- 1973
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