Canadian Journal of Higher Education最新文献_第7页

What matters more? What matters less? Changes in the transition to post-secondary between two Toronto high-school cohorts 什么更重要?什么不那么重要?在两个多伦多高中队列之间过渡到中学后的变化

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Canadian Journal of Higher Education Pub Date : 2021-08-08 DOI: 10.47678/cjhe.vi0.188965

K. Robson, Ashley Pullman, Reana Maier, P. Anisef, Robert S. Brown

引用次数: 2

Supporting First Nations and Métis Post-Secondary Students’ Academic Persistence: Insights from a Canadian First Nations-affiliated Institution 支持第一民族和msamims高等教育学生的学术坚持:来自加拿大第一民族附属机构的见解

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Canadian Journal of Higher Education Pub Date : 2021-08-08 DOI: 10.47678/cjhe.vi0.188993

Tania Kristoff, Michael J. Cottrell

{"title":"Supporting First Nations and Métis Post-Secondary Students’ Academic Persistence: Insights from a Canadian First Nations-affiliated Institution","authors":"Tania Kristoff, Michael J. Cottrell","doi":"10.47678/cjhe.vi0.188993","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.188993","url":null,"abstract":"Post-secondary institutions have a critical role to play in addressing the Truth and Reconciliation Commission (TRC) Calls to Action through indigenization strategies (TRC, 2015) but, to date, it has proven challenging. In this study, the research lens was expanded to focus on First Nations-affiliated post-secondary institutions, since these come closest to providing authentic approaches to indigenization. The purpose of this qualitative case study was to explore how social support affects the academic persistence of First Nations and Métis students at a First Nations-affiliated post-secondary institution. The findings revealed that administrative and pedagogical practices, consistent with Indigenous ontologies, enabled students to respond to challenges stemming from the generational effects of colonization, and promoted individual and familial advancement, cultural growth and identity formation, community development, and Indigenous sovereignty. It is concluded that mainstream institutions can benefit from the findings as First Nations-affiliated post-secondary institutions provide valuable understandings of potential transformations toward indigenization.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43785483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

What Should Students Pay for University Course Readings? An Empirical, Economic, and Legal Analysis 学生应该为大学课程阅读支付多少费用?实证、经济和法律分析

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Canadian Journal of Higher Education Pub Date : 2021-04-28 DOI: 10.1590/scielopreprints.1694

J. Willinsky, Catherine Baron

引用次数: 0

Book Review of "Equity in Science: Representation, Culture, and the Dynamics of Change in Graduate Education" 《科学中的公平:研究生教育的代表性、文化和变化动力》书评

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Canadian Journal of Higher Education Pub Date : 2021-04-08 DOI: 10.47678/CJHE.VI0.189233

Lianne Fisher

引用次数: 0

Book Review of "International Education as Public Policy in Canada" 《国际教育是加拿大的公共政策》书评

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Canadian Journal of Higher Education Pub Date : 2021-04-08 DOI: 10.47678/CJHE.VI0.189107

R. Hayhoe

引用次数: 2

Intersecting Roadmaps: Resolving Tension Between Profession-Specific and University-Wide Graduate Attributes 交叉路线图：解决特定专业和大学毕业生特质之间的紧张关系

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Canadian Journal of Higher Education Pub Date : 2021-04-08 DOI: 10.47678/CJHE.VI0.188781

Samira ElAtia, J. Carey, Marnie V. Jamieson, Bashair Alibrahim, M. Ivey

{"title":"Intersecting Roadmaps: Resolving Tension Between Profession-Specific and University-Wide Graduate Attributes","authors":"Samira ElAtia, J. Carey, Marnie V. Jamieson, Bashair Alibrahim, M. Ivey","doi":"10.47678/CJHE.VI0.188781","DOIUrl":"https://doi.org/10.47678/CJHE.VI0.188781","url":null,"abstract":"Can we map university-wide graduate attributes to specific program requirements? Can we develop and manage an integrated assessment process? In this article, we present a seven-month long project where we attempted to map generic university graduate attributes (UGAs) to required engineering program graduate attributes in a large Canadian research institution. The purpose of the project was to explore the intersection of the UGAs with engineering graduate attributes, evaluate the accreditation process, develop a mapping process, and examine management strategies for assessing both sets of graduate attributes, all the while keeping the continual improvement process attractive to students, instructors, and administrators. Using a modified dialectical inquiry, two groups worked on the mapping process: one from engineering, the other from social sciences (Education and Arts), to ensure objectivity of comparison. Both forward and backward mapping took place. Results demonstrated that, although generic, UGAs may not necessarily capture specific professional program graduate attributes. The study also highlighted the need for more revisions and updates of UGAs by including various stakeholders who can substantially contribute to the implementation and assessment of UGAs.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46684302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Work Hard, Party Hard: Harm Reduction in a Postsecondary Setting 努力工作，努力聚会：在中学后环境中减少危害

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Canadian Journal of Higher Education Pub Date : 2021-03-23 DOI: 10.47678/CJHE.VI0.188745

Victoria Ford, Alyssa Wooster, Mary Bartram

引用次数: 1

Accommodations and academic performance: First-year university students with disabilities 住宿和学习成绩：残疾大学生一年级

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Canadian Journal of Higher Education Pub Date : 2021-03-23 DOI: 10.47678/CJHE.VI0.188985

J. Parsons, M. McColl, Andrea K. Martin, D. Rynard

{"title":"Accommodations and academic performance: First-year university students with disabilities","authors":"J. Parsons, M. McColl, Andrea K. Martin, D. Rynard","doi":"10.47678/CJHE.VI0.188985","DOIUrl":"https://doi.org/10.47678/CJHE.VI0.188985","url":null,"abstract":"Despite growing enrollment of university students with disabilities, they have not achieved academic parity with their non-disabled peers. This study matched 71 first-year university students with disabilities and students without disabilities on three variables: high school average when admitted to university, gender, and program of study. Both groups of students were compared on three measures of academic performance: GPA, failed courses, and dropped courses after first year of university. The relationship between accommodations and academic performance was also analyzed for students with disabilities. Evenwhen matched on admission average, gender, and program of study, students with disabilities had a significantly lower GPA and were more likely to fail courses in their first year than their peers without disabilities. While note-taking in the classroom was associated with being less likely to drop a course, it was also associated with poorer academic performance, as was using a calculator or alternate format during exams. The more accommodations students lost in the transition from high school, the worse they performed academically at university. Students who lost human assistant support in the classroom and theuse of a computer or a memory aid during exams had a significantly lower GPA and were more likely to fail courses in their first year of university compared with students who did not lose these accommodations. These findings have implications for accessibility offices and universities in supporting the access needs and academic success of students with disabilities.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45949400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Sessional Contract Faculty, Unionization, and Academic Freedom 会期合同制学院、工会化与学术自由

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Canadian Journal of Higher Education Pub Date : 2021-03-23 DOI: 10.47678/CJHE.VI0.188989

Stephanie Ross, Larry Savage, James L. Watson

引用次数: 2

Perspectives of Canadian Distance Educators on the Move to Online Learning 加拿大远程教育工作者对网络学习的展望

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Canadian Journal of Higher Education Pub Date : 2021-03-23 DOI: 10.47678/CJHE.VI0.188971

C. Ives, P. Walsh

引用次数: 5