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Professional and Organizational Development Network in Higher Education  Site Reviews(0)
The POD Network -- developing and supporting practitioners and leaders in higher education dedicated to enhancing learning and teaching. POD supports a network of nearly 1,600 members - faculty and teaching assistant developers, faculty, administrators, consultants, and others who perform roles that value teaching and learning in higher education. While POD members come primarily from the U.S. and Canada, the membership also represents twenty-three other countries. The POD Network and its members lead and support change for the improvement of higher education through faculty, instructional, and organizational development activities.
Added: Mar 17, 2007  Last Update: Mar 17, 2007  Category: P    Hits Out: 30
PBS Teacherline  Site Reviews(0)
PBS TeacherLine® is the premier professional development resource delivering courses online for PreK-12 teachers. *Many of the resources are applicable to College level courses. *Professional Development
Added: Jul 23, 2007  Last Update: Jul 23, 2007  Category: P    Hits Out: 14
PBS Videos  Site Reviews(0)
Videos available by grade level and subject.
Added: Jul 23, 2007  Last Update: Jul 23, 2007  Category: P    Hits Out: 12
Primary Research Group  Site Reviews(0)
Primary Research Group publishes research reports, surveys and benchmarking studies for businesses, colleges, libraries, law firms, hospitals, museums and other institutions. Our benchmarking studies allow institutions to compare their budgets, managerial decisions, technology purchases and strategic visions to those of their peers, and to identify best practices. Our market studies, based on substantial primary and secondary research, assist our clients in identifying opportunities and threats. Some recently published reports include: "The Survey of DIstance Learning Programs in Higher Education 2007-08 Edition", "College Alumni Relations Benchmarks", "The Survey of Library Cafes", and "Emerging Issues in Academic Library Cataloging and Technical Services". There is a charge/fee ($$) for these reports.
Added: Aug 13, 2007  Last Update: Aug 13, 2007  Category: P    Hits Out: 15
Professional Development Perspectives  Site Reviews(0)
PD Perspectives, published by the Canadian Teachers’ Federation, is intended to provide a forum for diverse perspectives and stimulate informed debate on a variety of current education issues.
Added: Sep 2, 2007  Last Update: Sep 2, 2007  Category: P    Hits Out: 16
Perspectives on Governance in Community Colleges Using Different Organizational Models  Site Reviews(0)
Governance has long been an issue in educational institutions from the European models of the first American colonial institutions to the present day colleges and universities. Governance can be defined as the ability to exercise a directing or restraining influence in the decision process. The directing influences start at the top of the educational hierarchy, which is part of the 'total socio-political economic system' and wind down through the educational system to the individual institution, which itself has its own levels; the hierarchy of governance exists at every stage (Richardson, 1975, Richardson, Blocker, Bender, 1972). Governance practices changed through the years as various and numerous educational institutions emerged throughout the United States. Early colonial institutions, such as Harvard and Yale, were governed / supported by state offices like the General Court (Harvard), or boards comprised of clergy (Yale), even the governor of New Jersey sat on the board of trustees at Princeton. As new institutions emerged in the late 1700's and early 1800's, a public hostility towards denominational institutions permeated the governance process. There was now indifference as to consequences of religious diversity as well as a growing religious tolerance in the post-revolutionary period. The American standard for governing boards, however, was initiated at Yale, where the practice of a "single absentee body", comprised of the ten organizing clergymen, where the president was the representative of the board with a significant amount of power. On the whole, early governing boards were comprised of sound, wealthy, conservative men typically from the upper class. Their reputation for responsibility and financial soundness enabled them to maintain the standards of the institutions they represented. The College of Philadelphia was the first institution without a representative clergyman (Rudolph, 1990). As the financial insecurities grew with the educational institutions of the early 1800's, the governing boards' preference moved towards a business and professional image, which allowed for the perpetuating aspect of the board to become a standard. Post Civil War institutions saw an influx of college alumni assert their representation on the governing boards. As educational institutions progressed into the 1900's, other entities such as faculty and students were incorporated into the governing bodies. This mix of representation has become the basis of current governing bodies at our educational institutions (Rudolph, 1990).
Added: Sep 8, 2007  Last Update: Sep 8, 2007  Category: P    Hits Out: 19
Policy governance  Site Reviews(0)
Policy Governance® is an integrated set of concepts and principles that describes the job of any governing board. It outlines the manner in which boards can be successful in their servant-leadership role, as well as in their all-important relationship with management. Unlike most solutions to the challenge of board leadership, its approach to the design of the governance role is neither structural nor piecemeal, but is comprehensively theory based. The model covers all legitimate intentions of corporate governance codes (including Sarbanes-Oxley), but in a far more comprehensive, theory-based manner. There are no royalties or license fees for use of the model; it is free to all. Service mark protection is intended only to preserve the complete accuracy of the model.
Added: Sep 8, 2007  Last Update: Sep 8, 2007  Category: P    Hits Out: 15
Pathways to College Network  Site Reviews(0)
Launched in 2001, the Pathways to College Network is an alliance of 38 national organizations and funders committed to advancing college access and success for underserved students, including those who are the first generation in their families to go to college, low-income students, underrepresented minorities, and students with disabilities. Pathways emphasizes connecting policymakers, education leaders and practitioners, and community leaders with research on effective strategies for improving college preparation, enrollment, and degree completion. In 2004, Pathways published A Shared Agenda: A Leadership Challenge to Improve College Access and Success, summarizing research-based effective policies and practices drawn from over 650 studies. As the Network has expanded strategically to include new partners, funders, and collaborators, the six guiding principles articulated in A Shared Agenda remain at the center of our ongoing work. Guiding Principles Expect that all underserved students are capable of being prepared to enroll and succeed in college. Provide a range of high-quality college-preparatory tools for underserved students and their families. Embrace social, cultural, and learning-style differences in developing learning environments and activities for underserved students. Involve leaders at all levels in establishing policies, programs, and practices that facilitate student transitions towards postsecondary attainment. Maintain sufficient financial and human resources to enable underserved students to prepare for, enroll, and succeed in college. Assess policy, program, practice, and institutional effectiveness regularly.
Added: Sep 9, 2007  Last Update: Sep 9, 2007  Category: P    Hits Out: 19
Pluralism and Unity  Site Reviews(0)
In 1998, the University submitted a proposal to the William and Flora Hewlett Foundation for a "Pluralism and Unity" grant. Through this grant St. Lawrence would seek, the proposal stated, "to bridge our extensive academic achievements in intercultural studies with the day to day real lives of our students, faculty, and staff, in order to achieve a more inclusive campus climate and broader sense of community." Over the next four years we came to understand what this abstract proposition meant; the following article attempts to set out the specific goals that emerged over the life of the grant, and touch briefly on what we accomplished, what we didn't, and where the University needs to go from here. The purpose of the Hewlett Steering Committee, which was set up to administer the grant, was to find ways to make St. Lawrence a more open and welcoming place for diversity and difference. From the beginning, the committee defined diversity along the broadest set of axes. Its definition included race, color, religion, ethnicity, gender, class, sexual orientation, and those who were physically challenged. What took more time to articulate, and what had to become the first premise of the Hewlett Committee, was that, in order for its concept of diversity and difference to have any meaning, for its programs and practices, that is, to be actually inclusive, "difference" had to be recognized as including "white people" as well.
Added: Sep 9, 2007  Last Update: Sep 9, 2007  Category: P    Hits Out: 15
Pan-Canadian Study of first Year College Students  Site Reviews(0)
Student Characteristics and the College Experience Learning and quality postsecondary education are critical for Canada’s continued prosperity, particularly in today’s global knowledge economy. Colleges and institutes have a pivotal role in postsecondary education in Canada by producing highly qualifi ed graduates for direct entry into the labour market and facilitating transitions into further postsecondary education. It is recognized that information and data on students attending Canadian colleges and institutes is severely limited. This study, funded by Human Resources and Social Development Canada (HRSDC) begins to address this issue. The study involved two surveys of fi rst year students at colleges and institutes: • the Survey at College Entry to identify the characteristics of these students; and • the End of First Term Survey to gain an understanding of the nature of their experience during the fi rst term. A total of 28,992 students completed the Survey at College Entry, from 102 participating colleges and institutes and a total of 17,642 students completed the End of First Term Survey, from 92 participating colleges and institutes. While a large sample of students enrolled in their first year of college was polled in this survey, more than two-thirds of the respondents were from Ontario. Although a substantial number of institutions and respondents were obtained from the Atlantic Provinces, Manitoba and Saskatchewan, those in Quebec, Alberta and British Columbia were under-represented. For this reason, overall project fi ndings should not be viewed as representative of fi rst-year college students nationwide. However, until a future study captures a more nationally representative sample, the current fi ndings are the best and most comprehensive description of fi rst-year students in Canadian colleges, institutes, cegeps and university-colleges achieved to date. This report, the fi rst in a series of three, provides a descriptive overview of the fi rst results of these two surveys. A second report will describe the differences in the profile and experiences of visible minorities, Aboriginal students and new Canadians. The third report will be a longitudinal analysis of the determinants of fi rst term outcomes using data from the over 6,000 students who completed both surveys and grades data submitted by participating colleges and institutes. Peter Dietsche
Added: Sep 14, 2007  Last Update: Sep 14, 2007  Category: P    Hits Out: 18
Post-Secondary Education in Canada: Strategies for Success  Site Reviews(0)
Overview In our 2006 report, Canadian Post-secondary Education: A Positive Record – An Uncertain Future, CCL soberly articulated the various reasons for which uncertainty clouds the future contributions that the post-secondary education sector may make to Canada’s economic and social goals. Despite the myriad strengths that PSE educators and institutions have demonstrated over many years, the absence of clear pan-Canadian goals, measures of achievement of goals and cohesion among the various facets of PSE led us to express deep reservations. The mission of the Canadian Council on Learning is, in part, to describe our learning realities. If we have a remit to identify issues, equally we have a responsibility to report potential strategies for success. In last year’s account, we found that what we do not know can hurt us; that we must develop pan-Canadian information about PSE that can provide decision-makers the best tools available to determine policies. We also found that almost all other developed countries have built not only the national information systems required to optimize policy, but have also—in both unitary and federal states—provided themselves with some of the necessary national tools and mechanisms to adjust, to act and to succeed. Canada has not. What are the strategies for success in Canadian PSE? This report, CCL’s second annual on the state of post-secondary education, only begins to provide answers about: the extent to which we are currently attaining pan-Canadian goals, the information required for making decisions to maximize benefits of PSE, and why and how a pan-Canadian PSE approach might be built, and what it would encompass. We know that CCL is not alone in asking these questions. We are also aware that many others have valuable contributions to make to the answers. Working together, we must be able to establish conditions for the success in post-secondary education to which Canadians aspire.
Added: Mar 23, 2008  Last Update: Mar 23, 2008  Category: P    Hits Out: 35
Quality Assurance in PLAR  Site Reviews(0)
In December 2005, the Canadian Institute for Recognizing Learning, the G. Raymond Chang School of Continuing Education at Ryerson University, the Saskatchewan Institute of Applied Science and Technology, and the College of Extended Learning, University of New Brunswick formed a partnership to conduct research into quality assurance in prior learning assessment and recognition (PLAR) in post-secondary education. The Canadian Council on Learning (CCL) awarded the partners funding to support the preparation of an issues and strategies report, a guide to institutions, an annotated bibliography, and the dissemination of the project’s findings. This report is the fulfilment of the first of these commitments.
Added: Nov 18, 2009  Last Update: Nov 18, 2009  Category: P    Hits Out: 0
Understanding PLAR  Site Reviews(0)
The human experience behind Prior Learning Assessment and Recognition (PLAR), a method of assessing non-academic adult learning, is examined in Understanding PLAR as an asset-based approach to increase participation in adult learning: Perspectives from users, service providers and stakeholders. Prepared for CCL’s Adult Learning Knowledge Centre, this report uses composite narratives to demonstrate the achievements of PLAR users and practitioners and to identify recommended changes to current policies and practices.
Added: Nov 18, 2009  Last Update: Nov 18, 2009  Category: P    Hits Out: 0
Quality Assurance in PLAR Vol. III (Annotated Bibligograph)  Site Reviews(0)
PLAR Annotated Bibliography
Added: Nov 18, 2009  Last Update: Nov 18, 2009  Category: P    Hits Out: 0
Problem Based Learning  Site Reviews(0)
Problem-based learning (PBL) is a total approach to education. As defined by Dr. Howard Barrows and Ann Kelson of Southern Illinois University School of Medicine, PBL is both a curriculum and a process. The curriculum consists of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills. The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life and career. Role Changes In problem-based learning, the traditional teacher and student roles change. The students assume increasing responsibility for their learning, giving them more motivation and more feelings of accomplishment, setting the pattern for them to become successful life-long learners. The faculty in turn become resources, tutors, and evaluators, guiding the students in their problem solving efforts. History Problem-based learning began at McMaster University Medical School over 25 years ago. It has since been implemented in various undergraduate and graduate programs around the world. Additionally, elementary and secondary schools have adopted PBL. The PBL approach is now being used in a few community colleges as well. Results Students involved in problem-based learning acquire knowledge and become proficient in problem solving, self-directed learning, and team participation. Studies show that PBL prepares students as well as traditional methods. PBL students do as well as their counterparts from traditional classrooms on national exams, but are in fact better practitioners of their professions.
Added: Oct 16, 2009  Last Update: Oct 16, 2009  Category: P    Hits Out: 0
Quality Assurance in PLAR Vol. II  Site Reviews(0)
Prior Learning Assessment and Recognition (PLAR) has slowly expanded across post-secondary institutions in Canada over the past several years. There is growing awareness of the important role quality assurance plays in this field. Research suggests that improvements to existing quality assurance measures and the introduction of new measures increases stakeholder confidence in PLAR. Purpose This Guide offers practical ideas to post-secondary institutions and individual faculty members on how they can improve PLAR quality assurance measures. Each institution has its own way of ensuring quality – its own set of structures and procedures, its own approach to assessment and professional development. This Guide is not intended to be prescriptive, but rather it provides a range of measures from which administrators and faculty can select the most appropriate PLAR quality assurance strategies. Strategies The strategies in this Guide have been developed after an extensive review of theoretical literature and Canadian and international practice in PLAR quality assurance and higher education. More information on the literature and on the ways other countries have managed similar quality assurance challenges can be found in the companion report, Quality Assurance in PLAR: Issues and Strategies for Post-secondary Institutions (2007). Key Finding A main report finding is that overall the attention paid to Canadian PLAR quality assurance has been inadequate. Colleges and universities rely heavily on individual administrators, advisors, and faculty to provide clear, transparent expert procedures and valid and reliable decisions. Overall, postsecondary institutional PLAR documentation demonstrates a mindfulness of the importance of quality as evidenced by the adoption of principles, policies and procedures that imbed many elements of quality assurance. In many cases, however, this neither has been extended to explicit PLAR quality assurance policy statements nor has it migrated into institutional mainstream quality assurance mechanisms. This Guide has been prepared in the spirit of promoting targeted quality assurance.
Added: Nov 18, 2009  Last Update: Nov 18, 2009  Category: P    Hits Out: 0
Avoiding Plagiarism - Duke University     Site Reviews(0)
Documentation Guidelines for citing sources and avoiding plagiarism. In academic communities, the ethics of research demand that writers be credited for their work and their writing. Not to do so is to plagiarize, to intentionally or unintentionally appropriate the ideas, language, or work of another without sufficient acknowledgment that such material is not one's own. We offer the following sections to help you understand how to cite the sources you have used in writing your papers, and to understand the nature of plagiarism and how to avoid it.
Added: Jan 26, 2009  Last Update: Jan 26, 2009  Category: P    Hits Out: 21
Publication Manual of the American Psychological Assoication  Site Reviews(0)
With millions of copies sold, the Publication Manual of the American Psychological Association is the style manual of choice for writers, editors, students, educators, and professionals in psychology, sociology, business, economics, nursing, social work, and justice administration, and other disciplines in which effective communication with words and data is fundamental. In addition to providing clear guidance on grammar, the mechanics of writing, and APA Style, the Publication Manual offers an authoritative and easy-to-use reference and citation system and comprehensive coverage of the treatment of numbers, metrication, statistical and mathematical data, tables, and figures for use in writing, reports, or presentations. The fifth edition has been revised and updated to include: * The latest guidelines and examples for referencing electronic and online sources * New and revised guidelines for submitting papers electronically * Improved guidelines for avoiding plagiarism * Simplified formatting guidelines for writers using up-to-date word-processing software * All new guidelines for presenting case studies * Improved guidelines for the construction of tables * Updates on copyright and permissions issues for writers * New reference examples for audiovisual media and patents * An expanded and improved index for quick and easy access Writers, scholars, and professionals will also find: * New guidelines on how to choose text, tables, or figures to present data * Guidelines for writing cover letters for submitting articles for publication, plus a sample letter * Expanded guidelines on the retention of raw data * New advice on establishing written agreements for the use of shared data * New information on the responsibilities of co-authors New and experienced readers alike will find the fifth edition a complete resource for writing, presenting, or publishing with clarity and persuasiveness.
Added: May 28, 2009  Last Update: May 28, 2009  Category: P    Hits Out: 5
Pew Research Center  Site Reviews(0)
he Pew Research Center is a nonpartisan "fact tank" that provides information on the issues, attitudes and trends shaping America and the world. It does so by conducting public opinion polling and social science research; by analyzing news coverage; and by holding forums and briefings. It does not take positions on policy issues. The Center's work is carried out by seven projects: * Pew Research Center for the People & the Press * Pew Research Center's Project for Excellence in Journalism * Pew Internet & American Life Project * Pew Forum on Religion & Public Life * Pew Hispanic Center * Pew Global Attitudes Project * Pew Social & Demographic Trends Project The Pew Research Center is a non-profit, tax-exempt corporation which operates under Section 501(c)(3) of the Internal Revenue Service code. It was established in 2004 as a subsidiary of The Pew Charitable Trusts, a Philadelphia-based public charity. Financial information is available upon request to Nikolas Wissmann, Financial Manager. research
Added: May 16, 2010  Last Update: May 16, 2010  Category: P    Hits Out: 0
Perdue Online Writing Lab  Site Reviews(0)
Summary: APA (American Psychological Association) is most commonly used to cite sources within the social sciences. This resource, revised according to the 6th edition of the APA manual, offers examples for the general format of APA research papers, in-text citations, endnotes/footnotes, and the reference page.
Added: May 31, 2010  Last Update: May 31, 2010  Category: P    Hits Out: 0
Progress Report on Literacy 2009  Site Reviews(0)
How can we work together better to improve the literacy levels of Canadians? What steps can we take together? These are questions that provincial and territorial governments are asking, and through the Council of Ministers of Education, Canada (CMEC), they have agreed on a plan to take action at the pan-Canadian level. Across the country, provincial and territorial governments support a variety of local and community literacy programs run by dedicated practitioners; but we know we can do better. Improving Canadians’ literacy levels is a commitment to taking on a collaborative, cohesive, and coordinated approach. It means taking the best of what is happening from Newfoundland and Labrador to Yukon, and making it accessible to all. It means looking at literacy as a lifelong skill. It means considering where and when we can best reach those in need of resources, training, and opportunities — in school, at work, at home, and in the community. It is having a plan of action. In this first report on progress, we look back at what has been done, particularly in the last year, and look forward to what provincial and territorial governments working together can still do to improve literacy.
Added: Jul 11, 2010  Last Update: Jul 11, 2010  Category: P    Hits Out: 0
Patterns of Student Persistence: the Ontario College Reality  Site Reviews(0)
This report examines graduation rates and the pathways of postsecondary education. Findings include the fact that the graduation rates reflected by Key Performance Indicators do not take into account those students who transfer to other programs and/or institutions. When these factors are considered the actual graduation rate rises to move than 70 per cent.
Added: Jul 13, 2010  Last Update: Jul 13, 2010  Category: P    Hits Out: 0
Postsecondary Education and Skills Summit Discussion Guide: The Future of Postsecondary Education an  Site Reviews(0)
This discussion guide was prepared by the governments of Ontario and Quebec for stakeholders attending the Postsecondary Education and Skills Traing Summit in February 2006. Discussion themes include access, quality, funding, and research and innovation.
Added: Jul 13, 2010  Last Update: Jul 13, 2010  Category: P    Hits Out: 0
Paraphrase: Write it in Your Own Words  Site Reviews(0)
Learn to borrow from a source without plagiarizing. For more information on paraphrasing, as well as other ways to integrate sources into your paper, see the Purdue OWL handout Quoting Paraphrasing, and Summarizing. For more information about writing research papers, see our resource on this subject. Purdue students will want to make sure that they are familiar with Purdue's official academic dishonesty policy as well as any additional policies that their instructor has implemented. Another good resource for understanding plagiarism is the Statement on Plagiarism from the Council of Writing Program Administrators. A paraphrase is... * your own rendition of essential information and ideas expressed by someone else, presented in a new form. * one legitimate way (when accompanied by accurate documentation) to borrow from a source. * a more detailed restatement than a summary, which focuses concisely on a single main idea. Paraphrasing is a valuable skill because... * it is better than quoting information from an undistinguished passage. * it helps you control the temptation to quote too much. * the mental process required for successful paraphrasing helps you to grasp the full meaning of the original. APA style
Added: Sep 26, 2010  Last Update: Sep 26, 2010  Category: P    Hits Out: 0
Pascal Early Learning Report   une 2009 Hon. Dalton McGuinty Premier of Ontario Dear Premier: I am pleased to submit my report,   Site Reviews(0)
June 2009 Hon. Dalton McGuinty Premier of Ontario Dear Premier: I am pleased to submit my report, With Our Best Future in Mind, which provides you and your government with a comprehensive plan of action regarding the implementation of your early learning vision. As per your direction, I have situated full-day learning for 4- and 5-year-olds in the broader context of moving further on Ontario’s Best Start goals for a seamless and integrated system to support children from 0 to 12 years old and their families. Although this report is written in the first person, it represents the ideas and expertise of thousands of people in Ontario and beyond. The plans outlined are informed by the simple practice of catching people and organizations doing the right things well. I share your view that investing in early learning provides a remarkable return in better outcomes for children and a healthier and more prosperous society for everyone. Ontario has a strong foundation on which to build a comprehensive, integrated child and family service system that will become a model for other jurisdictions. I want to thank you for the remarkable opportunity to enhance my personal and professional development. I am an enthusiastic lifelong learner, and the experience to date has been an extraordinary journey of learning so much from so many who took the time to share their views and knowledge with me. I remain ready to assist you and your government in supporting various aspects of implementation. No request is too small. More importantly, practitioners and experts all over the province are ready, willing, and very able to support the changes needed. Respectfully submitted, Charles E. Pascal Special Advisor on Early Learning
Added: Jan 29, 2011  Last Update: Jan 29, 2011  Category: P    Hits Out: 0
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