scholarly journals Fixed Trajectories: Race, Schooling, and Graduation from a Southern Ontario University

2021 ◽  
Vol 51 (4) ◽  
pp. 67-84
Author(s):  
Carl E. James ◽  
Gillian Parekh
Keyword(s):  
Academic Success ◽  
Black Students ◽  
Binary Logistic Regression ◽  
Southern Ontario ◽  
Post Secondary ◽  
Academic Trajectories ◽  
Statistics Canada ◽  
Government Of Canada ◽  
New Jobs ◽  
Unique Dataset

According to Statistics Canada, during this decade (2019–2028) about 75% of new jobs will require a post-secondary education (Government of Canada, 2017). This study explores a unique dataset that follows students (n = 11,417) from a large urban school district to a local university in Southern Ontario. Using both descriptive statistics and a binary logistic regression and a framework of categorical inequality (Domina et al., 2017), we examine the academic trajectories of students—particularly of Black students. Findings show that, compared to their peers, neither high school nor university programs provide Black students with the kinds of educational experiences needed for university graduation and academic success that wouldenable them to realize their fullest social and economic potentials.

scholarly journals Outcomes for Black Students in Team-Based Learning Courses

2018 ◽  
Vol 50 (1) ◽  
pp. 66-86 ◽  
Author(s):  
Caroline Macke ◽  
James Canfield ◽  
Karen Tapp ◽  
Vanessa Hunn
Keyword(s):  
Academic Success ◽  
Black Students ◽  
Postsecondary Education ◽  
Academic Outcomes ◽  
Social Work Students ◽  
Grade Point ◽  
Course Grades ◽  
White Institutions ◽  
Team Based Learning ◽  
The Impact

Racial inequity in postsecondary education is a significant social problem. Black students’ academic success is often hindered by feelings of isolation, particularly at predominantly White institutions (PWIs). Educators should ensure that their teaching strategies promote a sense of belonging. Team-based learning (TBL) is a small-group pedagogy that is being used at an increasing rate. The extant literature has not yet examined the impact of TBL on Black students. The current study compared the academic outcomes of White and Black students enrolled in TBL courses. In this study of 148 social work students, academic outcomes were operationalized as grade point average (GPA), course grade, and peer evaluation score. Findings indicate that although Black students had comparable GPAs and course grades, they scored significantly lower on peer evaluations. Implications are discussed.

scholarly journals Dissing learning disabilities

2021 ◽  
Author(s):  
Richa Sud
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Secondary Students ◽  
Academic Experiences ◽  
Social Model ◽  
Students With Learning Disabilities ◽  
Structured Interviews ◽  
Social Model Of Disability ◽  
Post Secondary ◽  
Qualitative Research Study

This qualitative research study explores the experiences of post-secondary students with Learning Disabilities (LDs). Using phenomenology, semi-structured interviews were conducted with four university students from Southern Ontario. The study discusses the strengths, challenges, commonalities and differences between the students‘ academic experiences through which they have derived current academic success. Data analysis draws from Critical Theory of Education, Social Model of Disability and Goffman‘s analysis of Stigma. The findings in this study provide insight into the classroom experiences of the students with LDs in elementary, middle and high schools. Further, they help understand ways adapted by students to navigate the education system through each of their varied experiences. This paper will conclude with implications and suggestions for social work professionals working with students who have LDs.

scholarly journals Risk and protective factors for anxiety impacting academic performance in post-secondary students

2020 ◽  
Vol 50 (2) ◽  
pp. 71-88
Author(s):  
Konrad T. Lisnyj ◽  
Regan Russell ◽  
Andrew Papadopoulos
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Protective Factors ◽  
Secondary Students ◽  
Protective Factor ◽  
Risk And Protective Factors ◽  
Survey Study ◽  
Post Secondary ◽  
Post Secondary Institution ◽  
Significant Factors

This survey study measured the association between risk and protective factors of anxiety and its implications on the academic performance of 1,053 students at a four-year, public post-secondary institution in southwestern Ontario. Logistic regression analyses revealed 13 significant variables at the univariable level, while the multivariable model yielded seven significant factors. Students who felt hopeless significantly increased their odds of reporting anxiety adversely affecting their academic performance, while being able to manage daily responsibilities was the only protective factor against anxiety impacting students’ educational attainment. By planning, designing, and implementing proactive programs focusing on thesepredictor variables, such interventions can equip students against the debilitative influence of anxiety on their academic success.

Federal Funds and University Research

1973 ◽  
Vol 6 (1) ◽  
pp. 121-130
Author(s):  
Bernard S. Sheehan
Keyword(s):  
Secondary Education ◽  
Federal Government ◽  
Research University ◽  
Operating Cost ◽  
University Research ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Capital Costs ◽  
The Government ◽  
Government Of Canada

The federal government withdrew from the field of direct financial support of universities in 1967 under provisions of the new Act. Along with the full responsibility for university finance, the federal government transferred to each province certain tax revenues and a post-secondary education adjustment payment to bring the total financial transfer to at least 50 per cent of the allowable operating cost of post-secondary education. Costs allowable under the Act exclude capital costs, federal grants, student aid, and income for assisted, sponsored, and contract research. The federal councils and agencies continue to be the primary contributors to university research funds. The purpose of this note is to determine the current financial contribution of the government of Canada to university research. Much of the problem is its definition. To establish the framework for this definition, three sets of ideas are explored. These are: direct and indirect costs of university research, university research as an embedded activity, and the problem of relating university activity costs to incomes received from specific sources. These notions lead to formulae which yield divergent alternatives of the federal contribution depending upon the set of assumptions deemed appropriate. Much of the data needed for these calculations were gathered from primary sources and illustrate the application of the formulae for the four-year period 1966–70.

Does Place Really Matter to Students with Learning Disabilities? A Study of Three University Campuses

2009 ◽  
Vol 34 (1) ◽  
pp. 75-81
Author(s):  
Susan Whitmer
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Physical Environment ◽  
The United States ◽  
Students With Learning Disabilities ◽  
University Campuses ◽  
Post Secondary ◽  
Space Design ◽  
Education Environment ◽  
Students With Ld

Key drivers that influence space design in today's higher education environment are technology, changing demographics, increased focus on student engagement, and carbon footprint. Just as important, but not typically on the list, is the growing population of students with Learning Disabilities (LD) for which the physical environment plays an increasingly important role in successful learning outcomes. The research goal was to examine the role of “place” as a component of academic success for those students with LD. Methodology included both literature review and the development of a case study analysis of three post-secondary institutions in the United States. The universities were chosen based on the size of the university, the campus setting, and the mission of the Disabilities Services team. The conclusion of the research surfaced three specific components of the physical environment that hold an increased value for a student with LD. These components are wayfinding, formal learning spaces, and disability services spaces. The key to integrating a sense of place with the needs of students with LD is moving beyond meeting the minimum standards of the legal mandates and bridging the principles of universal design to the built environment.

Adopting and Implementing Telehealth in Canada

2011 ◽  
pp. 1222-1231
Author(s):  
Penny A. Jennett ◽  
Eldon R. Smith ◽  
Mamoru Watanabe ◽  
Sharlene Stayberg
Keyword(s):  
Health Information ◽  
Best Practice ◽  
Healthcare Delivery ◽  
Healthcare Providers ◽  
Skills Training ◽  
Healthcare Services ◽  
Lessons Learned ◽  
Cultural Barriers ◽  
Statistics Canada ◽  
Government Of Canada

Canada spans 9,976,140 square kilometers and has an approximate population of 32 million people (Statistics Canada, 2001). More than 90% of Canada’s geography is considered rural or remote (Government of Canada, 2001). Despite the highly dispersed population, and, indeed, because of it, Canada is committed to the idea that a networked telehealth system could provide better access and equity of care to Canadians. Growing evidence of the feasibility and affordability of telehealth applications substantiates Canada’s responsibility to promote and to develop telehealth. Telehealth is the use of advanced telecommunication technologies to exchange health information and provide healthcare services across geographic, time, social, and cultural barriers (Reid, 1996). According to a systematic review of telehealth projects in different countries (Jennett et al., 2003a, 2003b), specific telehealth applications have shown significant socioeconomic benefits to patients and families, healthcare providers, and the healthcare system. Implementing telehealth can impact the delivery of health services by increasing access, improving quality of care, and enhancing social support (Bashshur, Reardon, & Shannon, 2001; Jennett et al., 2003a). It also has the potential to impact skills training of the health workforce by increasing educational opportunities (Jennett et al., 2003a; Watanabe, Jennett, & Watson, 1999). Therefore, telehealth has a strong potential to influence improved health outcomes in the population (Jennett et al., 2003a, 2003b). Fourteen health jurisdictions—one federal, 10 provincial, and three territorial—are responsible for the policies and infrastructure associated with healthcare delivery in Canada. This article presents a telehealth case study in one of Canada’s health jurisdictions—the province of Alberta. The rollout of telehealth in Alberta serves as an example of best practice. Significant milestones and lessons learned are presented. Progress toward the integration of the telehealth network into a wider province-wide health information network also is highlighted.

scholarly journals Partners in learning?: A qualitative study of the intimate relationships of partnered mature students in post-secondary education

2018 ◽  
Vol 3 ◽  
Author(s):  
Tricia Van Rhijn ◽  
Sarah Hunter Murray ◽  
Robert Mizzi
Keyword(s):  
Academic Success ◽  
Secondary Education ◽  
Intimate Relationships ◽  
Educational Institutions ◽  
Post Secondary Education ◽  
Structured Interviews ◽  
Post Secondary ◽  
Mature Students ◽  
Negative Impacts ◽  
Secondary Study

Mature students in post-secondary education face unique challenges negotiating both academic and familial responsibilities beyond those of their traditional-aged peers. The current study examined the bidirectional influences between intimate relationships and post-secondary study. Twenty-eight semi-structured interviews were conducted with heterosexual, cisgender, partnered, mature students attending various universities in southern Ontario, Canada. Through a thematic analysis, the research indicated that school had a number of negative impacts on mature students’ relationships; however, there were also some positive impacts. Intimate relationships were also described to have an impact on academic success. Mature students with supportive partners described being able to focus on school and perform better, while students with less supportive partners described difficulties allotting the amount of time to school that was required. Recommendations are made for post-secondary educational institutions to acknowledge the unique challenges faced by partnered mature learners and offer targeted support services.

The Moderator Effect of Cognitive Modifiability on a Traditional Undergraduate Admissions Test for Disadvantaged Black Students in South Africa

1994 ◽  
Vol 24 (4) ◽  
pp. 208-215 ◽  
Author(s):  
Ian M. Shochet
Keyword(s):  
South Africa ◽  
Academic Success ◽  
Black Students ◽  
Assessment Model ◽  
First Year ◽  
Aptitude Tests ◽  
Moderator Effect ◽  
Intellectual Assessment ◽  
Undergraduate Admissions ◽  
Cognitive Modifiability

Universities in South Africa are faced with the problem of finding admissions criteria, other than high school grades, that are both fair and valid for black applicants severely disadvantaged by an inferior school education. The use of traditional intellectual assessments and aptitude tests (such as the Scholastic Aptitude Test) for disadvantaged and minority students remains controversial as a fair assessment, in that these tests do not take account of potential for change. In this study, therefore, a measure of students' cognitive modifiability, assessed by means of an Interactive Assessment model, was added as a moderator of the traditional intellectual assessment in predicting first-year university success. Cognitive modifiability significantly moderated the predictive validity of the traditional intellectual assessment for a sample of disadvantaged black students enrolled in the first year Bachelor of Arts degree at the University of the Witwatersrand. The higher the level of cognitive modifiability, the less effective were traditional methods for predicting academic success and vice versa. The implications of these findings are discussed.

Using Systems Theory to Promote Academic Success for African American Males

2015 ◽  
Vol 53 (8) ◽  
pp. 1013-1042 ◽  
Author(s):  
Jason Orrock ◽  
Mary Ann Clark
Keyword(s):  
Academic Achievement ◽  
At Risk ◽  
African American ◽  
Public Schools ◽  
Academic Success ◽  
African American Males ◽  
Community Involvement ◽  
Post Secondary ◽  
Systems Model ◽  
Successful Academic

Through an ecological systems perspective, this study explores factors that influence successful academic achievement for African American males in at-risk settings. This qualitative study examines factors that contribute to the successful academic achievement for African American males from at-risk populations. The researchers explore African American boys’ lived experiences and what contributes to their success in school. Educators and counselors are able to encourage African American male engagement in academics by understanding the interconnectedness of lived systems. This study explores the interdependency of systems in the development of self-concept for these youth. Findings suggest the value of using a systems model and approach when working with African American males in public schools to improve post-secondary outcomes. These findings have implications for promoting academic success through family, school, and community involvement for African American males.

scholarly journals Demonstrating climate change in Prince Edward Island – A procedure using climate normals and weather data suitable for classroom use

2018 ◽  
Vol 49 (2) ◽  
pp. 293
Author(s):  
David J. Garbary
Keyword(s):  
Climate Change ◽  
Prince Edward Island ◽  
Rate Of Change ◽  
Weather Data ◽  
Simple Method ◽  
Post Secondary ◽  
Scatter Plots ◽  
Secondary Classes ◽  
Government Of Canada ◽  
Student’S T

A simple method to assess climate warming is described, which is suitable for post-secondary classes in environmental sciences. This method is based on climate normals and subsequent weather data, and is demonstrated using Government of Canada archived climate/weather data from sites in Prince Edward Island including Charlottetown Airport, Alliston and New Glasgow. The method uses a simple statistical analysis based on one or two sample Student’s t-tests as well as scatter plots and linear regression to highlight the direction and magnitude of changes. Statistically significant increases of annual average temperature of 0.7°C to 1.3°C were calculated for the period after the end of the 1961-1990 climate normals for Alliston and Charlottetown, and a 0.9°C change was demonstrated for New Glasgow after the 1971-2000 climate normals. These values suggest a recent rate of change three times greater than a previous estimate of up to 0.9°C per century for the Gulf of St. Lawrence region, with a major temperature increase occurring in the late 1990s. Changes were most pronounced during September and December, and two sites showed a significant increase in continuous frost-free days during the growing season, as well as a decline in the number of days with frost during spring and fall. Keywords: Climate change, climate normals, Prince Edward Island, weather

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