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Alternative pathways to the baccalaureate
\"This book does an excellent job of tracing the history of the movement and where it stands today. It discusses the political context when these discussions happen in states and the education implications when institutions take on this additional mission. This book may or may not convert those who are concerned about 'mission creep' of community colleges, but it sure will give them something to think about. Clearly we cannot continue to do business as we have always done and expect to meet the growing demand for college educated citizens. This book provides some thoughts on how to create a new model going forward and it deserves serious consideration.\"-from the Foreword by Carol D'AmicoThe premise of this book is that, in a globalized economy dependent on innovation and knowledge, higher education must provide greater, more affordable access to the acquisition of higher-level skills and knowledge for a greater proportion of the population.The purpose of this book is to open up a debate about the status quo. Should four-year institutions remain the near-exclusive conferrers of the baccalaureate? Or is there a legitimate role for community colleges who already educate over half the undergraduate population of the United States, at lower cost with few barriers to access?The contributors examine the capacities of four-year colleges to deliver training for technical occupations; the ability of community colleges to deliver rigorous, high-quality courses; and issues of access, affordability, faculty development, and responsiveness to changing needs. A chapter devoted to student voices provides the critical perspective of this constituency.The book concludes by describing examples of implementation across the United States, reviewing different models of articulation as well as promising practices that include eliminating the need for transfer altogether.Alternative Pathways to the Baccalaureate provides vital information and new research for policymakers, community college leaders, and scholars of higher education to provoke much-needed debate.Published in association with the Community College Baccalaureate Association
eBook
Beyond empathy: a qualitative exploration of arts and humanities in pre-professional (baccalaureate) health education
For nearly four decades, researchers have explored the integration of arts and humanities content into health professions education (HPE). However, enduring controversies regarding the purpose, efficacy, and implementation of humanities initiatives suggest that the
timing
and
context
of trainees’ exposure to such content is a key, but seldom considered, factor. To better understand the affordances of introducing humanities-based health curriculum prior to the HPE admissions gateway, we conducted a qualitative instrumental case study with participants from Canada’s first Health Humanities baccalaureate program. Fully anonymized transcripts from semi-structured interviews (n = 11) and focus groups (n = 14) underwent an open-coding procedure for thematic narrative analysis to reveal three major temporal domains of described experience (i.e.,
prior to, during
, and
following
their participation in a 12-week semester-long “Introduction to Health Humanities” course). Our findings demonstrate that perceptions of arts- and humanities content in health education are generated well in advance of HPE admission. Among other findings, we define a new concept—epistemological multicompetence—to describe participants’ emergent capability to toggle between (and advocate for the role of) multiple disciplines, arts and humanities particularly, in health-related teaching and learning at the pre-professional level. Improved coordination of baccalaureate and HPE curricula may therefore enhance the development of capabilities associated with arts and humanities, including: epistemological multicompetence, aesthetic sensibility, and other sought-after qualities in HPE candidates. In conclusion, attending to the pre-professional admissions gateway presents a new, capabilities-driven approach to enhancing both the implementation and critical understanding of arts and humanities’ purpose, role, and effects across the “life course” of health professions education.
Journal Article
Occupations, fields of study and returns to education
This paper considers several possible channels behind the well-documented effect of education on earnings. The first channel is that education makes workers more productive on a given task, as in a conventional human capital framework. The second channel is based on the idea that education helps workers get assigned to higher-paying occupations where output is more sensitive to skill. A third and final channel is that workers are more productive and earn more when they are matched to a job related to their field of study. Using data from the 2005 National Graduate Survey and the 2006 Canadian Census, I find that channels two and three account for close to half of the conventionally measured return to education. The results indicate that the return to education varies greatly depending on occupation, field of study and the match between these two factors. Occupations, champs d'études et rendements sur l'éducation. Ce mémoire considère plusieurs canaux possibles par le truchement desquels l'effet bien documenté de l'éducation sur les gains peut se déployer. Le premier canal est que l'éducation rend les travailleurs plus productifs dans une tâche, ainsi que le suggère le modèle conventionnel de capital humain. Le second canal se base sur l'idée que l'éducation aide les travailleurs à se donner accès aux occupations les mieux rémunérées où l'extrant est davantage sensible aux différences d'habiletés. Un troisième canal serait que les travailleurs sont plus productifs et mieux rémunérés quand ils sont arrimés à un travail relié à leurs champs d'études. A partir de données tirées de l'Enquête nationale auprès des diplômés et du recensement de 2006, l'auteur découvre que les deux derniers canaux expliquent près de la moitié du rendement sur l'éducation tel que mesuré d'habitude. Les résultats indiquent aussi que le taux de rendement sur l'éducation varie grandement selon l'occupation, les champs d'étude, et l'arrimage entre ces deux facteurs.
Journal Article
Competencies of Liberal Education in Post-RN Baccalaureate Students: A Longitudinal Study
ABSTRACT The purpose of this longitudinal study was to examine the relationship among liberal education competencies as demonstrated in the professional and personal lives of post-RN students and time spent in a BScN program. The six competencies identified by Dressel (1979) and used by Bottome (1988) to define the liberally educated person provided the framework for this study. The Dressel competencies have been validated in the literature aa being representative of the universe of competencies that are anticipated outcomes of baccalaureate nursing education. Results indicated that after 5 years of part-time study at the baccalaureate level, significant differences were found in the competencies of liberal education as demonstrated in the professional and personal lives of poet-RN learners. The competencies aa demonstrated in the professional lives of post-RN learners developed consistently over time, while the development of competencies as demonstrated in the personal lives of learners lagged behind. The study contributes to the small but growing body of literature which explores the impact of a liberal education on post-RN learners.
Journal Article
The Once and Future Programme: Educational Innovation in Occupational Therapy
During the late 1960s and early 1970s while the Canadian Association of Occupational Therapists was wrestling with issues of educational standards, Mohawk College in Hamilton, Ontario was developing two diploma programmes in occupational therapy and physiotherapy with input from McMaster University Faculty of Health Sciences. This article reviews the development of the Mohawk College Diploma Programme in Occupational Therapy and focuses on several unique features of the curriculum which proved to be the strengths of the programme. These features, problem-based small group learning, strong partnerships with the clinical community and non-traditional fieldwork placements, formed a strong base for the subsequent development of the degree completion programme at McMaster and the new second degree undergraduate (BHSc.OT.) programme in Occupational Therapy. The reference to “The Once and Future Programme” emphasizes the fact that the new undergraduate programme in Occupational Therapy at McMaster University has successfully built upon the strengths of the earlier Mohawk College Diploma Programme.
Journal Article
WORLD ENCOMPASSED
In a precedent-setting case, a US court has ruled that the father of a student who died of an apparent heroin overdose cannot bring a negligence suit against officials of her university. The ruling, which concluded that universities have no \"legal duty\" to prevent students from harming themselves through illegal activities, came in a case brought against Clark University, where a student purportedly overdosed even after school officials became aware of her drug use.
Journal Article
From Commerce to Management
The Joseph L. Rotman School of Management of the University of Toronto has evolved into a full-service business school. Its roots can be traced back to the Diploma in Commerce established by the Department of Political Economy in the Faculty of Arts during 1901. It now supplies a full-time and a part-time MBA program, an Executive MBA degree, an MMPA (Master of Management and Professional Accounting) program, a PhD program, various executive development initiatives, joint responsibility with the Faculty of Arts and Science for two undergraduate commerce and finance programs (BCom. or Major in Commerce taken as part of a
Book Chapter