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Politics

Better Colleges And Better Universities Equal Better Jobs

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"Career colleges have a strong proven track record and are among our province's most efficient paths to employment. They should be rewarded by a reduction in the costly and time-consuming regulatory burden they currently experience so they can be freed to take on students looking to gain access to the job market." Barrett image: thewordforge.com
“Career colleges have a strong proven track record and are among our province’s most efficient paths to employment. They should be rewarded by a reduction in the costly and time-consuming regulatory burden they currently experience so they can be freed to take on students looking to gain access to the job market.” Barrett Image: thewordforge.com

When I wrote this, Ontario was in the midst of an unprecedented jobs crisis and in need of sensible and affordable solutions. One avenue is to improve our colleges and universities.

Ontario’s system of higher learning must reflect the requirements of jobs in the present and the future. And it must reflect today’s economic realities.

Students recognize an academic education is often not enough – it must be coupled with employable skills. Some 80 percent of college applicants cite “career preparation” as a major reason for enrollment – something they may not have considered when they were making their post-secondary choices in high school.

The path from high school graduation to employment is often far longer and more expensive than it needs to be, thus inefficient for both the student and taxpayer.

Currently 35 percent of all new jobs in Ontario go to college graduates and apprentices, and only 26 percent go to university graduates. Many university students end up in the college system after learning how adept it is at teaching job-ready skills. To encourage more students to choose college first, we must create more options and paths for these students and improve the credit transfer system in Ontario. This would allow for part of the degree to be done at the college level and part of the education delivered through a university.

By improving the credit transfer system using online education to create bridging courses between institutions, students who take a course at one institution can be brought up to speed at another – – smoothing the move between institutions that deliver different course content. The online courses should be designed to assess whether students meet the standard at the new institution, whether they are moving from a college to a university or from a university to another university.

Language labs have shown that technology is effective for educating, distant or not. In this photo, Undergraduate Ted Glomski, a third-year Chinese student, practices writing Chinese characters on a tablet PC computer in the Learning Support Services (LSS) Language Learning Lab. For fifty years, LSS has provided technology support to language classes, evolving from the language tapes and foreign films of old to mp3s, DVDs, wikis, blogs and touchscreens. photo: Michael Forster Rothbart
Language labs have shown that technology is effective for educating, distant or not. In this photo, Undergraduate Ted Glomski, a third-year Chinese student, practices writing Chinese characters on a tablet PC computer in the Learning Support Services (LSS) Language Learning Lab. For fifty years, LSS has provided technology support to language classes, evolving from the language tapes and foreign films of old to mp3s, DVDs, wikis, blogs and touchscreens. photo: Michael Forster Rothbart

We need to be creative with programs that meet the expectations of students but also offer them at an affordable price.

In response to the growing demand for online learning, university and college programs can be taken at home using the internet. Universities and colleges do offer degree programs online that are flexible, cost effective and allow you to learn on your own time. They feature online instructors who help and provide feedback as you progress through the course.

We should encourage colleges to offer applied three-year degrees and limit the proliferation of four-year degrees in the college system. For example, a Bachelor of Applied Technology Degree is designed to teach leadership roles in the construction industry – – a program that meets a job market need, and is clearly suited to the college sector. Encouraging more three-year degrees like this one would allow colleges to cater to a student market looking for strong credentials without creeping into the degree market best served by universities.

Career colleges have a strong proven track record and are among our province’s most efficient paths to employment. They should be rewarded by a reduction in the costly and time-consuming regulatory burden they currently experience so they can be freed to take on students looking to gain access to the job market.

With these sensible and affordable solutions, improving Ontario’s colleges and universities will most certainly lead to better jobs. For the Silo, Haldimand-Norfolk MPP Toby Barrett.

Supplemental- Online learning in Ontario http://www.ontariolearn.com/en/

Culture

University Of Pittsburgh Professor Asks Teachers To Decentralize Race

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H. Richard Milner, a professor, noted researcher and expert on race in education at the University of Pittsburgh believes that “education is the key to addressing inequity and racism in society” and if we are not “working in education to combat racism, we are complicit in maintaining inequity and the status quo.” Are teachers prepared and willing to take this on? Milner notes that teachers “can struggle with tools to advance justice-centered curriculum and instructional opportunities that work against racism” and therefore education programs for teachers must support them “in developing knowledge and skills in ways that centralize race so that students can examine both localized and global perspectives and worldviews.” Additionally, school administrators and policies must be in place that “advance agendas that encourage and expect race-central learning opportunities and especially discourse.” Beyond these stakeholders, Milner recommends that students, community members, families and parents be part of the learning discourse “providing perspectives about their own worlds and experiences.”

This month we opened up the conversation on racism in education to our global Millennial Bloggers. The Millennial Bloggers are based all over the world. They are innovators in entrepreneurship, journalism, education, entertainment, health and well-being and academic scholarship. We asked them: Do we need to talk more about racism in Education?

“When I was 14, in our first class of Literature in English, I remember our teacher saying, rather solemnly, that our subject is called Literature in English, rather than English Literature,” writes Bonnie Chiu. “It was a moment of enlightenment for me. It instilled in me this critical mindset, this yearning to challenge the status quo; and it gave me a sense of agency.”

“We can’t afford to defer the conversation about white supremacy for even a single moment longer. It has proven itself to be the most obstinate social institution in the entire history of America,” writes Francisco Hernandez. “How could we even possibly think we could fight something so tough if we can’t even talk about what it means to fight it?”

“Any nation that can stomach the principle of caste, which is the most brutal ‘classification’ of human beings based on birth anywhere in the world, cannot help but differentiate, and differentiate repeatedly, on the basis of every parameter society can construct in a desperate and insular bid to separate ‘us’ from ‘them’,” writes Harmony Siganporia. “Nothing short of critical pedagogical interventions which would overhaul what we consider to be the very purpose of our educational system, and the resources to channel these interventions into more meaningful curricular design, can help us change these terms of engagement.”

“Textbooks were created by people who lived in a racist society,” writes Jacob Navarrete. “I’m telling you there are better tools. I’d be happy to help you learn how to use them. There is a big world to build outside the cave and we could use your help. It might hurt at first, just like the light does when you exit a dark cave.”

“Racism cannot be explained or understood properly without incorporating a discussion about privilege,” writes Dominique Dryding. “Until educational institutions take the lived experiences of their student bodies seriously and recognize that racism does not only include name calling and physical exclusion, racism in schools and universities will not end.”

Guest Blogger Salathia Carr writes, “Racism is not something that can be swept under the rug. After so much sweeping, your rug becomes distorted. People have become so desensitized regarding racism and injustices because they truly do not know what it is like. Judgment is very easy to make when you’re not living that way. But, if we force discussions about inequality from the very first history class we take, you cannot avoid it.” For the Silo, C.M. Rubin.

The Millennial Bloggers are Alusine Barrie, Sajia Darwish, James Kernochan, Kamna Kathuria, Jacob Deleon Navarrete, Reetta Heiskanen, Shay Wright, Isadora Baum, Wilson Carter III, Francisco Hernandez, Erin Farley, Dominique Alyssa Dryding, Harry Glass, Harmony Siganporia and Bonnie Chiu.

 

Top Row: C.M. Rubin, Alusine Barrie, Sajia Darwish, James Kernochan

2nd Row: Kamna Kathuria, Jacob Deleon Navarrete, Reetta Heiskanen, Shay Wright

3rd Row: Isadora Baum, Wilson Carter III, Francisco Hernandez, Erin Farley

Bottom Row: Dominique Alyssa Dryding, Harry Glass, Harmony Siganporia, Bonnie Chiu

 

Culture

5 tips to Make sure first year Students transition from high school to Biz school

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How to succeed in business school: Five tips for first year students

 

 

ST. CATHARINES, Ont. – The start of university can be intimidating enough for most first-year students. But business students face an extra set of challenges as they balance their coursework with gaining work and extra-curricular experience to help take them from campus to career. Freaked Out First Year University Student

From co-op work placements to mock interviews and networking breakfasts, the business school experience is designed to help students gain professional polish, acquire leadership skills and learn the foundations of management, accounting and entrepreneurship.

So how can new students and their parents make sure they are ready to take advantage of the available opportunities? These five tips will make sure first year students are ready for the transition from high school to business school:

  1. Be prepared (Textbook not required)

There’s is no need to read your textbooks cover-to-cover over the summer. Instead, spend some time getting comfortable with all that is available at your future school- both offline and online.

Spend a day on campus before the first day of class and figure out where your classes will be held. Don’t forget to attend your orientation. Most schools will offer a faculty specific orientation in the days leading up to the first day of classes.

And do your research online. Follow your business school on Facebook, Twitter and Instagram. Figure out the online registration system, how to access your student email and the online learning platforms. These online tools will be used throughout the academic year so access them early so you don’t miss any emails or messages.

  1. Going to University is your full-time job

While University doesn’t pay you a regular paycheck, it does pay you in grades. At the end of your degree, you will be able to use your straight A’s as currency to get a great job.

Everything you learned at your summer job about responsibility, punctuality and honesty can be used in business school.  So, impress your professor just like you would your boss. Show up to class. Stay on top of your assignments and hand them in on time.

  1. Get involved (and stay involved)

Want to stand out at a job interview? Join a business student club. These clubs focus on everything from accounting to marketing and every subject area in between.  Joining a club is a great way to make new friends and apply coursework to real life situations.

One key tip: it’s not enough to sign up and attend the occasional meetings. If you really want to have an experience that stands out on your resume, get involved on the executive team, attend a case competition or organize an event. You’ll have an experience you’ll never forget and something unique to mention during a job interview.

  1. Make friends (with everyone)

We guarantee that you’ll make friends in your classes and in residence. But don’t forget to build meaningful relationships with faculty, staff and upper year students. They can become important mentors who can help point you to on-campus resources and introduce you to new connections. Plus, if you know your career centre staff they’ll be sure to recommend you to employers who are hiring students.

Do you want to guarantee straight A’s on group projects? One successful strategy we’ve seen Goodman students use is to have a group of friends from different concentrations. When it comes time to write that paper, you’ll have every subject area covered, from HR to entrepreneurship.

  1. Ask for help

It’s a new school, a new environment and new friends. This is a big transition and it’s normal for there to be ups and downs during your first year. Fortunately, your university has resources available to help you succeed. From study skill workshops to mental health resources, there is a lot of support available to you on-campus.

If you need any type of help, talk to your academic advisor or a professor as early as possible. Don’t put your academic career at risk; there are people available to help you get through any type of problem you encounter. For the Silo, Don Cyr, dean of the Goodman School of Business at Brock University.

Don Cyr, dean of the Goodman School of Business at Brock University
Don Cyr, dean of the Goodman School of Business at Brock University

 

About the Goodman School of Business:

Based at Brock University in St. Catharines, Ont., the Goodman School of Business is one of only eight schools in Ontario that is accredited by the Association to Advance Collegiate Schools of Business International. The Goodman School of Business is home to more than 2,600 undergraduate students, 450 graduate students and has 7,000 alumni worldwide.