There is an urgent need to understand international students’ unique vulnerabilities and to develop effective policy responses.
Articles on Post-secondary education
Displaying 61 - 80 of 96 articles
Chatbots can be part of a broader approach universities’ teaching and learning centres can take to support faculty in innovating teaching practices.
Universities can have a role forming age-conscious students: those who aren’t ageist, don’t fear aging and are attuned to the aging process.
Education is a key to health, economic and social outcomes. So why don’t we make it easier for former youth in care to access post-secondary education?
We ought to worry that the pandemic has made it even easier to reduce teaching to disseminating knowledge.
Comprehensive early childhood education, mental health support, internet connectivity and post-secondary funding are part of reducing the consequences of poverty so all students may excel.
Strategic planning experts say public universities in developed countries can no longer depend on government funding, and must restructure to reduce costs and increase revenue or face failure.
The forced transition to online university learning will mean teaching practices will be permanently changed.
Student respondents to a survey discussed memories of historical trauma of infectious disease and displacement, financial hardship related to Alberta tuition hikes and mental health concerns.
Universities have successfully adapted during nearly a century of disruption. Will international branch campuses be the next development in navigating COVID-19?
University students had high rates of mental health issues before the pandemic. The additional stressors of COVID-19 and social isolation will make them even more vulnerable over the winter.
Canadians’ publicly funded post-secondary education system has been eroded over time, diminishing the promise it once held to protect people from poverty. We should demand change.
A study documents how universities’ centres for teaching and learning are responding to helping faculty create quality online courses for all students.
In a world where students can attend any university from their living rooms, universities need a compelling answer to the question: “Why should students come here?”
Put down the highlighter. Research about the brain and memory shows that leaving time between study sessions and testing yourself frequently are more efficient ways to learn.
Canada should invest robustly in students’ post-secondary education. Data about effects of the pandemic and how students balance classes and work show why we urgently need this investment.
Students won’t be allowed to participate in activities at St. Francis Xavier University this fall unless they sign a COVID-19 waiver. That’s forcing them to make a difficult and unfair choice.
The coronavirus pandemic has revealed inequities throughout society. However, the pandemic also provides the opportunity to change, including in Canadian postsecondary institutions.
High school seniors will miss important anticipated events due to the coronavirus pandemic, but offering resources, alternatives and the confidence that they’re going to be fine is what matters.
Tailored strategies to address students’ finances, academic success and socio-emotional connections with an institution or program can help keep students in school.
Top contributors
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Full Professor and Associate Vice-President, Research, Mount Saint Vincent University
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Innovation Lab Director and Professor, Educational Technology and Innovation Mindset, Concordia University
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PhD candidate (health), Dalhousie University
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Professor, Faculty of Education, Memorial University of Newfoundland
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Professor, Urban and Regional Planning, Toronto Metropolitan University
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Architecture and Urbanism Researcher, Toronto Metropolitan University
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Professor, Department of Communication Arts, University of Waterloo
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Associate Professor of Psychology and Clinical Director, Regional Assessment & Resource Centre, Queen's University, Ontario
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Professor, School of Public Policy and Administration, York University, Canada
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Associate Professor, Educational Technology, Université Laval
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BCL/JD Candidate, McGill University
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Post-Doctoral Fellow, Johnson Shoyama Graduate School of Public Policy, University of Saskatchewan
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Associate Professor, Department of Psychology; Director, Trent Centre for Aging & Society, Trent University
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Associate Professor, Psychology, Acadia University
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Canada Research Chair in Occupational Health Psychology and Professor of Psychology, Saint Mary’s University