A Critique of the Traditional Model in Higher Education

 By Isabella Domaradzki, Brock University 

The traditional, hierarchical model of higher education in Ontario does not adequately meet the challenges of the complex modern world and prepare its students with the skills necessary to be successful within it (Granados, 2018). The passive model that dominates higher education institutions in Ontario is providing a disservice to students who require transferrable skills and meaningful, practical learning experiences for a prosperous future (Granados, 2018). The World Economic Forum maintains that higher education is a “systemic failure” which fails to provide graduates with the skills needed to solve 21^st century problems (as cited in Lee-Smith, 2019). As higher education fails to evolve, graduates are left overqualified and underemployed (Lee-Smith, 2019). It is important to transform this traditional model to one that may produce innovative, critical thinkers and strong leaders in our rapidly-changing, largely technologically-driven society (Dalile, 2012). The traditional, passive model of higher education must positively transition to a progressive, active model that values the development of twenty-first century skills, global competencies and practical knowledge (Bradbury & De Maio, 2019).

Existing Debates

While some individuals hold that the traditional model is insufficient in successfully preparing students with skills and knowledge to thrive in their future careers, others argue that too much practical and focused training will disadvantage graduates who are unable to be adaptable and creative in the workforce. Summerlee, for example, argues that students must be given the skills to learn for themselves, be engaged in study that is relevant to them, and in areas of knowledge that are applicable to the world they live in (as cited in O’Flanagan, 2014). Summerlee further states that universities are under pressure to become more job-focused and relevant, thus leading to the importance of transitioning higher education from a passive learning model to an active one (as cited in O’Flanagan, 2014). However, if such changes are facing universities in the near future, the line between university and college is likely to become increasingly blurred. Given the typical shorter time for completion, increased specialization and career preparedness, and lower tuition costs, would colleges not be more favourable for students whose goal it is to enter a career with the skills, knowledge and experience that can lead to success?

In contrast to Summerlee’s view, Pettigrew (2013) suggests that there should be more concern over too much practical and focused training, rather than too little of it, which can lead to a lack of adaptability and innovation in the workforce. One must consider the possibility of bias in Pettigrew’s position as an associate professor at Cape Breton University (Pettigrew, 2013). The implementation of specialized training in university would likely require training for instructors and more funding to transform programs – can these factors have an adverse effect onto those against transformation of the traditional, passive model?

Possible Solutions

Progressive pedagogical initiatives should be considered as viable solutions in addressing the deficits in the traditional model of higher education in Ontario. Experiential learning is an example of a progressive model of learning that enables students to bridge their learned skills and their professional life after university (McPhee & Przedpelska, 2018). Experiential learning pedagogy encourages students to apply knowledge to real-world settings while developing skills that are critical to success in a wide variety of careers (Bradberry & De Maio, 2019). Furthermore, experiential learning programs contribute to student success by “improving time to graduation and increasing the likelihood of attending graduate school…or finding employment after graduation” (Bradberry & De Maio, 2019, p. 94).

Another solution to this issue lies within problem-based learning (PBL). PBL is a learner-centred educational method that encompasses active and collaborative learning which aims to develop transferrable skills and attributes while challenging students to think critically and analyze problems (Problem-Based Learning, 2019). By actively engaging with problems that are raised, learners are able to connect the learning from the class to their own lives and important issues in the world (Centre for Teaching and Learning, 2019). Experiential learning pedagogy and problem-based learning are examples of positive solutions for transforming the traditional model of higher education in Ontario to make it more engaging, meaningful, and practical for learners.

Moving Forward

There is a vital need to re-examine the values of dominant educational models in higher education with a critical lens. Perhaps the solution to improving the traditional, hierarchal model is not to completely transform the content and skills being taught, but rather, the ways they are being taught. To improve the quality of higher education, we must continue to advocate for progressive models of education that align with the complex modern world and prepare students to be successful within it.

References

Bradberry, L. A., & De Maio, J. (2019). Learning by doing: The long-term impact of experiential learning programs on student success. Journal of Political Science Education, 15(1), 94–111.

Centre for Teaching and Learning (2019). Problem-Based Learning. Queen’s University. Retrieved September 24, 2019, from https://www.queensu.ca/ctl/teaching-support/instructional-strategies/problem-based-learning.

Dalile, L. (2012, June 10). How schools are killing creativity. Huffington Post. Retrieved September 24, 2019, from https://www.huffpost.com/entry/a-dictator-racing-to-nowh_b_1409138.

Granados, J. (2018, May 30). The challenges of higher education in the 21st century. Retrieved September 29, 2019, from http://www.guninetwork.org/articles/challenges-higher-education-21st-century.

Lee-Smith, M. (2019, May 3). Is higher education failing to evolve into the 21st century? Retrieved September 24, 2019, from https://www.studyinternational.com/news/is-higher-education-failing-to-evolve-into-the-21st-century/

McPhee, S., & Przedpelska, S. (2018). Experiential learning, community engagement, and student experience: Undergraduate field school course in rural British Columbia. Canadian Geographer, 62(3), 372–383.

O’Flanagan, R. (2014, February 26). Universities will change or face extinction. The Record. Online at https://www.therecord.com/news-story/4386347-universities- will-change-or-face-extinction-outgoing-university-of-guelph-president/

Pettigrew, T. (2013, March 18). Where universities have really failed. Macleans. http://www.macleans.ca/work/jobs/where-universities-have-really-failed/

Problem Based Learning (2019). Retrieved from https://udlresource.ca/2017/12/problem-based-learning/.

Diversity and Equity in Higher Education: Are Post-Secondary institutions fostering an inclusive environment for international students?

By Christina De Silva, Brock University 

Higher education within Canada has witnessed a substantial growth of international students. The Canadian Bureau for International Education (2019) indicates there has been an 154% increase of international students. As students aim to pursue their education in a new country, the populations of post-secondary institutions continue to increase. In 2018, there were 572,415 international students in Canada who participated in all levels of study (Canadian Bureau for International Education, 2019).

Canada is a very appealing place to international students. The reasons why international students chose to study in Canada is the quality of education, the cost of education, and the multicultural environment (IDP Education, 2019). As many students are from diverse cultural and racial backgrounds, it is essential that international students feel a sense of inclusion and acceptance among higher education campuses. Skorobohacz (2013) discusses the marked diversity that is prominent among graduate students in terms of race, age, gender and ethnicity. Although there is significant diversity among post-secondary campuses, how are institutions fostering an inclusive and diverse environment?

What is Inclusive Education?

Inclusive education is the idea that education is based on the acceptance and inclusion of all students (Ministry of Education, 2009). Higher education institutions have a large role in educating society, it is essential that the content and approaches adopted by instructors recognize and embrace the cultural differences of their students (Rahman & Alwi, 2018).  The implementation of inclusive education allows students to be able to focus on their learning, without feeling that they are not integrated within the learning environment. Further, UNESCO (2008) states that inclusive education is central to the achievement of all learners for the development of inclusive societies (p. 5). An inclusive environment aims to advocate for the learning of all students regardless of their differences. This type of pedagogy views the student as someone who brings forward much knowledge about themselves which makes them unique and a valued member in their society.

Valuing diversity is a key aspect of inclusive education. Powell (2003) states that an inclusive society is one where individuals are valued, and their diversity aspects are valued as enriching for their society (p. 6). Becoming aware of the diversity in the classroom and hallways allows both educators and their students to become aware of their existing assumptions and biases. Further, challenging assumptions and biases makes individuals aware of the diverse students and the unique attributes they bring to the classroom.

Why does Inclusive Education Need to be Addressed?

With the influx of international students, it is imperative that inclusive education practices are embedded within classrooms to ensure student learning, achievement, and success. Rahman and Alwi (2018) state that the presence of international students creates a diverse learning environment. As a diverse environment is created, it is essential that institutions are prepared to educate student’s with various teaching strategies and practices. However, these differing needs of students provide difficulties for the post-secondary institutions.

Another challenge that is faced by international students is communication, beliefs, and norms (Aurangzeb, 2019). International students can have different first languages, cultural beliefs, and rituals that are different from Canadian norms. Rahman and Alwi (2018) state that higher education institutions often lack awareness of student’s customs, traditions and cultural differences. By integrating these diverse perspectives and insight, students will have the opportunity to acquire knowledge and skills that will be transferable to the world outside of higher education. As a result, students may feel a lack belonging among their peers because of their differences.

In addition, international students bring numerous lived experiences that domestic students would not have access to. These experiences can then be shared by providing an inclusive and diverse learning environment. It is through a sense of acceptance and belonging, students will feel comfortable sharing their experiences, collaborating, and thriving in their learning environment. Post-secondary institutions should become aware that they have the responsibility to embrace differences and integrate it within the teaching and learning process (Rahman and Alwi, 2018).

Possible Solutions/Recommendations

Being aware of the cultural and diverse differences of students is important, but it is also important to consider what that looks like in the learning environment. To integrate diversity within higher education it requires educators to continually assess their practices, including successes and challenges (Allen, Bonous-Hammarth & Teranishi ,2006). Professors and faculty members must be reflective of their instructional practices to see if all learners are accommodated or if it proves to be an advantage for the dominant culture. Further, Rahman and Alwi (2018) state the impact of education will not be beneficial to the student if pedagogy is not informed by the socio-cultural background of the participants. For example, it is important to consider if a syllabus for a course is easy to understand and whether the instructor sensitive to the needs of the students within their classes. This could mean providing a glossary of terms or allowing students to view the syllabus on a computer software to translate content.

In higher education, the incorporation of diversity should be considered in terms of the culture of the post-secondary institution (Powell, 2013). Educators should be considerate of the various cultures embedded within their classroom; this should inform instructional practices. I would recommend completing professional development workshops for instructors to be aware of their teaching practices and how their decisions influence student success. Developing policy is great; however, the way it is implemented is critical to its meaning and understanding by faculty and students. Higher education institutions can develop an Inclusive Education and Equity committee that comprises of domestic and international students. This committee would analyze the teaching practices of faculty and provide assistance in making course content inclusive and relatable to all learners. Various sources indicate that post-secondary institutions lack awareness of these cultural differences. Thus, it is imperative that instructors address these cultural differences and foster an inclusive learning environment through a pedagogy that reflects the needs of their learners.

Concluding Thoughts

It is evident the influx of international students allows professors and faculty members to reflect and question their instructional practices. Critical reflection is needed to ensure that all students regardless of their differences have the ability to succeed in their higher education program. Powell (2013) states that universities are key players in the development of challenging social norms. Thus, it is important higher education pedagogy challenges any bias or assumptions that exist towards international students. The enrolment of international students will further allow all partners within higher education to deconstruct and acquire new knowledge about diversity and inclusion.

 References

Allen, W., Bonous-Hammarth, M., & Teranishi, R. (2006). Higher education in a global society: Achieving diversity, equity and excellence. Amsterdam; Boston: Emerald Group Publishing.

Aurangzeb, W. (2019). Quality assurance and internal institutional diversity at higher education level: Bridging the gap and moving towards quality enhancement. Journal of Research & Reflections in Education, 13(1), 61–68.

Canadian Bureau for International Education (n.d.). International students in Canada. Retrieved from: https://cbie.ca/infographic/

IDP Education. (n.d.). Studying in Canada. Retrieved from: https://www.idp.com/canada/about-canada/study-in-canada/

Ontario Ministry of Education. (2009). Realizing the promise of diversity: Ontario’s equity and inclusive education strategy (pp. 1–31) [Policy]. Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/equity.pdf

Powell, S. (2003). Special teaching in higher education. London; Sterling, VA: Kogan Page: Taylor & Francis ebooks.

Rahman, S. A., & Alwi, A. (2018). The inclusion of cultural diversity in higher education. Curriculum Design. 5(2), 87–94.

Skorobohacz, C. (2013) Intersecting roles. In M. Kompf, & P. Denicolo (Eds.), Critical issues in higher education (pp. 199-224). Rotterdam: Sense Publishers.

United Nations Educational, Scientific and Cultural Organization (UNESCO) (2008). Inclusive education: The way of the future. UNESCO International Conference on Education, November 25–28. Geneva: Author.

Mental Health and the Transition to Post-Secondary Education

By Nicole McCaughey, Brock University 

Studies have shown that there is an increase in mental health problems during the transition to post-secondary school (Marcotte et al., 2018). For example, an American national survey of undergraduate students conducted in 2005, reported that 10% of students considered attempting suicide and 86% reported an increase in psychological problems (Eisenberg et al., 2007). A National College Health Assessment that was completed in the spring of 2016 surveying 43, 780 Canadian higher-education students indicated that 44% of those students felt so depressed that it was difficult to function and 65% experienced overwhelming anxiety (Dixon, 2018).  These numbers have all increased from a study completed in 2013 (Dixon, 2018). Is this because students are not prepared for what their post-secondary life will consist of? How are we able to make the transition more seamless for new students?

Increased mental health issues can lead to an increase in demand for mental health services in college and university counselling centers (Marcotte et al., 2018). The function of university is not to provide healthcare but provide education programs, but with the rise of mental health disorders the need has only gotten greater (Dixon, 2018). Post-secondary student mental health disorders have been associated with the taking on of new roles, new relationships, increase in academic requirements, and being away from family (Marcotte et al., 2018).

When thinking about students entering their first year it is important to consider their age. Most often they are 17-18 years old and this is the first time being away from family. With that comes a higher level of freedom that requires self-control and discipline (Marcotte et al., 2018). Moreover, at this stage students are required to make difficult decisions regarding their career choice; all of these things can contribute to stress and difficulties experiences by new post-secondary students (Marcotte et al., 2018).

It is important for new post-secondary students to be aware of the facilities their school has to offer so students know where to turn if they are feeling distressed and need assistance. Each University has their own protocol for transitioning students in their first year. Brock University has a summer orientation program called SmartStart for first year students to attend on a volunteer basis (Brock University, 2019). If students missed SmartStart, they can access online videos that outline what occurred during the orientation. Brock also has an orientation program called LEAP, which is led by experienced student leaders and mentors, and is offered as a day program or overnight program (Brock University, 2019). New students participate in skill-building workshops, learn about campus resources and supports, orientation to downtown St. Catharines, and help a community partner during a volunteer opportunity (Brock University, 2019). I believe both programs are valuable for the student to experience prior to starting their first year, however, these programs are not mandatory. By making these programs mandatory you would ensure that students would be aware of the services available to them.

When entering Graduate School at Brock University I was aware that we had to complete a non-credit course that prepares students for graduate studies. I have found the course beneficial as it provides resources and services that are available at the university, some of which I was not even aware of having completed my undergraduate degree a Brock University as well.

In my opinion a non-credit program for undergraduate students, like the graduate course, would be extremely beneficial for them. Since studies have shown that students with previous indications of mental health disorders in high school are extremely likely to have similar experiences in post-secondary school; intervening early is essential (Marcotte et al., 2018).  If students are required to take a course and pass modules, then I believe that they will be more likely to use the resources that are presented to them.

References

Anderson, L. W., Jacobs, J., Schramm, S., & Splittgerber, F. (2000). School transitions: Beginning of the end or a new beginning? International Journal of Educational Research, 33(4), 325–339.

Brock University. (2019). Smart start-stay smart. Retrieved from: https://discover.brocku.ca/stay-smart/

Brock University. (2019) LEAP. Retrieved from: https://brocku.ca/student-life/orientation-programs/leap/

Dixon, G. (2018, October 31). Growing mental-health needs of students require creative solutions. The Globe and Mail. Retrieved from: https://www.theglobeandmail.com/canada/education/canadian-university-report/article-growing-mental-health-needs-of-students-require-creative-solutions/

Eisenberg, D., Gollust, S. E., Golberstein, E., & Hefner, J. L. (2007). Prevalence and correlates of depression, anxiety, and suicidality among university students. American Journal of Orthopsychiatry, (4), 534-542.

Marcotte, D., Diallo, T. M. O., & Pare, M.-L. (2018). Adjustment to college and prediction of  depression during post-secondary transition. European Journal of Psychology of Education, (4), 727- 448.

Turner, R., Morrison, D., Cotton, D., Child, S., Stevens, S., Nash, P., & Kneale, P. (2017). Easing the transition of first year undergraduates through an immersive induction module. Teaching in Higher Education, 22(7), 805–821.

Are you the teacher or student? A review on novice teachers’ correlation between preservice education and burnout

By Nicole Rodrigues, Brock University

Graduating from the Concurrent Education Program and entering the classroom at 21 years old, I faced demeaning assumptions about my validity as a teacher. Almost daily I’d receive comments such as: “you look so young,” “are you a student or teacher?,” “how do these high school students take you seriously?,” and many more. These statements are ingrained in my memory as some of my first experiences as a novice teacher. Accounts like this question one’s credibility, inflict perceptions of subordination, and potentially lead to the prominent issue of teacher burnout.

Why does this matter?

A recent issue by CBC News London (2019) indicates that in order to prioritize the mental well-being of teachers, more respect is needed in the teaching profession. Often teachers are judged by having summers off, but really many teachers are using that time for professional development, preparing for the following school year, or regrouping from the stress of the year. We see similar issues depicted in Hong Kong as they report “large classes, lack of educational resources, and little reward for their work” are leading to teacher burnout (Tang et al., 2001, p. 888). Fives, Hamman, and Olivarez (2007) highlight that “the burnout process may begin as early as the student-teaching experience” (p. 916).

Burnout is a feeling of being overwhelmed by stress and in which you do not have enough emotional resources to cope, resulting in emotional exhaustion, compassion fatigue, and emotional distancing (CBC News, 2019). On average 30-50% of novice teachers are leaving the profession within the first five years of teaching due to burnout (Hong, 2013; McCann & Johannessen, 2004; Stringer, 2019). This issue needs to be addressed because teacher stress affects students learning environment and can lead to reduced personal physical and mental well-being (Tang et al., 2001). The question is: can this issue be reduced based on education received in teacher’s college?

Possible Solutions

Cherubini (2013) argues that teacher educators need to be more aware of teachers’ experiences and perspectives to integrate that into what is being studied. Further, he suggests providing students with case studies created through real classroom examples, will allow students to strategically plan for various situations. Novice teachers are seemingly unaware of the difficulties they are going to face, creating a “gap between the educational theories [they] learn in college and the demanding reality in-service [face]” (Hong, 2010, p. 1540).

Väisänen, Pietarinen, Pyhältö, Toom, and Soini (2018) indicate that Finnish student teachers learn proactive strategies in order to deal with future stressors. Proactive strategies “entails treating stressors and demands as challenges rather than threats” (p. 304). Results of the study indicate that when these student teachers entered the field they were “less prone to burnout, … emotional exhaustion and cynicism” (p. 304). Further, “student–teachers who reported high-guidance interaction with their cooperating teachers also expressed higher levels of efficacy for instructional practice” and in turn decreasing burnout (Fives, Hamman, & Olivarez, 2007)

Next Steps

Combining these theories, Canadian teachers’ colleges should integrate a course on case study analysis using proactive strategies where students study “effective proactive coping [encompassing] planning, organising and managing a burden” (p. 304). This should be associated with the practicum course, so associate teachers can learn similar strategies and in turn guide novice teachers and themselves away from burnout. This all-encompassing view can not only retain current teachers but to prevent novice teachers from leaving the field.

Figure 1: Comparison of higher ed pathways, if case study proactive coping strategies are studied versus not.

References

CBC News London. (2019, July 7). Q&A: Discussing teacher burnout with a psychologist and educator. CBC News. Retrieved from https://www.cbc.ca/

Cherubini, L. (2013). The space which is thinking: Prospective teacher identity. Welland, ON: Soleil Publishing.

Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education, 23(6), 916–934.

Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530-1543. doi:10.1016/j.tate.2010.06.003

McCann T.M, & Johannessen, L. R. (2004). Why do new teachers cry? The Clearing House, 77(4), 138-145.

Stringer, S. (2019). Keeping New York’s teachers in school. Crain’s New York Business. Retrieved from: https://www.crainsnewyork.com/op-ed/keeping-new-yorks-teachers-school

Tang, C., Au, W., Schwarzer, R., & Schmitz, G. (2001). Mental health outcomes of job stress among Chinese teachers: Role of stress resource factors and burnout. Journal of Organizational Behavior, 22(8), 887-901.

Väisänen, S., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2018). Student teachers’ proactive strategies for avoiding study-related burnout during teacher education. European Journal of Teacher Education, 41(3), 301–317.

 

 

 

 

 

 

 

 

 

References

CBC News London. (2019, July 7). Q&A: Discussing teacher burnout with a psychologist and educator. CBC News. Retrieved from https://www.cbc.ca/

Cherubini, L. (2013). The space which is thinking: Prospective teacher identity. Welland, ON: Soleil Publishing.

Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education, 23(6), 916–934.

Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530-1543. doi:10.1016/j.tate.2010.06.003

McCann T.M, & Johannessen, L. R. (2004). Why do new teachers cry? The Clearing House, 77(4), 138-145.

Stringer, S. (2019). Keeping New York’s teachers in school. Crain’s New York Business. Retrieved from: https://www.crainsnewyork.com/op-ed/keeping-new-yorks-teachers-school

Tang, C., Au, W., Schwarzer, R., & Schmitz, G. (2001). Mental health outcomes of job stress among Chinese teachers: Role of stress resource factors and burnout. Journal of Organizational Behavior, 22(8), 887-901.

Väisänen, S., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2018). Student teachers’ proactive strategies for avoiding study-related burnout during teacher education. European Journal of Teacher Education, 41(3), 301–317.

Neoliberalism – The Crisis of Post-Secondary Students Today

By Heather Vanhie, Brock University

In recent years, discussion regarding neoliberalism has increased in universities, news journals, and more (Brown, 2006). It is of the largest social components that dictates how our society functions today, and it is important to understand what neoliberalism is and how it impacts us in our everyday life (Deroches, 2011). Although neoliberalism affects many people, one population it impacts significantly would be post-secondary students (Saunders, 2007).

What is Neoliberalism?

Neoliberalism is defined as “a socio-economic theory that rejects governmental intervention in domestic economy and promulgates materialism, consumerism, and the commodification of many public goods” (Saunders, 2007, p. 1). This can be further described as recognizing our society based on people being consumers and inflating that need to every aspect of our economy. It can also be understood as a guideline of economic and political ideas that govern and dictate social expectations through a set of rules designed around economic needs (Deroches, 2011).

How Is It Impacting Post-Secondary Students?

Since neoliberalism is a framework that relies on consumers, this is often expressed in higher education by very high tuition costs, increased pressure to complete research, and social expectations to pursue a degree focused on job outcome rather than personal interests (Deroches, 2011). The quality of education has seen a decline as well, as professors are expected to produce more research rather than focus on the education of the students (Saunders, 2007). Furthermore, as professors complete research, their status, and international prestige has become a primary focus, therefore research quality has shifted to be more relatable to a variety of countries rather than accurate (Frake, 2008). This is consistent among Canadian Universities, often as a requirement for professors to maintain research funding (Frake, 2008).

Additionally, as neoliberalism decreases financial support from the government, it stimulates the process of “corporatization of colleges and universities, as they are encouraged to look for more private funding” (Nagata et al., 2019, p. 1). This often forces lower class individuals to work throughout the academic year in order to make ends meet (Brown, 2006). Furthermore, without stable funding, smaller universities and colleges will have fewer individuals attending their institution as their tuition costs will significantly increase as well (Nagata et al., 2019).

Post-secondary institutions are meant to create curious, imaginative, and critically aware individuals, rather than just preparing students for the workforce (Nagata et al., 2019). Through neoliberalism, this understanding of education is not apparent to many students, as they often pursue paths that are not their strengths or passions, but will allow them to gain a high-paying job (Nagata et al., 2019). With all of these factors in consideration, it is clear how neoliberalism can create harmful impacts on students within a post-secondary institution.

Why Should We Be Concerned?

After considering the consequences of neoliberalism in post-secondary education, it is imperative to be concerned with how this will continue to impact higher education. Education is the primary component of how our society will function in the future (Saunders, 2007). Although post-secondary education is a tool meant to allow individuals to explore themselves, their values and ideologies, it is often used as only a means to gain experience specific to a career (Nagata et al., 2019). Although it can be both, it creates a major obstacle for many individuals including marginalized students, as they may struggle with mental health disparities, financial distress, and a lack of passion for education (Fish, 2009).

More recently, the current provincial government under Doug Ford’s direction has released a new strategy surrounding market-values in a post-secondary setting (Nagata et al., 2019). Sixty percent of funding for post-secondary institutions will be allocated based on performance and graduation rates, which will lead to funding cutbacks to schools that are not meeting the requirements (Nagata et al., 2019). The emergence of this strategy resembles how neoliberalism is interconnected with our political system, and how this institution can be a means to combat neoliberalism in higher education (Nagata et al., 2019). With a lack of government funding, the privatization of higher education will create numerous obstacles for many individuals to attend post-secondary education, such as financial distress, lack of student supports, and appropriate faculty-to-student ratios (Nagata et al., 2019). This further reinforces how neoliberalism encourages post-secondary institutions into problematic practices. 

Next Steps

With all of these factors considered, it can be recognized how neoliberalism is creating a negative impact on post-secondary institutions (Nagata et al, 2019). The social norms surrounding post-secondary education will continue to be perpetuated unless drastic change is made. Some ways these norms can be challenged are through educating students prior to higher-education on all the positive outcomes following graduation aside from career-focused. Furthermore, discussing these critical issues with people in power, such as members of parliament, your student representative and peers in leadership roles are all ways to combat neoliberalism in higher-education (Nagata et al., 2019). At a micro-level, being able to deconstruct the ways people contribute to neoliberalism by consumerism is a way to combat this framework in our personal lives.

Conclusion

Recognizing the need for individuals to pursue education in order to develop a stronger understanding of their passions, challenging for more stable funding, and encouraging professors to do quality research are all crucial factors to consider when discussing neoliberalism within education. Lastly, understanding how to be critically aware of neoliberalism and its impact within post-secondary education is important for ourselves, our personal lives, and the future of higher education.

References

Brown, W. (2006). American nightmare: Neoliberalism, neoconservatism, and de-democratization. Political Theory, 34(6), 690-714. doi:10.1177/0090591706293016

Deroches, S. (2011). (Re)Inserting the subjective (I): globalization, neoliberalism & student agency in post-secondary education. The Ethics Forum, 6(1), 78-83.

Fish, S. (2009, March 8). Neoliberalism and higher education. The New York Times. Retrieved from: https://opinionator.blogs.nytimes.com/2009/03/08/neoliberalism-and-higher-education/

Frake, M. (2008). Quality education and the marketplace: An exploration of neoliberalism and its impact on higher education. Brock Education, 18, 46-56.

Hess, A. (2017, December 5th). The 6 most popular college majors. CNBC Make It. Retrieved from https://www.cnbc.com/2017/12/15/the-6-most-popular-college-majors.html

Saunders, D. (2007). The impact of neoliberalism on college students. Journal of College & Character. 8(5), 1-9.

Statistics Canada. (2019). Canadian undergraduate tuition fees by field of study (Canada) [Table 37-10-0003-01]. Retrieved from https://www150.statcan.gc.ca/t1/tbl1/en/cv.action?pid=3710000301#timeframe

Nagata, F., Folk-Dawson, J., Sapra, R., Buckley, C., Kennedy, RM., Hagan, J. et al. (2019). The neoliberal university. The Bullet. Retrieved from https://socialistproject.ca/2019/09/the-neoliberal-university/

 

 

Is Higher Education Properly Addressing Mental Health?

By Nicole Moretti, Brock University

An estimated 1.4 million students in university in 2018 across Canada were working to complete degrees (Universities Canada, 2018). With schooling comes the responsibility and the stress placed on students to successfully adapt their lives to incorporate multiple roles, ensuring that they are able to remain in school. Global News (2019) reported that two-thirds of students felt overwhelming stress and anxiety related to school. Data showed 81% of Canadian students listed academic pressure as a major cause to mental illness, with an additional 40% claiming financial issues from the universities (Global News, 2019).

This is not overly surprising as Fairchild (2003) outlines situational, dispositional, and institutional barriers that compete in students’ lives, ratcheting up the stress and feelings of inadequacy when other responsibilities are not met. If our students are struggling to balance their schooling with their other responsibilities, it calls to question if our institutions are set up to help those who seek treatment. Are we sending students into higher education with the awareness of the mental siege that it can take on our students without the training and resources to assist them?

Solutions

As we progress into the technological era, people are beginning to become more open with the discussion surrounding mental health and its importance (Lee, 2019). According to Lee (2019), 73% of adult learners admitted to at least one mental health crisis with high chances of burn-out whilst fulfilling multiple roles in their life. With three quarters of our student population feeling mental stress, Lee (2019) offers ideas of incorporating mindful practices and the integration of mental health into the institution’s foundation. Fairchild (2003) has proposed more extracurricular events that unite students into believing that they have a network that they can relate to. This is similar to Gardner and Kerridge’s (2018) idea of increased mindfulness in the form of meditation to specifically target stress through building community, confidence, and compassion in combating mental health.

However, the resources provided must be effective and affordable for students. Gibson (2019) details that as the number of students with mental health issues is on the rise, the demand for mental health related care has also increased, increasing wait times for referrals and becoming costly for students (Gibson, 2019).

I believe to properly assist people in keeping good mental health practices, we must first show acceptance and understanding in the difference between mental health and mental illness (as seen in the video at [https://www.youtube.com/watch?v=RzI0QkFBL7s&t=32s]). Then, as a community, we must build positive learning environments where we do not fear other people knowing about our mental health and do not risk being othered. This would be strengthened with Kantaris’ (2019) idea of debunking stigmas related to mental illness and teaching staff and students about risk factors to ensure pre-emptive measures are taken. Instructors should be educated, attending classes that discuss risk factors and signs. Free resources should be provided by universities that students can turn to if they need it. These resources should be common knowledge, allowing a sense of anonymity for the student to reach out.

Hicdurmaz et al. (2017) showed students’ mental health was directly related to factors of self-esteem and income. Similar to Kantaris (2019), Hicdurmaz et al. (2017) suggests that instructors need to be aware of triggering factors of negative mental health, to help monitor the students. Kantaris (2019) proposes mandatory training for teaching staff in efforts to lessen potential stress, with the proper information of where students should go if their mental health is in jeopardy. This could include ensuring schools have the proper resources set up to care for the students, money to educate the staff and students about mental health, and programs that support the students in need.

Kerridge and Gardner (2018) suggest ensuring mindfulness practices are well-known on campus and incorporated in the class. This could be students taking five minutes to meditate each day, providing a period specifically regulated for de-stressing. Although this may not be effective for all students, it provides an outlet and opens the conversation for students to relate to one another, fostering connections. For this to take place, universities would need to add policies to incorporate mindfulness into the classroom.

How do we ensure that students are able to acquire mental health aids in universities? The universities themselves need to have more lectures and seminars openly discussing the stresses related to education in a non-judgemental way. This starts with the proper education of people in positions to teach. By teaching a new mind frame to our instructors, a standard is set and the normalization process of key factors and next steps will be common knowledge.  Institutions must be willing to spend more money, integrating mental health techniques into education, so that students and instructors alike can spot and derail a burn-out before it happens. Universities need to stop seeing people as a group and focus on individuals.

Varying teaching styles could also work for students who have stress related to the traditional type of learning associated with school, including hands-on or online options. This can be done through incorporating workshops with varied ways of learning. The most important thing, however, is reducing the stigma that is directly related to mental health. The universities should have speakers come in to talk about mental health, where the resources that are currently available can be shared openly with a large group. Anonymous surveys should later be taken from people who have used the resources, including the effectiveness and feedback including what could be done to improve their experience. Change is needed, but feedback and education is required to make that leap.

As adult learners, we must advocate to ensure that we have the resources set in place to help us, and future students. It is imperative that we look into the means to enhance positive mental health, while supplying the means for students who are having difficulties managing multiple roles. This allows for universities to become more inclusive environments by caring for students. Higher education needs to be re-evaluated with mental health students in mind.

Resources

Fairchild, E. E. (2003). Multiple roles of adult learners. New Directions for Student Services, 102, 11–16.

Gardner, P., & Kerridge, K. (2018). Everybody present: exploring the use of an in-class        meditation intervention to promote positive mental health among university students. Canadian Journal of Community Mental Health, 37(4), 9-21.

Gibson, V. (2019, February 14). As more students seek mental-health care, they face long waits – or pay out of pocket – as universities struggle with demand. The Globe and Mail.   Retrieved from https://www.theglobeandmail.com/canada/article-faced-with-long-waits- for-mental-health-care-students-and/

Global News (2019, September 14). How universities, colleges are looking after students’    mental health. Retrieved from https://globalnews.ca/video/5904399/how-universities-       colleges-are-looking-after-students-mental-health

Hiçdurmaz, D., İnci, F., & Karahan, S. (2017). Predictors of mental health symptoms, automatic thoughts, and self-esteem among university students. Psychological Reports, 120(4), 650–669.

Kantaris, X. (2018). Supporting the mental health of university students: the views and    experiences of an academic. Psychology Teaching Review, 24(1), 77–78.

Lee, K. (2019, February 27). Supporting mental health and wellness for adult learners. Retrieved  from https://evolllution.com/attracting-students/todays_learner/supporting-mental-health-   and-wellness-for-adult-learners/

McEniry, C. (2017, September 4). Mental health vs mental illness: what’s the difference? Mental Health Mondays. Retrieved from https://www.youtube.com/watch?v=RzI0QkFBL7s&t=32s

Universities Canada (2019). Facts and stats. Retrieved from             https://www.univcan.ca/universities/facts-and-stats/

Students’ Disengagement in Online Learning: Do Solutions Live up to their Promise?

By Wessam Saddick, Brock University 

Online education witnessed a rapid growth over the past decade. According to The Canadian Digital Learning Research Association (2018), more than two-thirds of Canadian higher education institutions offer online courses. In 2018, roughly one in five Canadian students are taking at least one online course for credit.

As a result of this growth, educators are constantly assessing the quality and effectiveness of online courses. A key issue in online education is the learners’ sense of isolation and dis-engagement (Al Samarraie, 2016). There are numerous definitions of engagement in the literature. One of the most useful definitions was introduced by Kuh as quoted in Stott (2016) is “the time and energy students devote to educationally-sound activities” (p. 51). That definition adds a quantifiable dimension to an abstract concept like engagement, which makes it measurable for research purposes.

Why Bother?

The lack of student engagement is a challenge worth exploring since the perils of disengagement can have negative implications on students as well instructors. On one hand, disengagement impacts students’ participation, satisfaction with the course, and attrition rate (Morris, 2005). On the other hand, dissatisfaction with a course was found to negatively impact the evaluation of the course’s instructor (Stott, 2016). According to Stott (2016), students who fail to reach their goals in online courses tend to punish the instructors through poor ratings, which in turn renders some instructors reluctant to teaching online courses to avoid the risk of damaging their career.

Causes of Disengagement

Several factors were documented to lead to a sense of disengagement among students enrolled in online courses such as lack of experience with online learning, a non-user friendly LMS, poor connectivity, slow instructor response times, and high work and life commitments (Stott, 2016). Another study pointed out that disengagement online can be caused by inadequacy of equipped e-learning system and the lack of advanced multi-media tools (Zhang, 2004).

An opposing view to the idea that online learning causes disengagement was presented by Li and Akins (2004) who considered the whole idea a myth. The authors argue that technology alone does not have to promote disengagement.  According to them, technology is only a tool, so an effective online course should be driven by sound pedagogical considerations. In other words, objectives need to be set to create an engaging learning environment in any course whether it is delivered online or offline. If that is not done properly, then a sense of disengagement can develop any way regardless of the mode of delivery.

In my experience, I can relate to this perspective. As an experienced educator I have witnessed student disengagement in traditional classroom settingsso I can testify that disengagement is not only an online issue. Yet, it is important to note that the disengagement problem is a multi-dimensional one that is caused by a mix of factors as noted in the literature. It is therefore over-simplistic to reduce the causes of the problem to only the proper planning of an engaging environment.

Possible Solutions

Several strategies could raise the engagement levels of students online. The most quoted strategies in the literature were online communities, student collaboration with each other, and open-ended assignments (Trumbore, 2014). A leading influential factor on student engagement is also how supportive the environment is (Lundberg, 2015). A supportive environment is defined as one that includes a combination of positive interactions with faculty, staff, and students. This study found that student learning increases when the campus environment is broadly supportive of their success and when it encourages them to interact with diverse peers. Likewise, faculty make an important contribution to student learning by providing feedback that encourages students to work hard in order to meet academic expectations (Lundberg, 2015). The findings of this study are interesting because they suggest solutions for the disengagement problem from an institutional perspective rather than a learner perspective.

Solutions Limitations

Despite the efforts implemented and strategies suggested to increase engagement, lack of student engagement remains a current issue in online education (Kebritchi, 2017). This leads me to ask, why is that the case? Do solutions suggested by research findings live up to their promise?

Protopsalti (2019) offered one explanation by clarifying that whenever technology is used to fully replace face-to-face interaction, disengagement is inevitable. To him, technology can add to the learning experience when it supplements, rather than replaces, face-to-face interaction. He pinpointed that the outcomes of the hybrid models of blended learning employing this philosophy do not create the problems that emerge in fully online courses. In other words, according to Protopsalti (2019), solutions to disengagement in online courses do not live up to their promises because the full online presence of a course does not inherently lend itself to engagement.

Another explanation is offered by Guri (2011), who highlighted that research on e-learning is marked by thousands of sporadic studies that yield contradictory results, suffer from various biases, or do not yield conclusive findings that enable policy makers to use them in a useful way. That could explain why suggested solutions to disengagement in many studies did not yield their expected outcome or help eliminate the problem.   

Now What?

Perhaps the way forward is for institutions to rethink curriculum design and make use of the blended learning approach more often than the fully online one. Institutions as well as governments may need to improve the quality of existing research or plan new wide-scope studies that fill the current research gaps and offer robust conclusions that can be used by policy makers and practitioners.

References

Al Samarraie, H., & Selim, H. (2016). Isolation and distinctiveness in the design of e-learning systems influence user preference.  Interactive Learning Environment, 25(4), 452-466.

Guri, S. (2011). E-learning: confusing terminology, research gaps and inherent challenges. International Journal of E-Learning & Distance Education, 25 (1).

Kebritchi, M. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology, 46, 4-29.

Li, Q., & Akin, M. (2011). Sixteen myths about online teaching and learning in higher education: Don’t believe everything you hear. Tech Trends, 49(4), 51-60.

Lundberg, C. (2015). Benefits of engagement with peers, faculty and diversity for online learners. College Teaching, 63, 8-15.

Morris, L., & Finnegan, C. (2005). Tracking student behavior, persistence and achievement in online course. The Internet and Higher Education, 8, 221-231.

Protopsalti, S., & Baum, S. (2019, January). Does online education live up to its promise? A look at the evidence and the implications for federal policy. (unpublished paper). George Mason Library, USA.

Stott, P. (2016). The perils of a lack of student engagement: Reflections of a lonely, brave, and rather exposed online instructor. British Journal of Educational Technology, 47(1), 51-64.

The Canadian Digital Learning Research Association (2018). Online survey. Retrieved from https://www.tonybates.ca/2018/12/20/summary-of-the-2018-survey-of-online-learning-in-canadian-colleges-and-universities/

Trumbore, A. (2014). Rules of engagement: Strategies to increase online engagement at scale. Change Magazine, July/August, 38-45.

 

 

 

 

 

Special Education in Higher Education: Challenges and Solutions

By Hilary Wilush, Brock University 

In 2012, in the United States alone, there were around 50,000 students with autism spectrum disorder (ASD) turning 18 (Shattuk et al., 2012). This is a transitionary year for adolescents, as some begin to seek opportunities in higher education. With increasing acknowledgement and diagnosing of students with disabilities comes more students to try and accommodate (Grogan, 2015). Those with disabilities compare their experience in higher education to a triathlon as they need many skills and encounter a variety of barriers (Moriña, 2017), some of which include inaccessible materials and classroom environments (Moriña, 2017), anxiety-provoking social situations (Grogan, 2015), misinformed professors (deBettencourt, Hoover, Rude, & Taylor, 2016), and lack of support services (Fossey et al., 2017).

Professors in Higher Education

While those with disabilities try to participate in higher education, the institution does not aid those who deliver the services. Professors encounter new challenges with the evolving diversity of their students and lack of training in delivery methods and disabilities (deBettencourt et al., 2016; Morgado, Cortés-Vega, López-Gavira, Álvarez, & Moriña, 2016). Studies show that the faculty want to help, but are unaware of how (Morgado et al., 2016; Moriña, 2017). Once they learn about and can implement these practices, they are more willing to embark on them, therefore supporting their students (Fossey et al., 2017; Moriña, 2017).

Should we be blaming the professors? Some argue that “it is within the professor’s power to… [allow] all students to demonstrate their level of competence” (McKeon et al., 2013, p. 354). However, they are not the only ones who work with students with exceptionalities.

Disability Support Staff

Disability support staff help create a learning support plan to aid in accessing the curriculum (Fossey et al., 2017). They are also responsible for providing information on possible adjustments, to both the student and their professors.

The question then becomes, why can disability support staff not always work in favour of the student? This is partially because the student is the one who must seek this support (Grogan, 2015; Fossey et al., 2017). Students with exceptionalities may have difficulties self-advocating and articulating their needs (Fossey et al., 2017; McKeon et al., 2013). Some factors are also out of the support staff’s control. A student may need specific accommodation, but staff or professors are informed too late for the change to be made (McKeon et al., 2013; Morgado, et al., 2016). As Fossey et a. (2017) notes, “negotiating reasonable adjustments with disability services and teaching staff is complex” (p. 830).

Why This Matters

This contemporary education issue goes beyond being inconvenient for those involved. It is about an educational movement – inclusive education – which is described as “an educational philosophy and practice that aims to improve the learning and active participation of all the students… [and has become] a hallmark of a quality university” (Moriña, 2017, p. 3-4).

Beyond a desire for including and accommodating these individuals, it is also a law. Article 24 Section 5 in the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) states that “States Parties shall ensure that persons with disabilities are able to access general tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others. To this end, States Parties shall ensure that reasonable accommodation is provided” (United Nations, 2006, p. 19). This point is reiterated in The Disability Discrimination Act which “requires that institutions implement ‘reasonable adjustments’” (Fossey et al., 2017, p. 822). These Conventions and Acts demonstrate that it is a human right to attend postsecondary education and that all reasonable adjustments be met.

Possible Solutions

Knowing that “universities are among the most discriminating institutions” (Morgado et al., 2016, p. 639), Moriña (2017) and Grogan (2015) argue that to invoke change starts with how professors structure their classroom – physically and socially – through what is called Universal Design for Learning (UDL). This is a pedagogical practice that sees that what is good for some, is good for all. If a student in the class has processing difficulties and requires the lecture slides prior to the class, then the professor should post them online for all to see, as this could benefit not only the individual student but the whole class (Morgado et al., 2016). Other strategies include organizing the classroom, using visuals, accessible materials, informed faculty, and giving reasonable adjustments to students (deBettencourt et al., 2016; Fossey et al., 2017; McKeon et al., 2013; Moriña, 2017). For professors specifically, universities should provide professional development and collaborative opportunities with support staff to learn about inclusive practice (deBettencourt et al., 2016; Fossey et al., 2017; Grogan, 2015). I believe that professors should seek these opportunities for themselves – whether it is taking courses on disabilities or seeking opportunities where they can work with these students – as it could change their perception of disability.

For students with disabilities, it would be ideal if the barriers were to be removed entirely. However, it is hard to expect that these obstacles that have been ingrained in the structure and function of higher education for decades were to be removed overnight. Nonetheless, it should be about providing resources – for students with disabilities, professors, and disability support staff – and creating an inclusive and equitable schooling system with the materials and knowledge we have currently. As seen in the principles of UDL, what is good for some is good for all.

References

deBettencourt, L. U., Hoover, J. J., Rude, H. A., & Taylor, S. S. (2016). Preparing special
education higher education faculty: The influences of contemporary education issues and policy recommendations. Teacher Education and Special Education, 39(2), 121–133.
Fossey, E., Chaffey, L., Venville, A., Ennals, P., Douglas, J., & Bigby, C. (2017). Navigating the
complexity of disability support in tertiary education: Perspectives of students and disability service staff. International Journal of Inclusive Education, 21(8), 822-832. doi:10.1080/13603116.2017.1278798
Grogan, G. (2015). Supporting students with autism in higher education through teacher
education programs. SRATE Journal, 24(2), 8-13.
McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college
students with autism spectrum disorder. Journal of Postsecondary Education & Disability, 26(4), 353-366.
Morgado, B., Cortés-Vega M. D., López-Gavira, R., Álvarez, E., Moriña, A. (2016). Inclusive
education in higher education? Journal of Research in Special Educational Needs, 16, 639-642.
Moriña, A. (2017). Inclusive education in higher education: Challenges and opportunities.
European Journal of Special Needs Education, 32(1), 3-17.
Shattuck, P., Carter-Narendorf, S., Cooper, B., Sterzing, P., Wagner, M., & Lounds- Taylor, J.
(2012). Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics, 129(6), 1-8.
United Nations (2006). Convention on the rights of persons with disabilities and optional
protocol, Office of the High Commissioner. Geneva: United Nations.