CENTRAL MICHIGAN UNIVERSITY GLOBAL CAMPUS COURSE SYLLABUS
I. IDENTIFYING INFORMATION
Course: EDL 778 Course Title: Contemporary Issues in Higher Education CRN: 22200345 Term: Spring I Location: Humber College Course Dates: 1/18, 1/19, 2/1, 2/2, 2/22, 2/23/2013 Course Days and Times: Fri 6:00PM-10:00PM; Sat 8:00AM-5:00PM; Prerequisites: Graduate Status.
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Instructor: Terry Hickey Primary Phone Number: 613 9691913 ext 2243 E-Mail Address: [email protected] Availability: email at any time, preferred email address is [email protected] Academic Biography: Terry Hickey has a 22 background in the private sector including progressive leadership positions in the areas of human resources and supply chain management. He joined Loyalist College, School of Business faculty as Professor of Business Administration in 2003 and assumed the additional role of Program Coorinator in 2006.Additionally he has participated on several provincial committees focused on college to university transfer and has served as faculty representative on the college board of governors.
Dr. Hickey holds a B.A. Sociology from Queen's University, EMBA from Queen's University and Ed.D.Educational Leadership, Central Michigan University. He is also a Business Administration graduate from Sir Sandford Fleming College. Research interests include college to university and university to college transfer student experiences and post secondary student mobility.
II. TEXTBOOKS AND INSTRUCTIONAL MATERIALS Order books from MBS at: http://bookstore.mbsdirect.net/cmu.htm Textbooks and Course Materials: Title: Author: Edition: ISBN: Publisher: Required: #Error
III. COURSE DESCRIPTION Study of contemporary issues confronting higher education. Emphasis is on the identification, definition, and study of issues and how educational leaders might address them.
Page 1 of 18 IV. COURSE GOALS AND OBJECTIVES
The primary goal of this course is to provide students with an awareness of the breath of issues facing institutions of higher education and the literatures relevant to scholars and practitioners of higher and adult learning. Upon completion of this course, the student will be able to:
1. Describe the prime issues facing institutions of higher education. [C, LEA, R] 2. Discuss theory as it relates to contemporary issues. [C, R] 3. Identify institutional differences and approaches to addressing current challenges. [C, LEA, R] 4. Draw connections between organizational theories, institutional cultures, and contemporary issues. [C, LEA, R] 5. Analyze the impact of approach to leadership on organizational change. [C, R] 6. Conceptualize the complex relationships underpinning higher education operations. [C, LEA, R] 7. Describe the positions of prominent theorist and scholars of higher education on current issues. [C, R] 8. Identify the roles of various stakeholders in current issues. [C. LEA, R] 9. Demonstrate ability to identify and frame problems and questions within the field of postsecondary education in a thoughtful, analytical, and critical manner. [C, LEA, R] 10. Analyze the role of decision making on contemporary issues. [C, R] V. METHODOLOGY Instructor and learner-led discussion of issues;interaction with the instructor and guest lecturers; learner presentations on one of the issues that form the basis for this course; small group discussions of issues and presentation of conclusions, individual/group student research and completion of papers/projects related to issues discussed in this course. VI. COURSE OUTLINE/ASSIGNMENTS Pre-Class Assignment:
Pre-Class Assignment:
The former Ontario Minister of Training, Colleges and Universities, The Honourable Glen Murray, issued a discussion paper that
is currently the focus of a broad consultation process engaging all stakeholder groups in the Ontario postsecondary
system. The results of the current discussions will inform government decisions regarding future postsecondary policy and
strategy in Ontario. Consequently, the issues identified in the Minister's paper will form the basis for much of the class
discussion in this course.
The Minister's discussion paper was preceded by the report of The Commission on the Reform of Ontario's Public Services
(the Drummond Commission) issued earlier this year. The discussion and recommendations regarding postsecondary
education in Ontario found in the Drummond report provide important background information from which to consider the
issues identified in the Minister's discussion paper.
Learners are requested to read the Executive Summary and Chapter Seven of the Drummond report which can be found at
http://www.fin.gov.on.ca/en/reformcommission/chapters/report.pdf
as well as the Minister's discussion paper which can be
found at
http://www.tcu.gov.on.ca/pepg/publications/DiscussionStrengtheningOntarioPSE.pdf and come to the first class
prepared to discuss in a general way the issues identified in the paper and the implications that these issues could have for
policy and practice in higher education in Ontario. These two documents are required reading.
Learners are also asked to select an issue from those identified in the Minister's paper on which they would like to
pursue further research as part of this course. Learners should summarize their reason for choosing the issue, their preliminary
Page 2 of 18 thoughts on the issue and the implications they see for policy and practice in higher education in Ontario and their preliminary
thoughts about the further examination and study of the issue that they would expect to take in a three to five page
double-spaced paper. Due date: January 18, 2013
Although no major responses to the Minister's paper have been released at this time, learners may find a policy paper issued by
the Ontario Undergraduate Student Alliance (OUSA) in July 2012, helpful in providing some insights into preliminary student
thinking on these issues. This paper can be found at:
http://issuu.com/ousa/docs/educated_reform_july_2012/1 and is optional
reading.
Course Outline:
As indicated above, the discussion paper issued by former the Minister of Training Colleges and Universities, The Honourable Glen
Murray, will provide the focus for much of our discussion in this course. On the first weekend, we will consider the issues identified in this paper as well as other possible contemporary issues in postsecondary education of interest to the class and finalize the list of issues to be discussed.
Weekend One:
The relationship between the purposes/intended outcomes of postsecondary education and the design of the postsecondary systems intended to achieve them, including system design, institutional mission and mandate, institutional diversity, access and participation, student demographics, credentials and authorization to issue them, models in Ontario and other jurisdictions, relationships between colleges and universities, student mobility, student health, private postsecondary institutions.
Pre-Class Assignment Due
Weekend Two
Issues related to teaching and learning including learning outcomes and assessment of student learning, student learning styles and engagement in the learning process, credentials/qualifications frameworks and quality assurance processes, the Bologna
Accord and the formation of the European Higher Education area, student mobility and quality assurance, accreditation of postsecondary programs and institutions; impact/relevance of on-line learning and alternative teaching and learning models including experiential learning, educational leadership, relationships among these issues and implications for postsecondary policy and practice in
Ontario and Canada.
Reflection paper due: A two to four page paper reflecting on one of the issues identified for discussion in this course including a review of at least three pieces of relevant literature drawn from the reading lists and commentary on how this issue has impacted your learning.
Weekend Three
Page 3 of 18 Issues related to accountability and financing of postsecondary education including government and public expectations of
publicly-funded postsecondary institutions, government strategies for achieving specific outcomes, accountability for student
outcomes, performance indicators and performance funding, activity-based funding envelopes, private investment in public
postsecondary institutions.
Some possible directions for the postsecondary system in Ontario.
Student teams will present their analysis of one of the issues under discussion in Ontario today including a critical
review of at least five of the readings related to the issue and their conclusions on the direction Ontario should take with
regard to the issue. Teams should be prepared to respond to questions from the class and to defend their
recommendations.
Assignment Due Dates:
Assignment Due Dates:
1. Pre-class Assignment: January 18, 2013; papers should be handed in by the end of class on Friday, January 18, 2013.
2. Reflection paper: Due February 2; papers should be handed in by the end of class on February 2, 2013.
3. Team Presentations: Due February 23; Teams should be prepared to present to the class and to submit all
presentation materials on Saturday February 23, 2013.
Papers and presentation materials will be evaluated based on quality of thinking, coherence of argument and thoughtfulness of
conclusions and recommendations. As this is a graduate course, it is expected that papers will be essentially free of spelling or
grammatical errors.
Post-Class Assignment:
Student Involvement Hours:
Student Involvement Hours:
Learners should expect to spend at least 20 hours in reading related to the issues to be discussed on each weekend. Learners
should expect to spend at least 7-10 hours in pre-reading and reflection on the pre-reading materials and pre-class
assignment. Reading and preparation of the reflection paper should require at least 5-10 additional hours and the team
presentation could require an additional 20-30 hours of research, writing, reflection and editing time.
VII. CRITERIA FOR EVALUATION Evaluation Criteria:
Evaluation Criteria:
Class discussions should reflect a review of and reflection on relevant reading material; participation will be assessed on insight,
Page 4 of 18 quality of thinking and how a student's participation adds to the discussion and the learning of the class. Points for class participation will be assigned as follows:
1. Infrequent participation, contributions are factually correct but lack interpretation or analysis or are repetitive/restatements of others' contributions
2. Demonstrates consistent engagement in class discussions, demonstrates good understanding of readings and suggests interpretations/analyses of material, responds positively and constructively to contributions of others, conbsiders multiple viewpoints
3. Demonstrates in-depth knowledge of material, offers succinct but thorough analysis of material, able to consider differing viewpoints, able to synthesize multiple viewpoints and ake discussion into new areas
Presentations should be analytical and also identify key points of relevance to the topic under discussion and value to other learners. A rubric for the assessment of presentations will be provided.
Papers should reflect coherent thinking, logical development, critical analysis and relevant, reflective conclusions. They should be well-organized and avoid rambling or extraneous argument, It is expected that written assignments will be free of spelling and grammatical errors. A rubric for the first assignment will be provided via Blackboard or email prior to the first weekend. Rubrics for the reflection papers will be provided.
Grading Scale:
Grading Scale:
Class participation: 30%
Issue Paper: 10%
Reflection Paper: 25%
Team Presentation: 35%; the presentation will marked for the team; each member will be asked to critically assess his/her own contributions as well as the contributions of the other members of the team.
Grading Scale
A 4.0 94-100
A- 3.7 90-93
B+ 3.3 87-89
B 3.0 84-86
B- 2.7 80-83
C+ 2.3 77-79
C 2.0 74-76
C- 1.7 70-73
Because academic integrity is a cornerstone of the University's commitment to the principles of free inquiry, students are
Page 5 of 18 responsible for learning and upholding professional standards of research, writing, assessment, and ethics in their areas of study.
Written or other work which students submit must be the product of their own efforts and must be consistent with appropriate
standards of professional ethics. Academic dishonesty, which includes cheating, plagiarism and other forms of dishonest or
unethical behavior, is prohibited. A breakdown of behaviors that constitute academic dishonesty is presented in the CMU
Bulletin (
https://bulletins.cmich.edu/).
.
Late Assignments:
Late assignments will be assessed by the Instructor; however, full marks cannot be earned for a late assignment except in
extenuating circumstances where previous arrangements have been made. Assignments not meeting standards of writing for
graduate work may be re-submitted; however full marks cannot be granted.
Make-ups and Rewrites:
Because of the format of this course, it is critical that learners come to all classes prepared to participate in discussions and
activities. Learners who miss assignments or other class activities must contact the Instructor as soon as the circumstances are
known. The learner and Instructor will discuss alternative arrangements that may be possible.
Attendance and Participation:
Attendance at all classes is expected in order to ensure a vibrant debate on the issues under discussion. If there are extenuating
circumstances that prevent a learner from attending all or part of a scheduled class, he/she should advise the Instructor in a
timely manner. An alternative assignment will be developed between the learner and the Instructor. Some subject guides to support class discussion and participation will be posted weekly on blackboard.
VIII. EXPECTATIONS Attendance and Participation:
Attendance and Participation:
Attendance at all classes is expected in order to ensure a vibrant debate on the issues under discussion. If there are extenuating
circumstances that prevent a learner from attending all or part of a scheduled class, he/she should advise the Instructor in a
timely manner. An alternative assignment will be developed between the learner and the Instructor.
Academic Integrity:
Because academic integrity is a cornerstone of the University's commitment to the principles of free inquiry, students are responsible for learning and upholding professional standards of research, writing, assessment, and ethics in their areas of study. Written or other work which students submit must be the product of their own efforts and must be consistent with appropriate standards of professional ethics. Academic dishonesty, which includes cheating, plagiarism and other forms of dishonest or unethical behavior, is prohibited. A breakdown of behaviors that constitute academic dishonesty is presented in the CMU Bulletin (https://bulletins.cmich.edu/).
Student Rights and Responsibilities:
Page 6 of 18 Each member of the Central Michigan University community assumes an obligation regarding self conduct to act in a manner consistent with a respect for the rights of others and with the University's function as an educational institution. As guides for individual and group actions within this community, the University affirms the general principles of conduct described in the Code of Student Rights, Responsibilities and Disciplinary Procedures at https://www.cmich.edu/about/leadership/office_provost/dean/Pages/Code-of-Student-Rights.aspx.
IX. SUPPORT SERVICES AND OTHER REQUIREMENTS Global Campus Library Services (GCLS)
CMU offers you a full suite of library services through its Global Campus Library Services (GCLS) department. Reference librarians will assist you in using research tools and locating information related to your research topic. The library’s Documents on Demand office will help you obtain copies of the books and journal articles you need. Check out the GCLS website at http://gcls.cmich.edu for more information.
Reference librarian contact information: 1. By phone: (800) 544-1452. 2. By email: [email protected] 3. By online form: http://gcls.cmich.edu/reference/index.html#form
Documents on Demand office contact information: 1. By phone: (800) 274-3838 2. By email: [email protected] 3. By fax: (877) 329-6257 3. By online form: http://gcls.cmich.edu/delivery/index.html
Writing Center
The CMU Writing Center is a free online service for all CMU students, providing help with grammar, citations, bibliographies, drafts, and editing of academic papers. Suggestions and feedback are typically provided within two business days. For additional information and to submit work, visit http://webs.cmich.edu/writingcenter/
ADA
CMU provides individuals with disabilities reasonable accommodations to participate in educational programs, activities and services. Students with disabilities requiring accommodations to participate in class activities or meet course requirements should contact Susie Rood, Director of Student Disability Services at (800) 950-1144, extension 3018 or email her at [email protected], at least 4 weeks prior to registering for class. Students may find additional ADA information and forms at http://go.cmich.edu/support_services/academic/StudentDisabilityServices/Pages/default.aspx
Note to faculty: CMU Administration will notify you if applicable; otherwise, the student will provide a "Notification Letter to the Instructor" outlining the accommodations the student is approved to receive.
X. BIBLIOGRAPHY
X. BIBLIOGRAPHY
Lists of selected readings are provided by topic to be discussed.
Some additional resources will be posted on the blackboard.
Accountability and Financing of Postsecondary Education
Articles, Books and Book Chapters
Boggs, A. M. (2009). Ontario’s university tuition framework: A history and current policy issues. Canadian Journal of Higher Education, 39(1).
Christofides, L. N., Hoy, M., & Yang, L. (2009). The determinants of university participation in Canada (1977-2003). Canadian Journal of Higher Education, 39(2).
Easton, S. T. (2008). Optimal government subsidies to universities in the face of tuition and enrollment constraints.
Page 7 of 18 Education Economics, 16(2).
Findlow, S. (2008). Accountability and innovation in higher education: A disabling tension? Studies in Higher Education, 33(3).
Frempong, G., Ma, X., & Mensah, J. (2012). Access to Postsecondary Education: Can Schools Compensate for Socioeconomic Disadvantage? Higher Education: The International Journal of Higher Education and Educational Planning, 63(1).
Kirby, D. (2011). Strategies for widening access in a quasi-market higher education environment: Recent developments in Canada. Higher Education: The International Journal of Higher Education and Educational Planning, 62(3).
Kirby, D. (2007). Reviewing Canadian post-secondary education: Post-secondary education policy in post-industrial Canada. Canadian Journal of Educational Administration and Policy, 65.
Lavoie, M. (2009). Harmonising higher education and innovation policies: Canada from an international perspective. Higher Education, 63(1).
Macdonald, D. and Shaker, E. (2012). Eduflation and the high cost of learning. Canadian Centre for Policy Alternatives. Retrieved from http://www.policyalternatives.ca/sites/default/files/uploads/publications/National% 20Office/2012/09/Eduflation%20and%20High%20Cost%20Learning.pdf
Neill, C. (2009). Tuition fees and the demand for university places. Economics of Education Review, 28(5).
Stensaker, B. H., & Harvey, Lee (Eds.). (2011). Accountability in higher education: Global perspectives on trust and power. International Studies in Higher Education. New York: Routledge.
Vossensteyn, H. (2009). Challenges in student financing: State financial support to students: A worldwide perspective. Higher Education in Europe, 34(2).
Organizational Reports and Related Websites
Card, D., Payne, A. A., & Sechel, C. (2011). Understanding the gender gap in university participation: An exploration of the application behaviour on Ontario high school students. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/Understanding%20the%20Gender%20Gap%20in% 20University%20Participation%20ENG.pdf
Deller, F., & Oldford, S. (2011). Participation of low-income students in Ontario. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/AtIssue_Low-IncomeStudents% 20ENG.pdf
Norrie, K., & Lennon, M. C. (2011). Tuition fee policy options for Ontario. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/AtIssueTuitionENG.pdf
Norrie, K., & Zhao, H. (2011). An overview of postsecondary accessibility in Ontario. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/At-Issue-8 -Accessibility-ENG.pdf
Wiggers, R., & Arnold, C. (2011). Defining, measuring and achieving “student success” in Ontario colleges and universities. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/AtIssueStudent%20Success%20ENG.pdf
Ontario Stakeholder Positions
Ali, A., Holman, K., & Martin, C. (2011). Tuition. Ontario Undergraduate Student Alliance. Retrieved from http://www.ousa.ca/wordpress/wp-content/uploads/2011/11/Tuition.pdf
Andrey, S. (2012). Reforming Ontario’s student financial assistance system. Ontario Undergraduate Student Alliance. Retrieved from http://www.ousa.ca/wordpress/wp-content/uploads/2012/11/Student-Financial-Assistance1.pdf
Canadian Federation of Students Ontario. (2010). Our bright future: Funding & quality. Retrieved from http://cfsontario.ca/downloads/CFS-PSE%20Secretariat-Funding%20%26%20Quality.pdf Page 8 of 18 Canadian Federation of Students Ontario. (n.d.). The 30 percent tuition fee grant. Retrieved from http://cfsontario.ca/downloads/CFS-Tuition%20Grant%20Briefing%20Note.pdf
College Student Alliance. (2010). HST & you: What tax modernization means to the Ontario student. Retrieved from http://collegestudentalliance.ca/wp-content/uploads/2009/08/HST-You-February-2010.pdf
College Student Alliance. (n.d.). Tuition: 2012 Ontario tuition framework submission. Retrieved from http://collegestudentalliance.ca/wp-content/uploads/2012/02/2012-Ontario-Tuition-Framework-Submission1.pdf
Colleges Ontario. (2012). Toward a stronger Ontario workforce: Ontario colleges’ submission for the 2012 budget. Retrieved from http://www.collegesontario.org/policy-positions/budget-submissions/2012_13_budget_submission.pdfCouncil of Ontario Universities (http://www.cou.on.ca/)
Council of Ontario Universities. (2012). 2012 provincial pre-budget submission: Ontario universities: Building the foundation for the future. Retrieved from http://www.cou.on.ca/publications/reports/pdfs/2012 -cou-provincial-pre-budget-submission---feb23-
Council of Ontario Universities. (2011). Innovative ideas: Improving efficiency at Ontario universities. Retrieved from http://www.cou.on.ca/publications/reports/pdfs/innovative-ideas---improving-efficiency-at-ontario
Council of Ontario Universities, Council on University Planning and Analysis. (2012). Interprovincial comparison of university revenue. Retrieved from http://www.cou.on.ca/publications/reports/pdfs/interprovincial-comparison-june- 14-12-fn
Macdonald, D., & Shaker, E. (2011). Under pressure: The impact of rising tuition fees on Ontario. Canadian Centre for Policy Alternatives. Retrieved from http://www.policyalternatives.ca/sites/default/files/uploads/publications/Ontario% 20Office/2011/08/Under_Pressure.pdf
Orr, K., & Rudnicki, C. (2011). Accountability. Ontario Undergraduate Student Alliance. Retrieved from http://www.ousa.ca/wordpress/wp-content/uploads/2011/11/Accountability1.pdf
Leadership – John Kotter and Michael Fullan
Articles, Books and Book Chapters
Appelbaum, S. H., Habashy, S., Malo, J.-L., & Shafiq, H. (2012). Back to the future: Revisiting Kotter’s 1996 change model. The Journal of Management Development, 31(8).
Belliard, J. C., & Dyjack, D. T. (2009). Applying Kotter’s model of change to sustaining community-engaged scholarship within a school of public health and its parent university. Metropolitan Universities, 20(2).
Dawson, D., Mighty, J., & Britnell, J. (2010). Moving from periphery to the center of the academy: Faculty developers as leaders of change. New Directions for Teaching and Learning, 122.
Fullan, M. (2011). Change leader: Learning to do what matters most. San Francisco: Jossey-Bass/Wiley.
Fullan, M. (2011). The moral imperative realized. Toronto: Ontario Principals’ Council.
Fullan, M. (2007). The new meaning of educational change. New York: Teachers College Press.
Fullan, M., & Scott, G. (2009). Turnaround leadership for higher education. San Francisco: Jossey-Bass.
Gallant, T. B., & Drinan, P. (2008). Toward a model of academic integrity institutionalization: Informing practice in postsecondary education. Canadian Journal of Higher Education, 38(2).
Nitta, K. A., Wrobel, S. L., Howard, J. Y., & Jimmerson-Eddings, E. (2009). Leading change of a school district reorganization. Public Performance & Management Review, 32(3).
Walters, D. (2012). One vision, many eyes: Reflections on leadership and change. International Journal of Leadership in Education, 15(1).
Page 9 of 18 Webber, C. F., & Scott, S. (2008). Entrepreneurship and educational leadership development: Canadian and Australian perspectives. International Electronic Journal for Leadership in Learning, 12(14).
Organizational Reports and Related Websites
Association of American Colleges and Universities. (2007). Faculty leadership and institutional change. Liberal Education, 93(4). Retrieved from http://www.usask.ca/ipa/documents/15_Why_Teacher_Scholars_Matter.pdf
California State University East Bay, Office of Faculty Development. (2012). Change and leadership in higher education. Retrieved from http://www20.csueastbay.edu/faculty/ofd/resources/ofd-fcet-library/change-and-leadership.html
The Institute for Education Leadership. (n.d.). Resources. Retrieved from http://live.iel.immix.ca/content/resources-en
Kolmos, A. (2010). Premises for changing to PBL. International Journal for the Scholarship of Teaching and Learning, 4(1). Retrieved from http://www.ubc.ca/okanagan/ctl/__shared/assets/Kolmos14680.pdf
Kotter International. (2012). Change leadership. Retrieved from http://www.kotterinternational.com/our-principles/change-leadership
Michael Fullan Enterprises. (2012). Motion leadership. Retrieved from http://www.michaelfullan.com/
Ontario Ministry of Education. (2012). Leadership Development. Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/leadership/
Learning Outcomes and Assessment
Articles, Books and Book Chapters
Ambrose, S., Bridges, M.W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco: Jossey-Bass.
Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. Chicago: University of Chicago Press.
Carter, I., Coyle, J., & Leslie, D. (2011). Easing the transfer of students from college to university programs: How can learning outcomes help? Canadian Journal of Higher Education, 41(2).
Coates, H. (2010). Defining and managing academic standards in Australian higher education. Higher Education Management and Policy, 22(1).
Coates, H., & Seifert, T. (2011). Linking assessment for learning, improvement and accountability. Quality in Higher Education, 17(2).
Conrad, C. F., & Johnson, J. (Eds.). (2008). College and university curriculum: Placing learning at the epicenter of courses, programs and institutions. ASHE Reader Series. Boston: Pearson Custom Publishing.
Hughes, J. C., & Mighty, J. (Eds.). (2010). Taking stock: Research on teaching and learning in higher education. Kingston: McGill-Queen’s University Press.
Kuh, G. D., Ewell, Peter (2010). The State of Learning Outcomes Assessment in the United States. Higher Education Management and Policy 22(1).
Maingot, M., & Zeghal, D. (2008). An analysis of voluntary disclosure of performance indicators by Canadian universities. Tertiary Education and Management, 14(4).
Reichert, S. (2010). The intended and unintended outcomes of the Bologna reforms. Higher Education Management and Policy, 22(1).
Welkener, M. M., Kalish, A., & Bandeen, H. M. (Eds.). (2010). Teaching and learning in the college classroom. ASHE Reader Series. Boston: Pearson Learning Solutions.
Organizational Reports and Related Websites
Page 10 of 18 American Association of Colleges and Universities. (2012). Assessment. Retrieved from http://www.aacu.org/resources/assessment/index.cfm
Conway, C., Zhao, H. (2012). The NSSE National Data Project: Phase two report. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/NN2%20ENG.pdf
Jean-Louis, M. (2011). Final report: Engagement process for an Ontario online institute. Government of Ontario. Retrieved from http://www.tcu.gov.on.ca/pepg/publications/ooi_may2011.pdf
Kerr, A. (2011). Teaching and learning in large classes at Ontario universities: An exploratory study. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/Teaching% 20and%20Learning%20in%20Large%20Classes%20ENG.pdf
Massey. J., Field, S., & Burrow, J. (2012). Student services at Queen’s University: An evaluation of the Supported Learning Groups pilot program. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/SLG_ENG.pdf
Miles, C.A., & Polovina-Vukovic, D. (2012 ). The role of new faculty orientations in improving the effectiveness of university teaching: Part 1: University sector. Toronto: Higher Educational Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/NFO%20ENG.pdf
The Organisation for Economic Co-operation and Development. (2012). Testing student and university performance globally: OECD’s AHELO. Retrieved from http://www.oecd.org/education/highereducationandadultlearning/ testingstudentanduniversityperformancegloballyoecdsahelo.htm
Peters, J. (2012). Faculty experiences with and perceptions of work-integrated learning (WIL) in the Ontario postsecondary sector. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/WILFacultyENG.pdf
The Trustees of Indiana University. (2012). National Survey of Student Engagement. Retrieved from http://nsse.iub.edu/
Vajoczki, S., Fenton, N., Menard, K. & Pollon, D. (2011). Teaching-stream faculty in Ontario universities. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/Teaching-Stream%20Faculty%20in%20Ontario%20Universities.pdf
Ontario Stakeholder Positions
Learning Outcomes and Assessment
College Student Alliance. (2009). Roadmap to excellence: Understanding quality through learning and continual improvement. Retrieved from http://collegestudentalliance.ca/wp-content/uploads/2009/08/CSA-Roadmap-to-Excellence-October-2009.pdf
Coker, M., & Soave, N. (2011). Student success and the future of quality education. Ontario Undergraduate Student Alliance. Retrieved from: http://www.ousa.ca/wordpress/wp-content/uploads/2011/03/Student-Success.pdf
Council of Ontario Universities. (n.d.). Beyond the sage on the stage: Innovative and effective teaching and learning at Ontario universities. Retrieved from http://www.cou.on.ca/news/news-pdfs/cou_beyond_the_sage_on_the_stage- --teaching-and-le
*Council of Ontario Universities. (n.d.). Ensuring the value of university degrees in Ontario: A guide to learning outcomes, degree level expectations and the quality assurance process in Ontario. Retrieved from http://www.cou.on.ca/publications/reports/pdfs/ensuring-the-value-of-university-degrees-in-ontari
Ontario Undergraduate Student Alliance. (n.d.). Educated reform: Striving for higher quality of education at Ontario universities. Retrieved from http://www.ousa.ca/wordpress/wp-content/uploads/2012/07/Educated-Reform_July- 2012.pdf
Online and Alternative Learning Strategies
Page 11 of 18 Contact North. (n.d.). Online learning as a critical component of long term institutional strategy: Perspectives among Ontario college and university presidents. Retrieved from http://www.contactnorth.ca/trends-directions/online-learning-a-critical-component-long-term-institutional-strategy
Council of Ontario Universities. (2011). Implementation of the Ontario Online Institute: Recommendations of the Online Learning Working Group. Retrieved from http://www.cou.on.ca/publications/reports/pdfs/online-institute-discussion-paper-may-20
Ontario Undergraduate Student Alliance. (2010). The Ontario Online Institute: Students’ vision for opening Ontario’s classrooms. Retrieved from http://www.ousa.ca/dev/wp-content/uploads/2010/08/OOI-Submission.pdf
Quality Assurance and the Quality Audit Processes in Higher Education
Articles, Books and Book Chapters
Bernhard, A. (2012). Quality Assurance in an international higher education area: A Summary of a case-study approach and comparative analysis. Tertiary Education and Management, 18(2).
Baird, J. (2007). Taking it on board: Quality audit findings for higher education governance. Higher Education Research and Development, 26(1).
Baker, D. N., & Miosi, T. (2010). The quality assurance of degree education in Canada. Research in Comparative and International Education, 5(1).
Cheng, M. (2011). The perceived impact of quality audit on the work of academics. Higher Education Research and Development, 30(2).
Grendel, T., & Rosenbusch, C. (2010). System accreditation: An innovative approach to assure and develop the quality of study programmes in Germany. Higher Education Management and Policy, 22(1).
Hallak, J., & Poisson, M. (2009). Academic fraud, accreditation and quality assurance: Learning from the past and challenges for the future. In Global University Network for Innovation (Ed.), Higher Education at a Time of Transformation: New Dynamics for Social Responsibility. New York: Palgrave Macmillan.
Jung, I., & Latchem, C. (2012). Quality assurance and accreditation in distance education and e-learning: Models, policies and research. New York: Routledge.
Klassen, T. (2012). Quality assurance in Ontario’s postsecondary education sector. College Quarterly, 15(3).
Knight, J. (2009). Cross-border higher education: Issues and implications for quality assurance and accreditation. In Global University Network for Innovation (Ed.), Higher Education at a Time of Transformation: New Dynamics for Social Responsibility. New York: Palgrave Macmillan.
MacAskill, P., Goho, J., Richard, R., Anderson, K., & Stuhldreier, M. (2008). Creating quality assurance in curriculum: Theory and practice at a Canadian community college. Community College Journal of Research and Practice, 32 (12).
Sanyal, B. C., & Martin, M. (2009). Quality assurance and the role of accreditation: An overview. In Global University Network for Innovation (Ed.), Higher Education at a Time of Transformation: New Dynamics for Social Responsibility. New York: Palgrave Macmillan.
Shah, M., & Nair, C. S. (2012). The changing nature of teaching and unit evaluations in Australian universities. Quality Assurance in Education: An International Perspective, 20(3).
Shah, M., & Nair, S. (2011). The influence of strategy and external quality audit on university performance: An Australian perspective. Tertiary Education and Management, 17(2).
Skolnik, M. L. (2010). Quality assurance in higher education as a political process. Higher Education Management and Policy, 22(1).
Uvalic-Trumbic, S. (2009). International politics of quality assurance and accreditation: From legal instruments to
Page 12 of 18 communities of practice. In Global University Network for Innovation (Ed.), Higher Education at a Time of Transformation: New Dynamics for Social Responsibility. New York: Palgrave Macmillan.
Organizational Reports and Related Websites
Ontario College Quality Assurance Service. (2011). Ontario College Quality Assurance Service. Retrieved from http://www.ocqas.org/
Council of Ontario Universities. (2012). The Ontario Universities Council on Quality Assurance. Retrieved from http://www.cou.on.ca/quality
McMaster University. (2010). Ontario’s degree level expectations. Retrieved from http://cll.mcmaster.ca/COU/index.html
Zhao, H. (2011). Student engagement as a quality measure in the Ontario postsecondary education system: What we have learned about measures of student engagement. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/AtIssueStudentEngagement.pdf
Strategic Enrollment and Retention
Articles, Books and Book Chapters
*Arnold, C. H. (2011). Following the Ontario transfer student: From college to university inception. CSSHE Professional File, 31.
Giguère, L. (2007). Benchmarking course completion rates: A method with an example from the British Colombia Open University. Journal of Distance Education, 22(1).
King, T. (2008). Fostering aboriginal leadership: Increasing enrollment and completion rates in Canadian post-secondary institutions. College Quarterly, 11(1).
Lehmann, W. (2007). “I just didn’t feel like I fit in”: The role of habitus in university dropout decisions. Canadian Journal of Higher Education, 37(2).
Madgett, P., & Belanger, C. H. (2008). First university experience and student retention factors. Canadian Journal of Higher Education, 38(3).
Morrin, A. (2011). College to university transfer: An educational pipeline in support of social equity. College Quarterly, 14(4).
Reinheimer, D., & McKenzie, K. (2011). The impact of tutoring on the academic success of undeclared students. Journal of College Reading and Learning, 41(2).
Sloane-Seale, A. (2011). Retention and persistence in university continuing education programs at the University of Manitoba: A case study. The Canadian Journal for the Study of Adult Education, 24(1).
Smith, C., & Gottheil, S. (2011). Increasing accessibility: lessons learned in retaining special population students in Canada. College and University, 86(4).
Smith, C., Gottheil, S. (2008). Enrollment or “enrolment”: Strategic enrollment management in the United States and Canada. College and University, 84(2).
Terrion, J. L., & Daoust, J.-L. (2012). Assessing the impact of supplemental instruction on the retention of undergraduate students after controlling for motivation. Journal of College Student Retention: Research, Theory & Practice, 13(3). van Rhijin, T. M., Quosai, T. S., & Lero, D. S. (2011). A profile of undergraduate student parents in Canada. Canadian Journal of Higher Education, 41(3).
Organizational Reports and Related Websites
Enrollment, Persistence and Retention
Black, J. (n.d.). An institutional framework for retention. SEM Works. Retrieved from
Page 13 of 18 http://www.collegesontario.org/research/student_retention_presentations/institutional_framework_for_retention.pdf
Dooley, M. D, Payne, A. A., & Robb, A. L. (2011). Understanding the determinants of persistence and academic success in university: An exploration of data from four Ontario universities. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/en-CA/Research/Research% 20Publications/Pages/Summary.aspx?link=56&title=Understanding
Finnie, R. Childs, S & Qui, T. (2012). Patterns of persistence in postsecondary education: New evidence from Ontario. Toronto: Higher Education Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/Persistence%20ENG.pdf
Finnie, R., Childs, S., & Wismer, A. (2011). Access to postsecondary education: How Ontario compares. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/AccessENG.pdf
Finnie, R., Childs, S., & Wismer, A. (2011). Under-represented groups in Postsecondary Education in Ontario: Evidence from the Youth in Transition Survey. Toronto: Higher Education Quality Council of Ontario. http://www.heqco.ca/SiteCollectionDocuments/UnderRepdGroupsENG.pdf
Lennon, M. C. (2010). Encouraging participation: Trends in pathways to postsecondary education. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/Paper1ENG.pdf
Lennon, M.C., Zhao, H., Wang, S. and Gluszynski, T. (2011 ). Educational pathways of youth in Ontario: Factors impacting educational pathways. Toronto. Higher Educational Quality Council of
Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/YITS%20ENG.pdf
Malik, S., Guan, J., Vetere, H. L., & Abramovitch, R. (2011). Access, engagement, retention and success of under-represented populations at Ryerson University: Bridges to Ryerson, the Tri-Mentoring Program and Road to Ryerson. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/Ryerson_ENG.pdf
Miyagi, N., & Luke, R. (n.d.). Best practices in measuring the impact of student success strategies. George Brown College. Retrieved from http://www.collegesontario.org/research/student_retention_presentations/best_practices_in_measuring.pdf
Transfers and Student Mobility
Association of Canadian Community Colleges. (2011). Transferability and postsecondary pathways: The role of Canadian colleges and institutes. Retrieved from http://accc.ca/ftp/pubs/studies/201104TransferabilityReport.pdf
College-University Consortium Council. (2011). College-University Student Mobility Report. CCI Research, Inc. Retrieved from http://www.ontransfer.ca/www/files_docs/content/pdf/en/oncat_research_reports/oncat_research_reports_10.pdf
Decock, H., McCloy, U., Liu, S & Hu, B. (2011). The transfer experience of Ontario colleges who further their education: An analysis of Ontario’s college graduate satisfaction survey. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/TransferExperienceofOntarioCollegeGraduates.pdf
Hosler, D., Shapiro, D., Dundar, A., Ziskin, M., Chen, J., Zerquera, D., & Torres, V. (2012). Transfer & mobility: A national view of pre-degree student movement in postsecondary institutions. National Student Clearinghouse Research Center, Indiana University. Retrieved from http://www.studentclearinghouse.info/signature/2/NSC_Signature_Report_2.pdf
Junor, S., & Usher, A. (2008). Student mobility & credit transfer: A national and global survey. Educational Policy Institute. Retrieved from http://www.educationalpolicy.org/publications/pubpdf/credit.pdf
Kerr, A., McCloy, U., & Liu, S. (2010). Forging pathways: Students who transfer between Ontario colleges and universities. Toronto: Higher Education Quality Council of Ontario. Retrieved from
Page 14 of 18 http://www.heqco.ca/SiteCollectionDocuments/ForgingPathwaysENG.pdf
Ontario Council on Articulation and Transfer. (n.d.). Publications. Retrieved from http://www.ontransfer.ca/www/index_en.php?page=publications
Tafel, J. (2010). Bringing down the silos: A primer on credit transfer and student mobility. Ohio Board of Regents. Retrieved from http://regents.ohio.gov/transfer/documents/bringing-down-the-silos.pdf
Ontario Stakeholder Positions
Bain-Greenwood, F., Murdoch, L. M., Kantola, J., & Spiers, K. (2010). Foundations for Success. Colleges Ontario Conference. Retrieved from http://www.collegesontario.org/research/student_retention_presentations/foundations_for_success.pdf
*College Student Alliance. (2009). Strength and prosperity: The social and economic advantage of access to applied learning. Retrieved from http://collegestudentalliance.ca/wp-content/uploads/2009/08/Strength-Prosperity_PSE-Strategy- Submission_electronic-version.pdf
College Student Alliance, Ontario Student Trustees’ Association & Ontario Undergraduate Student Alliance. (2011). Breaking barriers: A strategy for equal access to higher education. Retrieved from http://collegestudentalliance.ca/wp-content/uploads/2009/08/Breaking-Barriers.pdf
Council of Ontario Universities. (2010). Framework for planning and funding of enrollment. Retrieved from http://cou.on.ca/publications/reports/pdfs/june-2010---framework-for-planning-and-funding-of-
Pin, L., & Rudnicki, C. (2011). Aboriginal Students. Ontario Undergraduate Student Alliance. Retrieved from http://www.ousa.ca/wordpress/wp-content/uploads/2011/11/Aboriginal-Students.pdf
Popovic, T. (2012). Credit transfer and student mobility in Ontario. College Student Alliance. Retrieved from http://www.collegestudentalliance.ca/wp-content/uploads/2012/05/Student-Mobility-and-Credit-Transfer-in-Ontario- May-2012-Tamara-Popovic.pdf
Popovic, T. (2011). Effecting change through education: Aboriginal students in Ontario’s postsecondary education system. College Student Alliance. Retrieved from http://collegestudentalliance.ca/wp-content/uploads/2011/11/Effecting-Change-Through-Education-Aboriginal- students-in-Ontarios-PSE-System.pdf
Slobodin, K. (2010). A comprehensive access strategy: Reaching out to reach higher. Ontario Undergraduate Student Alliance. Retrieved from www.ousa.ca/wordpress/wp-content/uploads/2010/12/Access-Strategy.pdf
Speers, L. (2012). Student mobility. Ontario Undergraduate Student Alliance. Retrieved from http://www.ousa.ca/wordpress/wp-content/uploads/2012/03/Student-Mobility.pdf
Student Mental Health in Higher Education
Articles, Books and Book Chapters
Cairns, S. L., Massfeller, H. F., & Deeth, S. C. (2010). Why do postsecondary students seek counseling? Canadian Journal of Counseling (Online), 44(1).
Eisen, A., Kushner, H., McLeod, M., Queen, E., Gordon, J., & Ford, J. L. (2009). An integrated approach to addressing addiction and depression in college students. Journal of American College Health, 57(4).
Kenyon, D. B., & Koerner, S. S. (2009). College student psychological well-being during the transition to college: Examining individuation from parents. College Student Journal, 43(4).
Martin, J. M. (2010). Stigma and student mental health in higher education. Higher Education Research and Development, 29(3).
Much, K., & Swanson, A. L. (2010). The debate about increasing college student psychopathology: Are college students really getting “sicker?” Journal of College Student Psychotherapy, 24(2).
Pochini, K. (2008). Managing risk of violence in the post-secondary educational environment. Education Law Journal, Page 15 of 18 18(2).
Potvin-Boucher, J., Szumilas, M., Sheikh, T., & Kutcher, S. (2010). Transitions: A mental health literacy program for postsecondary students. Journal of College Student Development, 51(6).
Quinn, N., Wilson, A., MacIntyre, G., & Tinklin, T. (2009). ‘People look at you differently’: Students’ experience of mental health support within higher education. British Journal of Guidance and Counseling, 37(4).
Reavley, N., & Jorm, A. F. (2010). Prevention and early intervention to improve mental health in higher education students: A review. Early Intervention in Psychiatry, 4(2).
Reavley, N., McCann, T., & Jorm, A. F. (2012). Actions taken to deal with mental health problems in Australian higher education students. Early Intervention in Psychiatry, 6(2).
Richards, D., & Tangney, B. (2008). An informal online learning community for student mental health at university: A preliminary investigation. British Journal of Guidance and Counseling, 36(1).
Shepherd, R.-M., & Edleman, R. J. (2009). The interrelationship of social anxiety with anxiety, depression, locus of control, ways of coping and ego strength amongst university students. College Quarterly, 12(2).
Washburn, C. A., & Mandrusiak, M. (2010). Campus suicide prevention and intervention: Putting best practice policy into action. Canadian Journal of Higher Education, 40(1).
Organizational Reports and Related Websites
American College Health Association. (2012). National College Health Assessment: Spring 2012 Reference Group Data Report. Retrieved from http://www.acha-ncha.org/docs/ACHA-NCHA-II_ReferenceGroup_DataReport_Spring2012.pdf
Higher Education Mental Health Alliance. (n.d.). Higher Education Mental Health Alliance. Retrieved from http://www.hemha.org/
Holmes, A., Silverstri, R., & Kostakos, M. (2011). The impact of mental health problems in the community college student population. Toronto: Higher Education Quality Control Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/MentalHealthENG.pdf
Ontario Stakeholder Positions
Cockburn, N., Madden, S., Pin, L. (2012). Student Health. Ontario Undergraduate Student Alliance. Retrieved from http://www.ousa.ca/dev/wp-content/uploads/2012/03/Student-Health1.pdf
Popovic, T. (2012). Mental health in Ontario’s post-secondary education system. College Student Alliance. Retrieved from http://www.collegestudentalliance.ca/wp-content/uploads/2012/05/Mental-Health-in-PSE-Tamara-Popovic-May- 2012.pdf
System Policy and Design
Articles, Books and Book Chapters
Altbach, P. G., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11(3-4).
Bradley, M. J., Seidman, R. H., & Painchaud, S. R. (2011). Saving higher education: The integrated, competency-based three-year bachelor's degree program. San Francisco: Jossey-Bass.
Clark, I. D., Moran, G., Skolnik, M. L., & Trick, D. (2009). Academic transformation: The forces reshaping higher education in Ontario. Kingston: McGill-Queen's University Press.
Clark, I. D., Trick, D. & Van Loon, R. (2011). Academic reform: Policy options for improving the quality and cost-effectiveness of undergraduate education in Ontario. Kingston: McGill-Queen's University Press.
Côté, J. E., Allahar, A. L. (2007). Ivory tower blues: A university system in crisis. Toronto: University of Toronto Press.
Page 16 of 18 Doern, G. B., Stoney, C. (Eds.). (2009). Research and innovation policy: Changing federal government-university relations. Toronto: University of Toronto Press.
Kirby, D. (2008). Advancing articulation: Models of college-university collaboration in Canadian higher education. College Quarterly, 11(4).
Marshall, D. (2008). Differentiation by degrees: System design and the changing undergraduate environment in Canada. Canadian Journal of Higher Education, 38(3).
Metcalfe, A. S. (2009). The geography of access and excellence: Spatial diversity in higher education system design. Higher Education: The International Journal of Higher Education and Educational Planning, 58(2).
Pringle, J., & Huisman, J. (2011). Understanding universities in Ontario, Canada: An industry analysis using Porter’s Five Forces framework. Canadian Journal of Higher Education, 41(3).
Zemsky, R. (2010). Making reform work: The case for transforming American higher education. Piscataway, NJ: Rutgers University Press.
Organizational Reports and Related Websites
American Association of State Colleges and Universities, State Relations and Policy Analysis Team. (2012). Top 10 higher education state policy issues for 2012. Retrieved from http://www.aascu.org/uploadedFiles/AASCU/Content/Root/PolicyAndAdvocacy/PolicyPublications/Policy_Matters/ Top_Ten_State_Policy_Issues_2012.pdf
Boggs, A., Trick, D. (2009). Making college-university collaboration work: Ontario in a national and international context. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.ontransfer.ca/www/files_docs/content/pdf/en/oncat_research_reports/oncat_research_reports_1.pdf
Higher Education Strategy Associates. (2012). Changing times, changing places: The global evolution of the bachelor’s degree and the implications for Ontario. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/Changing%20Times%20ENG.pdf
Weingarten, H. and Deller, F. (2011). The benefits of greater differentiation in Ontario's postsecondary sector. Toronto: Higher Education Quality Council of Ontario. http://www.heqco.ca/SiteCollectionDocuments/DifferentiationENG.pdf
Ontario Stakeholder Positions
*Cockburn, N., Madden, S., Leal, K., Dotto, L., & Pin, L. (2011). System growth. Ontario Undergraduate Student Alliance. Retrieved from http://www.ousa.ca/wordpress/wp-content/uploads/2012/02/System-Growth.pdf
*College Student Alliance. (2012). A case for post secondary education: Pre Budget Submission. Retrieved from http://collegestudentalliance.ca/wp-content/uploads/2012/02/2012-Pre-budget-FINAL-pdf-with-cover.pdf
Colleges Ontario. (2012). Empowering Ontario: Transforming higher education in the 21st century. Retrieved from http://www.collegesontario.org/policy-positions/position-papers/Empowering%20Ontario%20%282%29.pdf
Colleges Ontario. (2010). Opening doors to nursing degrees: A proposal from Ontario’s colleges. Retrieved from http://www.collegesontario.org/policy-positions/position-papers/opening_doors_to_nursing_degrees.pdf
Colleges Ontario. (2009). Expanding degree opportunities to meet the needs of the new economy: A proposal from Ontario’s colleges. Retrieved from http://www.collegesontario.org/policy-positions/position-papers/expanidng_degree_opportunities_2009.pdf
Colleges Ontario. (2009). A new vision for higher education in Ontario: Submitted by the presidents of Ontario’s 24 public colleges. Retrieved from http://www.collegesontario.org/policy-positions/position-papers/new_vision_for_higher_education.pdf
Colleges Ontario & Colleges Ontario Network For Industry Innovation. (2012). Investing in prosperity: Helping small business innovate and create jobs. Retrieved from http://www.collegesontario.org/policy-positions/position-papers/investing_in_prosperity.pdf
Page 17 of 18 Miner, R. (2010). People without jobs, jobs without people: Ontario’s labour market future. Retrieved from http://www.collegesontario.org/policy-positions/MinerReport.pdf
White, A. (2010). System vision. Ontario Undergraduate Student Alliance. Retrieved from http://www.ousa.ca/wordpress/wp-content/uploads/2010/12/System-Vision.pdf
*Resource addresses multiple topics
NOTE: Although selected research reports from the Higher Education Quality Council of Ontario have been included on the reading list, HEQCO has many other reports and research notes related to postsecondary education in Ontario available on their web site. Students are encouraged to visit www.heqco.ca regularly to browse the documents available. Of interest will be both research reports and @issue papers which appear under the "Research" tab. Students can also sign up for alerts from HEQCO to be notified when new reports are released.
Ontario Stakeholders
Canadian Federation of Students Ontario, http://www.cfsontario.ca/
College Student Alliance, http://collegestudentalliance.ca/
Colleges Ontario, http://www.collegesontario.org/
Contact North, http://www.contactnorth.ca/
Council of Ontario Universities, http://www.cou.on.ca/
Ontario Undergraduate Student Alliance, http://www.ousa.ca/
Other resources for research on higher education issues include:
The Canadian Council on Learning, www.ccl-cca.ca
The Association of Universities and Colleges in Canada, www.aucc.ca
The Association of Canadian Community Colleges, www.accc.ca
Higher Education Strategy Associates, www.higheredstrategy.com
The Educational Policy Institute, www.educationalpolicy.org
The Pew Charitable Trust, www.pewtrusts.org
Indiana University Center for Postsecondary Research, www.iub.edu
From CMU’s Global Campus Library Services:
EDL 778 Research Guide, http://libguides.gcls.cmich.edu/edl778
Education Research Guide, http://libguides.gcls.cmich.edu/education
Educational Technology Research Guide, http://libguides.gcls.cmich.edu/educational_technology
Leadership Research Guide, http://libguides.gcls.cmich.edu/leadership
Page 18 of 18 Center Information
Classes will be held at: Humber College North Campus
For Canadian cohort students, please purchase books through: Chapters.Indigo.ca Amazon.ca AbeBooks.com Bookfinder.com
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