DOCSLIB.ORG

The University of Guelph-Humber: a Bold Initiative in Collaborative Learning in Ontario's System of Postsecondary Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The University of Guelph-Humber: a Bold Initiative in Collaborative Learning in Ontario's System of Postsecondary Education THE UNIVERSITY OF GUELPH-HUMBER: A BOLD INITIATIVE IN COLLABORATIVE LEARNING IN ONTARIO’S SYSTEM OF POSTSECONDARY EDUCATION By NANCY BURT Integrated Studies Project submitted to Dr. Derek Briton in partial fulfillment of the requirements for the degree of Master of Arts – Integrated Studies Athabasca, Alberta March, 2007 2 Table of Contents Chapter Page I. Introduction 4 II. Background of Higher Learning in Ontario 9 The Early Years until the 1960s 9 A History of the University of Guelph 18 A History of Humber College 21 The Two Solitudes and Attempts to Collaborate 22 The Beginning of the University of Guelph-Humber 30 III. The Early Days 36 Planning and Developing a New Institution 36 Effecting Positive Institutional Change 40 Governance of the Joint Venture 44 Early Implementation Phase 46 Curriculum Development 49 General Breadth Electives 55 Moving Forward 58 Marketing and Student Recruitment 60 Preparing for the First Cohort of Students 63 Doors Open to Students 64 IV. The University of Guelph-Humber Takes Shape 67 A New Building for a New Initiative in Higher Learning 67 Looking Ahead 78 In Conclusion 81 3 I. Introduction: The province of Ontario has a rich and diverse history of postsecondary education. The history of higher education in the province can be traced to the royal charter allowing for the formation of King’s College in 1827 which became the foundation of the University of Toronto. Queen’s University in Kingston was founded in 1841, Ottawa University in 1848, and in 1878, the University of Western Ontario was established. Today there are 18 universities, 24 Colleges of Applied Arts and Technology (CAATs), and an assortment of private and specialty institutions mainly offering vocational training. The two entrenched systems of higher education in Ontario are the universities, and the CAATs which were established in the mid -1960s. While each is viewed as a valuable system for educating the population, the two are separate in almost every way. “Ontario maintains a binary system of post-secondary education. The province’s 18 degree-granting universities are distinct from the 24 Colleges of Applied Arts and Technology in terms of requirements for admission, programs offered and qualifications awarded. In addition, accredited universities belong to the prestigious Association of Universities and Colleges of Canada, while CAATs do not” (Sedgwick, 2). The college system began operation in the fall of 1966 when Centennial College in Scarborough, a suburb of Toronto, opened its doors to students. The Ontario Legislature under Progressive Conservative Premier, John Robarts, had begun debate on creating a community college system in the early 1960s. Education Minister, Bill Davis, introduced legislation to create the system in the Ontario Legislative Assembly on May 21, 1965. Davis described the new system in vague terms, saying the colleges would 4 provide “courses of types and levels beyond, or not suited to, the secondary school setting” and “to meet the needs of graduates from any secondary school program, apart from those wishing to attend university” (Skolnik, 5). From the beginning, however, the CAATs were not seen as offering a university transfer function because, as Davis stated in the legislation, “…there is no need for such courses in Ontario at the present time” (Skolnik, 6). In other words, the system would not mimic the U.S. model of community colleges which can act as preparatory schools for four-year degree programs in universities or polytechnic institutes. Ontario’s colleges were established to meet the needs of the province’s economy – to train students for the workforce. “Rather than importing the two-year junior college concept from the U.S., Davis wanted a more career-oriented college – offering on-the-job training and a wide variety of flexible programs – that was responsive to the economy” (Tolijgic, J9). So from their inception, Ontario’s publicly-funded colleges developed as a separate system of higher education from the universities. University administrators were naturally wary of the CAATs fearing that some of their funding would be redirected to the colleges. (Tolijagic, J9). Perhaps because the CAATs were not seen as having a transfer function to the province’s universities, and because the colleges might have threatened university funding, the two systems have developed separately and to this day they tend not to work together. College graduates wishing to complete a university degree usually have to approach universities outside of Ontario to gain a reasonable amount of transfer credit. Humber College’s University Transfer Guide 2005 – 2006, which lists the amount of credit transfer that various universities will grant graduates of specific programs, shows that students usually receive more credit from out-of-province 5 universities. For example, for those who graduate from Humber’s three-year Journalism – Print and Broadcast program, Ontario’s universities that have articulation agreements with Humber and this program, in particular, will grant only the equivalent of one year of study. The University of Western Sydney in Australia will grant the equivalent of two years of study toward its four-year Bachelor of Communication program, and Athabasca University in Alberta will grant 72 credits towards its 120 credit Bachelor of Professional Arts in Communication Studies program, or close to three years of study. Most of Ontario’s universities also require a grade point average of 70 per cent or higher. However, there is an indication that the separation between Ontario’s colleges and universities may be changing. In fall 2002, the University of Guelph-Humber opened its doors to approximately 200 students on Humber College’s north campus in Toronto. The new institution is a unique partnership between the University of Guelph and Humber College, and offers six programs of study in which graduates earn an honours baccalaureate degree from the University of Guelph and a diploma from Humber College. The building to house the University of Guelph-Humber is located on Humber’s main campus in the northwestern section of Toronto. The building came about as the result of an Ontario government initiative, known as “SuperBuild”, which was announced in 1999 as a way to provide funding for colleges and universities’ infrastructure, and was awarded for various criteria including the willingness of colleges and universities to work together. The initiative came about because of a phenomenon known as “the double cohort”, a one-time huge increase in the number of students who would register for post secondary education in Ontario in the fall of 2003 as a result of the Conservative government’s decision to cancel grade 13 in 1997, and overhaul the high school 6 curriculum to make it a more rigid system with province-wide examinations in subjects such as mathematics and English. The Conservative government of Premier Mike Harris, and the Minister of Training, Colleges and Universities, Dianne Cunningham, recognized that they would have to do something to accommodate the number of grade 12 and final year grade 13 students who would enter higher education together in 2003. Ontario universities and colleges scrambled to come up with ways to increase class sizes. At Humber, President Robert Gordon, said he saw a unique opportunity to develop a partnership with a university. His dilemma was to approach one that would work open-mindedly with a college, a difficult task based on the binary system of postsecondary education in the province, and what Gordon called the “entrenched elitism” at the universities. He said he thought there might be an opportunity with the University of Guelph for a number of strategic reasons, such as the university desired a Toronto presence, but primarily because the president, Mordechai Rozanski, “had worked for 25 years at American universities where they tend to be more open to colleges and have better transfer arrangements. His VP Academic was from Britain where the same is true. They didn’t carry the same elitist bias that other university senior administrators may hold” (Gordon, interview, September 21, 2006). As events unfolded, Gordon’s hunch turned out to be correct and the two institutions embarked on a partnership unique in Ontario. When the provincial government announced the SuperBuild initiative, the two institutions saw a way to receive funding to build a structure on Humber’s campus that would allow both institutions to accommodate up to 2,000 additional students in about five years time. 7 In a letter from Humber’s president, Dr. Robert Gordon, to then Minister of Training, Colleges and Universities, Dianne Cunningham, in December, 1999, the uniqueness of the joint proposal from the two institutions was underlined. Gordon wrote: “We believe that this proposal breaks new ground in higher education in Ontario because it marks the first time a university and a college will integrate not only the admission process, which will relieve some of the academic and quality concerns that have always been problematic, but will also offer a fully integrated curriculum with each course being acceptable to both institutions. This never has been done before, and particularly not in such magnitude.” In this paper, I intend to show that the University of Guelph-Humber, if successful as a best practice, may serve as a test case to blur the separation between Ontario’s colleges and universities. The University of Guelph-Humber is the first institution of its kind in the evolutionary next step in higher education in the province. While it is currently unique, I will show how it is an emerging model - or a ‘third option”1 - that will help break the historic pattern of divisiveness between the two cultures by providing a successful test case of university/college collaboration. The blending of Guelph-Humber, both physically and pedagogically transcends the binary divide by bringing together the strengths of a college and a university to deliver a single system that combines applied learning and theoretical scholarship.
Load more

Recommended publications
  • University of Guelph
    FALL 2004 ORIENTATION BOARD OF GOVERNORS I8'h September 2004 Fall 2004 Orientation Board of Governors 6th / 7th October 2004 AGENDA Wednesday 6th October — TAB 1 > Evening reception and dinner at Garden Room, Cutten Club (Directions enclosed) 6:30 — 8:30 pm > Presentation (Alastair Summerlee, President) 8:30 — 9:15 pm A fine balance: challenges and opportunities for the University of Guelph > Discussion and coffee 9:15 — 9:45 pm Thursday 7th October — TAB 2 AND 3 Board Orientation (Room 442 1 , University Centre) — TAB 2 > Introduction and welcome (Douglas Deny, chair of the Board) 9:00 — 9:15 am â Legal aspects of governance (John Wilkinson, legal counsel) 9:15 — 10:00 am â Undergraduate education at the University of Guelph: Getting here; learning here; and leaving here — what makes Guelph different? 10:00 — 11:00 am Board Meeting — TAB 3 > Board Meeting — Room 424, University Centre 11:00 — 1:00 pm (Lunch will be served) I Note: Orientation is in Room 442 (not the usual meeting room) FALL 2004 ORIENTATION BOARD OF GOVERNORS 18th September 2004 Fall 2004 Orientation Board of Governors 7th October 2004 AGENDA Thursday 7th October Board Orientation (Room 442 1, University Centre) TAB 2 â Introduction and welcome (Douglas Derry, chair of the Board) )=. 9:00 — 9:15 am â Legal aspects of governance (John Wilkinson, legal counsel) â 9:15 — 10:00 am â Undergraduate education at the University of Guelph: Getting here; learning here; and leaving here — what makes Guelph different? â 10:00 — 11:00 am Board Meeting TAB 3 )=- Board Meeting — Room 424, University Centre â 11:00 —1:00 pm (Lunch will be served) Note; Orientation is in Room 442 (not the usual meeting room) CC: Betsy / Alastair Attendance for WEDNESDAY, OCTOBER 6, 2004 BOARD OF GOVERNORS DINNER - Cutten Club, 6:30 p.m.
    [Show full text]
  • The Digital Nexus: Identity, Agency, and Political Engagement Edited by Raphael Foshay Thethe Digitaldigital Nexusnexus
    The Digital Nexus Cultural Dialectics Series editor: Raphael Foshay The difference between subject and object slices through subject as well as through object. —Theodor W. Adorno Cultural Dialectics provides an open arena in which to debate questions of culture and dialectic—their practices, their theoretical forms, and their relations to one another and to other spheres and modes of inquiry. Approaches that draw on any of the following are especially encouraged: continental philosophy, psychoanalysis, the Frankfurt and Birmingham schools of cultural theory, deconstruction, gender theory, postcoloniality, and interdisciplinarity. Series Titles Northern Love: An Exploration of Canadian Masculinity Paul Nonnekes Making Game: An Essay on Hunting, Familiar Things, and the Strangeness of Being Who One Is Peter L. Atkinson Valences of Interdisciplinarity: Theory, Practice, Pedagogy Edited by Raphael Foshay Imperfection Patrick Grant The Undiscovered Country: Essays in Canadian Intellectual Culture Ian Angus The Letters of Vincent van Gogh: A Critical Study Patrick Grant “My Own Portrait in Writing”: Self-Fashioning in the Letters of Vincent van Gogh Patrick Grant Speaking Power to Truth: Digital Discourse and the Public Intellectual Edited by Michael Keren and Richard Hawkins The Digital Nexus: Identity, Agency, and Political Engagement Edited by Raphael Foshay TheThe DigitalDigital NexusNexus Identity, Agency, and Political Engagement edited by RAFAEL FOSHAY Copyright © 2016 Raphael Foshay Published by AU Press, Athabasca University 1200, 10011 – 109 Street, Edmonton, AB T5J 3S8 ISBN 978-1-77199-129-2 (print) 978-1-77199-130-8 (pdf) 978-1-77199-131-5 (epub) doi: 10.15215/aupress/9781771991292.01 A volume in Cultural Dialectics series: ISSN 1915-836X (print) 1915-8378 (digital) Cover design by Marvin Harder Interior design by Sergiy Kozakov Printed and bound in Canada by Friesens The appendix, “Do Machines Have Rights? Ethics in the Age of Artificial Intelligence,” is a reprint of Paul Kellogg’s interview of David J.
    [Show full text]
  • Paul Axelrod, Roopa Desai Trilokekar, Theresa Shanahan, and Richard Wellen, Eds
    148 Historical Studies in Education / Revue d’histoire de l’éducation BOOK REVIEWS / COMPTES RENDUS Paul Axelrod, Roopa Desai Trilokekar, Theresa Shanahan, and Richard Wellen, eds. Making Policy in Turbulent Times: Challenges and Prospects for Higher Education Montreal and Kingston: Queen’s Policy Studies Series, McGill-Queen’s University Press, 2013. 250 pp. Donald Fisher, Kjell Rubenson, Theresa Shanahan, and Claude Trottier, eds. The Development of Postsecondary Education Systems in Canada: A Comparison between British Columbia, Ontario, and Quebec, 1980–2010. Montreal and Kingston: McGill-Queen’s University Press, 2014. 446 pp. Peter MacKinnon University Leadership and Public Policy in the Twenty-First Century: A President’s Perspective. Toronto: University of Toronto Press, 2014. 190 pp. Historical Studies in Education / Revue d’histoire de l’éducation 28, 1, Spring / printemps 2016 Book Reviews/Comptes rendus 149 George Fallis York University If journalism is the first rough draft of history, books like these — a conference vol- ume, a collection of papers from a major research project, and a presidential mem- oire/analysis — are the second drafts. But these drafts are polished, the quality of the analysis uniformly high. Government policy choices through time are being documented and data are being collected; the patterns are being identified, causality argued, international commonalities and local specificities discussed. Although most of the papers have a time horizon too short to constitute history (with the excep- tion of the Fisher et al. book, which examines the period 1980 to 2010), taken all together, these books are a second draft of history. And of course, in history, there is no final draft.
    [Show full text]
  • Ontario Reticence in Higher Education Is It Time to Contemplate Major System Reform?
    Reproduced from The Blue and White February 9, 2011 http://www.theblueandwhite.ca/article/2011/02/09/00/00/04/ontario-reticence-in-higher-education/ Ontario Reticence in Higher Education Is it time to contemplate major system reform? Ian D. Clark, David Trick and Richard Van Loon1 Ontario exceptionalism Ontario was once at the leading edge of change in higher education policy. But over the last several decades – as the postsecondary systems in England, Australia, many American states, Germany, Scandinavia and some Canadian provinces have been dramatically overhauled – the basic structure of Ontario’s university and college system has stayed the same. In this essay we look at what other governments have been doing to re-design their postsecondary education systems and then raise some of the pros and cons of undertaking major reform of the Ontario’s higher education system. We build on the findings of recent research sponsored by the Higher Education Quality Council of Ontario and published as Academic Transformation: The Forces Reshaping Higher Education in Ontario.2 In 1964 William G. Davis (BA, U of T, 1951) was anything but reticent about higher education planning. He had been Minister of Education for two years when he was given the additional responsibility of Minister of University Affairs. Mr. Davis and his colleagues in the government of Premier John Robarts led reforms in the primary and secondary school systems and introduced substantial changes to postsecondary education, establishing new universities (Brock, Guelph and Trent) and a whole system of new colleges of applied arts and technology. The design of the system introduced in the 1960s remains almost unchanged today.
    [Show full text]
  • Ar GUELPH FACT
    39th FACT: U of G has more than 800 Year microcomputers available for Ar GUELPH student use. Volume 39 No. 26 University of Guelph, Guelph, Ontario July 12, 1995 FIRST GLANCE Candidates speak Three short-listed candidates for the position of dean of gra<lualc studies will give public talks on the topic "Graduate Studies to the Year 2000 and Beyond." The pres- entations will be followed by a question period. Biomedical sciences pro- fessor Alastair Summerlee, vice-president, programs and production, Livelearn V. Inc., will speak July 20 at 9:30 a.m. in Room 113 of the MacNaughton Building. Prof. Susan Pfeiffer, Hu- man Biology and Nutritional Sciences, who is associate dean of graduate studies, will speak July 21 at 9:30 a.m. in Room 105 of th e Mac- Naughton Building. Prof. Alun Joseph, chair of the Department of Geogra- phy, will speak July 24 at 9:30 a.m. in Room 117 of the Turning summer into a science MacK.innon Building. Copies of the candidates' Five high school students from across Ontario are on campus this moose brain worm. From left are Sarika Shah of Cornwall, Michael curricula vitae are available summer on research fellowships in the College of Biological Science. Lacroix of Petawawa, Dayna Patterson of Brampton, Raymond Liew for viewing in the office of They're working on projects ranging from electron microscopy of of Ajax, Sophie Kallinis of St. Catharines and Prof. Peter Krell, the provost and vice-presi- biological macromolecules to the ecology of intermediate hosts of Microbiology. Photo by Kerlth Waddington, University Communications dent (academic).
    [Show full text]
  • Possibilities October 22 - 24 | Toronto, On
    Redefining the POSSIBILITIES OCTOBER 22 - 24 | TORONTO, ON 1 | CIRPA 2017 • Redefining the Possibilities WELCOME TO T.O. It gives me great pleasure to extend greetings and a warm welcome to everyone attending CIRPA 2017, the Canadian Institutional Research and Planning Association’s conference. As Canada’s largest city and the fourth largest in North America, Toronto is a global centre for business, finance, arts and culture and is dedicated to being a model of sustainable development. I welcome everyone to our city and encourage you to enjoy Toronto at this time of year and learn about our vibrant neighbourhoods. On behalf of Toronto City Council, please accept my best wishes for an informative and enjoyable event. Yours truly, John Tory MAYOR OF TORONTO Redefining the POSSIBILITIES CONFERENCE COMMITTEE CONFERENCE CHAIR HENRY DECOCK Seneca College PROGRAMING COMMITTEE HENRY DECOCK Seneca College PINA MARINELLI-HENRIQUES Seneca College MATTHEW DUNCAN Seneca College URSULA MCCOY Seneca College CHARLOTTE ALEXANDER College of the North Atlantic ANNE MOTTE University of Montreal NEIL CHAKRABORTY University of Toronto PETER MCNAMARA University of Toronto SUZANNE DWYER George Brown College ASHLEY BLACKMAN Red River College STEPHANIE MCKEOWN University of British Columbia LOCAL ARRANGEMENTS HENRY DECOCK Seneca College PINA MARINELLI-HENRIQUES Seneca College MATTHEW DUNCAN Seneca College LIMIN CHEN Seneca College CARMELINDA DEL CONTE Mohawk College REGISTRATION & WEBSITE RANDY ROLLER University of Manitoba CONTENTS MATTHEW DUNCAN Seneca College SPONSORSHIP Red River College President’s Message | 4 MIKE KRYWY Sponsors | 4 LOGO AND PROGRAM DESIGN Conference at a Glance | 6 MATTHEW DUNCAN Seneca College Keynote Speakers | 8 Confernce Tracks | 10 MOBILE APP DESIGN Pre-Conference Workshops | 11 MATTHEW DUNCAN Seneca College Concurrent Sessions | 13 PINA MARINELLI-HENRIQUES Seneca College Conference Map | 24 PRESIDENT’S MESSAGE MIKE KRYWY CIRPA President Welcome everyone to Toronto, Ontario.
    [Show full text]
  • Report of the CAUT Ad Hoc Investigatory Committee Into Allegations Concerning Working Conditions at Ontario Veterinary College, University of Guelph
    Report of the CAUT Ad Hoc Investigatory Committee into allegations concerning Working Conditions at Ontario Veterinary College, University of Guelph Released by the Canadian Association of University Teachers September 2013 _______________________________________________________________________________________ Canadian Association of University Teachers | 2705 promenade Queensview Drive Ottawa (Ontario) K2B 8K2 | T. 613-820-2270 | [email protected] | www.caut.ca Report of the CAUT Ad Hoc Investigatory Committee into Allegations concerning Working Conditions at Ontario Veterinary College, University of Guelph Introduction In December of 2011, Dr. Judy Sheeshka, President of the University of Guelph Faculty Association (UGFA) wrote to Dr. James L. Turk, Executive Director of the Canadian Association of University Teachers (CAUT) requesting that CAUT make an inquiry into the Ontario Veterinary College (OVC) and the Health Sciences Centre (HSC; once known as the Veterinary Teaching Hospital, VTH), citing a number of concerns related to diverse aspects of working conditions at the OVC and the HSC. Following due deliberation, CAUT decided to institute an Ad Hoc Investigatory Committee (AHIC), and on 3rd February 2012, Turk wrote to the AHIC’s appointees (Dr. Claire Card of the Department of Large Animal Clinical Sciences, University of Saskatchewan, and Dr. Paul Handford, Emeritus Professor of Biology, University of Western Ontario and member of the CAUT Academic Freedom & Tenure Committee); to UGFA’s President Sheeshka; and to Dr. Alastair Summerlee,
    [Show full text]
  • Making College- University Cooperation Work: Ontario in a National and International Context
    Making College- University Cooperation Work: Ontario in a National and International Context By Andrew Boggs and David Trick Published by: The Higher Education Quality Council of Ontario 1 Yonge Street Suite 2402 Toronto, ON Canada M5E 1E5 Phone: (416) 212-3893 Fax: (416) 212-3899 Web: www.heqco.ca E-mail: [email protected] Cite this publication in the following format: Boggs, A. & Trick, D (2009). Making College-University Collaboration Work: Ontario in a National and International Context. Toronto: Higher Education Quality Council of Ontario. An agency of the Government of Ontario The opinions expressed in this research document are those of the authors and do not necessarily represent the views or official polices of the Higher Education Quality Council of Ontario or other agencies or organizations that may have provided support, financial or otherwise, for this project. © Queens Printer for Ontario, 2009 Introduction The debate over how universities and colleges should relate to one another has been lively in Ontario for at least two decades.1 This year marks the twentieth anniversary of the commissioning of a province-wide review of the colleges’ mandate whose report recommended greater opportunities for advanced training – defined as “education that combines the strong applied focus of college career-oriented programs with a strong foundation of theory and analytical skills.” The report envisaged that some advanced training would be undertaken by colleges alone, and some would be offered jointly with universities and would lead to a university degree (Vision 2000 Steering Committee 1990, 16-17). A follow-up report in 1993 found that opportunities for advanced training remained “isolated and not part of an integrated and planned system of advanced training, with equitable student access” (Task Force on Advanced Training 1993, 11-13).
    [Show full text]
  • UGSA Newsletter Nov 08
    UNIVERSITY OF GUELPH RETIREES ASSOCIATION UGRA Winter 2014 PRESIDENT’S MESSAGE In this issue president, Alastair Summerlee. He has been invited to share some of the fun and not-so- P 2 Pension Update fun aspects of being a university president, the Conversat most significant changes at Guelph during his tenure, his hopes for the future of U of G and P 3 Falls a Major Risk for his post-presidential plans. We hope many of Older Adults you will join us to wish the president well as Passings he prepares to step down from his post. Details about the reception appear on page 4 P 4 2013 Fall Forum of the newsletter. UGRA Reception for While you’re getting your calendar out to President Alastair make note of the reception, also mark June 21 Summerlee and plan to join U of G retirees on Alumni Weekend for coffee and a tour of the Hill’s P 5 CURAC Report Pet Nutrition Primary Healthcare Centre, a Save the Date: veterinary clinic and educational facility at Farewells to Alastair OVC. P 6 Announcements As past issues of the UGRA newsletter have noted, we depend on voluntary contributions Recent Retirees The arrival of a new year is typically a time from our members to produce this P 7 Be a Contributing when we look forward, but it’s also a time to publication, to rent rooms for our events, to Member of the UGRA look back. maintain our scholarship and our website, and to send a UGRA member to the annual UGRA Contributing Looking forward, 2014 is a special year for the College and University Retiree Associations Membership and University of Guelph — its 50th anniversary of Canada conference.
    [Show full text]
  • Year in Review
    YearReviewYear inYear Reviewin in Review Review youDid know? you know?the President Did you know? AUCC’s website attracts almost 54,000 unique visitors a month, President Didwho view some 500,000 web pages.you Among the most popular pages: a searchable database of more than 10,000 university programs; University Affairs’ career advertisements; and the section describing our member universities. AUCC’s Technical Cooperation division manages three major projects in Russia that create opportunities for Canadian university faculty engagement, while at the same time improving Russia’s juvenile justice, its approach to federalism, and its northern ?socio-economic development strategies. AUCC awards about $11 million in scholarships annually to about 3,500 worthy recipients on behalf of approximately 150 Canadian companies. Each year, AUCC responds to nearly 6,000 inquiries from students and their parents about higher education in Canada, mostly from international students. Almost three-quarters of them are looking for information about university scholarships, programs and admission requirements. Of AUCC’s 89 members, almost 70 percent attended AUCC membership meetings over the past year, and more than half are engaged in the Association’s Board of Directors or committees. With a joint investment of $323 million from the federal government and Canadian universities, the University Partnerships in Cooperation and Development program has strengthened the expertise of higher education institutions around the world through 142 partnerships in 70 countries since 1994. Did you know?theletter fromPresident the pres you know? Letter from the President hose new to the Association of Universities Over the next year, we will continue to make the Did youPresidentand Colleges of Canada are often surprised case forcefully for higher education and university Tby the wide range of what we do.
    [Show full text]
  • CAUT Almanac Almanach L'acppu
    CAUT Almanac of Post-Secondary Education in Canada 2008-2009 Almanach de l’enseignement postsecondaire au Canada de l’ACPPU CANADIAN ASSOCIATION OF UNIVERSITY TEACHERS ASSOCIATION CANADIENNE DES PROFESSEURES ET PROFESSEURS D’UNIVERSITÉ Almanac / Almanach 2008-2009 T able of Contents / Table des matières 1 Finance / Financement 2 Academic Staff / Corps universitaire 3 Students / Étudiants 4 Universities and Colleges / Universités et collèges PHOTOS : © JUPITORIMAGES CORPORATION CAUT Almanac of Post-Secondary 5 Research / Recherche Education in Canada / 6 Libraries / Bibliothèques Almanach de l’enseignement postsecondaire au Canada 7 Canada + Provinces / Canada + Provinces de l’ACPPU 8 International / International PUBLISHED BY / PUBLIÉ PAR Sources + Notes / Les sources + notes Canadian Association of University Teachers Association canadienne des professeures et professeurs d’université Index / Index 2705 promenade Queensview Drive Ottawa (Ontario) K2B 8K2 Tel: 613-820-2270 Technical Notes / Notes techniques Fax: 613-820-7244 Email: [email protected] DEFINITIONS / DÉFINITIONS PRESIDENT / PRÉSIDENTE Unless otherwise noted, the definitions below reflect the population universe used when referenced in the tables / À moins d’indication contraire, les définitions ci-dessous reflètent la population statistique citée dans les tableaux Penni Stewart College: Includes community college or institute of applied arts and technology or CÉGEP / EXECUTIVE DIRECTOR / Collège : S’entend d’un collège communautaire ou d’un institut d’arts appliqués et de technologie
    [Show full text]
  • College-To-University Transfer Arrangements and Undergraduate Education: Ontario in a National and International Context
    College-to-University Transfer Arrangements and Undergraduate Education: Ontario in a National and International Context David Trick, David Trick and Associates Published by The Higher Education Quality Council of Ontario 1, Yonge Street, Suite 2402 Toronto, ON Canada, M5E 1E5 Phone: (416) 212-3893 Fax: (416) 212-3899 Web: www.heqco.ca E-mail: [email protected] Cite this publication in the following format: Trick, D. (2013) College-to-University Transfer Arrangements and Undergraduate Education: Ontario in a National and International Context. Toronto: Higher Education Quality Council of Ontario. The opinions expressed in this research document are those of the authors and do not necessarily represent the views or official polices of the Higher Education Quality Council of Ontario or other agencies or organizations that may have provided support, financial or otherwise, for this project. © Queens Printer for Ontario, 2013 College-to-University Transfer Arrangements and Undergraduate Education: Ontario in a National and International Context Table of Contents Table of Contents .......................................................................................................................... 1 Executive Summary ...................................................................................................................... 3 Student Learning .................................................................................................................................... 3 Cost Differences ...................................................................................................................................
    [Show full text]