Colleges Ontario is a resource for government, educators, public opinion leaders and many others. Colleges Ontario produces quality research annually that addresses issues in higher education and training.
Interpersonal and teamwork skills are now considered essential for individual and organizational learning, and learning, as Peter Senge points out, is the only sustainable source of an organization’s competitive advantage. As social animals, we humans learn best through interaction, dialogue, practice, and communal reflection. In recognition of this fact, many North American colleges have embraced “collaborative learning” as part of becoming more learning-centered.
CentreStage: A Leadership Development Program for Support Staff Employed in the Government of Ontario
This paper will discuss an employee leadership development program called CentreStage. CentreStage is a ten week, 30 hour, program offered to Ministry of Education and Training employees in the Office Administration Group. These employees, mainly women, work primarily in the secretarial field in a range of government positions from receptionist to secretary to executive secretarial jobs.
Contact South functions as a collaborating body that is responsible for the administration and delivery of on-line courses. The courses offered follow the administrative procedures and operational guidelines set out in the partnership agreement that each college has signed.
In order to meet the identified needs of both employers and students, community colleges should place learning as a top priority. Terry O’Banion in his 1997 book, A Learning College for the 21st Century, states that placing learning first “in every policy, program, and practice ... means that learning becomes the driving force behind everything that happens at a community college”.
Leaders need to recognize what prevents them from adopting technology and find a solution. Then they need to put into play a well thought out plan for leading the majority to follow suit. As professional educators, they need to rigorously follow learning models to make sure that the entire campus is capable of using technology appropriately to enhance teaching and learning.
Wellness Programs: Essential for Community Colleges to Meet the Challenges of the New Millennium.
Comprehensive wellness programs have been shown to boost employee morale, lower absenteeism, and increase creativity. So why are colleges reluctant to implement such a program?
As the oldest and most established evangelical institution of higher learning in Canada, there is a strong sense of expectancy that Tyndale College must position itself to meet the demand for increased educational opportunities of all types. It is in this climate that Tyndale College is seeking to meet rural educational needs, by broadening its focus.
A case study in Learning Centered change and Learning Centered Community development.
Among the many challenges college leaders face, perhaps one of the most frequently overlooked is the urgent need for a systematic, sensitive program to promote lifelong wellness. Wellness encompasses physical, emotional, spiritual and economic well-being. Primary health care practitioners insist that these four dimensions need to be interconnected in order to introduce and sustain healthy life practises among community college leaders. For them to thrive within an environment whose demands on their energy, time and privacy constitute prolonged overload, a comprehensive, integrated strategy is urgently needed.
For the past two decades, community colleges in Ontario have viewed the problems of at-risk students as a low priority and have used ‘band-aid’ solutions to address these students’ needs, primarily because this target group demands the most resources and services of a college organization. However, Ontario community colleges should begin ‘riding the winds of change’ and should recognize that addressing the needs of at-risk students is paramount to college-wide improvements in student success, retention, and graduation rates - the key performance indicators for institutional effectiveness.
Ontario’s community colleges can no longer provide programs which require learners to fit the structures that have been created for them, instruct learners using traditional delivery methods and conventional teaching techniques, and have similar content for all learners.
Canada’s First Nations have an uphill battle to fight when it comes to post-secondary education. Residential schools severed formal education from Native culture and identity, such that many of the wounds are still felt, making many suspicious of all levels of formal education.
What matters in the workforce today is this "different way of being smart," also known as emotional intelligence. This paper will suggest modifications to the community college learning environment which may impact the emotional intelligence of community college students.