Serving Diverse Students In Canadian Higher Education

In recent decades, the Canadian post-secondary education system has evolved to become more inclusive, now welcoming groups historically excluded from its many opportunities. Inviting the reader to explore the consequences of a rapidly changing student population, Serving Diverse Students in Canadian Higher Education presents new thinking about how education in general, and student services in particular, should be designed and delivered. A follow-up to Donna Hardy Cox and C. Carney Strange’s Achieving Student Success (2010), this volume focuses on the best programs and practices in Canadian colleges and universities to improve the educational experiences of students who are Indigenous, people of colour, francophone, LGBTQQ, disabled, and adult learners, as well as international and first-generation students. Presenting findings obtained from both personal insight and relevant research, higher education practitioners and scholars from across the country detail the characteristics, concerns, and specific needs of each diverse group, to conclude that the success of these new students and the future of Canadian society depends on its post-secondary institutions’ capacities to acknowledge students’ differences, capitalize on their gifts, and accommodate them accordingly. Exploring the enriching breadth of university communities, Serving Diverse Students in Canadian Higher Education focuses on a new paradigm of individual differences and student success.

This incisive and luminescent story, scrupulously grounded in sixteenth-century sources, illuminates the power that "naming" has to create a world - in this case a world still haunted by being the accidental Indies. It is a book about how we perceive and represent the world around us, about the creative and destructive power of language. Through its elaboration of the rich and lively ironies of the Columbus story, The Accidental Indies looks at the nature of storytelling itself.

Who has access to higher education today? At what financial and personal cost? Based on what conditions and criteria? How do students describe and interpret their experiences? And how can institutions facilitate and constrain successful participation and completion? These research studies extend current understandings of what it is to be a student in higher education by embracing the dynamic relationship between students as agents and institutions as living structures which impact on their lives. Focusing on the diverse experiences of today's non-traditional and traditional students, researchers explore how and why institutional rhetoric of inclusion, engagement, gender, and access may or may not be reflected in the reality of students' experiences. Student Affairs moves from theory to application by suggesting realistic strategies for addressing the challenges surrounding the interrelation of students and institutions. Each essay analyzes issues of access and participation in programs ranging from community college development studies to graduate studies. As a whole, this collection is a testament to how much institutional change has occurred in the social organization of postsecondary education, and how much more change is required to meet the challenge of equitable access and inclusion.

Hardy Cox and Strange begin with an overview of student services dealing with the matriculation of post-secondary students - through enrolment management, financial assistance, and orientation to the institution and accommodation - and then discuss housing and residence life, student leadership programs, systems of judicial and academic integrity, and student support and adjustment through counselling, health and wellness initiatives, career and employment advice, and a variety of services that can respond to a variety of needs.

The university is often regarded as a bastion of liberal democracy where equity and diversity are vigorously promoted. In reality, the university still excludes many people and is a site of racialization that is subtle, complex, and sophisticated. This book, the first comprehensive, data-based study of racialized and Indigenous faculty members’ experiences in Canadian universities, challenges the myth of equity in higher education. Drawing on a rich body of survey data, interviews, and analysis of universities’ stated policies, leading scholars scrutinize what universities have done and question the effectiveness of their employment equity programs. They also make important recommendations as to how universities can address racialization and fulfill the promise of equity in the academy.

This original study, guided by feminist and critical theories, examines the organizational structure and culture of university colleges and the dynamics of the personal experience of diverse individuals (diverse by race, gender, class, sexual orientation, religion, and ability) in such institutions. This work will be of interest to educators and administrators in higher education, particularly those who are working with policy, inclusion, and diversity. diversity, through a case study of a post-secondary (i.e., higher education) institution in Canada. The text contains research conducted to explore what motivates and immobilizes institutions and institutional actors to change. By utilizing auto/biographical narratives, the author is able to explore the impact of social, political, and structural forces at work in the institution. The research illustrates how individual and collective agency are instrumental in creating space for diversity in such institutions, thereby preparing the way for larger institutional change. This work will be of interest to educators and administrators in higher education, particularly those who are working with policy, inclusion, and diversity.

While many school districts and institutions of higher education still cling to the traditional agrarian school year with a factory model delivery of education and Carnegie units based on seat time when most people are no longer farmers, factory workers, or reliant on learning in a classroom, there are bursts of promising practices that buck the norm by questioning the educational value of these traditions. Though researchers have investigated the potential of students learning in their own homes via personalized instruction delivered by computers rather than attending traditional institutions, the status quo in education has remained stubbornly resistant to change. Mixed-reality simulations, year-round schooling, grouping students by competencies instead of age, and game-based teaching are just a few of the educational innovations that seek to maximize learning by recognizing that innovation is essential for successfully teaching students in the modern era. The Handbook of Research on Innovations in Non-Traditional Educational Practices is a comprehensive reference source that examines various educational innovations, how they have developed workarounds to navigate traditional systems, and their potential to radically transform teaching and learning. With each chapter highlighting a different educational innovation such as experiential learning, game-based learning, online learning, and inquiry-based learning and their applications in all levels of education, this book explores the issues and challenges these educational innovations face as well as their impact. It is intended for academicians, professionals, administrators, and researchers in education and specifically benefits academic deans, vice presidents of academic affairs, graduate students, faculty technology leaders, directors of teaching and learning centers, curriculum and instructional designers, policymakers, principals and superintendents, and teachers interested in educational change.

Canada has become one of the most popular destinations for international students at the higher education level. A number of complex factors and trends, both in Canada and globally, have contributed to the emergence of Canada as a destination for international higher education. However, more research is still needed to better understand the experiences of international students in Canada considering the rapid growth in numbers as well as the social, political, and linguistic singularity of Canada as a destination. Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education is an essential scholarly publication that explores international students' experiences in Canadian colleges and universities. It seeks to explore the various factors, aspects, challenges, and successes that characterize the international student experience in Canadian higher education from the perspective of international students and the academic communities to which they belong. Featuring a wide range of topics such as information literacy, professional development, and experiential learning, this book is ideal for academicians, instructors, researchers, policymakers, curriculum designers, and students.