{"id":37,"date":"2022-05-20T11:11:53","date_gmt":"2022-05-20T15:11:53","guid":{"rendered":"https:\/\/carleton.ca\/futureofteaching\/?page_id=37"},"modified":"2022-05-20T11:11:53","modified_gmt":"2022-05-20T15:11:53","slug":"roadmap-for-the-future-of-teaching-and-learning","status":"publish","type":"page","link":"https:\/\/carleton.ca\/futureofteaching\/roadmap-for-the-future-of-teaching-and-learning\/","title":{"rendered":"Roadmap for the Future of Teaching and Learning"},"content":{"rendered":"

Post-secondary education is under pressure to confront several challenges, including decreased public funding, increased pressure to prepare more people with more skills to meet a more demanding labour market, and address pressing social and environmental problems.<\/p>\n

In 2022, universities are confronted with the fundamental question: What are universities for? Training graduates to meet the needs of a dynamic and rapidly changing workforce? Expanding the limits of human knowledge? Addressing society\u2019s most pressing problems (e.g., transphobia, global inequalities, poverty, climate emergency)?<\/p>\n

These questions are largely rhetorical as the response is clearly all of the above, but they can help frame conversations about the future of teaching and learning within the context of post-secondary education\u2019s identity crisis.<\/p>\n

\"Graphic<\/a><\/p>\n

At 杏吧原创, as at other Canadian post-secondary institutions, the COVID-19 pandemic has required courses\u2014and their accompanying support services and resources\u2014to transition to partially and fully online environments. Recent surveys of the 杏吧原创 community have shown that while the pivot was not perfect, many students and instructors feel strongly about keeping some of the tools and innovations that emerged.<\/p>\n

What’s Working and What’s Not?<\/h2>\n

As we move toward a post-pandemic reality, we have the opportunity to consider what is working (and what is not) in our teaching and learning programs and practices. How can we better foster big ideas and prepare students for meaningful future careers? How can we best use technologies in our learning environments, encourage action on social issues such as racism and the housing crisis, and\/or nurture more flexible learning pathways? How can we forge a path rooted in our unique 杏吧原创 history and values?<\/p>\n

Of course, we cannot approach these conversations tabula rasa; there is a very real need for 杏吧原创, like many universities in Canada and around the world, to address the financial and moral necessity for universities to stay relevant and engaged, whether by reducing DFW rates, overhauling passive teaching cultures, building stronger ties to community and industry employers, or better tapping into the possibilities of an increasingly digital age to enhance the post-secondary experience and increase the reach of our programs and services to non-traditional students and communities.<\/p>\n

Student Success<\/h2>\n

As we reflect on future directions for teaching and learning at 杏吧原创, we must prioritize care for our students. Student support programs and services foster a smooth transition and supportive environment for incoming students with diverse needs (Ng & Padjen, 2019; Restoule et al., 2013; Smith et al., 2013); however, student success is complex and involves many factors, including a sense of belonging, community and wellness (Kahu & Nelson, 2018; Picton et al., 2018; van der Zanden et al., 2019).<\/p>\n

Student success is a campus-wide responsibility, both within and outside the classroom, as we all have a relationship with students and each one of us plays a part in creating a culture of wellness and success for our students. Off-campus, student success can be promoted through partnerships with community, industry, and government partners, both during their studies and after graduation when they enter the workforce. Such partnerships not only strengthen our graduates\u2019 whole person growth, marketable skills, and readiness for their future career, but also ground their university work in meaningful real-world challenges and opportunities. Student success is community success.<\/p>\n

References<\/a><\/dt>

<\/p>\n

Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research & Development<\/i>, 37<\/i>(1), 58\u201371.<\/p>\n

Ng, P., & Padjen, M. (2019). An overview of post-secondary mental health on campuses in Ontario: challenges and successes. International Journal of Mental Health and Addiction<\/i>, 17<\/i>(3), 531\u2013541.<\/p>\n

Picton, C., Kahu, E. R., & Nelson, K. (2018). \u2018Hardworking, determined and happy\u2019: first-year students\u2019 understanding and experience of success. Higher Education Research & Development<\/i>, 37<\/i>(6), 1260\u20131273.<\/p>\n

Restoule, J.-P., Mashford-Pringle, A., Chacaby, M., Smillie, C., Brunette, C., & Russel, G. (2013). Supporting successful transitions to post-secondary education for Indigenous students: Lessons from an institutional ethnography in Ontario, Canada. International Indigenous Policy Journal<\/i>, 4<\/i>(4).<\/p>\n

Smith, C., Whiteside, B., Blanchard, S., & Martin, C. (2013). International student support services at Ontario universities. Strategic Enrollment Management Quarterly<\/i>, 1<\/i>(1), 55\u201366.<\/p>\n

van der Zanden, P. J. A. C., Denessen, E., Cillessen, A. H. N., & Meijer, P. C. (2019). Patterns of success: first-year student success in multiple domains. Studies in Higher Education<\/i>, 44<\/i>(11), 2081\u20132095.<\/p>\n

<\/p><\/dd>

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Post-secondary education is under pressure to confront several challenges, including decreased public funding, increased pressure to prepare more people with more skills to meet a more demanding labour market, and address pressing social and environmental problems. In 2022, universities are confronted with the fundamental question: What are universities for? 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