Innovative Change in Ontarios College System

The College Student Alliances Post-Secondary Education Transformation Submission for the Strengthening Ontarios Centres of Creativity, Innovation and Knowledge Discussion Paper

September 2012

The College Student Alliance 301-372 Richmond Street West Toronto, ON M5V 1X6 T: (416) 314-1212

About Our Organization: The College Student Alliance (CSA) is a member-driven advocacy organization that has been proudly serving Ontarios college and college-university students since 1975. The CSA currently represents students from 15 colleges and 23 student associations with over 135,000 full-time student members throughout the province.

Table of Contents
Summary of Recommendations ..................................................................................................................... i Expanded Credential Options and Supplements ........................................................................................... 1 Credit Transfer, Credential Compatibility, and Student Mobility .................................................................. 8 Year-Round Learning..................................................................................................................................... 9 Quality Teaching and Learning Outcomes .................................................................................................. 10 Technology-Enabled Learning Opportunities .............................................................................................. 14 Creating a Tuition Framework that is Fair to Students ............................................................................... 19 Entrepreneurial and Experiential Learning ................................................................................................. 24 Appendix A: Common Priorities for a Robust Credit Transfer System.......................................................... A

Summary of Recommendations
Expanded Credential Options and Supplements The main ideas surrounding this topic stem from the issues students experience with mobility and credit transfer,: within this section of the document, the CSA makes recommendations to improve the credit transfer system. The recommendations specifically address: (1) maintaining credit transfer as a priority; (2) expanding the 2 + 2 articulation programs; (3) aligning the nomenclature of credentials with one another; (4) improving counterintuitive institutional policies that currently exist; (5) expanding college degree programs; (6) and expanding the dual credit program in Ontario, introducing a debt relief program for timely completion and improving the Career Studies curriculum for better on-time completion. Credit Transfer, Credential Compatibility, and Student Mobility With regards to this issue, the CSA asks the government to (7) incentivize institutions to help create, implement, and maintain a more robust credit transfer system to aid student success and mobility and to (8) institute credential supplements that can be used to increase employer awareness of the skills and proficiencies that students attain with their qualifications. Year-Round Learning With year-round learning, the CSA believes that (9) institutions and government should introduce yearround learning at institutions if the support services and infrastructure can be made to support yearround learning. Quality Teaching and Learning Outcomes With regards to learning outcomes being tied to funding, the CSA suggests that (10) it is premature at this point to tie funding to learning outcomes, as currently available models of this type of evaluation are either unreliable or would be very costly and labour-intensive to implement. With regards to the best practices that exist with learning outcomes, the CSA recommends (11) that they be shared across the sector. Technology-Enabled Learning Opportunities To further technology-enabled learning, the CSA recommends that: (12) post-secondary education institutions ensure that students are supported in online learning; (13) that instructors be supported in their development of online courses; (14) that credit transfer be made a key priority in the further development of online education; (15) that the Ontario Online Institute should build on the groundwork that currently exists in Ontario, such as the OntarioLearn consortium or the Contact North Learning Centers, and that the Ontario Online Institute not be made a degree-granting institution; and (16) that students who are traditionally underrepresented in PSE should be made a priority in the development of the Ontario Online Institute.

Creating a Tuition Framework that is fair to Students With regards to the development of a new tuition framework, the CSA recommends: (17) that the government implement a tuition freeze for a period of two years, during which different policy options should be explored; (18) that the province meet the national per-student funding average by 2016; (19) that the government make regulations and information regarding the ancillary fee creation and review processes more accessible to students, Student Governments, and the public; (20) that the province phase out the penalties on tuition deferment, and that institutions eliminate the unfair interest rates on payments for those students deferring tuition; and (21) that the government ensure that students are not charged exemption fees when they transfer credits to further their education. Furthermore, (22) the province must modify its Tuition Fee Operating Procedure and put in place an incremental refund policy similar to what exists in the university sector, and (23) for international students, it must regulate annual tuition fee increases at a rate of 5% for programs and 8% for highdemand programs. Moreover, for international students, (24), the institutions must provide full support to international students, including financial counseling, housing assistance, and social and cultural sensitivity training, (25) a tuition set-aside program for international students, like the one that exists at Niagara College, should be implemented by other institutions looking to better serve their international students. Entrepreneurial and Experiential Learning To enhance entrepreneurial and experiential learning in the college sector, the CSA recommends: (26) that the government and institutions create a standard definition for experiential learning; (27) that the government create guidelines/procedures, and encourage post-secondary institutions to incorporate innovative teaching styles such as experiential and entrepreneurial learning; (28) that the government create partnerships with industry possibly through granting tax breaks for companies willing to support experiential and entrepreneurial learning; (29) that institutions work together to apply best practices already established by existing comprehensive programs; and (30) that the funding for the Ontario Work Study Plan (OWSP) be re-introduced.

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Innovation to Drive System Change

With a system-wide discussion on post-secondary education policy currently taking place, Ontarios college students voices must be heard. This system redesign and innovation movement has the potential to make a large impact on the lives of students in Ontario: it must be a positive one. The College Student Alliance (CSA) welcomes the opportunity to provide comments and suggestions on the Ministry of Training Colleges and Universities (MTCU) discussion paper, titled Strengthening Ontario's Centres of Creativity, Innovation and Knowledge. This has given us the chance to bring about energizing discussion within our membership and other post-secondary education (PSE) stakeholders. In attending the round-table discussions, the CSA heard many times over that Ontarios PSE system is very robust and successful, but there is room for improvement. We must first as a sector address the barriers that exist in the system that impede students success. The echoing sentiment has also been that we as a sector must celebrate our successes and pool resources to be more efficient, innovative, creative, and productive. The CSA strongly agrees that students success must be the first priority, as in supporting students success we are building a competitive, creative, and innovative citizenry. Furthermore, the system must become more student-centric, and any productivity gains should be passed on to the students in lower costs.

Expanded Credential Options and Supplements

Before we can discuss innovation in the PSE system, we first must resolve the issues that currently exist with student mobility, as it is arguably one of the most important issues facing students today. Ontarios credential offering must be improved so that students can be mobile and so that the province can be globally competitive and also realize cost savings. In looking at ways to make efficiencies occur within the current post-secondary education (PSE) system, Ontario needs to identify clear goals and objectives to strengthen aspects of the college and university systems. The government has the ability to facilitate the improvement of the current credit transfer system, which would act as a cost-saving measure to students and to government. As publically funded colleges and universities improve credit transfer pathways with government support, the province would realize savings from decreased duplication and repetition of prior learning, as well as earlier labour-market entry with earlier completion of programs. The improvements needed to increase student mobility would bring about greater flexibility and choice for students. On average, students who move from college to university in Ontario only receive 35% to 45% 1 recognition of their credits from their college education. This is a great frustration to students in Ontario and negatively impacts the economy. If the average credit recognition in a similar program were raised to even 65%, students would save anywhere from $26,000 to $50,000.2 As colleges are publicly funded institutions, the average annual net fiscal benefit to the Government of Ontario over the next decade would lie between $36 and $61 million and rise to between $91 and $169 million per year in the long term. 3 Not to mention, students who graduate sooner would be able to enter the labour market sooner
1

Centre for Spatial Economics. ND. Financial Benefits of Enhanced College Credential and Credit Recognition in Ontario. Prepared for Colleges Ontario. Last Accessed August 1, 2011, from http://www.collegesontario.org/research/externalreports/financial_benefits_of_enhanced_college_credential_credit_recognition.pdf 2 Centre for Spatial Economics, p. 28 3 Centre for Spatial Economics, p. 29

as well. This means that taxpayers dollars would be put to better use and not be tied to unnecessary duplication of learning. Barrier: Even though the province has dedicated funds to the further development of a credit transfer system, it is a difficult undertaking that must be continually pursued and must not be moved from the political agenda. Recommendation 1: The government must maintain credit transfer as a priorityas shown with the 2011 $73.7 million investment fundso that the current system can be strong and robust by 2016. Benefit to students: Students will benefit from greater mobility in cost and time savings, as will the government by removing the duplication of prior learning. Innovation within the PSE system can be modeled after many different practices that exist in Canada and abroad as Ontario colleges and universities compete for students within and outside of the country. With regards to degree programs, many countries in the world have accepted a European-wide transfer system based on three cycles with a 3-2-3 credential system (3-year bachelor, 2-year masters and 3year PhD degree program), with this idea stemming from the Bologna Accord. 4 This standardization has allowed many of the countries that participate in the Bologna process to offer their students greater mobility and greater acceptance across national boundaries, as well as in some Asian countries and in Australia. This practice of credential laddering exists within select Ontario programs. Many colleges have developed partnerships with universities through a variety of transfer programs, also known as 2+2 programs. In this model, students study for two years at a college and then transfer to a university to complete their studies. Students usually enter a 2+2 program with the intent of earning a university degree and have guaranteed admission into the university, provided they maintain a predetermined grade point average. The 2+2 programs offer students access to university while providing the first two years of their post-secondary program in a college environment with smaller class sizes, interactive learning, a high level of facultystudent interaction, and lower tuition fees. Barrier: College students may encounter issues with accessing a university degree upon completion of a college program, or they may be denied recognition of credit due to restrictive institutional policies. Recommendation 2: The government should encourage the expansion of 2+2 articulation programs to increase student mobility. Benefit to students: The further development of 2+2 programs will help expand pathways for students, including partway to universities. This could be especially helpful for students who are from groups traditionally underrepresented in post-secondary education. Within the Strengthening Ontarios Centres of Creativity, Innovation and Knowledge discussion paper to which we are responding, the argument has been made that Ontario could and should be Bolognacompatible. The arguments for the adaptation of the Bologna process in Ontario are based on the need
4

Association of Universities and Colleges of Canada, The Bologna Process and Implications for Canadas Universities: Report of the 2009 AUCC Symposium. Last accessed March 15, 2012, from: http://www.aucc.ca/wpcontent/uploads/2011/05/bologna-report-20091.pdf, p. 3

for greater student mobility and the increasingly competitive global workplace. One of the arguments against it is that in North America, degree and program structures are similar and should not be changed to reflect Bolognas standardizations. Structuring the PSE system in Ontario to be more similar to what exists in Europe and abroad is worth exploring. This is especially true with regards to the mobility issues that students face. Students from Ontario colleges may have their mobility limited at Ontario universities. For example, there may be greater opportunity for students from Ontario colleges with an advanced diploma to pursue a Masters credential in Europe and some Bologna-compatible countries. The same opportunities do not exist in Ontario, and current research shows that while there are a handful of Masters programs in Ontario that will consider applications from college graduates of advanced diploma programs ... [but] formal agreements of this type are few and far between. 5 This is partially due to the fact that graduates of an Ontario advanced diploma program do not have formal rights [and clear pathways to] the Masters level (or even at the Bachelors level) [which] may be a substantial impediment to entering a Masters program. 6 In this instance, an advanced diploma does not grant students access to a degree, even if the learning outcomes are aligned. Ontario college students may enjoy more credential recognition abroad when seeking a Masters education. Many pathways exist for students abroad: two notable examples of this are Conestoga Colleges pathway with Griffiths University in Australia, which will allow students entry to their Master of Engineering (Engineering Management) program if they complete a four- year Bachelors degree in ArchitectureProject and Facility Management. 7 The other is the imminent articulation agreement between Fanshawe College and the Victoria University of Wellington in New Zealand, by means of which students of the Architectural Technology advanced diploma program at Fanshawe will be eligible to apply to the Masters programs at the university. 8 Barrier: The terminology, language and jargon in Ontario vary from the nomenclature used in countries participating in the Bologna process. This impedes understanding and transferability in the global sphere and therefore impedes student mobility. Recommendation 3: The college and university systems need to better align the nomenclature of their credentials to those of other institutions in the world. Furthermore, institutions must consider the transferability of credits in the early development of new programs, and the government must support and incentivize institutions to fulfill transferability goals. Benefit: Students will be able to better access further education at home and abroad: there will be more compatibility and consistency in the PSE system as well as ease of movement, thus affording students more opportunity to be mobile, more competitive, and to pursue further education, as well as help with the recruitment of foreign students. Ontarios PSE system was created with two separate sectors in mind, namely the college and the university sector, which has contributed to a lack of access among and between institutions. This has
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Mitchell, Amy, Lane Trotter and Wendy Wilson. 2012. Facilitating College to University Transfer in the European Higher Education Area and Beyond: the Case of Fanshawe Colleges Advanced Diploma in Architectural Technology. Unpublished Paper Draft, p. 2. 6 Mitchell et all, p. 35. 7 For more information, please see http://www3.conestogac.on.ca/degreecompletion/DegreeEntries?programID=24 8 Mitchel et al, p 2

resulted in the movement of students out of the province to fill their credit transfer void, which is repeated anecdotally from our membership. Research, for example, also indicates that 7% of college graduates end up actually enrolling in a university program. 9 A different study shows that students who go into university after completing their college program (1 in 10 graduates continuing their education at university) do so at universities outside of Ontario (9.9% over the most recent four years combined). 10 Taxpayers thus lose on the investments made by funding students public education when these students leave for further study elsewhere. Ontario has to develop better credit transfer and student mobility to increase retention. Colleges, at their inception, were intended to provide fundamentally different educational opportunities than universities: these systems were not meant to mix often. For example, many universities have problematic admissions criteria, per-credit requirements, and residency requirements. Residency requirements, in which students must obtain a set percentage of credits from an institution in order to obtain credentials at said institution, do not allow students to transfer programs easily and result in an unnecessary repetition of courses. For example, a student looking to take a diploma in an accounting program may want to pursue an advanced diploma or degree in accounting. 11 The receiving institution may list the courses in the block of credit or may simply specify entry to a specific year of the program. This is not as easily allowed in Ontario as it is in other provincessuch as Alberta, for instancedue to the fact that Ontarios PSE system was designed for the college sector and the university sector to stand apart. Another example of problematic transfer practices are course exemption policies. Students who transfer into a new program are often met with unnecessary costs to be exempt from courses they had completed at a previous institution or program. This practice is antithetic, as students are punished for pursuing more education by being charged for classes for which they have received the learning outcomes. Students who decide to transfer are met with an administrative fee, yet they are not refunded tuition for the exempted courses. As Ontarios credit transfer system evolves, exemption fees and the loss of tuition refund must be addressed, as this is a great hindrance to the pursuit of higher education. Barrier: PSE institutions have policies in place that prevent students from furthering their education through the unnecessary duplication and the failure of recognition of prior learning. These policies are not only frustrating to students, but impede their mobility, force duplicationboth temporal and financialand fail to recognize prior student achievement. Recommendation 4: Ontario must explore options that allow students to be more mobile by furthering transfer agreements and closing the gaps created by counterintuitive institutional policies that currently exist. Furthermore, institutions charge a number of fees related to credit transfer, in addition to standard application fees. Where possible, these fees should be eliminated, especially those that apply for each credit transferred. Furthermore, the government should incentivize institutions to change these credit transfer practices.

Colleges Ontario. May 2009. Student Mobility Between Ontarios Colleges and Universities. College-University Consortium Council, 2011. CUCC College-University Student Mobility Report. Last accessed September 21, 2012, from: http://www.ocutg.on.ca/www/files_docs/content/pdf/en/oncat_research_reports/oncat_research_reports_10.pdf, p. 31 11 Ontario Council for Articulation and Transfer (ONCAT) OnTransfer. Credit Transfer in Ontario. Last accessed September 18, 2011. From: http://www.ontransfer.ca/www/index_en.php?page=credit_transfer_in_ontario
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Benefit to students: Students will enjoy greater mobility in Ontario, finish their studies in a shorter time frame, enabling them to enter the labour market, and have better on-time completion rates. The removal of these burdensome policies could improve Ontarios retention of students and recruitment of students from outside of the province as well. Colleges are meant to supply students with the skills and knowledge to apply to a specific career. College degrees must therefore meet vocational/employment skill outcomes, which are very well attuned to the labour market and the changing world. College degrees are career-focused; when developed in consultation with employers, they allow students to have co-operative education experiences that provide real-life opportunities, and they deliver academic knowledge and the skills to apply them. 12 These degrees are also provided in smaller classrooms with a better studentinstructor ratio, and are more cost-effective than the traditional undergraduate degree offered by most Ontario universities. College degrees have grown in popularity, as evidenced by the fact that over the course of the last five years the enrollment numbers for college degrees has doubled. The practical and theoretical aspects of the array of course offerings have led to both individual and community growth, which is sorely needed in Ontario. A Conference Board of Canada study found that almost all of the partnerships between colleges and small and medium enterprises (SMEs) led to a new or improved product, service, or process.13 Likewise, this study indicated that one-third of the industry partnerships said they would not have pursued these innovations without the help of Ontario colleges. Initiatives such as these further demonstrate how colleges can act as a resource to develop highly trained professionals for the workforce, stimulate job growth, and improve the effectiveness and efficiencies of SMEs and the economy at large. As colleges are really well-placed to respond to the needs of smaller communities and the economy at large, they should be supported in the current PSE system. Students who are traditionally underrepresented in PSE are more likely to have applied to college: colleges offer shorter programs and allow for more flexibility and affordability than do traditional university degrees. As the Association of Canadian Community Colleges (ACCC) has stated: Aligned with the needs of employers, and operating on the leading edge of advanced skills identification, economic trends and market shifts, colleges solicit continuous business and industry input . . . . Colleges encourage business formation and sustainability by growing the local talent pool, by re-skilling displaced employees, by offering customized education, and by providing applied research and development support to local business. 14 Barrier: College degrees and other college credentials do not carry the same reputational weights as traditional university degrees despite the successes that are seen frequently and consistently within the college system. Recommendation 5: The government should expand college degree programs and should explore existing college degrees and college programs as a model of how to increase efficiency, affordability,
12 13

Degrees in Demand. ND. About us. Last accessed June 24, 2012 from: http://www.degreesindemand.ca/about.jsp Conference Board of Canada. 2010. Innovation Catalysts and Accelerators: The Impact of Ontario Colleges Applied Research. Last accessed May 7, 2012, from: http://www.conferenceboard.ca/e-Library/abstract.aspx?did=3853 14 ACCC. 2010. Post-Secondary Transfers: ACCC Submission to the Standing Senate Committee on Social Affairs, Science and Technology. From http://www.accc.ca/ftp/briefs-memoires/201005_SocialAffairs.pdf

labour market learning outcomes, and the participation of underrepresented groups in the PSE system in Ontario. Benefits to students: Students will be able to complete degree programs that have strong labour market outcomes and develop tangible skills. This will allow students from traditionally underrepresented groups to enjoy the benefits of a higher education, as students from underrepresented populations are more likely to enter college rather than university. One of the discussion topics within the Strengthening Ontario's Centres of Creativity, Innovation and Knowledge discussion paper is timely completion. With regard to the research available on timely completion of PSE, there is more research available from American institutions than Canadian institutions. This could be due to the fact that Canada has the highest rate of college completion among its peer countries. Canada has consistently performed at the top level on college completion. All competitor countries except Belgium, Finland, and Japan have post-secondary completion rates that are more than 10 percentage points lower than Canadas. 15 The completion of programs within the given timeline is essential to the betterment of employment opportunities for graduates: by finishing within a set time, graduates can enter the labour market in a timely manner and thus start contributing to the economy and to the tax system. People with higher education have better labour market outcomes than those with only an elementary or secondary education, as a persons education level is positively associated with health status and health-promoting behaviours. Educational attainment is widely acknowledged as an important determinant of socio-economic status and income, which are both key determinants of health. 16 In addition to contributing more to tax revenues than others do, adults with higher levels of education are less likely to depend on social safetynet programs, decreasing demand on public budgets. 17 One of the reasons that Canada enjoys such a high completion rate is Quebecs unique colleges known as CEGEPs (collges denseignement gnral et professionnel). They offer a pre-university program after Grade 11 that replaces the extra year of high school provided in other Canadian provinces. 18 This program is very similar to the dual credit programs that exist in Ontario. Dual credits allow students to participate in apprenticeship training and college courses. These credits can count towards their high school diploma as well as a post-secondary certificate, diploma, degree, or apprenticeship certification. These two programs mentioned above have similar objectives: increase accessibility by allowing students to experience post-secondary education in a seamless manner. They allow students to acculturate to the PSE realm before they even leave high school, a great retention and accessibility tool. Colleges in Canada, and in Ontario, are more career-focused than their university counterparts. After completing high school, research consistently suggests that many graduates select a college program
15

Conference Board of Canada. ND. College Completion. Last accessed July 18, 2012, from: http://www.conferenceboard.ca/hcp/details/education/college-completion.aspx 16 Public Health Agency of Canada (PHAC). November 2005.The Social Determinants of Health: An Overview of the Implications for Policy and the Role of the Health Sector. Last accessed on April 23, 2011, from: URL: http://www.phac-aspc.gc.ca/ph-sp/oiar/01_overview-eng.php 17 Baum, Sandy and Kathleen Payea. 2005. The Benefits of Higher Education for Individuals and Society. College Board. In Education Pays 2004: Trends in Higher Education Series p. 7 18 ibid

and apply for it based on little information. 19 The alignment of interest and abilities for students pursuing a PSE is very important, and policy could be developed to match the interest of the students and program outcomes. Perhaps the most obvious place for improvement is the Career Studies course that all Ontario students must complete in Grade 10. The course curriculum makes reference to the importance of postsecondary education but places a much greater emphasis on employment-related topics such as selfassessment, the job market, and employment strategies than it does on educational planning. 20 With regards to the high school curriculum, improved information about financial assistance and the different streams and opportunities available to students could increase students participation in PSE. Another way to address timely completion is to incentivize and reward students for completing a program in a set period of time. For example, New Brunswick houses a debt reduction program to incentivize students to complete their program of study within the given period of time. The Debt Reduction for Timely Completion Benefit is a provincial debt reduction program introduced in 2009 to help post-secondary graduates by addressing accumulated student loan debt over $26,000 and to encourage the successful completion of studies in a timely manner. The criteria for qualifying for the debt reduction program are relatively simple, as is the application for the program. It is for students who complete an undergraduate degree, certificate, or diploma at any publicly funded post-secondary educational institution or a private 21 institution, within the established timeline of the program, and who have total combined Canada and New Brunswick government student loans associated with that credential exceeding $26,000. Those who fit the criteria will have 100% of the New Brunswick portion of the Student Loan in excess of the combined $26,000 threshold forgiven. 22 Moreover, there is an appeal process for those students whose applications are rejected if they can demonstrate exceptional circumstances. Programs such as these could arguably be introduced in Ontario to give students more motivation to finish within a specific time period. Barrier: Some students do not complete their programs on time or are not enrolled in programs that best match their skills and interests Recommendation 6: In order to maintain and improve upon the high college completion rates, programs such as the dual credit program in Ontario and New Brunswicks Debt Reduction for Timely Completion Benefit should be explored to see where there is room to further improve and implement such programs in Ontario. Furthermore, continuing efforts should be made to improve the Career Studies curriculum so that students skills and interest are aligned with their program choices. Benefit to students: Students will be able to make better choices about the programs they wish to study and qualifications they wish to achieve so that they can easily enter the labour market befitting their interests and skills.
HRSDC and ACCC. 2007. Pan-Canadian Study of First Year College Students: Student Characteristics and the College Experience. Career Preparation and Certainty at College Entry. Last accessed on July 15, 2012, from http://www.hrsdc.gc.ca/eng/publications_resources/learning_policy/sp_787_08_07e/sp_787_08_07e.pdf p 29 20 Guidance and Career Education, The Ontario Curriculum Grades 9 and 10. (see http://www.edu.gov.on.ca/eng/curriculum/secondary/grade10.html) 21 The private institution must be a private chartered, not-for-profit, degree-granting institution located in New Brunswick 22 For the program description, please see: http://www2.gnb.ca/content/dam/gnb/Departments/petlepft/PDF/Timely_Completion_Benefit-e.pdf
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Credit Transfer, Credential Compatibility, and Student Mobility

To give students the maximum benefit of our post-secondary education system and the widest possible choice of their learning experience, students must be able to move from one institution to another across provincial, national, and/or territorial boundaries. Collaboration and cooperation between institutions across Canada and in the province are critical to the achievement of this objective; as students are more mobile than ever, Ontario must strive to be the number-one choice for students. The government of Ontario has made great strides towards the implementation of a robust credit transfer system with the 2011 $73.7 million dedication over five years for the systems creation. These funds have gone toward the Credit Transfer Innovation Fund, the Credit Transfer Institutional Grants, and the Credit Transfer Accountability Framework. To make the transfer process as seamless as possible, institutions must have fair and accessible policies in place and they must clearly communicate the transfer process to students very early in the application process. There must be adequate administrative support within every institution to coordinate and track the processing of agreements, and training and support must be provided to ensure consistency and efficiency. The end-user experience and navigation of the system must also be simplified as the alignment of programs in Ontario occurs. Arguably, these objectives could be achieved with different funds than those from the 2011 dedication. By aligning priorities and standards, Ontario must make the transfer process seamless and as accessible as possible. To reiterate, making Ontario the most convenient choice for transfer will be the most successful implementation of students transfer choices. For a further discussion on credit transfer improvement, please see the joint submission by the College Student Alliance, Ontario Undergraduate Student Alliance and Colleges Ontario to the government with OUSA, and CO in Appendix A of this document. Barriers: Many institutions may hinder credit transfer and student mobility with inconsistent and unclear transfer policies in the two PSE sectors in Ontario. Recommendation 7: The government must incentivize institutions to help create a more robust credit transfer system to aid student success and mobility. Benefit to students: Students will benefit from a well-developed credit transfer system by being able to move seamlessly across and within institutions. Different transfer activities, such as those in the countries that subscribe to the Bologna Accord, Australia, and select Asian countries, must be closely studied to see where there is room (for Ontario specifically and Canada in general) to determine adaptability. The Higher Education Quality Council of Ontario (HEQCO) is currently conducting three major research projects focused on defining and measuring learning outcomes, working with Ontarios colleges and universities, in partnership with international organizations. It is vitally important that these studies be continued so that if the practices show promise for being adopted in Ontario, HECQOs work will help contribute to the further development of transfer policies where applicable to ensure that Ontarios credits and credentials remain compatible with global standards. A way to make Ontario credentials clearer is to provide a diploma supplement like we see in institutions across Europe and Australia. In response to Bolognas diploma supplement, Australia developed a 8

supplement for graduates in 2007. The diploma supplement is fundamentally a communication tool. It aims to describe in an explicit and understandable manner the students qualifications and skills when they wish to continue their studies or seek employment at home or abroad. 23 It is a document issued to graduates by the awarding institution in addition to the degree or diploma document. This supplement acts as a communication tool outlining the tangible skills, qualifications, and attainments that students achieve at the program level, and it is most useful outside of the country. This supplement provides an explicit and condensed summary of the skills, qualifications and attainments the student has achieved. Just as instructors explain the learning outcomes to students at the time of study, so does the diploma supplement describe those outcomes to graduates, potential employers, and others upon graduation. This sort of practice could help Ontario college graduates better communicate their skills and qualifications. There is a lack of clarity for employers around college credentials, especially college degrees. This is particularly troublesome because college credentials have learning outcomes that must meet occupational learning objectives. This gap could come from the fact that as PSE credentials become more common, they are therefore seen as less valuable, with popular media reports alluding to the fact that more bachelor degrees now hold the same labour market currency as high school diplomas did 50 years ago. 24 This bias against college credentials could be addressed by diploma supplements. Barrier: Qualifications earned and the learning outcomes achieved are not easily understood by employers and institutions outside of Ontario. Recommendation 8: The government should institute credential supplements that can be used to increase employer awareness of the skills and proficiencies that students attain with their qualifications. Benefit to students: Students will enjoy better labour market entry by being able to communicate specific skills and abilities that stem from their qualifications: they will also be able to communicate learning outcomes and align them to other PSE institutions outside of Ontario, making them globally compatible.

Year-Round Learning
The idea that year-round learning should be implemented in Ontario is one that is gaining ground with administrators, but not necessarily with students. Some institutions in the United States are keen to offer year-round learning, mainly due to the financial crisis. Research shows that as of fall 2010, more than 50 schools in the United States now offer shorter degrees, and another 50 or so [were] expected to introduce such options in fall 2011. 25 This movement included the expansion of dual credit programs (like the ones we have in Ontario in which students in high school take college-level courses) and heavier workloads during the summer semester. The University of Guelph, for example, offers many programs with its trimester system, which allows students to graduate more quickly. Yet few, in fact, take advantage of this option. 26
23

Aelterman, Guy, Bruno Curvale, Armaan Erdoan, Emmi Helle, Susanna Krki, Charlotte Miles, Franoise Profit for ENICNARIC and ENQA. 2008. Study on the Diploma Supplement as Seen by its Users. Last Accessed August 30, 2012, from: http://www.enqa.eu/files/Diploma%20Supplement%20Study_Edit%20MS.pdf 24 Pappano, Laura. July 22, 2011. New York Times The Masters as the New Bachelors http://www.nytimes.com/2011/07/24/education/edlife/edl-24masters-t.html?pagewanted=all 25 Higher Education Strategy Associates. (2012). Changing Times, Changing Places: The Global Evolution of the Bachelors Degree and the Implications for Ontario. Toronto: Higher Education Quality Council of Ontario p 6 26 Higher Education Strategy Associates, p. 13

This idea brings forth the following questions: How will students be able to finance their education if they are not able to work in the summer? College students on average saved $2,859.21 during the summer term, 27 which they used to partially pay for school-related costs. We also ask: Will students be properly supported? In order to help students succeed, there need to be support services available to students during their studiessupports which, during the summer, are usually reduced or non-existent due to the fact that there are only a small number of students attending school during the summer semester. The undertaking for institutions of these efforts would be high if there were not enough students interested in taking summer courses. However, data show that in the past five years, the number of new students starting in the winter semester has increased by 54 per cent and first-year enrolment in the summer semester has increased by 56 per cent. In contrast, first-year enrolment in the fall semester has increased 23 per cent over the same period. 28 This shows that year-round learning is already happening at the college level. One issue that students have considered in relation to year-round learning is the use of campus space and the deferred maintenance issues that exist across Ontarios college system. The 2010 Ontario Auditor General Report noted that as of April 2010, the deferred maintenance backlog throughout Ontarios colleges ranged from $568 million to $745 million.29 This backlog needs to be addressed, as it is of the utmost importance that the learning environments offered to our students are adequate, upto-date, and safe. Maintenance repairs and projects generally take place during the summer months, and must happen because the result of the backlog on some campuses is very visible. The Drummond report made the recommendation that before new capital spaces are approved, [the government must] require universities and colleges to demonstrate increased use of space and consider year-round optimization of existing spaces. 30 This is tied to the point that there needs to be an improvement of existing infrastructure, especially in the college sector. Investments in new capital assets are critical, but they must also not overshadow the need to take care of Ontarios learning facilities, especially as more and more colleges offer year-round learning. Barrier: As year-round learning is introduced with more frequency, there needs to be more attention paid to support of students and the deferred maintenance projects so that students could learn in an appropriate and safe environment. Recommendation 9: Institutions and government should introduce year-round learning at institutions if the support services and infrastructure can be made available to support year-round learning. Benefit to students: For those students that partake in year-round learning, they may experience greater flexibility and choice as they may complete their programs faster and enter the workforce more rapidly.

Quality Teaching and Learning Outcomes

27

College Student Alliances Survey Report, forthcoming. The survey was conducted online from November 7, 2011 to November 30, 2011 using an internet survey platform licensed by Abacus Data. In total 2,391 college students completed the survey. 28 Colleges Ontario. January 2012. Towards a Stronger Ontario Workforce: Ontario Colleges Submission for the 2012 Budget. Last accessed September 24, 2012, from http://collegesontario.org/policy-positions/budgetsubmissions/2012_13_budget_submission.pdf p 6 29 Jim McCarter, 2010 Annual Report, Office of the Auditor General of Ontario (Toronto, 2010). 30 Commission on the reform of the Ontarios Public Services. 2011. Public Services for Ontarians: A Path to Sustainability and Excellence. Last accessed August 30, 2012, from: http://www.fin.gov.on.ca/en/reformcommission/chapters/report.pdf p. 256, emphasis added

10

The discussion paper mentions tying funding to learning outcomes, a strength of the colleges, in a renewed funding formula. The college sector, a system whose original intended purpose was to fill the demand for a skilled workforce, makes good use of expected learning outcomes for graduates. Expected learning outcomes are clearly outlined and defined within the course syllabi of individual college courses. There is no standard test that can be applied at the sector level to accurately measure learning outcomes the way that they are currently measured at the program level. Therefore, the tying of funding to learning outcomes under the current evaluation methodology is problematic. The American-based Collegiate Learning Assessment (CLA) uses the approach of measuring Learning Improvement, a methodology that takes into account the varied educational backgrounds of students entering the post-secondary system. The CLAs focus, however, is very narrow, only touching on the written communication and problem-solving portions of a post-secondary education, leaving it ill-suited to measure the primarily skills-based college learning outcomes. Similarly, the OECDs Assessment of Higher Education Learning Outcomes (AHELO), and the EU-based Tuning Project are all universityoriented and are inadequate for providing accurate assessments of college student learning outcomes. Barrier: Available external evaluation methodologies currently used for measuring learning outcomes are ill-equipped to accurately gauge the primarily skills-based teaching and learning outcomes expected of graduates within the college sector. Recommendation 10: The CSA suggests that it is premature at this point to tie funding to learning outcomes, as currently available models of this type of evaluation are either unreliable or would be very costly and labour-intensive to implement. Benefit to students: Through teaching enhancement and modifications to our institutions that facilitate the growing diversity of students, government can achieve the desired results in student knowledge retention and employability. Furthermore, recognition of the governments ability to help institutions overcome the challenges to improving learning outcomes such as enhancing teaching techniques and increased funding to provide support services to students with higher needs is necessary to create the innovation desired in this sector. With regards to the learning outcomes and outcomes-based evaluation, there are a number of efficiencies that lie in the college system. For example, Durham College has an Outcomes Based Assessment for new and existing programs at its disposal that it uses to maintain program standards and develop key metrics and measurable outcomes. The college provides faculty with an interactive online tools for the development of curriculum, called Curriculum Assistant, which aids teaching professionals by providing tools to guide them through the milestones of curriculum development and maintenance. The Curriculum Assistant program provides the guides, templates, and tools needed for curriculum development. Tools and practices such as these could be easily replicated at institutions across Ontario by faculty with different computer competencies. Barrier: Learning outcomes are not always clearly stated in programs and prevent student mobility and the communication of skills to other institutions and employers.

11

Recommendation 11: The government should undertake an environmental scan of learning outcomes practices at different institutions to identify and share the best practices so that they could be adapted by other PSE institutions. Benefit to students: With easily communicated learning outcomes, students can enjoy greater mobility of credits and the better communication of skills to potential employers. A poll of Ontario College Students clearly demonstrates the need for improvements in teaching technique which could be achieved through the further development and implementation of teaching and learning centres focusing on professional development to better suit the changing needs of todays student. The graph below summarizes what students said was very important, somewhat important, not that important, and not at all important when thinking of what makes a quality lecturer. Communicating the subject matter was found by 86% of students to be very important, where only 45% of students thought that integrating technology was very important, and 14% said that this was not that important. Figure 6.0: Factors that are Important in a quality lecturer 31
Communicates the subject matter Is open to students` questions Organized Clearly states objectives Interesting or entertaining lectures Flexible Integrates technology 0% Very important 10% 45% 20% 30% 40% 50% 86% 80% 80% 74% 71% 61% 38% 60% 70% 80% 90% 100% 13% 17% 19% 22% 25% 33%

Somewhat important

Not that important

Not at all important

The following graph summarizes student agreement along 12 categories when we asked about their experience with instructors and teachers in college. Overall, most students would say that the lecturers have a sound knowledge of the topics discussed, whereas only 34% of students would completely agree that instructors were able to communicate concepts clearly, and only 34% felt that they were provided feedback promptly.

31

From the College Student Alliances Student Experience Survey Report, forthcoming. The survey was conducted online from November 7, 2011 to November 30, 2011 using an internet survey platform licensed by Abacus Data. In total 2,391 college students completed the survey.

12

Figure 5.0: From your experience with instructors and teachers in college, do you agree or disagree with the following statements? 32
The lecturers have sound knowledge of the topics

60%

32%

3% 3% 8% 9% 7% 10% 9%

The course objectives were made clear to me The lecturers apply the course material to eal world r problems I can apply what Ie learned in school to problems I v encounter outside of school The lecturers was able to answer students questions

55%

37%

50%

34%

49%

35%

47%

38%

Class has prepared me for employment in my field

45%

36%

The lecturers are enthusiastic about the subject The lecturers were sensitive to student cultural s backgrounds The assessment of the work is fair

45%

36%

42%

27%

17% 9% 10% 10% 7%

39%

39%

The lectures were organized

36%

44%

The feedback on my work is provided promptly The lecturers were able to communicate concepts clearly

34%

40%

34%

48%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Completely agree Somewhat disagree Somewhat agree Completely disagree Niether Not applicable

32

From the College Student Alliances Student Experience Survey Report, forthcoming. The survey was conducted online from November 7, 2011 to November 30, 2011 using an internet survey platform licensed by Abacus Data. In total 2,391 college students completed the survey.

13

Technology-Enabled Learning Opportunities

The use of online learning in Ontarios colleges has steadily increased in application and occurrence. As this trend continues to develop and integrate itself into the fabric of the post-secondary education landscape, the issues that come out of this process must be addressed. In the development of further online learning opportunities, it must be ensured that online learning becomes a valuable part of the PSE experience and leads to increased mobility and flexibility, higher completion rates, and greater access. The government of Ontario has been exploring online learning, and Ontarios higher education system has more than 18,000 courses and over 1,000 online programs and distance learning opportunities, 33 with more than half a million student registrations in college and university online courses. 34 Before online learning in Ontario can be discussed in greater detail, a few distinctions must be made between online learning, hybrid learning, and open online learning to provide clarity for a solid discussion. Online learning is where most of the course is delivered online and there are no face-to-face class meetings. Hybrid learning, also known as blended learning, is where web and classroom components are mixed together. To further define online learning: Online courses [can be] defined as those in which at least 80 percent of the course content is delivered online. Face-to-face instruction includes courses in which zero to 29 percent of the content is delivered online; this category includes both traditional and web facilitated courses. The remaining alternative, blended (sometimes called hybrid) instruction is defined as having between 30 percent and 80 percent of the course content delivered online. 35 One of the most important matters to note is that online classes require students to be self-directed learners. With the inclusion of online learning, the class instructors have to be able to deliver lessons in a different format than traditional classes, and students must also be able to use the technology in place in order to succeed. There is a misconception that students are technology-proficient; this is not true, especially with online learning technologies. In reality, college students today are also older, more diverse, and have different academic backgrounds: they must be able to access services that will support their differencing learning styles. In order for students to properly succeed in their online learning ventures, they need to have proper support in online learning. Barrier: Students may not have the optimum ability to participate in online learning, as they need various support systems in place in order to successfully complete an online course. Recommendation 12: Post-secondary education institutions must ensure that students must have access to instructors or teaching assistants, support services, and technical support as they participate in online classes.

33

MTCU. ND. Online Learning. Last Accessed July 30, 2012, from: http://www.tcu.gov.on.ca/eng/postsecondary/schoolsprograms/online/ 34 Contact North. ND. About Us. Last accessed August 2, 2012, from: http://www.contactnorth.ca/about-us 35 Allen, I. Elaine and Jeff Seaman. 2010. Learning on Demand: Online Education in the United States, 2009, Babson Survey Research Group, Last accessed July 30, 2012, from: sloanconsortium.org/publications/survey/pdf/class_differences.pdf p.4

14

Benefit to students: Students will be able to better participate in online learning and thus have a more quality experience. Just as support should be given to students, it should be given to instructors as well. Pedagogy and design must be considered, as converting a traditional classroom into an online one is not simply a matter of curriculum conversion, 36 and it is not a matter of copying the content to an online medium. The re-design of a course from a traditional classroom setting to an online setting require[s] different information presentation and processing techniques, such as ideal length of online text and new pedagogical tools such as the discussion board. 37 This is not only a time-consuming process, but a personnel-driven one. Many costing studies for higher education usually show that digital technologies cost more than traditional methods, and yet e-learning continues to grow. 38 This is due to the fact that technologyenabled learning may prove to be more expensive given the ongoing need for course design support, faculty training and technology maintenance and upgrading. 39 In order for institutions to support their instructors in the further development of online courses, they have to make the time and funding available for instructors to develop these courses. Instructors may lack experience with online learning or be hesitant to try new technologies, so they need additional guidance in developing and maintaining these courses as students have increased needs and expectations with online learning. 40 This support of the instructors is crucial for the development of academically sound courses. In Ontario, there are resources that exist within the PSE system, with Contact North offering the technology platform and support for the delivery of online course once they are developed. They do also offer strategic advice to PSE institutions as they develop online course content so that the course can be developed as an online course rather than just copying the content to an online medium. Contact North also offers a collection of best practices for quality design and the development of online learning, which should be better shared with instructors to ease the development of online courses. Barrier: Instructors do not have the proper support and training to properly develop online content, as it varies from the content delivered in traditional classrooms. Recommendation 13: The government must work with institutions to share best practices so that instructors can develop online courses properly and with students in mind. Furthermore, institutions should include a mandatory online learning and online course development component in their professional development programs. Benefit to students: Students will be able to partake in online learning that is student-centric and developed with the students in mind.
36

Palloff, Rena M. and Keith Pratt. 1999. Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom. San Francisco, CA: Jossey-Bass.p 87, from Clark-Ibez, Marisol and Linda Scott. Teaching Sociology, Vol. 36, No. 1, Lessons Learned at the 2007 ASA Annual Meetings: Insights from the Teaching-Related Workshops (Jan., 2008), pp. 34-41 37 Clark-Ibez, Marisol and Linda Scott. 2008. Learning to Teach Online: Lessons Learned at the 2007 ASA Annual Meetings: Insights from the Teaching-Related Workshops Teaching Sociology, Vol. 36, No. 1, p 36 38 Guri-Rosenblit, 2005, in Laurillard, Diana. 2007. Modeling Benefits-Oriented Costs for Technology Enhanced Learning Higher Education (2007) 54:21-39, p 22 39 AUCC. 2000. Statement on Technology Enhanced Learning. Last accessed August 3, 2012, from; http://www.aucc.ca/_pdf/english/statements/2000/tel_06_20_e.pdf 40 Bonk, Curtis and Ke Zhang. 2009. Empowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying, and Doing. John Wiley & Sons: San Francisco, in preface

15

With regards to different types of online learning is seen as an approach to learning that gives students flexibility and choice over what, when, at what pace, where, and how they learn, usually through online components. Open Online Learning signifies the use of an open admission policy in which the institution providing the courses only requires students to be of a certain age or have their high school diplomas. An example of this that is very well known in Ontario is Athabasca University (AU), which has 38,000 students registered in the online courses it provides. 41 Athabasca University serves many Ontario students, especially those that they term as visiting students: students that take Athabasca University courses for transfer to an academic program at their home institution. This usually is prefaced with students acquiring a letter of permission from their home institution to ensure that the credits they receive from the AU courses can be transferred to their academic program at their home institution. There is no institution similar to Athabasca in Ontario. Another example of open learning that takes place online is a recent movement of institutions offering massive open online courses (MOOCs). Very well-known examples are edX, which started off with MITs online learning initiative, MITx, which [offers] a portfolio of MIT courses for free to a virtual community of learners around the world. 42 This edX initiative was undertaken by MIT, University of CaliforniaBerkeley, and Harvard University. Similarity, Coursera, an online education start-up company, has partner[ed] with the top universities in the world to offer courses online for anyone to take, for free. 43 There are a few different models of open learning such as these available for basically anybody with an Internet connection. Coursera has an Ontario connection, as the University of Toronto has joined the MOOC movement in July 2012 by offering five courses in the fall of 2012 through Coursera. This recent trend begs the question: Can this be done in Ontario? In a way, it already is: we have a lot of successes in Ontario in helping students access education through online technologies. As mentioned above, Ontario has more than 18,000 courses and over 1,000 online programs and distance learning opportunities, 44 as well as more than half a million student registrations in college and university online courses. 45 This is through such online initiatives as Contact Norths student portal, under the studyonline.ca URL; Contract Norths educator portal under the contactnorth.ca URL; and OntarioLearn.ca. Contact North/Contact Nord is Ontarios distance education and training network. Established in 1986, it is a non-profit corporationfunded by the Government of Ontariothat offers access to education opportunities for Ontarians through online learning. 46 This includes 112 physical online learning centers that are equipped with distance education technologies such as audioconferencing, videoconferencing, web conferencing, computer workstations, and high-speed Internet (where available). 47 The educator and trainer side of the Contact North portal is on the ContactNorth.ca website, and this portal offers resources for online learning, a sharing of best practices, current
41

Athabasca University. ND. About AU: Athabasca University at a Glance. Last accessed August 2, 2012 from: http://www.athabascau.ca/aboutau/glance.php 42 MITx Home Page. ND. Untitled. Last accessed August 1, 2012, from: http://mitx.mit.edu/ 43 Coursera. ND. About Coursera. Last accessed August 1, 2012, from: https://www.coursera.org/about 44 MTCU. ND. Online Learning. Last Accessed July 30, 2012, from: http://www.tcu.gov.on.ca/eng/postsecondary/schoolsprograms/online/ 45 Contact North. ND. About Us. Last accessed August 2, 2012, from: http://www.contactnorth.ca/about-us 46 Contact North/Contact Nord/studyonline.ca. ND. About us 47 Contact North/Contact Nord/studyonline.ca. ND. Online Learning Centres

16

research, training resources, and an update on recent trends in online and distance education, to name a few. The student portal on the Contact North website is one that provides students with information about credit transfer by guiding them to the ONTransfer website. The ONTransfer website provides students with a list of advisors and transfer policies at each institution. While this is a great start to helping students navigate the current system, the transferability of students should be integrated more into the online learning system so that every course that is available online should have easily accessible information about its learning outcomes and transferability to other Ontario institutions. Barrier: In the development of further online learning in Ontario, credit transfer may be overlooked as an issue. Credit transfer is one of the most prominent issues in the PSE system in Ontario that limits student choice and mobility, and it contributes to duplication and misspending for government and Ontario families. Recommendation 14: The government and post-secondary institutions must ensure that credit transfer is a key priority in the further development of online education. Benefit to students: In making student mobility and credit transfer a priority in the development of online courses, there will be better transfer opportunities offered to students, as transferability must be considered in the development of courses and not after their creation and implementation. OntarioLearn is a consortium of 24 Ontario colleges that have partnered to develop and deliver online courses. Each partner college selects courses from the OntarioLearn.com course inventory that will complement its existing distance education offerings. This partnership approach has allowed member colleges to optimize resource use, avoid duplication and, more importantly, increase the availability of online learning opportunities for their students. 48 Both Contact North and OntarioLearn provide flexibility and access to students across Ontario. There are many examples of online education institutes, such as the Western Governors University in the United States, the Open University in the United Kingdom, and the Open Universities Australia. Open Universities Australia does not grant degrees or credentials, but facilitates the degree granting through participating institutions. The Western Governors University is a national, credential-granting, online university that serves more than 30,000 students from all 50 U.S. states. 49 They are very successful with a relatively open online admissions policy, successful student support, relatively low tuition rates, and flexible online delivery, with programs starting every month. This is a stand-alone institution, not a consortium like we have in Ontario with the OntarioLearn portal. Similarly, the Open University in the United Kingdom is also a stand-alone institution that confers and plans its own programs and credentials. It was established in 1969 and currently has 260,000 students.50 These two institutions developed organically and have open admissions policies, similar to that of Athabasca University in Alberta, mentioned above.

48

Contact North. June 2012. Online Learning in Canada: At a Tipping Point. A Cross-country Check-up 2012 Last accessed August 3, 201, from: http://www.contactnorth.ca/sites/default/files/pdf/innovationpractices/onlinelearningincanadareport_june_12_2012.pdf 49 Western Governors University. ND. About WGU. Last accessed August 3, 2012, from http://www.wgu.edu/about_WGU/overview 50 Open University. ND. Facts and Figures. Last accessed August 3, 2012, from: http://www8.open.ac.uk/about/main/the-ouexplained/facts-and-figures

17

Of most importance to our recommendations is the Open Universities Australia model, which is not a degree-granting institution, but a consortium of 19 universities and other PSE institutions that has integrated student support services. This is very similar to the OntarioLearn consortium in our province. This model allows the participating institutions to share student support in one portal but still allows the independent institutions to offer qualifications. Students may complete single [classes] for interest, or follow a [program] structure to work towards a specific qualification and can choose to study parttime or full-time, continuously or with breaks. 51 The Open Universities Australia handles enrolment and some administration but the provider universities send the study materials, handle all academic matters, and are responsible for assessment and graduation. If a student completes a program, he or she graduates from the university offering that program. This is somewhat similar to the OntarioLearn consortium that exists in Ontario. If the government wanted to work within the current system to develop an Ontario Online Institute, this model could be one that the government might choose, as they could rely on the system already in place. The use of the existing resources, rather than the development of new ones, would be optimal and cost effective. Athabasca University offers students physical spaces via their satellite campuses in Calgary and Edmonton to enable students to receive first-hand educational support services and to write invigilated examinations. 52 This is similar to the 122 physical Learning Centres that are offered by Contact North across the province. If these practices were combined and were to include universities, the Online Ontario Institute would be a portal that facilitates online learning, one that offers shared students support services, and one that has physical centers for students to access their education. Barrier: Ontario has not been able to communicate its successes with online learning and is looking to develop an Ontario Online Institute to compete with foreign online institutions. Ontario is also possibly looking to the Online Ontario Institute to resolve issues with credit transfer and residency requirements that hinder completion of credentials. Recommendation 15: The Ontario Online Institute should build on the groundwork that currently exists in Ontario, such as the OntarioLearn consortium or the Contact North Learning Centers, and should not be a degree-granting institution. Benefit to students: By building the Ontario Online Institute to be similar to the Open Universities Australia modeland building that model on existing successes in Ontariogovernment and institutions may enjoy cost benefits that can and should be passed on to students. The further development of online learning will provide students with flexibility and greater access. Twenty-nine of the Contact North learning centers are placed within First Nations Communities, 53 which can help increase access to groups traditionally underrepresented in post-secondary education. Considering the fact that students could access classes from anywhere that has the technological capabilities, including the technology, hardware, and Internet access, there is room to include students from traditionally underrepresented groups. These groups could include rural and northern students, for

Open Universities Australia. How Does Studying through Open Universities Australia Work?. Last accessed August 3, 2012, from http://www.open.edu.au/faqs/general#how-does-studying-through-open-universities-australia-work 52 Athabasca University. ND. About AU: History. Last accessed August 3, 2012, from: Random http://www.athabascau.ca/aboutau/history.php 53 Contact North. ND.List of Online Learning Centers Last accessed august 8, 2012, from http://studyonline.ca/studentservices/access-centres/list

51

18

example, or those students who would not be able to relocate to another city or from another province to pursue PSE credentials. With respect to any educational advancement, student support and success must be of the greatest priority. Some niche groups, such as first-generation students, Aboriginal students, new Canadians, and students with disabilities, may not consider a traditional in-class education as an option for higher education. Online education could be a portal to engage students who are not represented traditionally in the PSE sphere: through this engagement, the 70% PSE attainment rate set by the government could be achieved. Barrier: Students from groups like first-generation students, Aboriginal students, new Canadians, and students with disabilities are traditionally underrepresented in PSE. Recommendation 16: In the design of the Ontario Online Institute, students who are traditionally underrepresented in PSE must be made a priority in the marketing and recruitment stage. Benefit to students: If students from traditionally underrepresented groups accessed education, they would enjoy higher socio-economic standards and would help the province achieve its goal of a 70% PSE attainment rate.

Creating a Tuition Framework that is Fair to Students

Recent government initiatives, such as the introduction of the Ontario Tuition Grant (OTG) and the expansion of the Ontario Student Assistance Program (OSAP), have helped address access and affordability issues. However, without a change to the tuition framework, these initiatives will only temporarily address issues of affordability. Ontario has consistently had the lowest per-student funding in Canada during the last two decades, with funding currently at 24% below the national average. Additionally, student debt loads have continued to increase, which is particularly concerning from an access and affordability perspective, especially considering the growing debt loads, as roughly 50% of college students accessed OSAP in order to pay for their education in the 20092010 school year. Other than tying a tuition rate growth to the CPI, any other option is purely arbitrary. The larger the cap is on tuition fees, the greater is the possible adverse effect on accessibility; the lower the cap, the greater is the pressure on the government to compensate with increased operating revenue. 54 As mentioned above, Ontarios colleges remain amongst the lowest per-student-funded educational institutions in all of Canada. This situation has made a tuition freeze a very desirable option. With mounting debt and high tuition fees, the system is becoming unsustainable. Barrier: The current tuition framework is unsustainable, and the rates at which tuition fees have increased have resulted in a heavier debt load for new graduates. Recommendation 17: The government should implement a tuition freeze for a period of two years. Furthermore, the government should look into the eventual elimination of tuition tax credits 55 to fund an ongoing tuition freeze.
54

Norrie, K. & Lennon, M. C. (2011). Tuition Fee Policy Options for Ontario. Toronto: Higher Education Quality Council of Ontario. 55 Phasing out of tax credits mentioned in Commission on the Reform of the Ontarios Public Services. 2011. Public Services for Ontarians: A Path to Sustainability and Excellence. Last accessed August 30, 2012, from: http://www.fin.gov.on.ca/en/reformcommission/chapters/report.pdf

19

Benefit to Students: Students will be able to better afford higher education and will not be burdened with an astronomical debt load upon graduation. Students today face a number of barriers in the pursuit of higher education. Specifically, low-income students, Aboriginals, first-generation students, rural and northern students, and students with dependents encounter financial constraints that have limited their ability to attain higher education. Statistics show that only 60% of students whose families earn a combined $25,000 a year pursue postsecondary education. 56 Subsequently, Ontarios First Nations, Mtis, and Inuit people suffer from high secondary school dropout rates compared to their non-Aboriginal counterparts. 57 As a result, only 9% of Aboriginals have a university certificate or degree. 58 Rural students also have significantly lower university enrollment rates compared to urban dwellers. 59 For rural students, the convenience of attending college as opposed to university seems more feasible due to location and financial constraints.60 Efforts to increase the PSE attainment rate for students from the groups traditionally underrepresented in higher education will result in the higher socio-economic status for these students, which could result in higher tax revenue for the province. In Ontario, 40% of individuals cited financial constraints as the reason for failing to attain post-secondary education. 61 The escalating costs of tuition and insufficient financial aid have also limited post-secondary admissions for first-generation students and students with dependents. The rise in tuition fees corresponds with high levels of student borrowing and associated debt loads. With regards to affordability to education, high tuition fees have a negative impact on students from groups traditionally underrepresented in post-secondary education. These concerns are widespread across all underrepresented groups. While research suggests no consistent relationship between tuition fees and post-secondary education participation and retention rates, debt accumulation is a significant deterrent for many potential students and therefore must be recognized as a barrier in the pursuit of higher education. Ontario continues to have the lowest per-student funding for colleges and universities across Canada. Moreover, Ontario spends less on post-secondary education per student than two decades ago and the average per-student funding from the provincial government is only 78 percent of the Canadian average. The effects of such underfunding have a damaging impact on the quality of education offered at colleges and universities across the province. Institutions have tried to ease these shortcomings by relying on hiring freezes and part-time and sessional faculty. As a result, Ontario has the worst studentfaculty ratio in Canada15 percent higher than any other province in Canada. This concern affects a number of issues, including class sizes, course selection, program offerings, and studentteacher interactions. Ontario has one of the most comprehensive post-secondary curricula,

56 57

Higher Education Quality Council of Ontario 2010. Social Research and Demonstration Corporation 2009. 58 R.A. Malatest & Associates Ltd. Promising Practices: Increasing and Supporting Participation for Aboriginal Students in Ontario. Toronto: Higher Education Quality Council of Ontario, 2010. 59 Adapted from: Looker, Dianne. Regional Differences in Canadian Rural-Urban Participation Rates in Post-Secondary Education. Toronto: MESA Project, 2009. 60 Berger, Joseph, and Ann Motte. Mind the Access Gap: Breaking Down Barriers to Post-Secondary Education. Options Politiques (, 2007: 42-46 61 Berger, Motte and Parkin 2009.

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having been recognized globally. Thus, it is imperative that Ontario colleges and universities receive equalized post-secondary funding to remain fair and globally competitive. Barrier: Students constantly have to cover the funding shortfall that results from institutional underfunding. Recommendation 18: The province should meet the national per-student funding average in the next four years (by 2016). Benefit to students: Students will be able to better afford their education and will experience a higher quality educational experience if the per-student funding met the national average. Additionally, students from underrepresented groups could be more inclined to pursue PSE, thus improving their economic status and quality of life as a result of taking on less debt. Mandatory ancillary fees are fees that support those services and activities that are not included in tuition fees or capital grants, or that are not supported by the General Purpose Operating Grant (GPOG). Students may also be required to incur non-mandatory fees for materials that are program-specific or are charged to every student but have a refund (or opt-out) process. Across the board, we see overall increases of fees at nearly every college for the current academic year (20112012), which is compounded by rising tuition fees. This overall increase in fees creates concern about affordability and students ability to attend college. Transparency issues exist due to the fact that the current MTCU guidelines are not easily accessible to student associations when they implement new fees or to review existing fees. For example, the ministers binding policy directive and other documents governing mandatory ancillary fees are not publically available, but are instead only accessible by a passwordprotected Internet site to which neither student governments nor the public have access. Barrier to students: The cost of education is rising through increased student mandatory ancillary fees. The implementation and guidelines governing these fees are not accessible to student governments. Recommendation 19: With regards to mandatory ancillary fees, the government must provide student governments with the ability to access information regarding the ancillary fee creation and review processes at the beginning of each school term. Benefit to students: There will be greater transparency and accountability in the system by making the processes surrounding the implementation of mandatory ancillary fees more accessible and transparent. In Ontario, roughly 50% of college students received OSAP in 20092010, which is mainly released prior to a semester beginning. Yet, approximately 50% of institutions require potential or returning students to pay the total cost of tuition between June and July or November for the January term. Due to the discrepancies between the receipt of financial aid and the tuition payment dates, students are placed in a difficult position to forfeit the full amount of tuition. Students from low-income families who enroll in a college cannot afford to incur a large payment of their tuition fees, especially without the aid of OSAP. To alleviate the issues arising from this gap, colleges offer a deferred payment of tuition for a fee, allowing students to extend the tuition deadline until a later time. These penalties are known as deferral fees which are charged to students, whether they are in receipt of OSAP or not. These fees add stress to students who are already dependent on loans to finance their post-secondary education. On average, students pay $80 for student support, administration, and registration in Ontarios colleges through 21

their mandatory ancillary fees. Meanwhile, the average deferral fee is $60 per term. Students are inevitably paying double for administrative support at their colleges. Also problematic are colleges that charge an interest rate on the total amount of outstanding tuition. In some cases, students have indicated these interest payments cost upwards of $200. These penalties and interest rates are especially sensitive for students who are struggling to pay their tuition. Students who rely heavily on OSAP tend to be those who can least afford to pay the extra costs and who already face considerable financial barriers in attaining a post-secondary education. Students are particularly concerned about the institutions that charge large portions of tuition up-front. With so many students and families facing financial difficulties, it is increasingly unreasonable to expect students to pay for tuition so far in advance. Many of these students, on average, have only saved $6,000 by the end of the summer and solely depend on OSAP for financial assistance. Barrier: Students who cannot afford to pay tuition up-front are punished by unreasonable and counterintuitive deferral of tuition fees. This is especially worrisome for those students who access student financial aid at the start of the term (while tuition fees are due in the summer). Recommendation 20: The province must phase out the penalties on tuition deferment and must eliminate the unfair interest rates on deferred payments for those students deferring tuition. Benefit to students: Students who cannot afford to pay for the fall term in the summer will still be able to access higher education and will not be punished for deferring payment, which is especially important for those students accessing financial aid. Ontario college and university students who transfer to another college after graduation or during a semester are often met with unnecessary costs to be exempt from specific courses. This is counterintuitive: students who are pursuing more education are charged for classes for which they have received the learning outcomes. Due to the current full-time equivalent standard set forth by the Ontario government, students who decide to transfer are met with an administrative fee, but yet are not refunded for the exempted courses, thus seemingly paying for the same service twice. As Ontarios credit transfer system evolves, exemption fees must be addressed, as this is a hindrance to the pursuit of higher education. Barrier: Students are charged unfair fees to be exempt from classes of which they have prior learning. Recommendation 21: With regards to transfer, the government must ensure that students are not charged exemption fee when they transfer credits to further their education. Benefit to students: By eliminating the exemption fees, students will be able to pursue further education without financial penalty for the studies they have already completed. The refund policy that has come into question pertains to course/semester refunds. The colleges in Ontario adhere to the Ministry of Training, Colleges, and Universities Tuition Fee Operating Procedure, which states that students must submit a formal written notification of withdrawal within 10 business days of the beginning of a semester to receive a refund of total tuition fees. Students who fail to withdraw from a course prior to the 10 days do not receive a refund of the fees, with a portion taken as a penalty. Many colleges do not refund service charges that they claim are non-refundable (e.g., administrative fees, etc.). It is difficult and strenuous for students to make an educated assumption 22

whether a program or course in fact is beneficial, prior to ever attending a class. We feel that the refund policy put in place at many Ontario universities is fairer for students, as a student is able to receive a refund for a course, with less and less every week within a given semester. This way, students may be able to actively engage in the course in order to see if it is the right fit for them. Students who withdraw from class within the first two weeks are usually the ones who need the most support to succeed. Due to the pressure of the strict 10-day constraints, students will withdraw from courses to avoid losing the refund of their tuition and ancillary fees. Instructors barely have time to identify these students, and as a result of this strict policy, students will not persist in their educational pursuits. As fair refund policies have a high correlation to retention, the refund policy needs to be more flexible, with later course withdrawal dates. Barrier: Students are not able to receive any sort of refund for classes after 10 days of the beginning of a semester if they decide to drop out of the program. This is an unfair policy, and it drives down retention rates for the institution. In the university sector, students can still receive a partial refund of tuition and ancillary fees. Recommendation 22: With regards to the colleges tuition refund policy, the province must modify its Tuition Fee Operating Procedure and put in place an incremental refund policy after the 10 days of classes, similar to what exists in the university sector. Benefit to students: Students will be able to receive a partial refund if they find that a program is not a good fit of their interests. This refund policy will also retain students, as more flexible refund policies are tied to retention. International students face a number of obstacles in the pursuit of post-secondary education in Ontario. Over the last couple years, a large influx of international students to Ontarios post-secondary institutions has bought forth critical issues surrounding international tuition, the lack of financial assistance, limited support services, and diminishing employment opportunities. Currently, the tuition of international students account for 5% of the total operating budgets for Ontario colleges. 62 In 20092010 alone, 38,000 international students were enrolled in Ontario post-secondary institutions, contributing a total of $1 billion to Ontarios economy. 63 Nevertheless, even with significant contribution to the economy, 85% of international students report difficulty finding employment. 64 Furthermore, as demonstrated, international students have considerable economic importance for the province, and they will continue to play an integral role, as it is projected that the global demand for international education will expand from 1.7 million to 7.2 million by 2025. 65 As the global supply of international students increases, the provincial government must provide a system of incentives and support similarly given to domestic students who choose Ontario for postsecondary education. Currently, the average tuition of international students is 3.5 times more than what domestic students pay. International students also have to pay an International Student Recovery

62 63

Colleges Ontario, Environmental Scan 2010. Government of Ontario. 2010. Ontario To Attract More International Students http://news.ontario.ca/opo/en/2010/11/ontario-to-attract-more-international-students.html 64 Canadian Bureau for International Education. 2009. Canada First: The 2009 Survey of International Students. Ottawa 65 The Council of Federation, 2010. Premiers Working Together to Sustain Economic Recovery". Last accessed September 20, 2012, from: http://www.councilofthefederation.ca/pdfs/Prem_Working_to_Sustain_Economic_Recovery.pdf Winnipeg.

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Fee, which is an additional $750 each year as of the 2012 provincial budget. Asking international students to pay an extra $750 each year is counterintuitive to Premier McGuintys Open Ontario plan. Barrier: Tuition fees that exist for international students are very high, and some policies that surround international students do not incentivize students to study in Ontario. Recommendation 23: The province must regulate tuition at a rate of 5% and 8% for high-demand programs for international students. Recommendation 24: Moreover, as colleges increase international student enrollment, the institutions must provide full support to international students, including financial counseling, housing assistance, and social and cultural sensitivity training. Recommendation 25: Furthermore, a tuition set-aside program for international students, like the one that exists at Niagara College, should be implemented by other institutions looking to better serve their international students. Benefit to student: Ontario would be able to foster a more diverse environment for all students by creating and further revising tuition and other policies that surround international students. Currently, Niagara College has devoted a section of its website to international students, addressing any concerns they may have, as well as the services available, such as orientation, health care, immigration, and housing. Also, with the number of students increasing each year, CSA believes it is imperative that the province allocate a portion of tuition from international students, which will be put forth to fund employment opportunities, financial assistance, and other services. I.e.: Tuition set aside Niagara has this very forward thinking in their approach to international students. This is reflected in their satisfaction survey results.

Entrepreneurial and Experiential Learning

Over the last couple decades, the focus of post-secondary education in Ontario has changed drastically in response to the growing demands of an emerging knowledge economy. The number of students attending a post-secondary institution in Ontario has well surpassed 300,000, and that number continues to climb annually. Young adults in Canada are among the most highly educated young individuals in the world, yet post-secondary education does not necessarily impart all of the skills that employers demand. Increasingly, post-secondary students are turning to programs that include an experiential learning component as a means to develop a broader range of occupational and workbased skills. The demand for highly skilled graduates has significantly risen between 1991 and 2005, with the number of high-knowledge businesses (e.g., engineering, sciences, and related services) increasing in Canada by 75%. 66 Moreover, the number of adults aged 2544 with a post-secondary credential increased over the last decade from 45% to 64%. 67 The quality of education and sheer number of graduates each year has
66

The Canadian Council on Learning. 2008. The Benefits of Experiential Learning. Last Accessed August 4, 2012, from: http://www.ccl-cca.ca/pdfs/LessonsInLearning/Feb-21-08-Benefit-of-exper.pdf. p. 2 67 The Canadian Council on Learning. 2008. p 2

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made Canada second amongst the Organization for Economic Co-operative and Development (OECD) nations in the proportion of young adults that has attained post-secondary education. 68 The growth of post-secondary attainment amongst the population is an important response to these demands, yet many employers are seeking students with job-specific technical skills, also known as hard skills. Soft skills are commonly identified as being, yet not limited to, interpersonal, teamwork, problem-solving, communication, and leadership skills. 69 Experiential learning offers students an opportunity to develop soft skills through on-the-job experiences. Barrier: Lack of definition can misconstrue the meaning and application of applied learning. Recommendation 26: CSA recommends that the government and institutions carry out an environmental scan for the differing definition for experiential learning, thereby limiting any possibility of confusion. Benefit to Students: Provides students with a clear understanding of the meaning and what to expect from a program using experiential learning. Experiential learning refers to an opportunity for students to apply their knowledge and skills attained through education in the areas of their interest. It further provides students who are enrolled in courses of all types and in all disciplines with the ability to enhance their learning experiences through cooperative education, internships, job shadowing, and/or job twinning. 70 Educational theorist and experiential learning expert David A. Kolb describes learning as the process whereby knowledge is created through the transformation of experience. 71 He continues by explaining that education is rooted on six assumptions: 1) learning is a process and not an outcome; 2) education and learning stem from experiences; 3) learning requires an individual to tackle and deal with opposing notions; 4) learning is integrative and holistic; 5) learning requires a balanced relationship between a student and environment (institution and instructor); 6) learning fosters knowledge creation. 72 Furthermore, Kolb argued that formal education provided in classrooms eroded direct participation and manifestation. He proposed a learning model consisting of four elements: concrete experience, reflective observation, abstract conceptualization, and active experimentation. 73 These four elements represent Kolbs learning circle as a central principle to experiential learning theory. Barrier: The province must work with institutions to ensure learning outcomes are not compromised. Recommendation 27: In order for the government to make Ontario the most educated and highly skilled workforce according to their vision, they will need to take an active role in shaping education policy, create guidelines/procedures, and encourage post-secondary institutions to incorporate innovative teaching styles such as experiential and entrepreneurial learning. Benefit to students: Experiential and entrepreneurial learning are methods that should be utilized to develop soft skills and help students advance career opportunities following graduation.
68 69

The Canadian Council on Learning. 2008. p 2 Ministry of Education, 2000. Cooperative Education and Other Forms of Experiential Learning . Ontario, Toronto. Last Accessed August 4, 2012, from: http://www.edu.gov.on.ca/eng/document/curricul/secondary/coop/cooped.pdf: 70 The Canadian Council on Learning. 2008. p 3 71 Kolb, David A. 1984. Experiential Learning: Experience as the Source of Learning and. New Jersey: Prentice-Hall. p 15 72 Kolb. 1984. P 16 73 Kolb. 1984. P 6

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Experiential learning can assist all students in making better career decisions by developing experiences, work-related skills, and technical literacy that are essential in todays knowledge economy. By applying a humanistic approach, experiential learning is constructed to maximize student growth and development, while providing students with the necessary tools to receive exposure and on-the-job experiences. 74 Moreover, experiential learning helps involve students in the learning process, which enables students to retain information for applied learning over an extended period of time. Experiential learning for many post-secondary institutions has become a mandatory component in order to fulfill program and graduation requirements. Yet as a whole, limited information is accessible on the availability and participation of students in experiential learning. For example, within Ontario, specifically in the teaching sector, student teachers must complete a teaching practicum to graduate. 75 This process requires student teachers to rely on cooperating teachers and university supervisors to assess their ability to utilize and transfer knowledge obtained through education to functionality. In short, university supervisors uphold standards and foundational theory, and cooperating teachers know what works from experience. 76 This requirement is important, as it provides prospective graduates with work-related experiences and helps develop soft skills. Also, trade programs include an apprenticeship prerequisite in combination with classroom learning in order to become certified. Barrier: Engaging students in a process of learning that best enhances their educational experiences. Recommendation 28: Post-secondary institutions with the help of the government need to create partnerships with industry. The government can support this initiative by granting tax breaks for private companies willing to support experiential and entrepreneurial learning through internships, co-ops, and job shadowing. Furthermore, the government can also help by expanding existing public sector opportunities in programs such as the Summer Jobs Program and Federal Student Work Experience Program (FSWEP). Benefit to Students: Learning is a process and not an outcome; thus, it is important to create linkages between practical and applied learning. Investing resources to develop experiential and entrepreneurial will not only retain students (limiting brain-drain) but ensure students are job ready. Kolb argued that learning is best conceived as a process and not as an outcome. To improve postsecondary education in Canada, more specifically Ontario, the primary focus should be on engaging students in a process that best enhances their learning. Thus, it is imperative that the process include active participation and feedback on the effectiveness of their learning efforts. 77 Experiential learning is meant to complement students academic learning and provide youth with the knowledge to maximize growth while meeting their needs for career exploration. Recent studies have suggested that experiential learning has a positive effect on student academic success while further reducing retention and drop-out rates. 78

74 75

The Canadian Council on Learning. 2008. p 3 The Canadian Council on Learning. 2008. p 3 76 McGlinn, Jeanne M. "The Impact of Experiential Learning on Student Teachers." JSTOR- Taylor & Francis, Ltd. (Jan. - Feb., 2003): pp. 143-147. P 143 77 Kolb, Alice, and David Kolb. June 2005. "Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education." Academy of Management Learning & Education. Vol. 4, No. 2 pp. 193-212, Pg. 194 78 McGlinn. 2003. p 143.

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Nevertheless, experiential learning programs that prepare young adults following graduation are beneficial for student and employers. 79 Thus, it is essential for the post-secondary sector to build partnerships with industry to ensure active participation in the learning process for students. The lack of linkages with industry may become detrimental to the success of experiential learning programs. Other studies found that students with experiential learning experiences were more likely to have a job upon graduation. 80 Experiential learning seeks to actively engage a higher interest while providing students with hands-on experiences in a particular employment sector. Moreover, the active participation of colleges in applied research projects with industry presents itself as an innovative form of experiential learning that provides students with valuable work-based opportunities and hands-on learning. Participation in applied research enriches students experiential learning and enhances the viability of small and emerging businesses. Barrier: In order for experiential and entrepreneurial learning to be successful, the government and postsecondary institutions must support and promote this form of learning across all disciplines. Recommendation 29: The government and post-secondary institutions must work together to apply best practices already established from existing comprehensive programs, such as apprenticeships and entrepreneurial incubators. Using existing comprehensive programs can provide a framework and guidelines for institutions to emulate. Benefit to students: Experiential and entrepreneurial learning imparts inductive, practical, and social experiences rather than just theoretical learning. The understanding of the learning process related to entrepreneurs is also of great importance, now more than ever. It can be argued that the process of learning for entrepreneurs is not clear, yet it encompasses idea sharing and mentoring. Entrepreneurial learning is an extension of experiential learning, entrepreneurship, and higher education. Literature and research suggest that much of the learning that takes place within an entrepreneurial context is experiential in nature. Learning should be relational, authentic, relevant, useful, and productively shared. 81 Entrepreneurial learning can be defined as a process that facilitates the development of necessary knowledge for being effective in starting up and managing new ventures. 82 Also important to highlight is that entrepreneurial learning as an experiential process where enterprising individuals continuously develop their entrepreneurial knowledge throughout their professional lives. 83 Furthermore, entrepreneurial learning is a process that can be conceived as a lifelong learning process, which will become increasingly significant through adulthood. Furthermore, scholars have agreed that, while education provides cultural and personal support, the art of entrepreneurship practice is learned mainly within a business environment. Applied entrepreneurial learning imparts inductive, practical, and social experiences rather than just theoretical learning. 84 Yet to be successful, experiential learning must be supported within institutional structures. Faculty
The Canadian Council on Learning. 2009. The Impact of Experiential Learning Programs on Student Success. Last Accessed st August 1 , 2012, from: http://www.ccl-cca.ca/ccl/Reports/OtherReports/20091022ExperientialLearning.html. p 3 80 The Canadian Council on Learning. 2009. P 3 81 Moustaghfir, Karim and Nada Trunk irca. 2010. Entrepreneurial Learning in Higher Education: Introduction to the Thematic Issue. International Journal of Euro-Mediterranean Studies. Vol 3 (1). p 3 82 Moustaghfir and Trunk irca. 2010. p 4 83 Moustaghfir and Trunk irca. 2010. p 4. 84 Moustaghfir and Trunk irca. 2010. p 3.
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members can impart specialized curriculums to initiate experiential learning, but it is vital for the institution to support and promote this form of learning across all course disciplines. Currently, the University of Waterloos VeloCity program has emerged as a leader in entrepreneurial development. The University of Waterloo has been able to place business and like-minded students in an incubator-style common space accompanied with a residence. Students involved with the VeloCity program have access to the newest technology, mentors, and a vast network of entrepreneurs, students, and businesses. Experiential and entrepreneurial learning is also well represented within the college sector in Ontario. Research conducted by Mohawks Centre for Teaching and Learning found that 94% of the courses taught in 20 programs at Mohawk included experiential learning. Furthermore, of that 94% of courses, 57% had significant amounts of experiential learning geared towards honing skills related to certain industries. 85 Humber College also has its own entrepreneurial incubator known as the Innovation Humber Incubator (IHI). The IHI is a space where young entrepreneurs can go to access hands-on management, education, technical, and vital business support services, as well as networking resources and financial advice. 86 The IHI was made possible through funding provided by Ontario Centres of Excellence. Similar programs have emerged at Fanshawe College and Conestoga College, as well as the University of Ryerson and McMaster University, having comparable successes in their own rights. It is also imperative the government restore the Ontario Work Study Plan (OWSP), as this will demonstrate the provinces pledge to innovative change in Ontarios post-secondary sector. Barrier: The work-study program was eliminated in the 2012 Ontario Budget, and the criteria for workstudy jobs are set by individual institutions. Recommendation 30: Restore funding for the Ontario Work Study Plan, as its elimination is counterintuitive to education reform proposed in the Strengthening Ontarios Centres of Creativity, Innovation and Knowledge discussion paper. Benefit to Students: Provides students that are financially strained with the opportunity to participate in this program. Within Ontario, there exists a potential to expand experiential learning across post-secondary education. By increasing awareness of the benefits of experiential learning, more can be done to expand these opportunities for students wishing to gain work-based skills. Experiential learning must move from the periphery of a few college and university programs to a central focus of every program. In conclusion, there are societal benefits to increased participation in experiential learning programs; they include but are not limited to reduced demand for student loans, increased income tax revenue, and increases in partnerships between industry and the education sector. 87

85

Mohawk Matters. 2010. Learning by Doing. Last Accessed August 3, 2012, from: http://mohawkmatters.typepad.com/my_weblog/2010/09/learning-by-doing-at-mohawk-college.html 86 Mohawk Matters. 2010. 87 The Canadian Council on Learning. 2008. p 3.

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Appendix A: Common Priorities for a Robust Credit Transfer System

Strategies for Developing a Robust Credit Transfer System in Ontario: A Joint Submission by the College Student Alliance, Ontario Undergraduate Student Alliance and Colleges Ontario The Ontario government has committed to having a well-established credit transfer system in Ontario by 2015. The College Student Alliance (CSA), Ontario Undergraduate Student Alliance (OUSA), and Colleges Ontario (CO) applaud the governments plan to invest $73.7 million over five years to support the development of a new credit transfer system and the establishment of a Credit Transfer Innovation Fund. The funding incentives together with the new credit transfer framework and implementation plan demonstrate the governments commitment to making student mobility an essential part of Ontarios postsecondary education (PSE) system. The three organizations look forward to working with government on this initiative. CSA, OUSA, and CO also recognize that more needs be done to ensure that the framework and system that Ontario builds are capable of meeting the mobility needs of current and future students. While each organization has developed several recommendations that are unique to the needs of its constituency, there are several common challenges and unmet needs that all three organizations agree must be addressed to achieve a robust provincial system with minimal barriers. The following are our recommendations to enhance credit transfer within and between colleges and universities and address several major areas of concern. Our organizations also agree that there are other important tools for improving student mobilityfor example, the development of more online learning opportunities and flexible delivery options. While they are not included in this document because they are not specific to credit transfer, we acknowledge their importance in the student mobility agenda. CSA, OUSA, and CO recognize that these recommendations are consistent with provincial policy and that the Ontario Council on Admissions and Transfer is working towards implementing the processes identified in this document. The organizations also recognize that progress has been made in advancing PSE transfer and mobility. Recommendations: Recognize the provincial credentials framework In order to build trust and transparency, the credit transfer system must be based upon a common understanding of the provinces credentials framework for certificates, diplomas, and degrees. Establish greater system-wide consistency There must be greater consistency across institutions in recognizing students previously earned credits. A predictable approach across all institutions will lead to a more positive transfer experience for all students. Furthermore, institutions should ensure that all documents (e.g., course descriptions and outlines) used to assess transferability are available electronically. Recognize previously earned credits Establishing an agreement among institutions to assign maximum credits will help students to successfully navigate through PSE in a timelier and cost- efficient manner and allow students to estimate to a greater extent the time it will take to reach their PSE goals. The determination of the credits to be granted should be based upon the learning outcomes for the program and type of credential.

This would include establishing a provincial repository of courses accepted by colleges and universities as meeting certificate, diploma, and undergraduate degree breadth requirements. Encourage the expansion of provincial and multi-lateral articulation agreements, including those for 2 plus 2 programs, as one of many means of increasing student pathways. Review institutional policies to remove barriers Investigate and propose changes to institutional policies that create credit recognition and transfer barriers, such as program residency requirement policies. While policies can vary between institutions, students are generally required to earn a minimum per cent of their credits at the institution conferring the diploma or degree in order to graduate, thereby limiting the amount of recognition given for credits that would reduce the time to completion. Improve institutional transparency Institutions should make their credit transfer policies publicly available and easily accessible and make each incoming student aware of them. These policies should utilize a common vocabulary and format to allow students to effectively make comparisons. Students seeking to transfer should be able to obtain information about the credits for which they are eligible when they are offered admission to an institution. Furthermore, the province should ensure that students have easy access to searchable credit recognition databases to allow potential transfer students to assess the compatibility of their credit courses with those of the receiving institution. Establish practices to ensure consistent treatment of all students Institutions should agree to apply the same standards to transfer students as non- transfer students. Establish an appeal mechanism In the case that a student is not awarded a credit, the student should have recourse to an appeal process to a higher authority within an institution. Improve the functionality of ONCAT Incorporate additional features into the ONCAT portal, for example, the ability to save searches for use at a later time and an automated degree completion audit function. A degree audit function would allow users to enter their PSE credits and obtain information on the types and levels of course credits they would need to complete their credential. Additionally, the search functionality for university-to-university and college-tocollege transfer outside of specific articulation agreements needs to be expanded. Incorporate an evidence-based approach to building Ontarios provincial transfer system Establish a credit transfer research program to develop indicators and mine provincial data to identify trends, barriers and areas for improvement. This would include tracking and reporting on successful and unsuccessful transfers, and strategies for improvement. Furthermore, the new Ontario Council on Articulation and Transfer should continue to fund research projects on all aspects of student mobility. Increase funding to incent institutions to improve the student transfer experience. Transferring students need access to information and supports to make their transfer experiences successful. Increased dedicated funding should be made available to institutions to provide student transfer supports. Student transfer supports should include a one window office in each institution with responsibility for simplifying and expediting credit transfers. April 20/12