Canadian Journal of University Continuing Education
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The Boomers are Coming: Trends in Older Adult Education
No full textThe front edge of the baby-boom generation cohort will reach age 65 in 2011. By 2027, when the trailing edge of this cohort reaches that age, people aged 65 and older will comprise 20% of Canada\u27s population, twice as much as today. Boomers at age 65 will be healthier, wealthier, and better educated than the current 65-and-older cohort. They will also be more demanding, as society has been both shaped by and has had to respond to their needs and wants. In particular, the educational system has accommodated the boomers through K-12 and post-secondary institutions. Looking to the year 2030, the authors speculate that some universities will provide educational programs and support services to meet the needs of the boomers and others will not. They further speculate that boomers themselves may create their own learning organizations to meet their needs, particularly if universities are unresponsive
Voices at the Top: Learning From Full Professors
No full textThe lack of information on the professoriate has led to a recent interest in exploring the personal and professional lives of members of the academy. We report here on a study investigating the thinking of one specific group of university professors--those who have reached final career stage and achieved full professor rank. Interviews with 14 full professors in one Canadian university provided insights into how the variable of rank impacted their thinking and work. The themes that emerged offered lessons for others about academic life
Planning Programs for Adult Learners: A Practical Guide for Educators, Trainers, and Staff Developers (2nd edition)
No full textTeaching and Learning Research Literacies in Graduate Adult Education: Appreciative Inquiry into Practitioners\u27 Ways of Writing
No full textGraduate students in Canadian universities who conduct research with human subjects as part of the requirements for their degree must submit a research proposal to the University Research Ethics Board and receive approval on the basis of compliance with the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (1998). This reflexive account of teaching and learning research literacies is based on a participatory research activity that the author has used during graduate students\u27 introduction to a research-based, self-directed graduate program in adult education delivered at a distance. For the purposes of this paper, "research literacies" refers to any research practices that culminate in the writing of a research thesis, taking into account the procedures for compliance with the Tri-Council Policy. The focus of the reflexive account is an experiential classroom innovation with multiple cohorts of graduate students (8-12 students each) in which the faculty advisor as the principal investigator involves the graduate students as research participants in appreciative inquiry into practitioners\u27 ways of writing. This participatory research into practitioner and researcher literacies offers some implications for teaching and learning the ethics of representation throughout the research process up to and including publication
Online Scholarly Discourse: Lessons Learned for Continuing and Nurse Educators
No full textThis article describes a collaborative three-year research project that focused on nurses\u27 experiences of a learning environment as they participated in an Internet-based cardiac nursing program. In addition to gathering data about the general appropriateness of the learning environment in a specialty content area, the study examined the environment\u27s facilitation of online scholarly discourse about cardiac nursing. Scholarly discourse is characterized by evolution over time of communication by and among learners, inclusion of references to relevant nursing literature, and the practice of writing conventions appropriate to the discipline. Guided by professorial and other learner supports, it is the foundation of theory-guided, evidence-based practice for registered nurses. The data reflects the study\u27s consideration of online scholarly discourse derived from the nurses\u27 contributions to an online discussion forum. Research partners included Laurentian University\u27s Centre for Continuing Education and School of Nursing, the Sudbury Regional Hospital (SRH), and the Office of Learning Technologies (OLT). The project was funded by the Office of Learning Technologies
Electronic Publishing, Scholarly Communication, and the Canadian Journal of University Continuing Education
No full textAlthough in some parts of the academic community the popularity of electronic journals allows research to be conducted almost exclusively online, the social sciences, of which education is a part, have generally been slower to accept the electronic publishing (e-publishing) of journals and research data. Using a nationally distributed questionnaire, the readership of the Canadian Journal of University Continuing Education was asked to provide input on this topic. The discussion paper that follows presents the results of that questionnaire, framing them within the issues that underlie academic journals\u27 decisions to move to e-publishing formats. As a Forum contribution, this paper is intended to generate response or discussion
Strengthening Research Capacity:An Action Plan for the University of Saskatchewan Extension Division
No full textThis article presents a case study of how the University of Saskatchewan Extension Division developed an action plan to strengthen its research capacity. Its Action Plan outlines 20 actions, organized into five strategic categories: cultivating a productive research climate; promoting faculty development and faculty renewal; engaging in graduate-level teaching and learning; developing research infrastructure and supportive administrative processes; and encouraging and celebrating research excellence. The body of the article contains an abridged version of the Action Plan, with details such as timelines and lines of responsibility removed. Although written for the University of Saskatchewan Extension Division, this plan is pertinent to many university continuing education units across Canada