Faculty of Graduate Studies Calendar, 1965
Author | : University of Guelph. Calendars, Graduate |
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Total Pages | : |
Release | : 1965 |
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Author | : University of Guelph. Calendars, Graduate |
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Total Pages | : |
Release | : 1965 |
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Author | : University of Calgary. Faculty of Graduate Studies |
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Author | : Dalhousie University. Faculty of Graduate Studies |
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Total Pages | : 77 |
Release | : 1966 |
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Author | : University of Guelph. Calendars, Graduate |
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Author | : University of Alberta |
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Total Pages | : 516 |
Release | : 1958 |
Genre | : Universities and colleges |
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Author | : University of Alberta. Faculty of Graduate Studies |
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Total Pages | : 108 |
Release | : 1966 |
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Author | : Cristina Viviana Groeger |
Publisher | : Harvard University Press |
Total Pages | : 385 |
Release | : 2021-03-09 |
Genre | : Education |
ISBN | : 0674259157 |
Why—contrary to much expert and popular opinion—more education may not be the answer to skyrocketing inequality. For generations, Americans have looked to education as the solution to economic disadvantage. Yet, although more people are earning degrees, the gap between rich and poor is widening. Cristina Groeger delves into the history of this seeming contradiction, explaining how education came to be seen as a panacea even as it paved the way for deepening inequality. The Education Trap returns to the first decades of the twentieth century, when Americans were grappling with the unprecedented inequities of the Gilded Age. Groeger’s test case is the city of Boston, which spent heavily on public schools. She examines how workplaces came to depend on an army of white-collar staff, largely women and second-generation immigrants, trained in secondary schools. But Groeger finds that the shift to more educated labor had negative consequences—both intended and unintended—for many workers. Employers supported training in schools in order to undermine the influence of craft unions, and so shift workplace power toward management. And advanced educational credentials became a means of controlling access to high-paying professional and business jobs, concentrating power and wealth. Formal education thus became a central force in maintaining inequality. The idea that more education should be the primary means of reducing inequality may be appealing to politicians and voters, but Groeger warns that it may be a dangerous policy trap. If we want a more equitable society, we should not just prescribe more time in the classroom, but fight for justice in the workplace.
Author | : National Academies of Sciences, Engineering, and Medicine |
Publisher | : National Academies Press |
Total Pages | : 307 |
Release | : 2020-01-24 |
Genre | : Education |
ISBN | : 0309497299 |
Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.
Author | : McGill University |
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Total Pages | : 568 |
Release | : 1922 |
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Author | : University of New Brunswick. School of Graduate Studies and Research |
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Total Pages | : 0 |
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