The Science Gap in Canada: A Post-Secondary Perspective

Despite having its students score among the top in the world in mathematics and science, the level of science literacy and participation in science-related fields in Canada is relatively low. In the context of the economic and societal benefits afforded by science, this article reviews what is already being done in support of science, technology and engineering, as well as identifying some missing pieces that may explain declining interest in its pursuit. The focus is primarily on the role of post-secondary institutions in addressing the challenges from both organizational and student-centred perspectives

Using home-laboratory kits to teach general chemistry

University-level chemistry courses that contain a substantial laboratory component have always been a challenge to deliver effectively through distance education. One potential solution is to enable students to carry out real experiments in the home environment. This not only raises issues of logistics and safety, but also the fundamental question of whether an equivalent learning experience could be achieved with home laboratories. Athabasca University, Canada’s Open University, has been successfully running chemistry courses for almost three decades. The migration from traditional supervised laboratories to home-study experiments over a fifteen year period in a general chemistry course is described. The study examines both student experience using the home-study laboratory kits, and their actual performance. Student grades in the course essentially remain the same as supervised laboratories are replaced by home-study laboratories, while at the same time offering the student increased access and flexibility. Furthermore, bringing experiments into a home environment contextualizes learning for the student and raises the possibility of incorporating the home-study laboratory experience, in whole or in part, into traditional general chemistry course offered on campus.Athabasca Universit

Student and Faculty Outcomes of Undergraduate Science Research Projects by Geographically Dispersed Students

Senior undergraduate research projects are important components of most undergraduate science degrees. The delivery of such projects in a distance education format is challenging. Athabasca University (AU) science project courses allow distance education students to complete research project courses by working with research supervisors in their local area, coordinated at a distance by AU faculty. This paper presents demographics and course performance for 155 students over five years. Pass rates were similar to other distance education courses. Research students were surveyed by questionnaire, and external supervisors and AU faculty were interviewed, to examine the outcomes of these project courses for each group. Students reported high levels of satisfaction with the course, local supervisors, and faculty coordinators. Students also reported that the experience increased their interest in research, and the probability that they would pursue graduate or additional certification. Local supervisors and faculty affirmed that the purposes of project courses are to introduce the student to research, provide opportunity for students to use their cumulative knowledge, develop cognitive abilities, and independent thinking. The advantages and challenges associated with this course model are discussed

Going the distance in Canada

Athabasca University; University College of the Fraser Valle

NEXT GENERATION: TRANSFORMATION TO A 21ST CENTURY UNIVERSITY VIA CORE STRATEGIC PROJECTS

thabasca University (AU) is recreating itself as a 21st century university. As an open and distance learning (ODL) university, its mandate is to remove barriers to university-level education. This is the vision and institutional context for any changes. Herein, we describe a series of projects with particular focus on two recent major initiatives that challenged our capacity to deal with large complex programs. An analysis of the effect of the start-up and operation of these two major programs with particular emphasis on project management, organizational change, acceptance by the academy, and absorbing the additional work is given. We offer, in the form of lessons learned, our experience for successful systematic integration of ICTs within an open university. These lessons, we believe are relevant for technology integration at any large educational organization

Remote Access to Instrumental Analysis for Distance Education in Science

Remote access to experiments offers distance educators another tool to integrate a strong laboratory component within a science course. Since virtually all modern chemical instrumental analysis in industry now use devices operated by a computer interface, remote control of instrumentation is not only relatively facile, it enhances students’ opportunity to learn the subject matter and be exposed to “real world” contents. Northern Alberta Institute of Technology (NAIT) and Athabasca University are developing teaching laboratories based on the control of analytical instruments in real-time via an Internet connection. Students perform real-time analysis using equipment, methods, and skills that are common to modern analytical laboratories (or sophisticated teaching laboratories). Students obtain real results using real substances to arrive at real conclusions, just as they would if they were in a physical laboratory with the equipment; this approach allows students to access to conduct instrumental science experiments, thus providing them with an advantageous route to upgrade their laboratory skills while learning at a distance.Athabasca University – Canada’s Open University;Northern Alberta Institute of Technology, Canad

Incorporating Learning Outcomes in Transfer Credit: The Way Forward for Campus Alberta?

Learning outcomes have become an integral part of the global trend in higher education reform and are employed in three interconnected areas: (1) quality assurance, (2) teaching and learning, and (3) transfer credit. The article touches briefly on the first two areas, but focuses discussion on employing learning outcomes in transfer credit. Using Alberta as a case study, its higher education system is examined and assessed, with emphasis on transfer credit, prior learning assessment, student mobility, and system coordination. Both the advantages and limitations of learning outcomes are presented, including balancing the needs of a wide variety of stakeholders. Taking lessons learned from similar international initiatives and an analysis of the Alberta context, the discussion culminates in a proposal for a way forward for this educational jurisdiction, promoting and incorporating learning outcomes as an important component of systematic and transparent method of transfer credit.  De nos jours, les acquis d’apprentissage sont parties intégrantes de la réforme de l’éducation post-secondaire à travers le monde. Ces  acquis sont abordés dans trois  domaines qui sont étroitement liés :  (1)  l’assurance de la  qualité,  (2)  l’enseignement et l’apprentissage, et (3) le transfert des crédits. Dans cet article il sera question d’aborder brièvement les deux premiers domaines, pour ensuite mettre l’accent sur la façon d’employer les  acquis d’apprentissage pour le transfert des crédits. L’Alberta nous servant comme étude de cas, nous étudierons  et évaluerons son système d’éducation postsecondaire, en ciblant les facteurs suivants : le transfert des crédits, l’évaluation et la reconnaissance des acquis , la mobilité des étudiants, et la coordination des systèmes. Nous présenterons  les avantages et les limites des acquis d’apprentissage, tout en gardant à l’esprit les besoins de toutes les parties prenantes. Nous tiendrons compte des leçons apprises de telles initiatives internationales, et analyserons le contexte albertain. Nous terminerons notre discussion en proposant la voie à suivre à cette région, c’est-à-dire,  de promouvoir et d’intégrer les  acquis d’apprentissage, et de les adopter, étant donné qu’ils constituent une importante composante d’une méthode systématique et transparente de transfert de crédit

THE SCIENCE GAP IN CANADA: A POST-SECONDARY PERSPECTIVE

Despite having its students score among the top in the world in mathematics and science, the level of science literacy and participation in science-related fields in Canada is relatively low. In the context of the economic and societal benefits afforded by science, this article reviews what is already being done in support of science, technology and engineering, as well as identifying some missing pieces that may explain declining interest in its pursuit. The focus is primarily on the role of post-secondary institutions in addressing the challenges from both organizational and student-centred perspectives.

Preparation and Solid-state Structural, Electronic, and Magnetic Properties of the 5-Cyano-1,3-benzene-Bridged Bis(1,2,3,5-dithiadiazolyl) and Bis(1,2,3,5-diselenadiazolyl) [5-CN-1,3-C6H3(CN2E2)2] (E = S, Se)

The preparation and solid-state characterization of the bifunctional radicals [4,4’-(5-cyanobenzene)-1,3-bis(1,2,3,5-dithiadiazolyl)] and [4,4’-(5-cyanobenzene)-1,3-bis( 1,2,3,5-diselenadiazolyl)] [5-CN-1,3-C6H3(CN2E2)2] (E = S, Se) are described. The crystals of the two title compounds are isomorphous and belong to the monoclinic space group P21/c, with (for E = S) a = 7.00(2), b = 30.050(6), c = 10.713(8) Å, β = 104.80(10)°, V = 2179(6) Å3, Z = 8 and (for E = Se) a = 7.124(4), b = 30.50(2), c = 10.874(2) Å, β = 105.46(3)°, V = 2277(2) Å3, Z = 8. The crystal structures consist of stacks of diradicals running parallel to x; radical dimerization up and down the stack generates a zigzag arrangement, as seen in the related 1,3-phenylene structures. Along the stacking axis the mean intradimer E-E contacts are 3.12 (E = S) and 3.23 Å (E = Se), while the mean interdimer E- - -E distances are 3.89 (E = S) and 3.91 Å (E = Se). Magnetic and conductivity data are presented and discussed in light of extended Hückel band structure calculations