Millennials now make up the largest share of the Canadian workforce and many are facing precarious working conditions. As a society, we have previously assumed that if young Canadians invest in formal training and “pay their dues” in poor quality jobs early in their careers, they will work their way into better quality employment. A recent report from the Canadian Centre for Policy Alternatives (CCPA) suggests a different reality.
As a new academic year begins after a summer of deadly heat waves, wildfires, droughts and floods, many college students and faculty are debating whether and how to get involved in climate politics. Climate advocacy has become well established on U.S. campuses over the past decade, in diverse forms. More than 600 colleges and universities have signed the American College and University President’s Climate Commitment. Schools are expanding interdisciplinary teaching and research in environmental studies, sustainability science and climate resilience, and investing in “greening” their campuses. And many activists on campuses around the country are participating in global campaigns like “Rise for Climate, Jobs and Justice” and “Keep it in the Ground.”
Recently, the University of Adelaide used a special exemption under the Equal Opportunity Act to advertise eight academic positions in the faculty of engineering, computer and mathematical sciences for women only. This raises questions about why a university might take this approach. While Australia has had gender equality legislation for 30 years, there has been very slow progress towards addressing the gender equity issues plaguing the sector. To illustrate, women are still under-represented at senior levels. Only 27% of full professors (the main recruitment pool for top jobs) are women, and only 32% of Vice-Chancellors in public universities.
In order to have a rewarding college experience, students should build a constellation of mentors. This constellation should be a diverse set of faculty, staff and peers who will get students out of their comfort zones and challenge them to learn more – and more deeply – than they thought they could. Students should begin to build this network during their first year of college.
“If you want to see Rich alive, now’s the time.” I sucked in air as I read the text from his wife. I knew this was coming. But, I had been hoping for a miracle. I met my friend Richard Thompson at a mental health grant-writing boot camp at Cornell Medical Center almost 20 years ago. We were both young psychologists hoping to learn how to secure federal funding for our own research. Senior scientists, mainly academic psychiatrists, were presenting seven days’ worth of tips and tutorials on what the National Institutes of Health wanted in a scientifically solid and innovative proposal.
If you go strictly by the official account, heatstroke was the cause of death for University of Maryland football player Jordan McNair. McNair died earlier this year following a grueling practice in which training staff failed to properly diagnose and treat his condition. But there’s another culprit – or at least a contributing factor – that should not be overlooked.
The Trump administration recently announced plans to scrap Obama-era guidelines that encouraged universities to consider race as a factor to promote diversity on campus, claiming the guidelines “advocate policy preferences and positions beyond the requirements of the Constitution.” Some university leaders immediately went on the defense.
South Africa finally has a disability policy that’s specific to the higher education sector. The new policy framework should be celebrated as an achievement. Its value is that, because it’s specific to the sector, it gives institutions (such as universities) a common vision. It also enables monitoring and evaluation of progress that is context specific.