Inside
JUNE 2013
president’s message
Laurier must prepare for the change ahead is far more open, accessible and multi-directional than ever before. Entwined with these broad forces is a significant change in societal expectations: simply put, students, parents, government, business and taxpayers are demanding that universities do things differently and more efficiently. Let me take a moment to mention just some of the areas that face pressure to change: • Cost effectiveness. There is no doubt that universities are expensive: our talented labour force is our biggest expense; traditional campuses also have high capital and maintenance costs; our rate of inflation is typically higher than other sectors; and questions persist about faculty tenure and an academic calendar that was designed for an agrarian society which no longer dominates daily lives. • Education delivery. Traditional teaching has been delivered face-toface, with some blending of online instruction over the past 25 years. Pressure is mounting to increase the online component; there is a move toward massive open online courses (MOOCs), which encourage largescale, interactive participation and open access; and there is intense demand for new, flexible kinds of
learning modes — self-directed, peer-to-peer, not-for-credit, co-op, lifelong learning, community service, and workplace or workcentered, to name just a few. • Job training. There is a growing perception, despite much evidence to the contrary, that university programs do not adequately prepare students for employment, and that the return on investment for individual students and for society is not meeting expectations. • Who pays? As the cost of tuition rises alongside the cost of delivering quality education, questions are being asked about the appropriate balance between private and public contributions, and the role of private and public funders in university governance. My view, based on years of experience and substantial independent evidence, is that universities continue to offer great value to students and to society. For example, there are plenty of data to show that university graduates get jobs faster, are paid more, remain unemployed less long, are more upwardly mobile, pay more taxes and have better health than those with less education. My view is also that we must adapt to changes in funding, in technology, and in societal needs
multi-campus governance structure shows a collective understanding of the current economic climate and the ongoing need to be responsive, cost-effective and accountable. Change is upon us and the Max Blouw, left, with honorary degree recipient and pianist times ahead will Janina Fialkowska, and Laurier Chancellor Michael Lee-Chin. be challenging. We will be called upon to justify our structures and and perceptions if we are to stay our methods, and to propose ways relevant and effective. The truth is, to better meet society’s needs. we live in an era in which the onus But I am confident that Laurier’s is squarely on universities to ensure historical commitment to academic that public perceptions reflect excellence, our heritage of collaboaccurately our accomplishments and value, and to show a willingness ration, and our belief in the value of student-focused learning will to adapt and improve. enable this university to adapt and Fortunately, Laurier has always prosper. shown a willingness to confront I look forward to working with difficult challenges and work colleyou all as we embrace this transforgially to embrace change. mation together. Our ongoing efforts to be innovative in how we teach, to increase research capacity, and to improve our student experience will position us well for the times ahead. And our willingness to engage in Integrated Planning and Resource Max Blouw Management and to implement a President and Vice-Chancellor
Photo: Tomasz Adamski
Every year I look forward to convocation with a sense of joy and optimism. It is the pinnacle of the academic year, a time to step away from the day-to-day work of the university to celebrate our graduating students and, through them, the achievements of the entire Laurier community. This year, as I sat on stage looking out over so many bright young graduates, I also found myself thinking about the profound change that is rapidly reshaping higher education. The educational experience of our most recent graduates is quite different than the experience of those who graduated just 10 years ago; and the educational experience of their children will be even more distinct, perhaps to a degree we cannot currently imagine. It is no exaggeration to say that the traditional model of higher education is being fundamentally transformed, and at a faster rate than many of us realize. Much of this change stems from the economic challenges and financial constraints that grip Ontario and much of the world. Other changes are linked to advances in technology, where the sharing of knowledge and the dissemination of information
Professor connects Haitian and Canadian school principals By Sandra Muir When Laurier Professor Steve Sider first went to Haiti about 10 years ago, he remembers seeing street vendors walking around Portau-Prince with landline phones connected to a nearby store with a long cord. Today, smartphone vendors and cellphone towers are pervasive in Haiti — a change that helped Sider create a Digital Mentoring Project to support school principals in one of the world’s poorest countries. Sider, an assistant professor in Laurier’s Faculty of Education, provides donated smartphones to principals in Haiti, and also connects education leaders in Haiti with principals in Canada on issues such as resources,
curriculum development and communication strategies. A former school principal, Sider provides professional development to education leaders around the world. In 2003, he started providing workshops to education leaders in different regions of Haiti. But Sider soon realized it wasn’t enough. “I would go for one or two weeks, and then six months would pass and there was this huge time lag,” he said. “I started to think about what I could do in between those visits, and when I realized how much wireless connectivity there
is in Haiti, I had that ‘aha’ moment, and the Digital Mentoring Project was born.” Smartphones also provide a chance for school principals within Haiti to support and connect with one another. “What we’re hearing from principals in Haiti is that prior to their involvement with the Digital Mentoring Project, they were basically islands unto themselves,” said Sider. “We have principals in remote schools who would have to travel a few hours to meet faceto-face. This project gives them access to colleagues they would never have otherwise met, and also provides them with support from people outside of the country.” On a recent trip to Haiti, Sider toured schools and universities
InsideLaurier is published by Communications, Public Affairs & Marketing (CPAM) Wilfrid Laurier University 75 University Avenue West, Waterloo, Ontario N2L 3C5
InsideLaurier Volume 7, Number 8, June 2013 Editor: Stacey Morrison Contributors: Tomasz Adamski, Kevin Crowley, Kevin Klein, Lori Chalmers Morrison, Sandra Muir, Mallory O’Brien Printed on recycled paper
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with the director of the Ministry of Education in Cap-Haitian, Haiti’s second-largest city. In just a few hours, the director received 40 voice messages and well over 100 emails, which Sider said proves that smartphones are becoming an essential communication tool for educators. “No one knows what the future of
any country is, but it seems to me that the foundation of any country has got to be education,” said Sider. “A population that can read and write, and consider, debate and analyze, is probably going to be a stronger nation. Something as simple as a smartphone has the potential to be part of the transformation of a country.”
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InsideLaurier welcomes your comments and suggestions for stories. Tel: (519) 884-0710 ext. 3341 | Fax: (519) 884-8848 Email: stmorrison@wlu.ca InsideLaurier (circ. 2,100) is published eight times a year by CPAM. Opinions expressed in InsideLaurier do not necessarily reflect those of the editor or the university’s administration. Available online at www.wlu.ca/publicaffairs.
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