Small liberal arts institutions that focus on the undergraduate student have received little attention in the literature on higher education in Canada. In this collection of essays contributors set out to redress the situation. Focusing on Mount Allison University in New Brunswick they question, among other things, whether the values and integrity of liberal arts teaching are being preserved and make a case for the important role liberal education at the small university plays in higher education in Canada.

Shortly after Canadian confederation, Thomas D'Arcy McGee proclaimed that education was "an essential condition of our political independence" and that its role was to form citizens for the new regime. Comparing this idea of education for citizenship, or civic education, to the modern goals of education, Liberal Education, Civic Education, and the Canadian Regime explores the founders' principles, their sources, and the challenges that threaten their vision for Canada. The collection's first essays analyze the political thought of early Canadians such as Brown, McGee, Ryerson, and Bourinot, while later chapters examine enduring principles of liberal democracy derived from Aristotle, de Tocqueville, and Hobbes. The final chapters bring the discussion forward to such topics as the decline of Canadian Catholic liberal arts colleges and the emerging role of our Supreme Court as a self-appointed "moral tutor." Moreover, as it deals with the changing roles of universities in contemporary Canada, Liberal Education, Civic Education, and the Canadian Regime engages current debates about the value and place of a traditional liberal education and the consequences of turning our back on the concepts that inspired our founding leaders. Considering whether Canada’s early documents and traditions can revive past debates and shed light on contemporary issues, this highly original collection presents education as an essential condition of our independence and asks whether current educational principles are threatening Canadians’ capacity for self-government.

A succinct and impassioned call to reimagine the small liberal arts college, by two veteran educators. Private liberal arts colleges have struggled for decades; now, as the COVID-19 pandemic widens cracks latent in many American

In response to concerns that the educational system - from public schools through colleges, universities, and apprenticeship programs - cannot adequately prepare students for work in the new economy, Integrating School and Workplace Learning in Canada proposes alternation - a hybrid form of learning that, by combining experiential and cognitive learning skills, allows individuals to develop the relevant skills and intellectual capabilities to address and solve complex problems encountered in the workplace. Alternation involves not only a curricular balance between the theoretical and the practical but also two distinct venues for learning - the classroom and the workplace. The authors discuss cognitive and social learning, its implementation in a variety of settings, its role in smoothing the school/work transition process, and its potential to contribute to the knowledge and skills needed by the workforce. They bring a wide range of disciplinary perspectives to bear in their analyses of the principles and practices of alternation, providing historical, theoretical, and practical insights. Their analysis contributes to and extends the current debate and discussion surrounding necessary changes in our education and training practices.

As intellectual engines of the university, professors hold considerable authority and play an important role in society. By nature of their occupation, they are agents of intellectual culture in Canada. Historical Identities is a new collection of essays examining the history of the professoriate in Canada. Framing the volume with the question, 'What was it like to be a professor?' editors Paul Stortz and E. Lisa Panayotidis, along with an esteemed group of Canadian historians, strive to uncover and analyze variables and contexts – such as background, education, economics, politics, gender, and ethnicity – in the lives of academics throughout Canada's history. The contributors take an in-depth approach to topics such as academic freedom, professors and the state, faculty development, discipline construction and academic cultures, religion, biography, gender and faculty wives, images of professors, and background and childhood experiences. Including the best and most recent critical research in the field of the social history of higher education and professors, Historical Identities examines fundamental and challenging topics, issues, and arguments on the role and nature of intellectualism in Canada.

Values in Conflict is a clarion call to policy-makers, business leaders, and the public at large to rethink the current direction of the contemporary university. Paul Axelrod demonstrates that liberal education, the core of higher learning, is threatened by the constricting pressures of the marketplace and shows how political and economic pressures are redefining higher learning. Axelrod demonstrates how, in the race for riches - symbolized by endless rhetoric about the need for Canada to become globally competitive, technologically advanced, and proficient at churning out "knowledge workers" - our schools and universities are being forced by government policy to narrow their educational vistas. The decision-making autonomy that universities must have to provide cultural, intellectual, community-service, and training functions is being eroded. Values in Conflict explains why this is happening - and why it matters.

Volume XIX/1 of History of Universities contains the customary mix of learned articles, book reviews, conference reports and bibliographical information, which makes this publication such an indispensible tool for the historian of higher education. Its contributions range widely geographically, chronogically, and in subject-matter. The volume is, as always, a lively combination of original research and invaluable reference material.

A degree is no longer a passport to success in today’s job market. Going to university used to be a passport to future success, but that’s no longer the case. For some students, it’s still a good choice that leads to a successful career after graduation, but for many their degrees are worthless pieces of paper. Choose the wrong program and graduation is more likely to lead to disillusionment and debt than a steady paycheque. Yet parents, guidance counselors, and politicians still push higher education as if it’s the only option for building a secure future. In this book, Ken S. Coates and Bill Morrison set out to explore the many educational opportunities and career paths open to Canadian high-school students and those in their twenties. This book is designed to help young adults decide whether to pursue a degree, enrol for skills training, or investigate one of the many other options that are available.

The Toronto 2018 Symposium on Christian Higher Education provided an opportunity for leaders in the Canadian Christian higher education movement to reflect deeply on its development, current reality, and future possibilities. The Canadian Christian higher education scene comprises a wide range of institutions, including Christian universities, Bible colleges, and seminaries and graduate schools. Each type has its own distinctive history and likewise represents both challenges and opportunities. Even though they are intertwined in their common purpose, these higher educational institutions express this purpose in various ways. This volume is a collection of the papers and plenary talks designed to share the content of the symposium with a wider audience. The papers are all written by active scholars and researchers who are connected to the member institutions of Christian Higher Education Canada (CHEC). They not only illustrate the quality of the scholarship at these institutions, but they make their own critical contribution to an ongoing discussion regarding the role and place of Christian higher education within the wider society. This volume is intended to be helpful to students, faculty, staff, board members, and supporters of Canadian and other Christian higher education institutions, as well as interested individuals and scholars.