Title: Innovations in Ontario Post-Secondary Education

Authors: ResearchandForesight@eCO (Author)
Licence: CC BY-NC-SA 4.0

1957: University Co-op Program Established in Ontario

After World War II, there was a shortage of engineers as the global economy industrialized. American business people in the Kitchener-Waterloo region and University of Waterloo administrators believed the introduction of the co-operative model, already established in the US, would help the region address the shortfall. Despite the criticism that a co-op program would diminish the value of the degree and that scheduling would be unmanageable, the University of Waterloo was a success and now has the most co-op students in the world at more than 25,000.

Co-operative Education and Work-Integrated Learning (CEWIL) Canada. (2024). Research resources. https://cewilcanada.ca/CEWIL/CEWIL/Resources/Research/Research-Resources.aspx

Cooperative Education and Internship Association (CEIA). (2022). History of cooperative education and internships. https://www.ceiainc.org/about/history/College System Created (1966)

McCallum, B. A., & Wilson, J. C. (1988). They said it wouldn't work (a history of cooperative education in Canada). Journal of Cooperative Education, 24(2-3), 61-67.

University of Waterloo. (2024). Student headcounts. Institutional Analysis & Planning. https://uwaterloo.ca/institutional-analysis-planning/university-data-and-statistics/student-data/student-headcounts

1966: College System Created

Ontario's college system was established as alternative to university with a focus on vocational, technical, applied skills. In 1965, the newly created Ministry of University Affairs passed Bill 153 to establish 20 colleges of applied arts and technology. Centennial College was the first to open in a building previously used to manufacture munitions during World War II; the first class had 500 students. In 2023, Ontario's publicly assisted colleges had more than 180,000 full time students.

Ontario Colleges Library Service. (2024). Student populations. OCLS. https://www.ocls.ca/for-vendors/student-populations/

Ontario Confederation of University Faculty Associations. (n.d.). Timeline: OCUFA’s decades of advocacy. OCUFA. https://ocufa.on.ca/decades/timeline/

Paikin, Steve. (2017). Ontario’s colleges have come a long way in 50 years. TVO Today. https://www.tvo.org/article/ontarios-colleges-have-come-a-long-way-in-50-years

1969: Medical school innovates with problem based learning

MacMaster's medical school opened using a problem based learning approach - solving the same kind of problems students could expect to find once they were doctors. Within small study groups, supported by a tutor, students guided themselves through their medical degree. This unconventional program did not (and does not) have many of the hallmarks associated with a medical degree: students do not have to complete the medical section of the MCAT, they do not need a science degree, there is a minimum of testing and, largely, an absence of lectures as the programs founders thought them 'boring'.

McMaster University, Faculty of Health Sciences. (n.d.). Undergraduate medical program. https://medschool.healthsci.mcmaster.ca/#:~:text=The%20Undergraduate%20Medical%20Program%20uses,way%20that%20physicians%20practice%20medicine

Servant-Miklos, Virginie F.C. (2018). Fifty Years on: A Retrospective on the World’s First Problem-based Learning Programme at McMaster University Medical School. Health Professions Education. https://doi.org/10.1016/j.hpe.2018.04.002

1986: Online classes pioneered

The first online course in Canada was pioneered at the University of Toronto in the Ontario Institute for Studies in Education (OISE). In 1986, long before internet connection was commonplace, an instructor at OISE (University of Toronto) conducted the first fully online class. This first wholly online class, now viable as the internet and computers are available (but rare) for consumer use, focused on Women and Computers in Education. It utilized online conferencing and forum systems in which students collaborated to learn and attracted students from across Canada. Issues were commonplace for users in the early days but by 1995, fully online courses became more frequent at institutions across Canada due to increased internet and computer access and advances in technology that enables online teaching and learning.

Bates, T. (2016, January 18). Celebrating the 30th anniversary of the first fully online course. www.tonybates.ca. https://www.tonybates.ca/2016/01/17/celebrating-the-30th-anniversary-of-the-first-fully-online-course/ Retrieved September 23, 2024.

1991: First program accepting block credit transfer from college to university

York University's policy allowing transfer acceptance of a block of college credits was put in place. York recognized credits earned by learners at Seneca without additional evaluation. This formed the basis for the current deep relationship between York and Seneca Polytechnic. It also contributed to the increased interconnection between colleges and universities since the initial program.

Smith, R., Decock, H., Lin, S., Sidhu, R., & McCloy, U. (2016). Transfer Pathways in Postsecondary Education: York University and Seneca College as a Case Study. Toronto: Higher Education Quality Council of Ontario.

College Quarterly - Articles - College-University Transfer Programs in ﻿Ontario: A History and a Case Study. (2024). Collegequarterly.ca. https://collegequarterly.ca/2012-vol15-num04-fall/hurlihey.html Retreived September 23, 2024.

1995: Learning Management System Implemented

The first Learning Management System in Ontario is adopted by McMaster University in 1995. The FirstClass/LearnLink program adopted at McMaster was used to success. The idea of using an LMS was adopted by McMaster from Emory University in the United States. In 2000, the University of Guelph adopted D2L (Brightspace)--D2L's first client--as their LMS of choice. LMS are now commonly used at postsecondary institutions in Ontario to facilitate technology-enabled learning for both online and in-personal classes.

Timeline: Digital Learning at McMaster - Academic Excellence - Offic﻿e of the Provost. (2023, May 8). Academic Excellence - Office of the Provost. https://provost.mcmaster.ca/teaching-learning/digital-learning-strategic-framework/timeline-digital-learning-at-mcmaster/ Retrieved September 23, 2024.

History & Expertise. (2022). Uoguelph.ca. https://opened.uoguelph.ca/student-resources/History-and-Expertise Retrieved September 23, 2024.

2002: Medical School specifically for the Ontario North created

In 2002, the Northern Ontario School of Medicine University (NOSM) was created as part of a partnership of Lakehead University and Laurentian University. In 2022, it became an independent university. It is the independent medical university in Ontario and fully focuses on specifically serving northern needs, particularly First Nations and Francophone communities. All students at the institution complete a placement in a First Nations or Métis community as part of their studies. The school considers the North as their the campus and NOSM University faculty, staff, and students do not function in a traditional medical school building. Instead, NOSM partners and collaborates with more than 500 organizations, 90 communities, and 1,800 clinical, human, and medical sciences faculty across Northern Ontario.

Northern Ontario School of Medicine. (n.d.). Northern Ontario School of Medicine. https://www.nosm.ca/?gad_source=1&gclid=Cj0KCQjw5ea1BhC6ARIsAEOG5pz-z4ShNwRUM3yjjRnKbb0-No7gy1KHLvYGlVrR5vV1IQ2VpiX_xGoaAjl_EALw_wcB

2017: Indigenous Institutes recognized as third pillar of postsecondary education

After over 30 years of operation in Ontario, Indigenous Institutes were recognized as the third pillar of postsecondary education in Ontario in December 2017 with the Indigenous Institute Act , 2017. Indigenous Institutes offer a culturally relevant education for their students and act as a gathering space and resource for communities. Through the Indigenous Institutes Act, the scope, impact, and relevancy of nine Indigenous Institutes was enhanced by enabling them to grant credentials, such as diplomas, degrees and certificates. The Act came to fruition after the dedication and advocacy of the nine Indigenous Institutes and the Indigenous Institute Consortium (IIC). This Act recognizes the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) and this Act is the first of it's kind in Canada.

Government of Ontario. (2022). Indigenous institutes.https://www.ontario.ca/page/indigenous-institutes

2020: Virtual Learning Strategy Implemented

The Virtual Learning Strategy (VLS) was a $70 million dollar investment made by the Ontario Ministry of Colleges and Universities to drive growth and advancement of virtual learning across the postsecondary institutions in Ontario. The VLS invested in the advancement of digital content, capacity, fluency, and delivery for virtual and hybrid learning across the province’s postsecondary institutions. All Ontario Indigenous Institutes, colleges, and universities participated in the VLS. Over 4,000 Open Education Resource (OER) material is now is available in eCampusOntario's Open Library for use in Ontario. The VLS encouraged collaboration among postsecondary institutions to share resources, expertise, and best practices in virtual learning.

Ontario Government. (2024, September 5). Ontario invests in virtual learning strategy. News Ontario.

2021: Canada's first database of micro-credentials launched

In 2021, Ontario instituted the first provincial database for micro-credentials in Canada. This was part of the micro-credential strategy, which invested $60 million into micro-credentials, which are a certification of assessed learning associated with a specific and relevant skill or competency. Micro-credentials enable rapid retraining and help people to upgrade their skills and find new employment. This funding has enabled the design of 300 new micro-credentials which can be found in the online database and strengthened relationships between postsecondary institutions, and employers.

Ontario Government. (n.d.). Micro-credentials in Ontario's postsecondary schools. Ontario.ca. https://www.ontario.ca/page/micro-credentials-ontarios-postsecondary-schools#section-3