We should be accommodating for inconveniences caused by time zone differences
By: Jiahe Deng, Contributor
The 2020 fall semester was drastically different from what we are all used to. Different individuals faced a unique mixture of challenges, which made the past semester rough for many.
As an international student staying in my home country where the local time is 13 hours ahead of Eastern Standard Time, the time zone difference was a huge burden to learning and sadly, there is no substantial change happening for this term.
I returned to my home country in July 2020 and decided to stay there during online schooling since I thought it’d be better for my mental well-being. As the fall semester started, I found studying 13 hours ahead of Hamilton's time more challenging than I thought.
First of all, it was tough for me to find a routine that worked. A friend of mine usually goes to bed at 8:00 p.m. and consistently gets up at 3:00 a.m. He was able to attend all his classes and it worked perfectly for him. However, this didn’t work for me. If I attended all my classes, I wouldn't see any daylight. After two weeks of trial-and-error, I finally decided to only watch one course live and watch recordings for the other classes.
Next, I needed to find ways to deal with in-class midterms and exams after 1:00 a.m. I first tried to change my sleep schedule on the date of the tests. I wrote one test at 1:30 a.m., but this resulted in three unproductive days in a hectic week since I needed to sleep extra hours the day before the test and felt exhausted two days after the test. Unfortunately, this wouldn’t work for me.
So I contacted my professors to see if I can write my 2:00 a.m. tests and 5:00 a.m. exam at a different time slot. Although my professors eventually agreed to this, I was also told that it was a university-level decision not to have a policy to guarantee accommodations for time zone differences.
However, I found this decision to be unreasonable. My family is in my home country and I chose to stay here so that we could support each other through this unusual time. I’m sure many international students feel similarly in terms of wanting to stay in their home country, but also wanting to write tests at a normal time. Thus, I believe this problem deserves a systematic solution.
Although some of us stay up late from time to time, it is unjust if students are required to attend classes or take tests in the middle of the night.
Although some of us stay up late from time to time, it is unjust if students are required to attend classes or take tests in the middle of the night.
To make my point, we first need to reflect on our circumstances. Right now, courses are almost exclusively online, so we should interpret our classes as "online school" instead of "taking in-person classes in digital form."
If we "take in-person classes in digital form," then it’s reasonable to expect everyone to show up for every class just like when we are attending school in-person, with the only difference being the delivery switched from in-person to online. However, this expectation is unrealistic.
Instead, we should look at this as "online schooling." This means we need to respect the fact that not everyone has a quiet place to study all the time and that not everyone is in the same time zone. If we disrespect this fact and choose not to be flexible, then we systematically make it harder for students who don't always have access to quiet space, who live in another time zone and who have limited internet access, to thrive.
Second, not giving accommodations for a time zone difference is unjust and puts students’ health in jeopardy. Without accommodations, it implies that the university expects students to write a test at inconvenient times, say at 4:00 a.m. However, it’s reasonable to assume that an average person is not able to function to their average ability at that time. Therefore, it’s obviously unjust to test students when clearly some can’t function normally.
On the other hand, without accommodations, a student may have to switch their sleep schedule often. I don’t need to over-emphasize how important a consistent sleep schedule is. Even people who work night shifts can have several days off after their shifts. However, after writing a test at 4:00 a.m., students often don’t get a break since the course goes on. Thus, I believe not giving accommodation has systematically put students’ health in jeopardy.
One argument against giving accommodations is integrity. As much as I agree that integrity is crucial, I insist it is necessary to accommodate time zone differences. After all, testing that is equitable takes precedence over integrity.
Additionally, Student Accessibility Services students have the ability to get their tests rescheduled, so there must be ways to balance rescheduling and integrity; for instance, having different versions of the test.
Another concern is that when international students write exams at time slots convenient to them, there might not be staff available to answer questions, which is against university policy. However, if the instructor can let the student know rescheduling might result in no staff available during the test, this concern can be resolved, since students waive the right of that policy.
Ideally, I think all courses should be designed to adapt for online learning and if some courses must be taught synchronized, there should be a notice on that before the semester starts. However, at this point, I think what could help is a formal statement from university officials that acknowledges that a time zone difference is to be accommodated and encourages students to contact instructors for accommodations.
However, at this point, I think what could help is a formal statement from university officials that acknowledges that a time zone difference is to be accommodated and encourages students to contact instructors for accommodations.
We need to respect people’s decisions. If international students think staying in their home country is the best for them, then what others can do is to support them. To adjust to remote learning, I selectively chose courses with lectures in the morning and during last semester, I dropped one to cope.
Those are my efforts and I'm sure others are trying their own ways to thrive. But personal efforts or merely encouraging instructors to accommodate simply isn’t enough.
There needs to be a policy change that allows tests and exams to be accommodated for if there is any inconvenience caused by time zone difference. This problem is systematic and it deserves a systematic solution.
Students shouldn’t need accommodations for a course because they should be accessible to begin with
This week, I had a very pleasant meeting with one of my course instructors and it made me wonder: why can’t courses be set up in a way that is accessible to begin with?
Let me backtrack a bit. I’m registered with Student Accessibility Services, which is a service that allows you to request accommodations for your courses. To receive your accommodations, you must register and confirm your accommodations every term. Once you register, an accommodation letter is sent to your instructor and you are expected to communicate with your instructor about your accommodations. This is to ensure any details of your accommodations are taken into consideration and that you and your instructor are on the same page.
This can be a tedious process and if I’m being honest, I often forget to schedule a meeting with my course instructors. Unfortunately, this avenue is the only way to access “formal” accommodations from the university and as a result, many disabled students are left advocating for their needs.
Last week, I set up a meeting with my instructor. I was very nervous to meet her as I have had issues with accommodations in the past. Yet, I felt a glimmer of hope — the course had lecture transcripts, which is not something I’ve seen in any of my other courses in the past three years that I’ve attended McMaster University. With in-person classes, many lectures were not podcasted and if they were, they were rarely captioned and never had a transcript. Online classes have obviously been better with recording lectures, but many of them are still not captioned.
Yet, I felt a glimmer of hope — the course had lecture transcripts, which is not something I’ve seen in any of my other courses in the past three years that I’ve attended McMaster University.
As I mentioned previously, the meeting was great. My instructor was very kind, understanding of my situation and made sure to ask me if she could alter anything about the course to make it better for me. She asked me if I needed a notetaker, but I mentioned that the lecture transcripts were very helpful — maybe even better than having course notes. I brought up my concerns surrounding the quizzes and exam, as one of my accommodations included extra time and I wasn’t sure if that would be accounted for on Avenue to Learn. But she assured me that the quizzes were not timed and that the exam was a take-home exam. She also let me know that if I needed any extensions on assignments to just let her know a few days beforehand and that it would be no problem to grant an extension.
When we started discussing the course as a whole, she mentioned something that gave me an interesting perspective on course accessibility. My instructor told me that she could empathize with my disability as she also took medication for anxiety. She let me know that because of her experience with mental illness, she tried to set up the course in the way that she would have liked to take it as someone with anxiety. This meant providing transcripts, offering untimed quizzes and being lenient with deadlines. Since she set the course up this way, I didn’t really need to use my accommodations because I was already accommodated for.
During this meeting, I felt like I was able to sigh a breath of relief. I hadn’t realized until now how often I had to advocate for accommodations. Sometimes it would be just a meeting, but sometimes I had to contact my SAS coordinator because my instructor refused to accommodate me. For this class, though, my instructor considered students’ disabilities when designing the course. Accommodations were considered not as an afterthought but during the preparation of the course. As a result, I didn’t need to push for my needs to be heard because the course was accessible to begin with.
Accommodations were considered not as an afterthought but during the preparation of the course.
This made me reflect on other courses I’ve taken throughout my undergraduate career. Most courses I’ve taken were not set up in a way that I didn’t really need to use my SAS accommodations; they were more of an afterthought. If you had accommodations, the instructor would find a way to incorporate them into the course. Otherwise, the course would just run as the instructor intended it to be, even if the course is inaccessible.
I’m grateful to have SAS accommodations. If a course isn’t set up in a way that is accessible for me, I can meet with my instructor and figure out an accommodation plan. But not everyone who needs accommodations is able to use SAS. If you don’t have accommodations, it’s up to you to figure out how to make the course accessible, whether that’s through asking your peers for notes or asking your instructor for extensions even though you don’t have an official letter to back up your disability.
Although this is the norm right now, it shouldn’t be. We’re paying to take these courses, so instructors should make sure that we are able to take the course. The responsibility of making courses accessible should not fall on disabled students. Instead, courses should be set up in a way that considers disability. Offering accommodations is a good start, but we should strive to make courses accessible to begin with.
By: Tanvi Pathak
In March, McMaster Students Union is slated to release its second annual municipal budget submission to Hamilton city council.
According to Shemar Hackett, the MSU associate vice president (Municipal Affairs), the budget submission will prioritize transit, student housing, student employment, bylaws and enforcement and lighting.
After consulting students and reviewing data from The Your City survey, the MSU decided these key areas were ones that stood out as issues that needed immediate attention.
The committee’s decision to focus on these areas is also linked to the rising demand for off-campus housing.
According to Andrew Parashis, a property manager at Spotted Properties, the largest property management in the McMaster community, demand for student housing has soared in recent years.
Parashis notes that with the increase of local and international students attending McMaster, the waiting list for students seeking accommodations through Spotted Properties has tripled in the last year alone.
The municipal budget submission will also focus on accessible employment opportunities.
The union’s education department and municipal affairs committee’s recommendations aim to offer proactive solutions for each issue and improve Hamilton’s attractiveness to students and recent McMaster grads.
One of the committee’s recommendations is for the city of Hamilton to implement a lighting audit across Ward 1.
Hackett emphasized that there are neighborhoods off-campus substantially lacking in visibility. As a result, many students do not feel comfortable walking home late at night after classes.
A lighting audit would reduce these issues in these neighborhoods and identify priority locations for new street lights.
The committee reached out to the Ward 1 councilor Maureen Wilson, who was receptive to the committee’s recommendation and is confident that the proposal will be valuable to McMaster and Ward 1.
Another recommendation calls for city council to move forward with the landlord licensing project discussed in December.
Hackett and Stephanie Bertolo, MSU vice president (Education), articulated their stance on landlord licensing to Ward 8 city councilor Terry Whitehead, who sits on the Rental Housing sub-committee.
Since then, the motion to implement a pilot project was brought to council and endorsed by many councilors.
Prior to the development of the budget submission, the committee consulted city officials.
The committee plans to continue to meet with the city staff and councillors to push for their recommendations and make them a priority for the council.
Thus far, they have met with Terry Cooke, CEO of the Hamilton Community Foundation, to discuss student engagement and retention and the ways in which organizations can support one another in the future.
The municipal affairs committee has also been successful in implementing its Landlord Rating system, a platform developed by the MSU education department.
The landlord licensing project, which the committee has also been lobbying for, got the Hamilton city council rental housing sub committee’s stamp of approval and will be put forth into discussion during the next city council meeting.
“The council has been extremely receptive to all our points about the agreements we put forth,” said Hackett, adding that the MSU budget submission has proven to be a valuable resource for lobbying municipal stakeholders.
Over the next few weeks, the municipal affairs committee will meet with city councilors and community stakeholders to advocate for their budget submission proposals.
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