By: Elizabeth DiEmanuele
“We often don’t realize how resilient we can be,” says Kerri Latham, career counsellor at the Student Success Centre. “The truth is, the more times you fail, the easier it is to try.”
For the Student Success Centre, providing students with the resources and supports needed to develop their resiliency in university is important. One piece of this work is normalizing failure, uncertainty and other factors that contribute to wanting to give up on a goal, project, idea, or dream.
As Jenna Storey, academic skills program coordinator at the Student Success Centre, says, “Students often encounter challenges in achieving their academic goals. Resiliency in academics is about bouncing back after these challenges, and also recognizing and working through them by incorporating better academic and personal management skills.”
Most recently, the Centre led a digital campaign called #StickWithIt, a resiliency campaign that responded to student experiences the Centre addresses in its regular roster of programs, services and workshops. Staff have also participated in the CFMU’s MorningFile show, covering topics from Thriving in Academic Uncertainty to Developing Career Resilience.
In Kerri’s role, resiliency is an ongoing conversation and practice. Whether it’s through her one-on-one appointments, a career and employment session, or a Career Planning Group, one thing is clear: there is a shared uncertainty for many students around what they are going to do and where they are going to go next.
Kerri shares, “Though there are expectations, reflecting on your own priorities can help you stay grounded to pursue a direction that is best for you. Try not to get swayed too much by what others are doing. Know yourself and honour your own path.”
Knowing yourself does not necessarily mean “know your passion.” As Kerri suggests, “This puts a lot of false expectations on students, but the main thing is to pay attention to those seeds of interests and allow them to grow. Though it might feel like everyone has it figured out, there is always change, uncertainty and new directions. It’s okay to not know right now – uncertainty is to be expected.”
For students focused on what’s next, Kerri recommends breaking big decisions into smaller chunks; and when job searching, focusing more on the opportunities and skills students want to develop. She also encourages students to use their strengths and supports, like family, friends or mentors.
The good news is: students don’t have to go through it alone. The Student Success Centre is a place for students to explore, from the moment they accept their offer of admission and up to ten years after graduation. Upcoming sessions include:
Register for workshops or a career counselling appointment on OSCARplus.
Visit studentsuccess.mcmaster.ca to learn more.
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By: Natalie Clark
The definition of “Thrive” is most simply put as “to progress toward or realize a goal despite or because of circumstances.” This definition embodies the true meaning of McMaster’s first ever Thrive Week, beginning Feb. 4.
Thrive Week is a week-long series of events focusing on improving and maintaining good mental health of students, staff and faculty on campus.
Events include yoga, Zumba, meditation circles, stress management workshops and various panels for students to get information on a variety of topics such as career planning and suicide awareness.
Although Thrive Week is new to McMaster, the wellness event has been a part of many schools around Canada for the past 10 years.
“Thrive began at [University of British Columbia] in 2009 and since then, a number of Canadian colleges and universities have adopted the spirit of Thrive,” mentioned McMaster wellness educator, WilPrakash Fujarczuk.
“The wellness education team decided to join these schools for a number of reasons… one reason is to connect students to pre-existing services on campus… we know that there are a number of departments that promote mental wellness in ways that may not be so obvious,” said Fujarczuk.
Fujarczuk mentions “Sketching Thursdays” at the McMaster Museum of Art, which is a weekly event that allows students to distance themselves from their devices and work on mindfulness and creative expression.
Thrive Week is intended to promote events similar to “Sketching Thursdays” on campus and add additional resources and events throughout Thrive Week for students to participate in to further their mental health journey.
“Thrive is also an opportunity to bring in community partners to showcase the valuable expertise that Hamilton community resources have to offer,” mentioned Fujarczuk.
Some of the community partners that are taking part in Thrive Week at McMaster include Healing Together Yoga, The AIDS Network and Asian Community AIDS Services.
Body Brave, another Hamilton-based organization, will also be taking part in the event to introduce students and staff to their off campus support system. Body Brave’s main purpose is to address the major gaps in resources for eating disorders, raise awareness and reduce the stigma around eating disorders, particularly with those who are over the age of 18.
Kelsea McCready, a McMaster student who holds the position of secretary on the board of directors at Body Brave, mentions the barriers that individuals may face when struggling with an eating disorder and are looking for help.
“Programs within Ontario as a whole have a limited capacity which means that many individuals who are struggling are left on long waitlists without any kind of specialized support,” mentioned McCready.
McCready notes that although Body Brave is not a direct replacement for professional specialized support for eating disorders, the organization offers a variety of affordable treatment programs such as workshops, individual treatment and support groups.
“It is a priority for Body Brave to engage more with the McMaster community as an off-campus support in addition to on-campus services,” said McCready.
Body Brave’s involvement in Thrive Week is important for those who may be suffering from an eating disorder and are wary to seek out support. Thrive Week introduces programs and organizations to the McMaster campus that are similar to Body Brave in order to make these services more accessible to students.
“Given that it’s our first year running Thrive, we are hoping to use it as an opportunity to evaluate programs and build on for future years,” said Fujarczuk.
While Thrive events will only be taking place for a week, the path towards bettering the mental health of the McMaster community needs to be addressed and explored on a consistent basis. Thrive Week is the first step towards shedding light on the services available on-campus and in the community.
Thrive Week will be running on campus from Feb. 4 to Feb. 9. More information about the event can be found on the Student Wellness Centre’s website, which includes the Thrive Week schedule and other mental health resources found year-round on campus.
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By: Youssef El-Sayes
Choosing a degree and career path is not an easy task. Students pursuing a degree in science have a wide variety of available career options. These range from positions in research, industry, medicine, illustration and so much more. It almost seems like the possibilities are endless.
But how does one truly understand their goals without experiencing their options? Many professionals end up with a job that they thought would interest them but eventually learn otherwise.
This issue has become so commonplace that institutions like McMaster University have developed strategies to help students gain a variety of experiences outside of their chosen undergraduate program. A great example are the interdisciplinary experience courses, offered by the school of interdisciplinary science.
For a full credit, students can choose from a wide array of IE courses that cover topics such as three-dimensional printing, visiting Kentucky for a caving fieldtrip or hiking Algonquin park while learning about Canadian history, geography and literature.
IE courses serve the purpose of introducing students to a variety of disciplines that will help broaden their perspectives and opinions towards science. By providing students with active learning opportunities, they can develop a personal connection and a deep motivation for the subject.
The idea of active learning has been studied for decades. In essence, active learning requires students to be engaged with the delivered content while critically thinking about the activities they are working on.
Current research suggests that fostering engagement in class activities is more likely to improve student learning compared to simply spending extra time on a topic. This is why IE courses available at McMaster University consist of short workshops, field trips or tutorials that keep students motivated and prove that learning does not need to be time consuming.
These experiences are especially rewarding for students because they earn a credit for their work. The results of IE courses are also long-lasting. For example, upon completion of IE courses, many students often undertake related volunteer positions and internships, in order to put what they have learned into practice.
Aside from personal growth, IE courses also provide a multitude of professional benefits. Due to the small class sizes, students can engage in one-on-one interactions with instructors or guest speakers and build valuable networking skills.
These experiences also set students apart by giving them something distinct and unique to include on a resume. Overall, IE courses allow students to build on their academic, personal and professional qualities and become multi-faceted individuals.
McMaster University has always led the path for innovative teaching and learning, and offering IE courses is no exception. Students should always challenge themselves to step outside of their comfort zone in order to find their real interests and ambitions. By doing so, students can become professionals in their fields that truly love what they do.
It is clear that experiential and active learning opportunities are able to foster skilled and competent individuals who are willing to create a brighter future, and this is exactly what McMaster has been striving to do. So the next time you are enroling for courses, consider taking an IE class.
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When Jess completed her undergraduate degree, she found herself at a crossroads. Look for an entry-level position in primary health care? Or pursue additional studies to streamline her career path?
Having decided to take the further education route, Jess began her search for a graduate certificate program that would provide the experience she needed to make her resume stand out. She found the right fit in Hamilton at Mohawk College and enrolled in the Mental Health and Disability Management Graduate Certificate program.
"My degree gave me a solid foundation, but I knew I needed practical skills and workplace experience," says Jess. “With so many opportunities to learn outside of the classroom and get involved in the community, Mohawk’s graduate certificate program checked all the right boxes for me."
As a leader in experiential learning, Mohawk’s graduate certificate programs prepare you, in one year or less with experience you will use in the workplace. Embedded in all programs are learning opportunities developed in cooperation with industry partners, such as capstone projects, work placements, and interactive simulations. These partnerships formed between industry, colleges and universities are key to students leaving with relevant skills for today's job market.
As a university graduate, these opportunities to specialize and gain industry-relevant experiences can build on your degree and make a difference in your job search. In fact, 88.6% of Mohawk grads find employment within six months of graduating. *
Securing a job in a field directly related to your undergraduate studies? Consider a graduate certificate program that complements your existing knowledge base.
Interested in working in an industry that’s entirely different from your university major? Your bachelor’s degree is the key to being eligible for a diverse range of graduate certificate programs.
For Jess, combining her undergraduate degree with a graduate certificate has given her the confidence that she’ll have both the knowledge and the skills to help fill gaps that exist in primary health care environments.
Ready to go further? Explore Mohawk College Graduate Certificates today and find the one that’s the right fit for you.
* 2017-18 KPI Student Satisfaction and Engagement Survey
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Expand upon your post-secondary studies to discover your pathway to an exciting career in health information. Learn and apply industry standards for the collection, use, and analysis of personal health data. Study information management’s principles and practices for privacy, confidentiality and security, and how these are applicable to health information systems. Learn how electronic information management is revolutionizing health care within service sectors: primary care, administration and research.
As the Canadian health care delivery system evolves, so does data collection, health information usage and analysis, privacy and security, and the integration of information systems.
That’s why McMaster University Continuing Education is thrilled to announce that its Health Information Management Plus Diploma program is now accredited by the Canadian College of Health Information Management (CCHIM). This accreditation means that the program has met the strict regulation requirements upheld by both the certifying body and the Canadian Health Information Management Association (CHIMA), the national association representing leadership and excellence in health information management across the country.
This post-graduate, part-time, instructor-led program is an online learning experience designed by leading experts in the country in consultation with professional associations. Graduates of the program are eligible to become Certified Health Information Management (CHIM) professionals, who are in high demand in a variety of health care settings across the continuum of care and within provincial and federal governments. These professionals will use electronic information management to revolutionize health care.
The CHIM credential is recognized across Canada, and our members play key roles in the Canadian health system, including privacy and information analytics, to decision support and the coding and classification of records.
McMaster University Continuing Education provides its learners with academic programs that are well-designed, accessible, and relevant to the professional field. Programs within health information are designed for learners with an undergraduate degree or college diploma seeking to build upon their prior knowledge and skills.
To qualify for the Health Information Management Plus Diploma (45 units), students must complete all required courses for the program. In agreement with CHALearning, McMaster University Continuing Education students will register and complete 3 coding courses offered by CHALearning. Upon successful completion of the 3 courses, students receive 6 units of study to be applied to the HIM Plus Diploma. All program courses are offered online. This diploma program is accredited by the Canadian College of Health Information Management (2018-2020).
Applications for the winter term cohort open on January 2, 2019. To find out more about admission requirements, please visit mcmastercce.ca/health-information-management or contact us at mcmastercce.ca/contact-us.
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By: Adriana Skaljin
Cassandra Rufenach is a fourth-year biology student and wrestler for the McMaster wrestling team. Rufenach started wrestling in the 11th grade for half a season, and played a full season in her final year of high school.
Her decision to start wrestling was inspired by her love for taekwondo, which led to a desire to do something that shared the same level of physical contact. She loved her experience on the high school wrestling team, and continued her career at McMaster for the past four years.
“There was a big transition going from high school to university-level wrestling,” explained Rufenach. “At McMaster, we started to learn the sport [beyond] having fun, so I had to relearn everything I knew.”
“I started [late into high school] because I didn’t know that women were allowed to be on the wrestling team,” said Rufenach on her experience going into a male-dominated sport. “I remember being told that it was a boy’s sport, but I joined anyways because I was already [participating in] fighting sports.”
Rufenach accounts for the physicality of wrestling as the reason why it is male-dominated. This is reflected in McMaster’s roster size, with the men’s team approximately double the size of the women’s.
“The sport [requires a high level of] physicality and is a tough and aggressive sport,” explained Rufenach. “Whenever I tell anyone that I am on the wrestling team, they are surprised because of my size and the fact that I don’t fit the [wrestling stereotype].”
There are 4️⃣ @mcmasteru teams ranked in this week's @usportsca Top 10s, with @MACMVB and men's wrestling both moving up two spots!
♂️🏐⬆️4️⃣
♀️🏀↔️4️⃣
🤼♂️⬆️6️⃣
🤼♀️↔️9️⃣#GoMacGo pic.twitter.com/qqPgOWV8jK— McMaster Marauders (@McMasterSports) January 15, 2019
This disparity is not just limited to wrestling, despite the fact that many women show interest in athletics. Rufenach notes that there is still more progress that needs to be made .
“We need to bring [more] awareness to women in sports and show that girls are just as capable as guys,” said Rufenach. “We need to make [female athletics] more apparent [in society] and provide equal highlights for both sexes.”
Despite her acknowledgement that wrestling is a male-dominated sport, she commends her team on being inclusive and equal between the male and female wrestlers.
“The male wrestlers on the [McMaster] team are good at being welcoming to us females and there is no exclusion,” said Rufenach. “There are physical differences between the women and the men, and the guys take that into account and wrestle us more tactically [in practice].”
“Everyone has their own individual areas of improvement,” said Rufenach on the team’s dynamic. “As a whole, our closeness helps [to unify us by the fact] that it is our sport.”
When asked about her individual areas of improvement, Rufenach explained how last year she was able to crack the standings unlike the year prior. She owes her new found success to her personal motivation tactics.
“I tell myself to stay calm [before a match] and remain focused,” said Rufenach. “Each match is a learning experience. It should not matter if you win or lose. You need to focus on wrestling your best and at a level that you will be proud of.”
Rufenach provided advice to any woman considering a start in wrestling.
“It’s going to be hard work; you need to be aware that hard work pays off,” she said. “Don’t be intimidated by the fact that it is considered a male-dominated sport. It doesn’t matter and it shouldn’t matter.”
It is evident that with passion, perseverance and acceptance, female wrestlers such as Cassandra Rufenach have the ability to participate in the sports they love. It is important to move past the male-normativity that is placed against sports, such as wrestling, and strive to recognize female athletics.
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People from all over the GTA can now head over to nearby Hamilton to benefit from McMaster University’s Data Analytics Continuing Education programs-- programs which could lead to a job in almost any industry.
The certificate in Big Data Analytics gives adult learners the tools and techniques to help guide organizations in the exploding field of data analytics.
As more ways of collecting data are being developed, professionals are needed who can turn that data into useful business insights.
As the demand for data analysts steadily increases and the talent supply remains low, this is a perfect time to train to enter the field.
McMaster has two data analytics streams: Big Data Analytics and Foundations of Data Analytics.
Haitham Amar, who teaches the Predictive Modelling and Data Mining course, says there is a wealth of job opportunities available for graduates.
“The program allows students to choose a career as a data scientist, data analyst, data engineer, and machine learning engineer. In general, you can think of the career as either leaning more towards model building or towards model implementation (programming).” Amar explains.
Amar also points out that a number of industries involve big data analytics.
“Every field that makes use of data in any way, shape or form requires big data analytics. This seems like everything in the industry right now. Insurance companies, car manufacturers, education institutions, the health sector, the banking sector, the entertainment industry, etc. are all interested in people who are skilled in data analytics.”
Because of the wealth of career opportunities, students looking for a rewarding career are enrolling in the program.
The program can also, in a way, help prepare students for jobs that aren’t even available yet as almost any industry can better use data to its advantage.
“The question would be what professional fields would not be able to leverage big data analytics. Many companies still have a lot work to do in effectively leveraging data,” says Eleanor Smith, an instructor who teaches data management.
Smith also says the course has been invaluable to students seeking professional development.
“I have received feedback from students that this course has helped them in their professional lives. One topic we treat is enterprise metadata management, which many enterprise organizations have surprisingly yet to establish,” she says.
“A current student has provided me with feedback that her company is now investigating metadata management tools based on what has been presented in this course. Another student who works as a product manager at a big name credit bureau explained to me this course gave him the background and language to converse with his more technical colleagues.”
Overall, students say they learn an incredible amount of useful--and applicable--information in a relatively short period of time.
To learn more, please visit mcmastercce.ca/data-analytics
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Salma Hindy likes to think that she was at her peak creativity and performance level while making her childhood friends laugh. Lunch times at the Islamic elementary and secondary schools she attended turned into a comedy sketch hour filled with extravagant storytelling and ridiculous imitations of her teachers and friends.
The up-and-coming comedian recently returned from the 12 city Super Muslim Comedy Tour in the United Kingdom, and finished in second place in the Toronto Comedy Brawl competition against over 400 comedians. Hindy also spent her autumn performing at comedy festivals in Boston, Dallas, Chicago and New York.
As Hindy prepares to open for American comedian and actor Ken Jeong on Jan. 11 for the Life After Mac performance on campus, it’s fair to say storytelling and making people laugh have followed her into adulthood.
Growing up in a conservative Muslim household meant that her parents have a rigid understanding of what comedy and performance is, which made it difficult for them to understand what their daughter wanted to pursue.
While their ideas of comedy were often tainted with negative connotations and misconceptions, Hindy wanted to show her family and Muslim community that clean comedy can be approached in a way that is mindful of the values and boundaries she has set for herself. Her career, identity and spirituality are part of her own personal journey and comedy just so happens to play an important part as well.
Despite her parents’ reluctance to attend her shows, Hindy’s mother found herself attending an event her daughter just so happened to be performing at for International Women’s Day this past March. It may have been seeing her daughter perform stand-up for the first time, the fact that Hindy removed all her parent jokes from her set, or the constant boasting on part of her mother’s friends, but the laughter seemed to ease her concerns.
The comedy industry was in for a shock too. Most audiences aren’t used to seeing a visibly Muslim woman take center stage at a comedy bar. Hindy will skip out on free drink tickets and get ecstatic at the availability of halal food at her events, but the industry is ready to embrace her and the diversity she brings.
“I fit in pretty well as someone who doesn't fit in, if that makes any sense. They want to see people with different identities… different stories and different perspectives. Somebody who can teach them something that they didn't know before while obviously still being entertaining and funny,” explained Hindy.
While Hindy’s faith and stereotypes around her identity do seep into her act, she isn’t explicitly written for a Muslim audience. Her witty remarks and hilarious stories about her life, which are all based on true events, humanize her as a Muslim Canadian; an identity that is often informed by the media rather than real life interactions.
Comedy became a breakthrough for fostering understanding. From jokes about struggling to have a crush reciprocate feelings to witnessing anti-Muslim protestors outside of a mosque and thinking ‘wow, these people go to the mosque more than me, like damn I wish I had your consistency’, Hindy utilizes storytelling to reach out to her audience and build a relationship.
“[I]t doesn't even necessarily have to be specifically or explicitly about Muslim issues or Muslim struggles, obviously those are really enlightening and they're great informational pieces for the audience, but even just you ranting about the same thing that somebody else would rant about which is just very mundane, just shows how relatable you are and how much of a connection that we all have,” explained Hindy.
Hindy completed her bachelor of engineering at McMaster and a masters in clinical engineering at the University of Toronto. She recently started her first full time job as a biomedical research engineer at Centre for Addiction and Mental Health so it’s only a matter of time before this milestone in her life inspires the newest additions to her comedy set.
In conversation, Hindy can’t help crack a joke or two — or every five minutes— often followed by a ‘you know what I’m saying?’ and her contagious laughter. Comedy is her superpower, she uses it to spread awareness, break down stereotypes and share herself unapologetically with the world.
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Following the advocacy efforts made by the McMaster Students Union, the fall 2018 term introduced McMaster University students to a new option for course enrolment: the personal interest course. The PIC option allows students to take an elective course without affecting their cumulative grade point average by making the course assessed on a credit or no-credit grading scale.
There's still time to register for a Personal Interest Course. Read more about PIC here: https://t.co/yoAi4Icjaz and learn how you can register for both Fall and Winter terms. #McSU #mcmasteru pic.twitter.com/HKXYCY7Ia8
— McMaster Students Union (MSU) (@MSU_McMaster) August 7, 2018
In order to receive a final grade of credit, students must earn a final mark of at least 50 per cent. Students who do not earn 50 per cent receive a final grade of no-credit, which is not considered as a failure and is not included in GPA calculations or averages.
According to the office of the registrar, “McMaster University encourages interdisciplinary study and believes undergraduate studies provides an excellent opportunity to explore topics which are new and unfamiliar.”
Thus, by removing the risk of negatively affecting students’ GPA, the PIC option can encourage students to explore new interests through choosing electives outside of their program. The units earned from successfully completing a PIC can even be used to satisfy a students’ elective or minor requirements.
Any undergraduate student with a cumulative GPA of at least 3.5 and who are registered in a participating program above level one may take advantage of the PIC option. Such students may take three units of PIC per term, with a maximum of twelve units per four- or five-level degrees or a maximum of nine units per three-level degrees.
Once enrolled in a course, selecting a PIC option simply requires changing the grading basis for the course on Mosaic from graded to PIC. For the 2019 winter term, students have until the end of the drop-and-add period on Jan. 15 to declare a PIC. If necessary, students can still opt to withdraw from the course as per the normal procedures and deadlines.
Surveying friends who took a PIC during the fall 2018 term, the reviews have been overwhelmingly positive. Whether it is the student in the natural sciences trying a music course or a humanities student gaining valuable business knowledge, the PIC option allows for students to develop new skills and realize new interests.
One of the best features of the PIC is that if students feel they are doing well in the course and would like to keep the numeric grade, they have the option to indicate the course is no longer a PIC on Mosaic by the last day for withdrawing from courses without failure by default, which is Mar. 15 for the winter 2019 term. This truly creates a no-risk scenario for students interested in taking new classes.
Before PIC was introduced, the only other way for undergraduate students to take a class without affecting their cumulative GPA was to audit the class. However, since completion of assignments and writing the final examination is not required, students cannot earn units for audited courses like they do with PIC.
I strongly encourage all students to at least consider taking a PIC. Who knows—you might discover a new passion or career interest!
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It’s the most wonderful time of the year – application season. For many in their final year of their undergraduate degree, this is a time for intense research, creating relationships with potential supervisors, beefing up résumés, and improving grades to meet academic requirements. It’s no wonder then that many students consider taking a break.
A gap year means something different to each person. It can mean a year off school to travel or to work and earn money or even to go back to school and take some classes out of interest that your degree may not have allowed time for.
For the majority of us students who did not take a gap year between finishing high school and entering university, we’ve been schooling non-stop since we were potty-trained. This amount of intense work and often prolonged stress is bound to take a toll on our mental health. Gap years may very well help students avoid academic burnout.
Beyond providing a well-deserved break, gap years host a myriad of positive benefits. They allow students to gain experiences that are beyond what the confines of the campus can offer. These experiences can then be used to supplement what was taught in the classroom to make student applicants stand out from the crowd.
Why the hesitation then to take a gap year? I have been told by friends that they fear the gap year because they fear they will enjoy it too much and as a consequence, lose any motivation to continue in academia. Graduate school is hard work. The same can be said for professional school and entering the workforce.
I argue that if you are truly secure in your goals, then you’ll see them through despite the promise of the gruelling work they require. If a year off school is enough to lose motivation in attaining a goal, that goal is likely not a reflection of your true desires.
Ultimately, that is what a gap year is meant for. It’s the optimal time for self-reflection and to discover what you truly want from life – and that may not include the graduate program that you’re planning on enrolling in.
The fear that taking a year off school may be frowned upon by application and hiring boards is a valid fear but ultimately unfounded. Many schools recognize the value of time spent away from school. The University of British Columbia has the option to defer graduate studies for up to one year. Even Harvard University encourages students to defer their acceptance to the university and take the time to mature as a person. Taking a break after working to achieve an undergraduate degree no longer carries the stigma of weakness or laziness
Where I’ll be a year from now remains a mystery. I may be happily enrolled in graduate school or on route to some far-away destination. I’m planning for both, and others should too.
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